Presented by: Chris Castillo Comer, Director of Science Texas Science Education Leadership Spring Conference Houston, Texas April 24, 2007

Changing Demographics!

State Curriculum Trends Emphasis on science at very early ages 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 Greater high school to college coordination

Why do Texas Students Need Rigorous Science?

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.

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/LAMathBoth All students39%49%28% Hispanic31%38%19% African- American 27% 13% White48%63%37%

…however, disparities persist!

Exit level disparities are particularly troubling…

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.

What’s New?

HB1 Requirements Recent SBOE Actions HB1 adds the following: TEC (b-1) The State Board of Education by rule shall require that: (1) the curriculum requirements for the recommended and advanced high school programs under Subsection (a) include a requirement that students successfully complete four courses in each subject of the foundation curriculum under Section (a)(1); and

HB1 adds the following: TEC (b-1) The State Board of Education by rule shall require that: (2) one or more courses offered in the required curriculum for the recommended and advanced high school programs include a research writing component.

What this means: students must now satisfy a new requirement for a fourth course in mathematics and science. 1. Since the Distinguished Achievement Plan for Graduation (DAP) and The Recommended High School Plan (RHSP) already required four courses in English language arts and social studies, students must now satisfy a new requirement for a fourth course in mathematics and science.

Current RHSP requires 24 credits for graduation: English I, II, III, IV World Geography, World History, US History, US Govt./Economics Algebra I. Algebra II, Geometry 3 credits of science, including Biology, Chemistry, Physics, IPC, PT I, Advanced Placement (AP) and International Baccalaureate (IB) 1 credit each of fine arts, Technology Applications.5 credit of Communication Applications, Health 2 credits of a foreign language 1.5 credits of Physical Education (PE) 3.5 elective credits

New RHSP requires 26 credits Two credits are added, one each in mathematics, science

Old and New RHSP- Science Old: 3 credits, one of which must be Biology (and /or AP/IB) two of which are selected from –IPC –Chemistry, IB or AP Chemistry –Physics, AP or IB Physics, or Principles of Technology I New: 4 credits, One of which must be Biology (and /or AP/IB) Three of which are selected from a list of options that will include IPC until SY

New RHSP- Science When IPC is phased out, all students must select: One credit from Biology, AP or IB Biology Two credits from –Chemistry, IB or AP Chemistry –Physics, AP or IB Physics, or Principles of Technology I A fourth credit from the following list:

New RHSP- Science, 4 th yr Chemistry Physics Astronomy Aquatic Science Environmental Systems Earth and Space Science Advanced Placement Biology Advanced Placement Chemistry Advanced Placement Physics B Advanced Placement Physics C Advanced Placement Environmental Science International Baccalaureate Biology International Baccalaureate Chemistry International Baccalaureate Physics International Baccalaureate Environmental Systems The following health science technology education courses: Scientific Research and Design Anatomy and Physiology of Human Systems Medical Microbiology and Pathophysiology The following technology education/industrial technology education courses: Principles of Technology I Principles of Technology II Engineering Concurrent enrollment in college courses: The SBOE has directed the TEA to write new TEKS for the courses in red

What does the phase-out of IPC mean? IPC will no longer satisfy the science requirements in the RHSP after School Year Students on the RHSP and DAP could continue to take the course for state elective credit As of now, it remains an option for students on the Minimum Plan

What does the phase-out of IPC mean? IPC will no longer satisfy the science requirements in the DAP, effective SY – no phase-out

Should IPC be taught in Grade 8? This is a local decision, however, Most experts agree that it would not be wise to do so, since the grade 8 Science TAKS, which was given this year for the first time, is very rigorous and includes earth science. These earth science concepts are taught in middle school. Compressing the TEKS 6-8 into two years is not warranted given the sophistication of the earth science TEKS at grades 6-8. Another reason given by many supervisors on why IPC in grade 8 is not warranted is that middle school presents the 6-8 th grade TEKS in various contexts and in depth to assure literacy of those concepts

Teacher Quality IPC teachers should begin re-tooling to teach physics or chemistry courses Professional development will be necessary Textbooks, equipment, scheduling and staffing changes may be necessary!

Enrollment Data Trends for Required Science Courses IPC201,292207,814203,924 Biology259,101267,161276,792 Chemistry173,019188,218187,769 Physics73,02074,97678,569 Principles of Technology1 3,7194,5894,529

DAP- Old and New Old: 3 credits of science. One credit must be a biology credit (Biology, Advanced Placement (AP) Biology, or International Baccalaureate (IB) Biology). Students must choose the remaining two credits from the following areas. Not more than one credit may be chosen from each of the areas to satisfy this requirement. Students on the Recommended High School Program are encouraged to take courses in biology, chemistry, and physics to complete the science requirements. Integrated Physics and Chemistry (IPC); Chemistry, AP Chemistry, or IB Chemistry; and Physics, Principles of Technology I, AP Physics, or IB Physics. New: 4 credits of science, which must consist of a biology credit (Biology, Advanced Placement (AP) Biology, or International Baccalaureate (IB) Biology), a chemistry credit (Chemistry, AP Chemistry, or IB Chemistry), a physics credit (Physics, AP Physics, or IB Physics), and an additional approved laboratory-based science course. (Note the deletion of Principles of Technology here). After successful completion of a biology course, a chemistry course, and a physics course, a student may select the fourth required credit from any of the following lab-based courses:

Complete list of science options for 4 th year DAP (A) Earth and Space Science; (B) Environmental Systems; (C) Aquatic Science; (D) Astronomy; (E) Anatomy and Physiology of Human Systems; (F) AP Biology; (G) IB Biology (H) AP Chemistry; (I) IB Chemistry; (J) AP Physics; (K) IB Physics; (L) AP Environmental Science; (M) IB Environmental Systems; (N) Scientific Research and Design; and (O) Engineering. The SBOE has directed the TEA to write new TEKS for the courses in red

What about the Minimum Plan? The Minimum plan was not changed by the SBOE

What can schools do to improve their science programs? Develop a plan to improve your science program Order Materials and Equipment! Align curriculum across grades, courses, and feeder patterns Policies should be established: –Dual credit articulation agreements with colleges and universities –Fourth year options for Science

What can schools do to improve their science programs? Staffing is important! Have an experienced teacher mentor for each grade and course, Plan for mentoring, Try to eliminate “floating science classes” Try to keep science teacher turnover at a minimum Schedule in your area of strength Urge that science classes not be over-populated; teaching the TEKSMake sure you are teaching the TEKS lab and field activitiesMake sure you include lab and field activities to strengthen depth and breadth of learning Get more professional development in areas of need based on your school data!

What about the Minimum Plan? A student entering Grade 9 in the school year and thereafter shall enroll in the courses necessary to complete the curriculum requirements for the recommended high school program specified in §74.63 of this title (relating to Recommended High School Program) or the advanced program specified in §74.64 of this title (relating to Distinguished Achievement High School Program--Advanced High School Program)…

What about the Minimum Plan? …unless the student, the student's parent or other persons standing in parental relation to the student, and a school counselor or school administrator agree that the student should be permitted to take courses under the minimum high school program specified in §74.62 of this title (relating to Minimum High School Program).

HB1 adds the following: Sec COLLEGE CREDIT PROGRAM. (a) Each school district shall implement a program under which students may earn the equivalent of at least 12 semester credit hours of college credit in high school. On request, a public institution of higher education in this state shall assist a school district in developing and implementing the program.

HB1 adds the following: Sec COLLEGE CREDIT PROGRAM. (a-1) Not later than the fall 2008 semester, each school district shall implement a program that meets the requirements prescribed by Subsection (a). This subsection expires June 1, 2009.

Concurrent Enrollment in College Courses HB1 requires all schools to offer students the equivalent of 12 semester hours of college credit while in high school Dual credit partnerships are subject to THECB rules regarding articulation agreements Courses taken at Institutions of Higher Education (IHE’s) for high school credit must meet and exceed the TEKS for the courses they replace

Frequently Asked Questions regarding science courses on the 4X4 plan:

What sequence for science courses is best? That depends on your students, your staff, and your facilities. –What are your student’s abilities and interests? –What certifications do your teachers possess? What does your science department endorse? What are the interests and goals of your science teachers? –Are your science facilities adequate to support more lab based science? What equipment, materials and supplies are needed to have a sustainable and rigorous science program?

The Burning Question: What’s the Best Course Sequence for Science? For all graduation plans, students are encouraged to take Biology, Chemistry, and Physics by the State Board of Education. Students who take the Bio, Chem, and Physics sequence perform better on SAT and ACT college entrance tests according to college entrance data. Students who take the Bio, Chem, and Physics sequence are better prepared for college work. Some schools are considering the Physics first approach. Many schools are considering the conceptual approach to teaching of physics and chemistry Chris Comer

What is “conceptual chemistry” and “conceptual physics”? According to experts, 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.

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.)

How much math is required for conceptual Chemistry and Physics and the traditional Chemistry and Physics courses? The Texas Essential Knowledge and Skills (TEKS) for Chemistry and Physics are written with a conceptual approach. The mathematics requirements do not exceed an Algebra I level.

Are there any resources for teaching these courses conceptually? 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 Some schools also use: 3. Cambridge Physics Outlet (CPO) Science—Adopted for Physics.

Certifications Biology, AP Biology, IB Biology –Science, Gr –Life Science, 8-12 –Biology –Science Composite –Science Chemistry, (conceptual Chemistry),AP Chemistry, IB Chemistry –Science, Gr –Chemistry, Gr –Chemistry –Science, Composite –Science Physics, (Conceptual Physics) AP Physics, IB Physics –Science, Gr –Physical Science, Gr –Physics/Mathematics: Gr –Mathematics/Physical Science/Engineering: Gr –Physics –Science Composite –Science

Certifications GMO Science: Grades 8-12 Earth Science Science, Composite Science Any science teaching field with 12 hours in earth science and/or ecology. Aquatic Science Science: Grades 8-12 Life Science: gr Earth Science Science, Composite Science Any science teaching field with 12 hours in earth science and/or ecology. Environmental Systems AP Environmental Science IB Environmental Systems Science: Grades 8-12 Life Science: Gr Science Composite Science Any science teaching field with 12 hours in environmental science and/or ecology.

Certifications Anatomy and Physiology of Human Systems, Medical Microbiology, Pathophysiology –Science: gr –Life Science: gr –Biology –Science Composite –Science –Vocational Health Occupations –Vocational Health Occupations/Cooperative Training –Vocational Health Occupations/Pre-Employment Lab –Vocational Handicapped Health –Health Science Technology

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

PEIMS Codes for Science Courses CODECOURSEUNITSABBREV Biology1 UnitBIO Environmental systems1 UnitENVIRSYS Aquatic science1 UnitAQUA SCI Chemistry1 UnitCHEM Physics1 UnitPHYSICS GM01 UnitGMO Astronomy1 UnitASTRMY IPC1 UnitIPC Scien.R&D I1 science unitSCI/R&D Scien.R&D II 1 science unitSCI/R&D Scien.R&D III1 science unitSCI/R&D A&Pof human systems1 science unitANAT&PHY Medical microbiology1/2 science unitMICRO Pathophysiology1/2 science unitPATHO Prin. of technology I1 science unitPTI Prin. of technology II1 science unitPTII

PEIMS Codes for Science Courses The following codes are the Texas Education Agency approved course for The College Board Advanced Placement Courses. These codes may be used by school districts that offer The College Board Advanced Placement Courses in accordance with 19 TAC and A Biology /2 unitsAP-BIO A Environmental science /2 unitsAP-ENVIR A Chemistry /2 unitsAP-CHEM A Physics B /2 unitsAP-PHYSB A Physics C /2 unitsAP-PHYSC The following courses are to be used to report International Baccalaureate courses I Biology I /2 unitsIB-BIO I Biology II I Environmental systems1 UnitIBENVIRS I Chemistry I /2 unitsIB-CHEM1 I Chemistry II /2 unitsIB-CHEM2 I Physics I /2 unitsIB-PHYS1 I Physics II /2 unitsIB-PHYS2

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. This course may allow more students to consider an AP Physics course later in their high school science sequence. In the state of Texas, we allow local control for the decision of “Physics first”.

Conceptual Physics Question: Why don’t even the brightest students grasp basic science concepts? A Private Universe, 1987, conducted interviews with 23 recent graduates of Harvard and MIT and asked them “Why is the Earth warmer in the summertime?” 21 of the 23 harbored misconceptions. Most commonly they believed that Earth’s elliptical orbit brought the Earth significantly closer to the Sun at certain times of the year. Point: Students come into the educational systems with private theories and understandings about how the world works. These private theories are not modified by teaching unless they have a chance to build new understandings. A conceptual approach allows students to articulate their theories, to question them, and to build new understandings.

Myth: Conceptual programs are “watered down” science. Studies have shown that students who are in conceptual programs were provided with a solid foundation for preparing students for college- level work.* 9 th grade students involved in a conceptual program did better than 1 st year college engineering students on understanding Newton’s 3 rd law of motion.** *University of California study **University of Cincinnati FCI Study Studies can be found at

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 with a prerequisite of Biology, Chemistry and Physics concepts Earth and Space Science (ESS) TEKS Writing –Proposed start date: Fall ’07

Earth and Space Science in Texas Earth and Space Science Revolution Workshops –A series of three TOT Workshops for ESC’s ESS Summit: A multi-state conference to help map the future of Earth Science for our state GLOBE Training: The Texas Regional Collaboratives Training throughout the State…GLOBE in Texas is alive!

Resources

Master Science Teacher Certification: Sites University of Texas - El Paso Jan Master Science Teacher 4-8 Texas State University-San Marcos Aug Master Science Teacher 4-8 University of Texas – Austin Aug Master Science Teacher 8-12 University of Texas - El Paso Jan Master Science Teacher 8-12 Who has program information? Dr. Janice Reyna Educator Standards (office)

Master Science Teacher Certification: Sites University of Texas - El Paso Jan Master Science Teacher EC-4 Lamar University Mar Master Science Teacher 4-8 Texas State University-San Marcos Aug Master Science Teacher 4-8 University of Texas – Austin Aug Master Science Teacher 4-8

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

The Texas Regional Collaboratives 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.

Geographic Distribution Austin Amarillo Lubbock Abilene Denton Kilgore Waco Houston Galveston Corpus Christi Brownsville Edinburg San Antonio Gainesville Wichita Falls Fort Worth Mt. Pleasant El Paso Victoria College Station San Angelo Midland Irving Richardson Dallas Laredo Texarkana Humble 35 Science Regional Collaboratives Over the biennium, the TRC is providing professional development to approximately 10,000 teachers of science Grades P–12. Beaumont Regional Collaboratives are located in every Texas Education Service Center region.

566 School Districts Served 1,689 Campuses Served 7,282 Teachers Served** Data compiled from September 1, July 31, 2006 ** 1,715 Teacher Leaders + 5,567 Outreach Teachers = 7,282 Total Teachers Statewide Impact

Safety and Facility Resources: Should be in every school library! Also available online:

Study Guides are provided to students who do not meet the standard. Available online!

Elementary and Secondary Science To Order:  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  K-High School Physics  Gives highlights from TAKS

 Includes grades K-High School Physics  Gives highlights from TAKS  Has TAKS OBJECTIVES and  Grades 6-8 TEKS assessed on the Middle School Science TAKS given at grade 8 To order copies contact: Charles A. Dana Center P.O. Box M Austin, TX Phone: Fax: Middle School Science Charts

“Depth and Breadth” Understanding Check with national and state documents to get an awareness of the depth of understanding for each grade level. Students need to: –“Do” Inquiry based Science –View themselves as scientists –Exhibit curiosity –Propose explanations –Raise questions –Use observation

Get Ready for TSDS! TSDS Welcome to the Texas Mathematics and Science Diagnostic Systems

What is TSDS? TSDS Web-Based Diagnostic Assessment ToolWeb-Based Diagnostic Assessment Tool Free to All Texas Public & Charter SchoolsFree to All Texas Public & Charter Schools Part of the TEA Science InitiativePart of the TEA Science Initiative

How Can This Content be used? TSDS Student Skills Diagnosis at Beginning of Year,Student Skills Diagnosis at Beginning of Year, Mid-Year, and End of Year, or any time in between Finding Knowledge Points of DepartureFinding Knowledge Points of Departure Periodic Instructional BenchmarksPeriodic Instructional Benchmarks Tests, Quizzes, HomeworkTests, Quizzes, Homework

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… And click on “science”

Teaching Science for the 21 St Century South Korea, with one-sixth of our population, graduates as many engineers as the U.S. The number of engineering degrees awarded in the U.S. is down 20% from 1985 The U.S. ranks 32 nd out of 90 countries in undergraduate natural science and engineering degree production rate. Of the 20 fastest growing occupations projected for 2014, 15 of them require significant mathematics or science preparation to successfully compete for the job.

Dr. Linda Froschauer, NSTA President “SET THE BAR HIGH” In the latest NAEP assessments, only about one third of the 4 th and 8 th graders, and even fewer 12 th graders (16% and 18% in math and science respectively), reached the proficient level in math or science. The Trends in International mathematics and Science Study (TIMSS), which shows the mastery of curriculum knowledge and skills, indicates that student performance is weaker at the higher grades for U.S. students relative to their international peers.

Dr. Linda Froschauer, NSTA President “SET THE BAR HIGH” The Program for International student Assessment (PISA) assesses 15 yr. old students’ literacy in math and science—the ability to apply knowledge and skills to solve real world problems. In 2003, U.S. students ranked 19 out of 29 OECD countries in science literacy In 2000, 93% of students in grades 5-9 were taught physical science by a teacher lacking a major or certification in the physical sciences.

Fax: N. Congress Ave. Austin, Texas Who to Contact: Director of Science: Chris Castillo Comer Assistant Director of Science: Irene Pickhardt

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