Texas Regional Collaboratives for Excellence in Science Teaching Round Rock ISD and Texas Regional...

Texas Regional Collaborat

ives for

Excellence in

Science Teaching

Round Rock ISD andTexas Regional Collaboratives for Excellence in Science and Mathematics Teaching

TASA Midwinter Conference

January 29, 2007Austin, TX

Impacting Student Achievement through K-16 STEM Collaboration

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING

STEM Challenges• 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


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 across the state.

• 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.


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

Regional Collaborative

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

Beaumont

Regional Collaboratives are located at 35 sites across Texas and in every Education Service Center region.


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.


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.


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 MemberMENTORING IMPACT

STUDENT IMPACT


Poverty Levels of Participating 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%)


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


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


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 TRC professional development priorities as per TEA guidelines focused on providing K-8 training on Bridging II TAKS modules,

hence increasing the percentage of elementary teachers impacted.


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%


RRISD / TRC Partnership• 19 of our 27 Elementary Campuses are participating in the TRC

• STMs from the ACC Collaborative received an average of 125 hours of Professional Development, trained 349 teachers providing each with an average of 14 hours of professional development in science

• Received Professional Development in Bridging II TAKS, GLOBE, AIMS, Project WET, Project Learning Tree, Junior Master Gardeners, Science Journaling, Earth Science, Astronomy, Chemistry, Physics, Biology, Scientific Inquiry, TEKS Study and Vertical Alignment

• Received K-5 Bridging II TAKS Kits for both Modules

• Became GLOBE Partners working with scientists around the world

• Built a network and mentoring system with professors from ACC

• Developed Professional Leaders on campus and within the district


RRISD Student Impact

ACC Regional Collaborative SchoolsChange over a three year period in % Meeting

Standards

+10+9

+4 +4

RRISD ACC Collaborative

RRISD ACC Collaborative

Change in % Meeting Standards prior to TRC

Professional Development

Change in % Meeting Standards with TRC

Professional Development


RRISD Student Impact

ACC Regional Collaborative SchoolsChange over a three year period in % Commended

+7

+6

+3 +3

RRISD ACC Collaborative RRISD ACC Collaborative

Change in % Commended prior to TRC Professional

Development

Change in % Commended with TRC Professional Development


RRISD Student

Impact

Change in % Meeting Standards in Schools Using Bridging II TAKS Materials

Percentage of Use of B II TAKS 05 - 06 Ave Change in % Meeting Standard from 05 to 06

Used 100% of Lessons in Module 1 and 2 + 12 (actual + 11.75)

Used some of Lessons in Module 1 and 2 + 9 (actual + 8.5)

Used 0% of Lessons in Module 1 and 2 + 4

Change in % Commended in Schools Using Bridging II TAKS Materials

Percentage of Use of B II TAKS 05 - 06 Ave Change in % Commended from 05 to 06

Used 100% of Lessons in Module 1 and 2 + 7

Used some of Lessons in Module 1 and 2 + 1 (actual + 1.25)

Used 0% of Lessons in Module 1 and 2 - 2


Statewide Impact on Teachers: Science Content Knowledge

60

84

0

20

40

60

80

100

Mea

n S

core

s

Average 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.


0

10

20

30

40

50

60

70

80

90

100

StateRegion 8Collaboratives

East Texas Regional

Collaborative Eighth Grade

Science TAAS Scores1996-2000

1996-1997

1997-1998 1998-1999 1999-2000

Student Achievement – Continuous Improvement


Rice University Regional Collaborative Comparison of Collaborative Science Teacher Mentors to Non-collaborative Science Teachers Shown are test scores for pre- & post-science content tests (TIMSS test, TAAS tests, and primary grade science content tests as grade appropriate) of students having participant and non-participant teachers. Differences in student performance between the two groups are highly significant statistically. Also shown is the average percent improvement in student scores for the two groups.

Student Achievement—Collaborative Vs. Non-Collaborative Teachers

50

55

60

65

70

75

2

4

6

8

10

12

2%

11%

53.551.5

63.3

52.2

participantstudents

non-participantstudents

participantstudents

non-participantstudents

IMPROVEMENT

pre post pre post

Avera

ge S

tudent

Sco

re

Perc

ent

Impro

vem

ent


Student Achievement on TAKS: Region 7 Collaborative (2003)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Met Standard Commended

STATE

Region 7

Region 7 CollaborativeMembers

Region 7 CollaborativeMembers that are Grade5 Teachers


Student Achievement on TAKS: Longitudinal Data

64%69%

26%30%

0%

20%

40%

60%

80%

Met Standard Commended

State

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

Elementary Science TAKS (2005) A Three-Year Analysis


Mathematics Regional Collaboratives

• TMT3 – Teaching Math TEKS through Technology

• MTR – Math TEKS Refinement

• MTA – Math TEKS Awareness

• MAP – Math Achievement Project

• MELL – Math for English Language Learners

• Twenty Regional Collaboratives for Excellence in Mathematics Teaching

• The focus will be on training in five math modules developed in Texas with TEA support

• Activities began

July 1, 2006


Contact Information• Kamil A. Jbeily

Executive Director

Texas Regional Collaboratives 512-471-9460 [email protected]

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

• www.theTRC.org

• Jesus Chavez

Superintendent

Round Rock ISD

512-464-5022 [email protected]

• Patty McLelland

Co-Director ACC TRC RRISD Instructional Coach 512-464-5672 [email protected]

• www.roundrockisd.org

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