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Chamisa Elementary presents Math Teacher Leader Network; partners report large short-term gains

3516982 · May 13, 2025
AI-Generated Content: All content on this page was generated by AI to highlight key points from the meeting. For complete details and context, we recommend watching the full video. so we can fix them.

Summary

Chamisa Elementary staff and Los Alamos National Laboratory partners described a three-year Math Teacher Leader Network program that uses number talks and data cycles; presenters said early results show double-digit gains in short-cycle assessments and outlined a funding split led by LANL.

Chamisa Elementary teachers presented the Math Teacher Leader Network to the Los Alamos Public Schools board on May 13, describing a three‑year professional learning partnership with Los Alamos National Laboratory (LANL) and New Mexico Highlands University that they said is producing measurable gains in student number sense.

The presentation, given by Chamisa staff and LANL partners, laid out how teacher leaders attend summer institutes, observe and share lessons with partner schools, and use short-cycle assessments and “number talks” to build students’ flexible mathematical thinking. "Being part of this program has been a really positive experience for me specifically," Chamisa fifth-grade teacher Deidre Thorne said, describing summer institutes, in-school follow-up and data cycles.

Why it matters: presenters argued the program moves classrooms away from rote procedures and toward mathematical reasoning, which they said can increase students’ ability to solve unfamiliar problems and prepare them for later standards. Dr. Carolyn Torres, identified in the presentation as a math teacher leader with a doctorate in math curriculum, cited short-cycle assessment data showing "a 22% gain" from the start to the middle of the year in fourth and fifth grades.

Program details and funding: Chamisa staff described the MTLN as a three-year cohort that began January 2024 and runs through December 2026. Presenters said 70% of the program funding comes from Los Alamos National Laboratory, about 14% from participating school districts, about 14% from New Mexico Highlands University and roughly 2% from the LANL Foundation. Zach Leonard of the LANL Math Science Academy participated as a partner during the presentation.

Classroom practices described included weekly number sense labs, regular “number talks” where students explain mental strategies, and teacher study cycles that use frequent pre/post checks to adjust instruction. Presenters showed sample pre/post artifacts and school-level state testing trends that they said support early, positive effects; they emphasized the need for substitutes and time to allow teachers to observe one another.

Board reaction and next steps: Board members praised the work and asked about scaling and sustainability. Several board members urged exploring broader rollout if the gains hold, and presenters said another cohort is planned and that Chamisa will continue to share lessons with other schools in the region. There was no board vote; presenters requested continued administrative support and coordination with district staff for potential scale-up.

Ending: District and LANL presenters asked the board to consider how the program’s needs (substitute coverage, release time and future cohort slots) could fit into district planning; board members encouraged follow-up reports and possible expansion discussions later in the year.