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Variables of Math Innovation: The Story of MS 223

Follow the transformation of MS 223 from a struggling school to a math innovation hub through research-based practices, partnerships, and student-centered learning. Explore the impact of targeted interventions, personalized instruction, and a focus on relationships in achieving remarkable math proficiency growth. Witness the shift from procedural to inquiry-based math education and the creation of a vibrant school community that values creativity and critical thinking in mathematics.

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Variables of Math Innovation: The Story of MS 223

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  1. Variables of Math Innovation: The Story of MS 223 Facilitated by Ramon Gonzalez

  2. Background of MS 223 • The previous school, IS 149, had been named the most dangerous middle school building in 2002 out of 489 schools. School was slated to close in 2005. • Average Math test scores for X149 in 2002 were 7% proficiency. • MS 223 was founded in April 2003 to replace IS 149. The students who had selected IS 149 were expected to go to MS 223. • MS 223: The Laboratory School of Finance and Technology started with 9 new teachers, new principal, and new secretary.

  3. The journey began with current best practices and quality research • Model innovation based on research. • Move from traditional six classes of math to 10 classes of math • Move from a mathematics curriculum of procedural knowledge to inquiry and investigations • Hired a part time mathematics coach • Create real world application of math- school economy • MS 223 students scored 13% on the New York State Math Exam in 2004

  4. Move from a model of remediation to acceleration • Revamp city curriculum to introduce Algebra in the 6th grade • Require curriculum maps, Understanding by Design, inter-visitations and school visits • Move to a full time math coach and created grade team and subject team meetings • Designed diagnostics in mathematics that occur three times a year on each grade • Create school bank • MS 223 students scored 12% on the New York State Mathematics Exam in 2005

  5. Expand Math Instruction and Quality of Teacher Staff • Average years of teacher experience was 3 years • Partnership with NYUand Columbia to recruit top teachers and reduce class sizes • Expand Algebra Instruction through the 7th grade • Create Intervention classes that meet three times a week for 50 minutes • Use mastery sheets for each math skill level • Create school jobs based on school bucks • MS 223 students scored 29% on the New York State Mathematics Exam in 2006

  6. Rigorous Growth New York State Regents Exam in Mathematics 2008-2011

  7. Math Scores from 2004-2011 2010- cut scores were raised.

  8. Math Scores including City, Borough and District Scores 2006-2011 All Students

  9. Math Scores including City, Borough and District Scores 2006-2011 Special Education Students

  10. Math Scores including City, Borough and District Scores 2006-2011 English Language Learners

  11. Summary of Innovations: Relationships, Relationships, Relationships Targeted Intervention Strategies Personalization of the math instruction Application of math topics Movement from procedural to inquiry and investigation Flexible planning time Use of the arts as a reform tool Different groupings and configurations School climate survey Professional coaching in mathematics Scheduling for success Fun events-Pi Day, Math Olympics, Budgeting Project, Career Day, Mentoring, and Finance Trips

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