Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching

Texas Regional Collaborativesfor Excellence in Science and Mathematics Teaching

Carol L. Fletcher, Ph.D.TRC Assistant Director/R&D Coordinator

TRC Thirteen Annual MeetingTRC/T-STEM SummitJune 27, 2007

Program Overview

2

Texas Regional Collaboratives for Excellence in Science and Mathematics TeachingTexas Regional Collaboratives for Excellence in Science and Mathematics Teaching

TRC - Who We Are

• An award-winning statewide network of P-16 partnerships that provide sustained and high intensity professional development to P-12 teachers of science and mathematics.

• An infrastructure of over 43 institutions of higher education collaborating with education service centers, school districts, informal science educators and business partners.

• A program with a 15-year track record of designing and implementing exemplary science professional development using research-based instructional models, materials, innovative technology, and best practices.

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• Teacher science content knowledge (especially at the elementary level)

• Understanding of scientific inquiry

• Quality instructional resources aligned to the TEKS

• Adequate equipment and materials to implement inquiry lessons

• Classroom, planning, and professional development time

STEM Challenges

4


Geographic Distribution

Austin

Amarillo

Lubbock

Abilene

Denton

KilgoreWaco

Houston

Galveston

Corpus Christi

Brownsville

Edinburg

San Antonio

GainesvilleWichita Falls

Fort Worth

Mt. Pleasant

El Paso

Victoria

College Station

San Angelo

Midland

Irving Richardson

Dallas

Laredo

Texarkana

Humble

35 Science Regional Collaborative

Over the 2005-2007 biennium, the TRC is providing professional development to approximately 10,000 teachers of science and 6,000 teachers of math in Grades P–12.

Beaumont

Regional Collaboratives are located in every Texas Education Service Center region.

20 Mathematics Regional Collaborative

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1,715Teacher Leaders

High IntensityProfessional Development

5,567 TeachersMentoring and Professional

Development Outreach

35RegionalScience

Collaboratives

Students Impacted = 473,330

(Based on average of 65 students per teacher)

One Year Data: September 2005 - July 2006 (Science)

Multiplier Effect

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566 School Districts Served

1,689 Campuses Served

7,282 Teachers Served**

Data compiled from September 1, 2005 - July 31, 2006** 1,715 Teacher Leaders + 5,567 Outreach Teachers = 7,282 Total Teachers

Statewide Impact

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Total Number of Students Impacted100 Elementary to 750 Secondary

Students20-150

Students20-150

Students20-150

Students20-150

Students20-150

One Science Teacher MentorElementary/Secondary

Cadre Member

Cadre Member Cadre Member Cadre Member

Cadre Member

Teachers Mentoring Teachers

MENTORING IMPACT

STUDENT IMPACT

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Educator Demographics - Teaching Level

Data based on a sample of 771 teachers for funding period September 2002 - May 2004

47.9%

33.9%

16.2%

2.0%

0%

20%

40%

60%

80%

100%

Teaching Level

Elementary

Middle School

High School

Other

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Educator Demographics - Teaching Level

Data based on a sample of 6,429 teachers for funding period September 2005 - July 2006

77%

13%5% 4%

0%

20%

40%

60%

80%

100%

Teaching Level

Elementary

Middle School

High School

Other

2005 - 07 Texas Regional Collaboratives (TRC) professional development priorities as per Texas Education Agency (TEA) guidelines, focused on providing K-8 training on Bridging II TAKS

Modules (State endorsed, scientifically researched curriculum), hence increasing the percentage of elementary teachers impacted.

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Activities: PDAs and PDPs

Professional Development Programs (PDPs) provide an average of 105 contact hours of TEKS-based professional development through Instructional Teams to 25 or more teachers of science per region to prepare and support them to become Science Teacher Mentors (STMs) serving other teachers at the campus, district, and regional levels.

Professional Development Academies (PDAs) are provided to Instructional Teams that consist of professors of Science and Science Education, Science Specialists and Master Teachers. PDAs focus on the elements of science education reform in Texas. PDAs enhance the knowledge and skills necessary to develop, sustain, and facilitate high quality Professional Development Programs.

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Bridging II TAKS/2005-2007

STMs build their leadership capacity by mentoring Cadre Members (CMs) in their schools and districts and assisting Instructional Team Members in outreach activities.

Every Science Teacher Mentor (STM) across the state receives a minimum of 24 contact hours in Bridging II TAKS Light and Optical Systems. STMs, where appropriate, receive materials to implement the Bridging II TAKS curriculum in their classrooms.

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PDA Schedule 2006-07

Dates Title

August 27-30, 2006 GLOBE Program Trainer of Trainers

October 19-20, 2006 Earth Science Revolution I PDA

November 16-17, 2006 Earth Science Revolution II PDA

November 29-30, 2006 Earth Science Revolution III PDA

February 12, 2007 Texas Science Diagnostic PDA

March 12-13, 2007 Viewing Earth From Space PDA

March 23-24, 2007 EC Science

July 16 – 20, 2007

July 30 – August 1, 2007

Physics

July 30 – August 1, 2007

August 6 - 8, 2007

K-8 Geosciences

MarkYour

Calendar!

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Mathematics Regional Collaboratives

• TMT3 – Teaching Math TEKS through Technology

• MTR – Math TEKS Refinement

• MTC – Math TEKS Connections

• MAP – Math Achievement Project

• MELL – Math for English Language Learners

• Twenty Regional Collaboratives for Excellence in Mathematics Teaching

• Focused on training in five math modules developed in Texas with TEA support

• Activities began July 1, 2006

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Program Evaluation – Three Components

TRC program evaluation examines three primary areas of impact:

Teacher Science Content Knowledge

Teacher Practice

Student Achievement

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Component #1

Teacher science content knowledge

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Impact on Teachers: Science Content Knowledge

Tests

52

83

0

20

40

60

80

100

Mean

sco

res

Texas Regional Collaboratives Overall Gains in Teacher Science Knowledge 2002-2003

Pretests

Posttests

Data represents combined mean scores of 12 different assessments, 8 Regional Collaborative Sites, and approximately 250 teachers.

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Statewide Impact on Teachers: Science Content Knowledge

60

84

0

20

40

60

80

100

Mea

n S

core

sAverage STM Science Content

Knowledge Gains 2005-06

Pre-test

Post-test

Summary of 21 different tests of science content knowledge administered to classroom teachers. Test content covered a range of topics including physics, chemistry, biology, earth science, and science process skills.

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Impact on Teachers: Physics Content Knowledge

Summary of results from a pre test and post test given to Instructional Team Members (ITMS) before and after training in a professional development module on Integrated Physics and Chemistry. ITMs were then responsible for training STMs in their respective Regional Collaboratives.

ITM Knowledge of Integrated Physics and Chemistry (2005)

81

89

50

60

70

80

90

100

Mea

n S

core

pre test

post test

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Component #2

Teacher practice

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Impact on Instructional Team Members (ITMs)

Bridging II TAKS** training significantly improved the statewide leadership capacity of ITMs to deliver professional development to science teachers in Bridging II TAKS Module 2: Using Tools to Explore Matter.

37 ITMs participated in three days of professional development on Bridging II TAKS to enhance their effectiveness to deliver professional development to science teachers in the field.

ITMs rated their degree of preparation to deliver the Bridging II TAKS module in a 19-item pre and post-survey. Statistically significant improvements were noted.

** Bridging II TAKS Modules are State endorsed, scientifically researched material based on team/cooperative learning using

the 5-E Instructional Model (Engage, Explore, Explain, Elaborate, Evaluate)

2.7

3.7

1

2

3

4

Mean Rating

ITM Bridging II TAKS Preparation (2004)

Pre-survey Post-survey

Response Categories1 = Not Adequately Prepared

2 = Somewhat Prepared3 = Fairly Well Prepared4 = Very Well Prepared

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Impact on Science Teacher Mentors (STMs)

Thirty-two contact hours of Bridging II TAKS training were provided statewide to 389 STMs.

STMs rated their degree of preparation to deliver the Bridging II TAKS module to their colleagues in the field in a 19-item pre and post-survey. Statistically significant improvements were noted.

Post-survey data showed that participating STMs were significantly more prepared to share the professional development provided with their fellow classroom teachers referred to as Cadre Members (CMs).

1.7

3.2

1

2

3

4

Mean Rating

STM Bridging II TAKS Preparation (2004)


Response Categories1 = Not Adequately Prepared

2 = Somewhat Prepared3 = Fairly Well Prepared4 = Very Well Prepared

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80

2011

89

0

20

40

60

80

100

Percent of Teachers

Pre-Survey Post-Survey

Improvement in Teacher Preparation to Provide Instruction in BIITAK 2004-05

Less than AdequatelyPrepared

Adequately or Very WellPrepared

Impact on Cadre Members (CMs)

Based on data collected from a sample of 403 elementary science teachers trained in Bridging II TAKS curriculum during 2004-05.

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Impact on Science Teacher Mentors (STMs)

37

63

8

92

0

20

40

60

80

100

Per

cen

t o

f Te

ach

ers


Improvement in STM Preparation to Provide Instruction in BIITAKS 2005-06

Less than adequatelypreparedAdequately or verywell prepared

Based on data collected from a sample of 493 K-8 science teachers trained in Bridging II TAKS curriculum during 2005-06.

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Impact on Cadre Members (CMs)

5347

14

86

0

20

40

60

80

100

Per

cen

t o

f Te

ach

ers


Improvement in CM Preparation to Provide Instruction in BIITAKS 2005-06

Less than adequatelypreparedAdequately or verywell prepared

Based on data collected from a sample of 831 K-8 science teachers trained in Bridging II TAKS curriculum during the 2005-06 project year.

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Component #3

Student Achievement

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Poverty Levels of Participant Schools

Poverty Levels for public schools are determined by the percentage of students who receive free or reduced lunches.

Percentages based on a sample of 4,399 teachers who provided campus poverty level data from September 2005 – July 2006.

22%20%

28% 30%

0%

5%

10%

15%

20%

25%

30%

TRC Campus Poverty Level 2005-06

Low (<35%)

Medium (35%-50%)

High (51%-75%)

Very High (>75%)

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Title I Status of Participating Campuses

Percentage of Teachers at Campuses Eligible for Title I Funding

Title I

Not Title I 79%

21%

Based on a sample of 6,450 Teachers reporting campus Title I status from September 2005 - July 2006

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Ethnicity of Students Served by Collaborative Teachers

African American

Asian American

Caucasian

Hispanic

Native American

Other

12%

34%

51%

1%

Based on actual classroom data reported by a sample of 1157 teachers from September 2004 - May 2005.

1%

1%

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74.5%

78.7%

50%

60%

70%

80%

90%

Met Standard

Elementary Science TAKS Comparison (2003)

State

TRC Campuses withGrade 5 TRC Teacher(N = 106)

Statewide Student Achievement Gain: Comparative Data

Data compares percentage of students who met the state passing standard on the Elementary Science TAKS administered at Grade 5 in Texas.

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Student Achievement Gain/A Regional Snapshot-Region 7

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Met Standard Commended

Region 7 Collaborative Elementary Science TAKS (2003)

STATE

Region VI I

Region VI ICollaborative Members

Region VI ICollaborative Membersthat are Grade 5Teachers

Students of TRC teachers exceed students of non-TRC teachers both in percentages that meet the state standard for passing the TAKS and in the percentage that score at the Commended Level (90% correct).

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Statewide Student Achievement Gain: Longitudinal Data

64%69%

26%30%

0%

20%

40%

60%

80%

Met Standard Commended

State

TRC Campusesw/ Grade 5 TRCteacher 2002-05(N=21campuses)

Elementary Science State Test/Texas Assessment of Knowledge and Skills (TAKS)

A Three-Year Analysis (2002-05)

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Student Achievement Gain/A Multi-Grade Regional Snapshot-East Texas

64%63%

75%

55%58%66%

81% 83% 86%

0%

20%

40%

60%

80%

100%

Grade 5 Grade 10 Grade 11

East Texas Regional Collaborative Science TAKS (2005)

StateRegion 8ETRC

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Students in the Aldine Independent School District (ISD) taught by teachers in the Rice University Regional Collaborative showed significant improvement as compared to non-participant teachers in the same school district on a test consisting of items from the Third International Math and Science Study (TIMSS) and released TAAS tests.

District-Specific Student Achievement Gain - Aldine ISD

51.5 52.2 53.5

63.3

0

10

20

30

40

50

60

70

Av

era

ge

Stu

de

nt

Sc

ore

Pre-test Post-test

Non-participant Students

Participant Students

Rice University Regional Collaborative

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TAKS Improvements for AISD/TRC/AMD Focus Schools

010203040506070

2005 2006

TAKS Administration

Pe

rce

nt

Me

eti

ng

S

tan

da

rd

AISD/AMDFocusSchools

All AISDSchools

District-Specific Student Achievement Gain - Austin ISD

CLOSING THE GAP: 25 Austin Independent School District (AISD) schools that received intervention through the support of the TRC and Advanced Micro Devices (AMD) posted significantly greater gains on the elementary TAKS test than other AISD schools. TRC support contributed to closing the gap in achievement between these high poverty, high minority schools and the rest of the district.

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Galveston ISD Elementary Science TAKS 2003 - 2006

0

10

20

30

40

50

60

2003 to2004

2004 to2005

2005 to2006

TAKS Scale Score

Improvement

TRC Campuses

Non-TRC Campuses

CLOSING THE GAP: Galveston Independent School District (GISD) campuses that were selected to participate in the TRC/Rockwell program improved an average of 22 points each year between 2003 to 2004 and 2004 to 2005. In contrast, other GISD campuses improved 46 and 52 points during this same time period. After TRC intervention, TRC campuses showed an average improvement of 51 points, catching up with their comparison campuses who improved an average of 47 points during this same time period.

TRC Intervention

District-Specific Student Achievement Gain - Galveston ISD

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District-Specific Student Achievement Gain – Round Rock ISD

-2

0

2

4

6

8

10

12

Per

cen

tag

e P

oin

t C

han

ge

% Meeting Standard % Commended

0% LessonImplementationSome LessonImplementation100% LessonImplementation

Improvement on Elementary TAKS passing rates and commended rates from 2004 to 2005 was positively related to implementation of Bridging II TAKS lessons in Round Rock ISD schools that participated in the

Austin Community College Regional Collaborative.

Relationship between Bridging II TAKS curriculum and Elementary TAKS/State Tests (2004-2005)

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Preliminary 2007 Science TAKS Data for Collaborative Schools

TAKS 2005

% Mtg Standards

TAKS 2006

% Mtg Standards

TAKS 2007

% Mtg Standards

TAKS 2005

% Com- mended

TAKS 2006

% Com- mended

TAKS 2007

% Com-mended

67% 68%

72%

18% 18% 27% Schools in 1st year of

participation +1 +4 +0 +9

84%

92%

93% 46% 48% 59% Schools in 2nd year of

participation +8 +1 +2 +11

73%

81%

83%

35%

36%

44%

Collaborative

Schools +8 +2 +1 +8

Only seven schools from the current cohort were participating in the Collaborative in 2005.

Round Rock ISD: Two-Year TAKS Data

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Contact Information

• Kamil A. Jbeily, Ph.D. Executive Director Texas Regional Collaboratives 512-471-9460 [email protected]

• Carol L. Fletcher, Ph.D. Assistant Director/R&D Coordinator Texas Regional Collaboratives 512-232-5690 [email protected]

• Mary Hobbs, Ph.D. Coordinator for Science

Initiatives Texas

Regional Collaboratives 512-471-8729 [email protected]

www.theTRC.org

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Regional Dialogue Room Assignments

T-STEM Center Region Regional Collaboratives Room

El Centro del Futuro: ESC Region 1 in Edinburg, partnering with UT-Pan Am, 13 school districts, and the UT Dana Center

All Collaboratives in Region 1

Del Valle

Transformation 2013: ESC Region 13 in Austin, partnering with ESC Region 20 in San Antonio, the UT-Austin College of Engineering, San Antonio ISD, and Taylor ISD

All Collaboratives in Region 13 and 20

Chennault

North Texas STEM: Texas A&M, partnering with Dallas ISD, and ESC Region 10 in Richardson


Lantana

Texas Tech T-STEM: Texas Tech, partnering with Lubbock ISD and ESC Regions 15, 16, 17, and 18, which are housed in San Angelo, Amarillo, Lubbock, and Midland

All Collaboratives in Regions 15 through 18

Del Valle

El Paso T-STEM: UT-El Paso partnering with 12 school districts in the El Paso area, and ESC Region 19 in El Paso


Lantana

East Texas STEM: UT-Tyler partnering with ESC Regions 6, 7, and 8 and Tyler ISD

All Collaboratives in Region 6 through 8

Del Valle

Southeast Regional T-STEM: UT-Medical Branch partnering with Galveston ISD and others in Region 3, 4, and 5

All Collaboratives in Region 3. 4, and 5

Chennault

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching

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