High School Science TEA Update Presented by: Chris Castillo Comer Director of Science October, 2006 High School Science TEA Update November 10, 2006 C. Comer

www.theTRC.org All TEA presentations will be posted at this website along with the following documents: Irene Pickhardt’s TSELA PowerPoint Dr. Sandra West’s Safety Survey PowerPoint Shannon Miller’s PowerPoints: TSELA, Administrator and General Session Assessment Presentations at CAST Chris Castillo Comer’s PowerPoints: TSELA, Administrator and General Sessions for Elementary, Middle, and High School and the PAEMST Presentations at CAST Resources for Elem, MS, and HS; Field Investigations And all other handouts… November 10, 2006 C. Comer

State Curriculum Trends Emphasis on science at very early ages: Cornerstone At-risk students identified earlier and more programs to support students in credit recovery More High Schools with dropout recovery programs specializing in technical school/employment training Emphasis on higher expectations and more science to prepare students for technical training: Capstone Greater high school to college coordination November 10, 2006 C. Comer

The State of Science in Texas 85% of all 11th graders passed the Exit Level Science Assessment 68% of all Texas seniors graduated with the Recommended High School Plan Last year 24% of all graduating seniors took 4 years of science Grade 8 science was tested this spring with a 71% pass rate for all students at 2 SEM’s, and the online testing was successful with good result. The percentage of students passing science Texas Assessment of Knowledge and Skills (TAKS) increased this spring at grades 5, 10, and Exit Level Grade 11. There is no doubt, Science in Texas has come a long way! November 10, 2006 C. Comer

College readiness is low for all groups Percent of Students Meeting the Texas Higher Education Coordinating Board Standard for Higher Education Readiness (Preliminary Spring 2006) English/LA Math Both All students 39% 49% 28% African-American 27% 13% Hispanic 31% 38% 19% White 48% 63% 37% November 10, 2006 C. Comer

High School Science Teachers should be aware that… Texas has lower percentages of students taking Advanced Placement exams in Calculus, Biology, Chemistry, and Physics than the nation and lower percentages of students scoring a 3 or higher. The number of Hispanic and African American students in Texas who score a 3 or higher on the Chemistry and Physics AP exams is fewer than 500. Two of the most common reasons campuses were Academically Unacceptable under the state accountability system were failure to meet the TAKS math standards and failure to meet the TAKS science standards. November 10, 2006 C. Comer

State Policies in Relation to Math & Science Enrollments As of 2004: 21 states require 3 high school course credits of mathematics and 6 require four credits; 20 states require 3 credits of science and 3 require four credits In the 1990’s and continuing since 2000, over 40 states raised the number of credits required for graduation in science and mathematics, and recently additional requirements have been added. In total 42 states now require at least two years of math and science and a majority three or more), while in the mid-1980’s only nine states had even this requirement. November 10, 2006 C. Comer

House Bill 1 Senator Shapiro: “the Senate Education Committee is also interested in ensuring that curriculum is more rigorous so that students graduate from high school prepared to either enter the workforce or college without needing remedial courses” HB 1 will provide: Property tax relief A teacher pay raise High school allotment Incentives for educators Many other innovative programs November 10, 2006 C. Comer

HB1 Uniform school start date is not to be before the fourth Monday in August No waivers will be granted In effect for school year 2007-2008 Any waivers already granted for 07-08 are revoked Year-round schools not effected November 10, 2006 C. Comer

HB1 Emphasis on college and work readiness TEA and THECB to collaborate TEA already has an Office of P-16 Coordination All districts must provide college credit opportunities for HS students by fall 2008 (includes AP/IB as well as dual credit) Institutions of higher education are directed to assist November 10, 2006 C. Comer

HB1 New graduation requirements include research writing and 4 courses in the four foundation subjects (ELA, SS, Math, and Science) in the Recommended High School Program and the Distinguished Achievement Program Begins with students entering 9th grade in 2007-2008 (4th year of Math and Science in school year 2010-2011) SBOE rules TBD November 10, 2006 C. Comer

HB1 Briefing book, including summaries by section and contact information, can be found at: http://www.tea.state.tx.us/comm/briefingbookspecial.pdf FAQ can be found at: http://www.tea.state.tx.us/tea/hb1faq.pdf November 10, 2006 C. Comer

Curriculum Update Graduation Requirements about to change: Results after SBOE meeting Nov. 15-17, 2006 State TEKS revision: Tentatively Postponed to ’08 Next Science Textbook Adoption K-12: ’10-’11 New Science TEKS for Engineering and ESS courses: set to begin in February of ’07 TEKS writers must be appointed by SBOE November 10, 2006 C. Comer

SBOE Update: The SBOE has proposed increasing credits for the Recommended High School Program (RHSP) and the Distinguished Achievement Program (DAP) from 24 to 26 credits Mathematics requirements for RHSP and DAP will include Algebra I, Geometry, and Algebra II and an additional approved Math course for which Algebra II is a prerequisite. Science: RHSP and DAP will include Biology, Chemistry and Physics and an additional approved laboratory-based science course. IPC can only be taken in the freshman or sophomore year. In 2011-2012, IPC will be phased out of the RHSP and DAP These proposed changes could be amended after the November SBOE meeting November 10, 2006 C. Comer

State Board of Education Motion for first reading at September 14th SBOE Meeting: Two new courses will be created for science credit Engineering and Earth and Space Science. Staff was directed to define “laboratory based science” Staff was asked to assess which existing courses would be rigorous “capstone” courses for a fourth year Staff was also asked to present options for phase in of changes to graduation requirements… November 10, 2006 C. Comer

State Board of Education Motion for first reading at September 14th SBOE Meeting: Staff will also have to present a plan for adopting TEKS for new math and science courses. Computer Science will also be considered as a math or science option. Further discussion will include high school courses given at grade 8; minimum graduation plan options, Principles of Technology I, November 10, 2006 C. Comer

What is Rigor? Dr. Norman Webb from the Wisconsin Center for Educational Research, an expert in assessment across the U.S, describes rigor as four levels that describe depth of knowledge... November 10, 2006 C. Comer

Depth of Knowledge Level 1 Recall Recall of a fact, information, or procedure. Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc. Level 3 Strategic Thinking Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer. Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem. November 10, 2006 C. Comer

IPC Enrollment Data 2003 2004 2005 201,292 207,814 203,924 November 10, 2006 C. Comer

IPC Enrollment Data compared to Biology Enrollment 2003 2004 2005 IPC 201,292 207,814 203,924 Biology 259,101 267,161 276,792 November 10, 2006 C. Comer

Enrollment Data Trends for Required Science Courses 2003 2004 2005 IPC 201,292 207,814 203,924 Biology 259,101 267,161 276,792 Chemistry 173,019 188,218 187,769 Physics 73,020 74,976 78,569 Principles of Technology 1 3,719 4,589 4,529 November 10, 2006 C. Comer

What is “conceptual chemistry” and “conceptual physics” What is “conceptual chemistry” and “conceptual physics”? Conceptual chemistry and conceptual physics refer to the pedagogical approach to the teaching and learning of Chemistry and Physics. The content for these courses cover the same basic topics in chemistry and physics with more emphasis on applications and less emphasis on mathematical computation. November 10, 2006 C. Comer

What is meant by "more emphasis on applications"? Students do more hands-on experiments in conceptual classes to understand the “big ideas” instead of just reading the chapter and answering the questions, or doing mathematical modeling.   These “hands-on” experiments give students different contexts to learn about important concepts.  The students then take this knowledge and look at applications in biology, or chemistry, or earth science, or in everyday life (seatbelts, playground equipment, household tools, etc.)  November 10, 2006 C. Comer

The state of Texas has adopted textbooks and instructional Are there any resources for teaching Conceptual Chemistry and Physics courses? The state of Texas has adopted textbooks and instructional materials for conceptual approaches to chemistry and physics and many schools have adopted these materials Conceptual Chemistry adopted instructional materials: 1. Chemistry in the Community by Bedford, Freeman & Worth 2. Chemistry: Concepts and Applications by Glencoe/McGraw-Hill 3. Chemistry: Applied and Descriptive by J.M. LeBel Enterprises…Some schools also use: 4. CEPUP—Science Kits Conceptual Physics adopted instructional materials: 1. Conceptual Physics by Prentice Hall 2. Physics: Systems and Applications by J.M. LeBel Enterprises 3. Cambridge Physics Outlet (CPO) Science November 10, 2006 C. Comer

Are there different PEIMS numbers given to the conceptual courses? No. Since both courses must cover the same TEKS, both courses are coded with the same PEIMS numbers Some schools use local “honors” designation for the traditional approach courses. November 10, 2006 C. Comer

Can we offer conceptual courses such as Physics First instead of the traditional course? One of the critical debates in the science community at the state and national level is the suggested sequence of science courses.  Many argue for the traditional Biology, Chemistry and Physics sequence but a growing number of educators are suggesting that “Physics First”, or a conceptual approach to Physics at the freshmen level in high school, makes more sense. In the state of Texas, we allow local control for the decision of “Physics First”.  November 10, 2006 C. Comer

2009 NAEP Science Content: Topics and Subtopics Physical Life Earth/Space Matter -- Properties of matter -- Changes in matter Energy -- Forms of energy -- Energy transfer and conservation Motion -- Motion at the macroscopic level -- Forces affecting motion Structures and Functions of Living Systems -- Organization and development -- Matter and energy transformations -- Interdependence Changes in Living Systems -- Heredity and reproduction -- Evolution and diversity Earth in Space and Time -- Objects in the universe -- History of Earth Earth Structures -- Properties of Earth materials -- Tectonics Earth Systems -- Energy in Earth systems -- Climate and weather -- Biogeochemical cycles Science content organized into three main areas: Physical, Life, Earth/Space. On the surface, this is similar to old FW, but subtopics and specific content within each area have changed. 2009 content is based on Standards and Benchmarks. In particular, Earth/Space Science has taken more of a systems perspective (rather than a “story in the rocks” perspective). Content determined by Committees as well as EXTENSIVE REVIEW PROCESS from stakeholders, professional associations, all 50 states. November 10, 2006 C. Comer

NAEP Websites of interest: http://nces.ed.gov/nationsreportcard/ National Center for Education Statistics: http://nces.ed.gov/ National Assessment Governing Board: http://www.nagb.org/ NOTE: Prepublication edition of the Framework is available on the NAGB website. Click on “Publications.” Scroll down to “Frameworks.” November 10, 2006 C. Comer

National Trends in High School Science In 2004, five states of 30 reporting, had more than 30% of students take Physics by graduation including Texas Chemistry Enrollments increased; 10 states that more than 60% of their students take Chemistry by graduation, including Texas Certified Science Teachers continue to be in high demand. http://www.ccsso.org/project/science_and_mathematics_ Education_Indicators November 10, 2006 C. Comer

Earth and Space Science in Texas The SBOE has created a new Earth and Space Science Course at the High School Level A fourth year course that incorporates Biology, Chemistry and Physics concepts Earth and Space Science (ESS) TEKS Writing Proposed start date: February ’07 November 10, 2006 C. Comer

Earth and Space Science in Texas Earth and Space Science Revolution Workshops A series of three TOT Workshops for ESC ESS Summit: A multi-state conference to map out the future of Earth Science for our state Proposed date: January ‘07 GLOBE Training: The Texas Regional Collaboratives Training throughout the State…GLOBE in Texas is alive! November 10, 2006 C. Comer

Changes to AP Program Feds call on Schools to Redesign Science Curriculum: NSF has awarded $1.8 Million for Improving Advanced Placement (AP) science classes and redesigning high school science curriculum to incorporate the latest developments in biotechnology, nanotechnology and other fields for biology, chemistry, physics, and environmental science. The work should be completed by December ’07 allowing for two years of professional development prior to the launch of the new AP science courses. See these related links: National Science Foundation www.nsf.gov or The College Board at www.collegeboard.com November 10, 2006 C. Comer

Secondary Student Performance vs. Teacher Profiles %Students completing High School %Students Passing TAKS % Teachers leaving %Teachers teaching outside their field <95% 23.6% 20.6% 31.2% 95-97.99% 33.8% 20.0% 28.6% 98-100% 44.9% 19.3% 27.9% Source: Completion and TAKS data from TEA; AEIS ’02-’03; Teacher Data From State Board for Educator Certification (SBEC) , AEIS ’02-’03 and ’03-’04 http://www.widow.state.tx.us/specialrpt/teachersalary04/ November 10, 2006 C. Comer

How We Did Overall Science Science TAKS Met Standard ‘05 ’06 Commended Performance ’05 ’06 Grade 5 64%75% 16%24% 5th Span. 23%31% 3%5% Grade 8 71%* *first testing at 2 SEM 12%* first testing at 2 SEM Grade 10 54%60% 8%11% Grade 11 71%75% 5%9% November 10, 2006 C. Comer

Exit level disparities are particularly troubling November 10, 2006 C. Comer

…however, disparities persist November 10, 2006 C. Comer

For science this will include Biology, Chemistryand Physics Executive Order RP53 Signed by the Governor of Texas on December 16, 2005-End of Course Tests The development of a series of voluntary end-of-course assessments in Science, Mathematics, and other subjects, currently assessed by the 11th grade Texas Assessment of Knowledge and Skills, to measure student performance; For science this will include Biology, Chemistryand Physics November 10, 2006 C. Comer

End-of Course Assessments 2007 2008 2009 Algebra I Already implemented Geometry Field-tested Implemented Biology Chemistry Physics U. S. History NOTE: TAKS Exit Level ELA = English III EOC November 10, 2006 C. Comer

SCIENCE TAKS HIGH SCHOOL BLUEPRINT Objectives Nature of Science Organization of Living Systems Interdependence of Organisms and the Environment Structures and Properties of Matter Motion, Forces, and Energy Grade 10 Grade 11 17 17 11 8 11 8 8 11 Total Number of Items 55 55 Met Standard 35/55 35/55 Commended Performance (Raw Score) 50/55 50/55 Field Test Items 10 10 TOTAL ITEMS: 65 November 10, 2006 C. Comer

Science Objectives: 10th Grade High School GRADE 10 Commended Performance: 8% Science Objectives: 10th Grade ‘04 ‘05 ‘06 1. Nature of Science 67% 70% 2. Organization of Living Systems 54% 65% 66% 3. Inter. of Organisms & Environment. 71% 56% 62% 4. Structures and Properties of Matter 55% 53% 5. Motion, Forces, and Energy 60% 68% November 10, 2006 C. Comer

High School Science GRADE 11 Science Objectives: 11th Grade ‘04 ‘05 ‘06 1. Nature of Science 66% 65% 67% 2. Organization of Living Systems 61% 59% 3. Interdependence of Organisms & Environment 56% 68% 72% 4. Structures and Properties of Matter 51% 58% 5. Motion, Forces, and Energy November 10, 2006 C. Comer

Challenges High school students continue to pass the Math and Science sections of the high school graduation test (TAKS) at lower rates than the ELA or Social Studies sections. November 10, 2006 C. Comer

Accountability Ratings for 2006-07 For Science: 40% of students must pass Science TAKS in order be Academically Acceptable 75% of students must pass Science TAKS for Recognized rating. November 10, 2006 C. Comer

Accountability Update: 2005 and Beyond Commissioner of Education Final Decisions March 2005 Science A.Ac./Rec/Ex. 2005 25 / 70 / 90 2006 35 / 70 / 90 2007 40 / 75 / 90 2008 40 / 75 / 90 2009 45 / 80 / 90 2010 50 / 80 / 90 The standards for science reflects the lower performance compared to reading/ELA and performance gaps between 2004-05 student passing standard November 10, 2006 C. Comer

Teacher Experience vs. TAKS Performance Average Level of Teacher Experience per Campus % of Students Passing TAKS 0 to 5 Years 37% 6-10 Years 48% 11-15 Years 16-20 Years Over 20 Years 49% Source: State Board for Educator Certification (SBEC) and TEA, AEIS ’02-’03 http://www.widow.state.tx.us/specialrpt/teachersalary04/ November 10, 2006 C. Comer

Texas Teachers Teaching Outside Their Field and Student Performance Teachers teaching outside of field %Students Passing TAKS % Texas Students Impacted 0-10% 61.% 22.2% 11-20% 51.8% 26.2% 21-30% 43.6% 26.7% More that 30% 36.9% 24.9% State Average 47.9% Source: State Board for Educator Certification (SBEC) and TEA, AEIS ’02-’03 November 10, 2006 C. Comer

Texas Teacher Turnover and Student Performance % Teachers leaving campuses % Students passing TAKS % Texas Students Impacted 0-10% 53.6% 11.2% 11-20% 48.9% 45.3% 21-30% 46.0% 29.8% More than 30% 44.3% 13.7% State Average 47.9% Campuses with a stable workforce of teachers produce better test results Source: State Board for Educator Certification (SBEC) and TEA, AEIS ’02-’03 http://www.widow.state.tx.us/specialrpt/teachersalary04/ November 10, 2006 C. Comer

Secondary Student Performance vs. Teacher Profiles %Students completing High School %Students Passing TAKS % Teachers leaving %Teachers teaching outside their field <95% 23.6% 20.6% 31.2% 95-97.99% 33.8% 20.0% 28.6% 98-100% 44.9% 19.3% 27.9% Source: Completion and TAKS data from TEA; AEIS ’02-’03; Teacher Data From State Board for Educator Certification (SBEC) , AEIS ’02-’03 and ’03-’04 http://www.widow.state.tx.us/specialrpt/teachersalary04/ November 10, 2006 C. Comer

Master Science Teacher Certification University of Texas - El Paso Jan 14 2005 Master Science Teacher EC-4 Lamar University Mar 6 2006 Master Science Teacher 4-8 Texas State University-San Marcos Aug 11 2005 Master Science Teacher 4-8 University of Texas – Austin November 10, 2006 C. Comer

Master Science Teacher Certification University of Texas - El Paso Jan 14 2005 Master Science Teacher 4-8 Texas State University-San Marcos Aug 11 2005 Master Science Teacher 4-8 University of Texas – Austin Aug 11 2005 Master Science Teacher 8-12 Jan 14 2005 Master Science Teacher 8-12 November 10, 2006 C. Comer

TAKS Information Booklets Contains: Objectives and TEKS student expectations Clarification on TEKS Overview of the subject area Reasons why each objective and TEKS student expectation are critical to student success Sample items November 10, 2006 C. Comer

Study Guides are provided to students who do not meet the standard. www.tea.state.tx.us/student.assessment/resources/guides/study/ Study Guides are provided to students who do not meet the standard. November 10, 2006 C. Comer

Safety and Facility Resources: Should be in every school library! Also available online: www.tenet.edu/teks/science/safety November 10, 2006 C. Comer

Secondary Science Vertical Alignment Chart for Secondary Science Grade 10 and Exit Level Grade 11 Has TAKS OBJECTIVES and TEKS Student Expectations that are assessed from grades 1-High School Physics Gives highlights from TAKS To Order visit our online store at: http://www.region4store.com/esc/Shop Cost: 50 cents a piece; sold in bundles of 20 for $10 November 10, 2006 C. Comer

Welcome to the Texas Mathematics and Science Diagnostic Systems Get Ready for TSDS! TSDS Welcome to the Texas Mathematics and Science Diagnostic Systems www.accesstsds.com November 10, 2006 C. Comer

What is TSDS? TSDS Web-Based Diagnostic Assessment Tool Free to All Texas Public & Charter Schools Available in September 2006 Part of the TEA Science Initiative November 10, 2006 C. Comer

How Can I Use This Content? TSDS Student Skills Diagnosis at Beginning of Year and End of Year Finding Knowledge Points of Departure Periodic Instructional Benchmarks Tests, Quizzes, Homework November 10, 2006 C. Comer

National Youth Science Camp 2005 Winners Announced: Jessica Wang Emily Hsu To nominate an outstanding 2006 Senior go to www.nysc.org for more information November 10, 2006 C. Comer

National Awardees 2005-2006 Nancy Owens Schunke IPC Teacher Dunbar Jr. High M/S Academy Lubbock, TX National Awardees 2005-2006 November 10, 2006 C. Comer

www.nsf.gov/pa This year grades 7-12 Teachers Are eligible: To nominate and to apply: www.nsf.gov/pa Thelma Rose Second Grade Teacher at Rogers Elementary School Rogers, Texas Michelle Yates Fifth Grade Teacher at Bess Race Elementary Crowley, Texas November 10, 2006 C. Comer

Science List Serve: Please Join… Our way of “shouting out” to you when you are busy And something Important comes Up for science In Texas… www.tea.state.tx.us/list/ November 10, 2006 C. Comer

E-mail: goodnews@tea.state.tx.us/comm/stars “We dedicate this new website—Our Schools, Our Stars—to the quiet successes our school community achieves everyday.” Shirley J. Neeley E-mail: goodnews@tea.state.tx.us/comm/stars November 10, 2006 C. Comer

Assistant Director of Science Cindi.louden @tea.state.tx.us Who to Contact: Curriculum Division 512-463-9581 Chris Castillo-Comer Director of Science chris.comer@tea.state.tx.us Irene Pickhardt Assistant Director of Science Irene.pickhardt@tea.state.tx.us Assessment Division Science Specialists: 512-463-9536 Cyndi Louden Cindi.louden @tea.state.tx.us Shannon Miller shannon.miller@tea.state.tx.us Magda Wolk magda.wolk@tea.state.tx.us Janine Samer janine.Samer@tea.state.tx.us Robert Bingham Robert.Bingham@tea.state.tx.us November 10, 2006 C. Comer

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