Texas Regional Collaboratives for Excellence in Science Teaching Round Rock ISD and Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching TASA Midwinter Conference January 29, 2007 Austin, 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

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE 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 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.

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING 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 Regional Collaborative Over the 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.

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING 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.

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING Bridging II TAKS/ 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.

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING Total Number of Students Impacted 100 Elementary to 750 Secondary Students Students Students Students Students One Science Teacher Mentor Elementary/Secondary Cadre Member MENTORING IMPACT STUDENT IMPACT

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING 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.

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING Title I Status of Participating Campuses 79% 21% Based on a sample of 6,450 Teachers reporting campus Title I status from September July 2006

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING Educator Demographics - Teaching Level Data based on a sample of 771 teachers for funding period September May 2004

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING Educator Demographics - Teaching Level Data based on a sample of 6,429 teachers for funding period September July 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.

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING Ethnicity of Students Served by Collaborative Teachers 12% 34% 51% 1% Based on actual classroom data reported by a sample of 1157 teachers from September May %

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING 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

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING RRISD Student Impact ACC Regional Collaborative Schools Change over a three year period in % Meeting Standards RRISDACC Collaborative RRISDACC Collaborative Change in % Meeting Standards prior to TRC Professional Development Change in % Meeting Standards with TRC Professional Development

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING RRISD Student Impact ACC Regional Collaborative Schools Change over a three year period in % Commended RRISDACC CollaborativeRRISDACC Collaborative Change in % Commended prior to TRC Professional Development Change in % Commended with TRC Professional Development

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING RRISD Student Impact Change in % Meeting Standards in Schools Using Bridging II TAKS Materials Percentage of Use of B II TAKS Ave Change in % Meeting Standard from 05 to 06 Used 100% of Lessons in Module 1 and (actual ) 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 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 ) Used 0% of Lessons in Module 1 and 2- 2

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING Statewide Impact on Teachers: Science Content Knowledge 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.

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING East Texas Regional Collaborative Eighth Grade Science TAAS Scores Student Achievement – Continuous Improvement

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING 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 % 11% participant students non-participant students participant students non-participant students IMPROVEMENT prepostprepost Average Student Score Percent Improvement

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING Student Achievement on TAKS: Region 7 Collaborative (2003)

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING Student Achievement on TAKS: Longitudinal Data Elementary Science TAKS (2005) A Three-Year Analysis

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING Mathematics Regional Collaboratives TMT 3 – 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

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING Contact Information Kamil A. Jbeily Executive Director Texas Regional Collaboratives Carol L. Fletcher Assistant Director/R&D Coordinator Texas Regional Collaboratives Jesus Chavez Superintendent Round Rock ISD Patty McLelland Co-Director ACC TRC RRISD Instructional Coach