Math Fellow Program Guide | 2014-2015

2
Table of Contents

Welcome4
Start of Year Checklist..5
Day in the Life.6
Year in the Life6

1. Living Our Values (Pre-work)
Mission, Vision, and Values.11
Program Focus Areas...11
Educational Inequity and High Dosage Tutoring.....12

2. Instruction, Curriculum and Assessment
Target Individual Support
On Track
Lesson Planning
SMART Goals and Tracking Progress
Accountable Talk and Student Engagement
Data Driven Instruction
Special Populations

3. Culture, Management, and Parent Outreach
Program Structures and Routines
Tutorial Management
Positive Reinforcement
Assertive Authority
Parent Outreach


Content to be added and guide
updated for Summer Institute
beginning on August 11, 2014.

Content to be added and guide
updated for Summer Institute
beginning on August 11, 2014.

3
4. Social and Emotional Intervention
Growth Mindset
Malleable Intelligence
Deliberate Practice (for 6
th
and 8
th
graders)
Character Growth Card


5. Appendix
Framework for Fellow Effectiveness
Scholastic Math Inventory
Learning Environment
Tutorial Videos
Key Terms
The Denver Plan (Draft)
School Year Calendar
Assessment Calendar
Bonus Structure
Resources from District Partners












Content to be added and guide
updated for Summer Institute
beginning on August 11, 2014.
Content to be added and guide
updated for Summer Institute
beginning on August 11, 2014.

4
Welcome
Im writing to express my anticipation and excitement as we begin year 2 of the Denver Math Fellows program
and increase supports for school determined math interventions! Welcome to the team and welcome to DPS!
You are joining a truly exceptional group that has signed on to give a year of service to our highest need
students and in the process you will be challenged and rewarded as you give back.
Id like to share some data points about the Denver Math Fellows program and the school determined
programs for the 2014-2015 school year:
Denver Math Fellows
Fellows: 230
Coordinators: 23
Assistant Coordinators: 2
Schools: 44
Students Served: 5,000+
School Determined Math Interventions
Math Interventionists: 80
Coordinators: 2
Assistant Coordinators: N/A
Schools: 57 schools
Students Served: 1,500+

Fellows: you were selected for the math fellow position because we believe you can make a real difference in
the lives of our students. Interventionists: we are excited to increase our partnership with you for next year!
Two years ago Denver Public Schools engaged all team members and agreed upon a set of shared core values
that will help us ensure that Every Child Succeeds! These values are: Students First, Integrity, Equity,
Collaboration, Accountability and Fun. I believe that you are part of a group that can aspire to live these values
if you are willing to take a risk and do whatever it takes to make sure your children succeed. No doubt you are
probably asking: how do we define success? For us, success is defined through the Denver Plan (draft
available in appendix) and our program mission to close the opportunity gap by providing small group math
instruction for our highest need students in order to accelerate their academic growth in preparation for
college and career.
As a program we are always hungry for feedback and constantly looking to improve. As a fellow you will
receive regular feedback from your coordinator and you will also be asked to provide feedback on a regular
basis that will be used by your coordinator. Math interventionists will also receive feedback and support from
coordinators as we expand our supports to school determined programs. As the director of the program,
please feel free to reach out to me with feedback, my email is timothy_johnson1@dpsk12.org and my cell is
303-501-2986. Im looking forward to seeing you at training on August 11
th
!
Note: Math fellows are the intended audience for this guide but we are confident that interventionists will find
the content and resources to be helpful in their work.

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Start of School Checklist
Tutorial Space
Name and College
Word Wall with Math and Academic Vocabulary
Expectations and Procedures (Aligned with School)
Program Goals
Student Academic and Behavior Trackers
College Banners and Posters
Objective for On Track (Grade Level)
Objective for Individual Targeted Support (Do the Math, Navigator)
Agenda for First Day

Instruction
Lesson Plans for On Track (Grade Level)
Lesson Plans for Individual Targeted Support (Do the Math, Navigator)
Needed Resources are Organized and Ready for Use
Strategies from Teach Like a Champion:
Accountable Talk Strategies:

Culture
Home Visits and/or Parent Calls
Practice Systems and Routines for Tutorial Systems
Tutorial Expectations Posted and Incorporated into First Lesson
Behavior Management and Reward Systems Consistent and Aligned to School
Joy! Model a Love of Teaching and Learning for Students

Additional





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Day in the Life
As a Denver Math Fellow your days will be long, challenging, and rewarding. On a daily basis you will
experience a burst of energy when a student finally gets-it, you will also feel a students frustration as they
struggle to grasp a challenging concept.
Each tutorial period will be highly structured in order to ensure every second counts. The four components of
each tutorial are:
1. Do Now (3 minutes): Students silently complete two to three problems based on content from
previous tutorial
2. Targeted Individual Support (20 minutes): Focus on math skills and concepts, based on student need
3. On Track (18 minutes): Focus on grade level aligned material, for all students
4. Exit Ticket (4 minutes): Check for understanding and mastery of content covered that day

Please note: actual times for the tutorial components may vary depending on time of year and student need.

Each fellow will deliver 6 tutorials per day and each tutorial will be about 45 minutes long with four or less
students per period. Fellows will work with students with the highest need and generally see a cohort of 24
students each day. In addition to the 6 tutorials you will deliver each day you will be expected to participate in
school duties (lunch, hallway etc.) and have a minimum of 45 minutes for individual planning and a 30 minute
lunch. Here is an outline of a typical daily schedule; times will vary depending on school.
Periods 1-3 Work with four students each period; with each tutorial group you will be delivering a
different learning module based on student need. The grade level section of each tutorial will be
generally the same.
Lunch
Periods 4-5 Work with four students each period
Period 6 Planning period; use this time to plan tutorials for the next day, participate in professional
development provided by fellow coordinator or school staff, collaborate with math teachers
Period 7 Final tutorial of the day
After School Prep for following day, call parents with positives/concerns

Year in the Life
Take the day in the life and rinse, wash, repeat. Over the course of the year, the most important thing for you
is to remain as even-keeled as possible throughout the daily, weekly and monthly ups and downs. Your
students need consistency and you can deliver it.
One of the most effective ways to stay grounded during the ups and downs of a semester and school year is to
regularly debrief with a co-worker or your coordinator. As fellows you will be each others most valuable
resource when it comes to brushing up on math skills or working with a challenging student.
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In addition to regular schools days there will be days when students are assessed. We will use the following
assessments during the course of the year to track progress and adjust instruction:
Pre and end of Module assessments: These assessments measure proficiency on specific concepts and
math skills.
On Track and Interim Assessments: These assessments are aligned to content students learn based on
grade level and are administered throughout the year.
Scholastic Math Inventory (SMI): These assessments are adaptive, this just means that they are
designed to identify exactly what a student knows and what they are ready to learn next, and
administered five times throughout the year.
The Colorado Measures of Academic Success (CMAS): This is the state assessment used to measure
student learning at the end of the school year.

See the assessment calendar in the appendix for specific dates. Please read the article below for a great
synopsis of the phases that you will go through during the course of the school year. The article is written for
first year teachers but will be just as applicable to your year as a math fellow.
PHASES OF FIRST-YEAR TEACHING
By Ellen Moir
First-year teaching is a difficult challenge. Equally challenging is figuring out ways to support and assist
beginning teachers as they enter the profession. Since 1988 the Santa Cruz New Teacher Project has been
working to support the efforts of new teachers. After supporting nearly 1,500 new teachers, a number of
developmental phases have been noted. While not every new teacher goes through this exact sequence,
these phases are very useful in helping everyone involved -- administrators, other support personnel,
and teacher education faculty--in the process of supporting new teachers. These teachers move through
several phases from anticipation, to survival, to disillusionment, to rejuvenation, to reflection; then back to
anticipation. Here's a look at the stages through which new teachers move during that crucial first year. New
teacher quotations are taken from journal entries and end-of-the-year program evaluations.
ANTICIPATION PHASE
The anticipation phase begins during the student teaching portion of preservice preparation. The closer
student teachers get to completing their assignment, the more excited and anxious they become about their
first teaching position. They tend to romanticize the role of the teacher and the position. New teachers enter
with a tremendous commitment to making a difference and a somewhat idealistic view of how to accomplish
their goals. "I was elated to get the job but terrified about going from the simulated experience of student
teaching to being the person completely in charge." This feeling of excitement carries new teachers through
the first few weeks of school.
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SURVIVAL PHASE
The first month of school is very overwhelming for new teachers. They are learning a lot and at a very rapid
pace. Beginning teachers are instantly bombarded with a variety of problems and situations they had not
anticipated. Despite teacher preparation programs, new teachers are caught off guard by the realities of
teaching. "I thought I'd be busy, something like student teaching, but this is crazy. I'm feeling like I'm constantly
running. It's hard to focus on other aspects of my life."
During the survival phase, most new teachers struggle to keep their heads above water. They become very
focused and consumed with the day-to-day routine of teaching. There is little time to stop and reflect on their
experiences. It is not uncommon for new teachers to spend up to seventy hours a week on schoolwork.
Particularly overwhelming is the constant need to develop curriculum. Veteran teachers routinely reuse
excellent lessons and units from the past. New teachers, still uncertain of what will really work, must develop
their lessons for the first time. Even depending on unfamiliar prepared curriculum such as textbooks is
enormously time consuming.
"I thought there would be more time to get everything done. It's like working three jobs: 7:30-2:30, 2:30-6:00,
with more time spent in the evening and on weekends." Although tired and surprised by the amount of work,
first-year teachers usually maintain a tremendous amount of energy and commitment during the survival
phase, harboring hope that soon the turmoil will subside.
DISILLUSIONMENT PHASE
After six to eight weeks of nonstop work and stress, new teachers enter the disillusionment phase. The
intensity and length of the phase varies among new teachers. The extensive time commitment, the realization
that things are probably not going as smoothly as they want, and low morale contribute to this period of
disenchantment. New teachers begin questioning both their commitment and their competence. Many new
teachers get sick during this phase.
Compounding an already difficult situation is the fact that new teachers are confronted with several new
events during this time frame. They are faced with back-to-school night, parent conferences, and their first
formal evaluation by the site administrator. Each of these important milestones places an already vulnerable
individual in a very stressful situation.
Back-to-school night means giving a speech to parents about plans for the year that are most likely still unclear
in the new teacher's mind. Some parents are uneasy when they realize the teacher is just beginning and many
times pose questions or make demands that intimidate a new teacher.
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Parent conferences require new teachers to be highly organized, articulate, tactful and prepared to confer
with parents about each students progress. This type of communication with parents can be awkward and
difficult for a beginning teacher. New teachers generally begin with the idea that parents are partners in the
learning process and are not prepared for parents' concerns or criticisms. These criticisms hit new teachers at
a time of waning self-esteem.
This is also the first time that new teachers are formally evaluated by their principal. They are, for the most
part, uncertain about the process itself and anxious about their own competence and ability to perform.
Developing and presenting a "showpiece" lesson is time-consuming and stressful.
During the disillusionment phase classroom management is a major source of distress. "I thought I'd be
focusing more on curriculum and less on classroom management and discipline. I'm stressed because I have
some very problematic students who are low academically, and I think about them every second my eyes are
open."
At this point, the accumulated stress of the first-year teacher, coupled with months of excessive time allotted
to teaching, often brings complaints from family members and friends. This is a very difficult and challenging
phase for new entries into the profession. They express self-doubt, have lower self-esteem and question their
professional commitment. In fact, getting through this phase may be the toughest challenge they face as a
new teacher.
REJUVENATION
The rejuvenation phase is characterized by a slow rise in the new teacher's attitude toward teaching. It
generally begins in January. Having a winter break makes a tremendous difference for new teachers. It allows
them to resume a more normal lifestyle, with plenty of rest, food, exercise, and time for family and friends.
This vacation is the first opportunity that new teachers have for organizing materials and planning curriculum.
It is a time for them to sort through materials that have accumulated and prepare new ones. This breath of
fresh air gives novice teachers a broader perspective with renewed hope.
They seem ready to put past problems behind them. A better understanding of the system, an acceptance of
the realities of teaching, and a sense of accomplishment help to rejuvenate new teachers. Through their
experiences in the first half of the year, beginning teachers gain new coping strategies and skills to prevent,
reduce, or manage many problems they are likely to encounter in the second half of the year. Many feel a
great sense of relief that they have made it through the first half of the year. During this phase, new teachers
focus on curriculum development, long-term planning and teaching strategies.
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"I'm really excited about my story writing center, although the organization of it has at times been haphazard.
Story writing has definitely revived my journals." The rejuvenation phase tends to last into spring with many
ups and downs along the way. Toward the end of this phase, new teachers begin to raise concerns about
whether they can get everything done prior to the end of school. They also wonder how their students will do
on the tests, questioning once again their own effectiveness as teachers. "I'm fearful of these big tests. Can
you be fired if your kids do poorly? I don't know enough about them to know what I haven't taught, and I'm
sure it's a lot."
REFLECTION
The reflection phase beginning in May is a particularly invigorating time for first-year teachers. Reflecting back
over the year, they highlight events that were successful and those that were not. They think about the
various changes that they plan to make the following year in management, curriculum, and teaching
strategies. The end is in sight, and they have almost made it; but more importantly, a vision emerges as to
what their second year will look like, which brings them to a new phase of anticipation. "I think that for next
year I'd like to start the letter puppets earlier in the year to introduce the kids to more letters."
This article was originally written for publication in the newsletter for the California New Teacher Project,
published by the California Department of Education (CDE), 1990.

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Mission, Vision, Values
Our Shared Vision Every Child Succeeds!
Denver Math Fellows Mission Close the opportunity gap by providing small group math instruction for our
highest need students in order to accelerate their academic growth in preparation for college and career.
Shared Core Values
Students First We put our kids needs at the forefront of everything we do.
Integrity We tell the truth, and we keep our promises.
Equity We celebrate our diversity and will provide the necessary resources and supports to eliminate barriers
to success and foster a more equitable future for all our kids.
Collaboration Together as a team, we think, we work, and we create in order to reach our goals.
Accountability We take responsibility for our individual and collective commitments; we grow from success;
we learn from failure.
Fun! We celebrate the joy in our work and foster in our students a joy and passion for learning to last their
whole lives.

Program Focus Areas
1. Individual Targeted Support (Foundations) In order to meet the needs of individual students a portion of
each Math Lab session is spent targeting underlying gaps in student skills and conceptions. (Curriculum: Do the
Math, Do the Math Now, Navigator; Primary Assessment: Scholastic Math Inventory)

2. On Track (Grade Level) In order to support grade level rigor, a portion of each Math Lab session will be
spent focusing on material aligned to what students are learning in math class. (Curriculum: centrally
provided with flexibility to respond to individual school needs; Primary Assessment: Mid and End-of-Year
Grade Level Tests)

3. Math Lab Mindset (Social/Emotional Support) - In order to coach students as they grow socially and
emotionally fellows deliver an intervention curriculum aimed at developing a growth mindset and
understanding of malleable intelligence while working with students on specific behaviors that support
academic success. (Curriculum: provided by Dr. Angela Duckworths team at PENN; Primary Assessment:
Character Growth Card)

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Guided Notes: The Achievement Gap and High Dosage Tutoring
A. Session Objectives
Participants will be able to
1. Understand the achievement gap and implications in a national context and within Denver Public
Schools for low-income students of color.
2. Understand common models of whole school turnaround as strategies to address the opportunity
gap.
3. Articulate the development and results of high dosage tutoring in closing the gap.

B. Session Takeaways
1.


2.


3.

C. Additional Notes





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Articles and Resources: Educational Inequity and High Dosage Tutoring
The resources on educational inequity were compiled by Teach for America, Los Angeles and will help to frame
our engagement with the research and background of high dosage tutoring. Please read and review these
prior to August 11.
Educational Inequity and High Dosage Tutoring
The forces barring our kids access to opportunities are complicated and intertwined. If we dont understand
these barriers, it can be temptingwhen we meet kids who are often several grade levels behindto
question their motivation and lose sight of whats at stake for them.
This temptation is enhanced by the constant presence of negative messages about poor people and people of
color in our culture. Beverly Tatum likens these images to smog in the air. Day in and day out, she writes,
even if we try to avoid them, we are breathingin messages about our students deficiencies.
To build or deepen our resistance to this smog, our pre-works first part will explore some of the social
and historical factors blocking our students paths to academic and other opportunities. Our hope is that,
regardless of where you grew up, what you studied in college, or what you have been doing during the past
few years, this section will enhance your understanding of whats on the line for our kids.
Before you begin, its important to recognize that the complexity of the issues our students and families face
cannot be captured in a selection of readings and videos. Its also critical to note that our communities are not
monolithic. There is tremendous diversity in the places we teach. Some cities have dozens of racial and ethnic
groups living on the same block. There are more than 560 tribes in Americas Indian Country. Cuban Americans
out-perform white students in college attainment, while their Puerto Rican and Mexican-American peers drop
out of school at alarming rates.
Think of the resources here as dots on a page thatas you get to know your students, families, their
strengths, and the obstacles they faceyou will be able to erase, re-plot, connect, and fill in until you have a
more complete picture of the issues facing your community.
With that said, this section has two main components.
The first contains a core set of readings that illuminate the causes of academic disparities and explore a small
number of poverty- and race-related issues. Here, youll read about systemic racism, how public schools are
funded, poverty interventions throughout history, housing discrimination, the mass incarceration of black men
in America, and how peoples income affects their medical care.
The second part provides you with the chance to dive into the research and context that informs the Denver
Math Fellows program as one way to combat educational inequity. The Denver Math Fellows program is an
intensive, individualized academic intervention for students below grade level in math. The program is based
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on a model developed by Match Education. Match Education runs three schools in Boston where each
student receives an additional hour of math and an additional hour of literacy tutoring each day as part of
their regular schedule. Tutoring is provided by recent college graduates, career changers and retirees
committed to a year of service. After their year of service participants go on to lead their own classroom,
pursue graduate studies or a career outside of education.
The fellow model, as developed at Match, was identified by the research of Harvard economist Roland Fryer as
an effective strategy used by high performing schools to close achievement gaps. The five strategies identified
by Fryer are:
1. An extended school day and year
2. The use of data to drive instruction
3. Devotion to high quality human capital
4. A culture of high expectations
5. Small group instruction

Fryer set out to partner with districts to develop the use of these strategies in high need schools and started
with an experiment in Houston (Fryer 2013; Fryer 2011). The work in Houston began in 2010 and is currently
entering its 5
th
year. Houston started with a corps of 250 fellows and has expanded to over 300. Blueprint
Schools Network, an offshoot of Harvards EdLabs started in 2011 in order to focus on partnering with districts
implementing the 5 tenets. Blueprint worked with Denver Public Schools in the Denver Summit School
Network (DSSN) on a pilot implementation that has since been expanded district wide and resulted in the
Denver Math Fellow program that began in 2013.
Affluent families supplement the education of their children with private tutoring. After all, in the United
States private tutoring is a $5 billion+ industry! The premise here is simple and is one strategy for combatting
educational inequity: provide high quality tutoring as part of the regular school day for students who normally
would not have access to the service and at the same time create a context for recent college grads, career
changers and retirees to work with our students as part of a service year. The articles and research in this
section will inform your understanding of Denver Math Fellows and the programs development within a
national context.
Be sure to complete the readings and begin thinking through the guided questions in both sections prior to
August 11.




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Part 1. Educational Inequity
Guiding Questions
Racism, Beverly Tatum writes in Why Are All the Black Kids Sitting Together in the Cafeteria? is a
system(that] clearly operates to the advantage of Whites and to the disadvantage of people of color.
In what ways, throughout this section, did you notice interplay between the different elements of this
system?
How does poverty affect peoples daily choices? In what ways do these day-to-day decisions
accumulate and constrict the opportunities of people living in low-income areas?
When you consider all of the individuals who are highlighted in this section, are there common
characteristics or strengths that tie them together?
What personal thoughts, feelings, and questions did the materials in Part I raise for you?

Core Readings
Racism in America
Defining Racism: Can we talk? Why Are All the Black Kids Sitting Together in the Cafeteria. Beverly
Tatum. Racism, Tatum writes, is a system [that] clearly operates to the advantage of Whites and to the
disadvantage of people of color. This short chapter from Tatums book exposes the core reasons behind racial
inequity in America and has themes that emerge throughout our core readings. (15 Pages, 25 minutes)
Disparities in Education
Other Peoples Children Savage Inequalities: Children in Americas Schools. Jonathan Kozol. In this classic
text, Kozol provides a window into the disparities between Chicagos Public Schools and those in the citys
wealthy suburbs. Pay attention to his description of how school funding works, and consider how the racial
advantages that Tatum describes play out in Kozols portrait of New Trier and private sector boosterism. (38
Pages, 55 minutes)
Disparities in Health Care
Living in Disadvantaged Neighborhoods is Bad for Your Health. Unnatural Causesis inequality making us
sick? After the Second World War, federal housing policies encouraged investment the suburbs and
discouraged racial integration. These housing policies have, historically, had significant health consequences
for African-Americans. And, increasingly, they are affecting the well-being of Southeast Asian immigrants.
Learn more in this short, important video. (4 minutes)
Life at the Top in America Isn't Just Better, It's Longer. The New York Times. May 16, 2005. Janny Scott.
This article, which profiles three heart attack victims in New York, explores how money influences patients
medical outcomes. Class informed everything, Scott found. It shaped [patients] understanding of their
illness, the support they got from their families, their relationships with their doctors. It helped define their
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ability to change their lives and shaped their odds of getting better. Are there ways in which Kozols book
about schools, their funding, and results overlaps with Scotts exploration of patients and the care they
receive? (9 Pages, 30 minutes)
Disparities in Criminal Justice
Legal Scholar: Jim Crow Still Exists in America (40 minute radio interview). The unfortunate reality we must
face, Alexander writes, is that racism not only manifests itself in individual attitudes and stereotypes, but
also in the basic structure of society. Throughout this chapter and in her radio interview, Alexander unravels
how our country uses legal practices, political disenfranchisement, and mass incarceration to systematically
restrict the opportunities of African-American men. Pay attention to the birdcage metaphor she
references, and consider how it reinforces ideas from other readings youve already done. How, if at all, does
Alexanders book and interview cause you to rethink the reasons that, in Chicago (as in other cities across the
United States), young black men are more likely to go to prison than to college?
Poverty in America
Unequal Childhoods Whatever It Takes: Geoffrey Canadas Quest to Change Harlem and America. Paul
Tough. Why are poor people poor? And by extension: Why do they stay poor? And what would it take to get
them out of poverty? In this chapter of his portrait of Geoffrey Canada and the Harlem Children Zone, Paul
Tough attempts to answer these questions. (32 Pages, 55 minutes)
Selling Food Stamps For Kids Shoes. Colorlines. Seth Freed Wessler. Blacks, Latinas and Asians
nationwide are about two times more likely than whites to have been pushed off cash assistance as a result of
time limits, rather than for another reason. This article explores the racial politics of welfare as well as the
tough decisions facing poor people who have stopped receiving a welfare check in the midst of our biggest job
crisis in decades. How are the arguments made by the social scientists that Paul Tough chronicles playing out
in the lives of real people like Eva Hernandez? (12 Pages, 30 minutes)







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Part 2. High Dosage Tutoring
Guiding Questions

What are some of the obstacles associated with high quality tutoring identified by Bloom?
Why does high-dosage tutoring at Match develop and how does it connect to educational inequity?
What were some of the obstacles in bringing the program to scale in Houston?
How did the work in Chicago and Denver build on and develop the fellow program model?

High Dosage Tutoring: Core Readings

The 2 Sigma Problem Benjamin Bloom. This article identifies tutoring as the most effective form of
instruction and is written by the same individual known best for Blooms Taxonomy. (15 pages, 40 minutes)

Boston
Wheres a Tutor When You Need One? New York Times. After two years of part-time tutors, administrators
hatched a plan in 2003 to create a full-time tutoring corps, converting the school's top floor into a dorm. (2
pages, 10 minutes)
Houston
Houston Schools Look to Charters for Guide New York Times. In the first experiment of its kind in the
country, the Houston public schools are testing whether techniques proven successful in high-performing
urban charters can also help raise achievement in regular public schools. Working with Roland G. Fryer, a
researcher at Harvard who studies the racial achievement gap, Houston officials last year embraced five key
tenets of such charters at nine district secondary schools; this fall, they are expanding the program to 11
elementary schools. A similar effort is beginning in Denver. (2 pages, 10 minutes)
Creating No Excuses (Traditional) Public School (2011). Roland Fryer. The racial achievement gap in
education is an important social problem to which decades of research have yielded no scalable solutions.
Recent evidence from "No Excuses" charter schools which demonstrates that some combination of school
inputs can educate the poorest minority children offers a guiding light. Please read the following selections
from this paper: pp. 1-9, 14-16, 24-29, 32-34, 45-48 and supporting articles on the initial work to bring the
fellow program to scale. (21 pages, 2 hours)

Injecting Successful Charter School Strategies into Traditional Public Schools: Evidence from Houston (2013)
Roland Fryer. All statistical approaches lead to the same qualitative conclusions. Injecting strategies and best
practices from achievement-increasing charter schools into low performing traditional public schools can
significantly increase student achievement. Students in treatment elementary schools gain almost 0.2 in
math per year, relative to comparison samples. Taken at face value, this is enough to eliminate the racial
achievement gap in Houston elementary schools in three years. Students in treatment secondary schools gain
0.140 per year in math, decreasing the gap by one-half over the length of the demonstration project. (9
pages, 1 hour)


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Denver
Denver Turnaround Effort Showing Achievement Gains (2012). Education Weekly. The day-to-day
operations at Denver's Summit Schools are handled by the district but run under a contract with the Blueprint
Schools Network, a nonprofit group that is hoping to replicate the EdLabs approach in other districts around
the country, almost like an innovation franchise. The same five tenets were applied to a set of schools in
Houston beginning in 2010-11. (4 pages, 10 minutes)

Denver Tutoring Program Shows Gains, Heads to Referendum (2013) Education Week. This November,
Denver taxpayers will be voting on whether to expand a math tutoring program district wide. But more that
that, the vote will determine whether the school districts efforts to innovate on a larger, faster scale is proven
enough to be supported by taxpayers

Chicago
The (Surprising) Efficacy of Academic and Behavioral Intervention With Disadvantaged Youth. 2014. Roland
Fryer. There is growing concern that improving the academic skills of disadvantaged youth is too difficult and
costly, so policymakers should instead focus either on vocationally oriented instruction for teens or else on
early childhood education. Yet this conclusion may be premature given that so few previous interventions
have targeted a potential fundamental barrier to school success: mismatch between what schools deliver
and the needs of disadvantaged youth who have fallen behind in their academic or non-academic
development. (60 pages, 4 hours)
High Dosage Tutoring A National View of Mid to Large Implementations
City Management Fellows Program Start
Boston Match Education 130 2004
Houston HISD Apollo 20 Math Fellows 320 2010
Chicago Match Education 65 2011
Denver Blueprint - DSSN 80 2011
Boston Blueprint 18 2012
Denver DPS Denver Math Fellows 230 2013
Baltimore County Baltimore County Public Schools 20 2013
St. Louis Blueprint 50 2013



This Program Guide will be updated with additional content and resources (see table of contents for
overview) prior to August 11, 2014 Summer Institute.