1. 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

2.
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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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
Any waivers already granted for are revoked
Year-round schools not effected
November 10, 2006
C. Comer

10. 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

11. 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 (4th year of Math and Science in school year )
SBOE rules TBD
November 10, 2006
C. Comer

12. HB1
Briefing book, including summaries by section and contact information, can be found at:
FAQ can be found at:
November 10, 2006
C. Comer

13. Curriculum Update
Graduation Requirements about to change: Results after SBOE meeting Nov , 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

14. 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 , 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

15. 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

16. 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

17. 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

18. 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

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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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 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

28. NAEP Websites of interest:
National Center for Education Statistics:
National Assessment Governing Board:
NOTE: Prepublication edition of the Framework is available on the NAGB website. Click on “Publications.” Scroll down to “Frameworks.”
November 10, 2006
C. Comer

29. 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.
Education_Indicators
November 10, 2006
C. Comer

30. 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

31. 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

32. 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 or The College Board at
November 10, 2006
C. Comer

33. 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% %
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
November 10, 2006
C. Comer

34. 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

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

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

37. 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

38. 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

39. 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
Total Number of Items
Met Standard
35/ /55
Commended Performance (Raw Score)
50/ /55
Field Test Items
TOTAL ITEMS: 65
November 10, 2006
C. Comer

40. 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

41. 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

42. 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

43. 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

44. Accountability Update: 2005 and Beyond Commissioner of Education
Final Decisions March 2005
Science A.Ac./Rec/Ex.
/ 70 / 90
/ 70 / 90
/ 75 / 90
/ 75 / 90
/ 80 / 90
/ 80 / 90
The standards for science reflects the lower performance compared to reading/ELA and performance gaps between student passing standard
November 10, 2006
C. Comer

45. 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
November 10, 2006
C. Comer

46. 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

47. 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
November 10, 2006
C. Comer

48. 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% %
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
November 10, 2006
C. Comer

49. Master Science Teacher Certification
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
November 10, 2006
C. Comer

50. Master Science Teacher Certification
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
Jan Master Science Teacher 8-12
November 10, 2006
C. Comer

51. 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

52. Study Guides are provided to students who do not meet the standard.
Study Guides are provided to students who do not meet the standard.
November 10, 2006
C. Comer

53. Safety and Facility Resources: Should be in every school library!
Also available online:
November 10, 2006
C. Comer

54. 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:
Cost: 50 cents a piece; sold in bundles of 20 for $10
November 10, 2006
C. Comer

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

56. 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

57. 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

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

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

60. www.nsf.gov/pa This year grades 7-12 Teachers Are eligible:
To nominate and to apply:
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

61. 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…
November 10, 2006
C. Comer

62. 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
November 10, 2006
C. Comer

63. Assistant Director of Science Cindi.louden @tea.state.tx.us
Who to Contact:
Curriculum Division
Chris Castillo-Comer
Director of Science
Irene Pickhardt
Assistant Director of Science
Assessment Division
Science Specialists:
Cyndi Louden
Shannon Miller
Magda Wolk
Janine Samer
Robert Bingham
November 10, 2006
C. Comer

64. Copyright and Terms of Service Copyright © Texas Education Agency, 2002.
These materials are copyrighted © and trademarked ™ as the property of the Texas Education Agency and may not be reproduced without the express written permission of the Texas Education Agency, except under the following conditions:
1) Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from the Texas Education Agency;
2) Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of the Texas Education Agency;
3) Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way;
4) No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.
Private entities or persons located in Texas that are not Texas public school districts or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from the Texas Education Agency and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty fee. Contact TEA Copyrights with any questions you may have.
November 10, 2006
C. Comer