Transcript Texas Regional Collaboratives for Excellence in Science

Texas Regional Collaboratives
for Excellence in Science and
Mathematics Teaching
Program Overview
Carol L. Fletcher, Ph.D.
TRC Assistant Director/R&D Coordinator
TRC Thirteen Annual Meeting
TRC/T-STEM Summit
June 27, 2007
TRC - Who We Are
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
•
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.
2
STEM Challenges
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
•
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
3
Geographic Distribution
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Regional Collaboratives
are located in every
Texas Education
Service Center region.
Amarillo
Lubbock
Over the 2005-2007
biennium, the TRC is
providing professional
development to
approximately 10,000
teachers of science and
6,000 teachers of math in
Grades P–12.
Wichita Falls
Gainesville
Denton
Irving
Abilene
Mt. Pleasant
Fort Worth Dallas
Kilgore
Midland
El Paso
Texarkana
Richardson
Waco
College
Station
San Angelo
Austin
Humble
Houston
San Antonio
Victoria
Laredo
35 Science Regional Collaborative
20 Mathematics Regional Collaborative
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Beaumont
Galveston
Corpus Christi
Edinburg
Brownsville
Multiplier Effect
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
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Regional
Science
Collaboratives
1,715
Teacher Leaders
High Intensity
Professional Development
5,567 Teachers
Mentoring and Professional
Development Outreach
Students Impacted = 473,330
(Based on average of 65 students per teacher)
One Year Data: September 2005 - July 2006 (Science)
5
Statewide Impact
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
566 School Districts Served
1,689 Campuses Served
7,282 Teachers Served**
Data compiled from September 1, 2005 - July 31, 2006
** 1,715 Teacher Leaders + 5,567 Outreach Teachers = 7,282 Total Teachers
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Teachers Mentoring Teachers
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
One Science Teacher Mentor
Elementary/Secondary
MENTORING IMPACT
Cadre Member
Cadre Member
Students
20-150
Cadre Member
Cadre Member
Cadre Member
Students
20-150
STUDENT IMPACT
Students
20-150
Students
20-150
Students
20-150
Total Number of Students Impacted
100 Elementary to 750 Secondary
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Educator Demographics - Teaching Level
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
100%
80%
60%
Elementary
Middle School
High School
Other
47.9%
33.9%
40%
16.2%
20%
2.0%
0%
Teaching Level
Data based on a sample of 771 teachers for funding period September 2002 - May 2004
8
Educator Demographics - Teaching Level
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
2005 - 07 Texas Regional Collaboratives (TRC) professional development priorities as
per Texas Education Agency (TEA) guidelines, focused on providing K-8 training on Bridging II TAKS
Modules (State endorsed, scientifically researched curriculum),
hence increasing the percentage of elementary teachers impacted.
100%
77%
80%
Elementary
60%
Middle School
High School
40%
Other
20%
13%
5%
4%
0%
Teaching Level
Data based on a sample of 6,429 teachers for funding period September 2005 - July 2006
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Activities: PDAs and PDPs
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
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.
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.
10
Bridging II TAKS/2005-2007
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
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.
STMs build their leadership capacity by
mentoring Cadre Members (CMs) in their
schools and districts and assisting
Instructional Team Members in outreach
activities.
11
PDA Schedule 2006-07
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Dates
Title
August 27-30, 2006
GLOBE Program Trainer of Trainers
October 19-20, 2006
Earth Science Revolution I PDA
November 16-17, 2006
Earth Science Revolution II PDA
November 29-30, 2006
Earth Science Revolution III PDA
February 12, 2007
Texas Science Diagnostic PDA
March 12-13, 2007
Viewing Earth From Space PDA
March 23-24, 2007
EC Science
July 16 – 20, 2007
July 30 – August 1, 2007
Physics
July 30 – August 1, 2007
August 6 - 8, 2007
K-8 Geosciences
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Mark
Your
Calendar!
Mathematics Regional Collaboratives
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
• Twenty Regional
Collaboratives for
Excellence in Mathematics
Teaching
• Focused on training in five
math modules developed
in Texas with TEA support
• Activities began July 1,
2006
•
•
•
•
•
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TMT3 – Teaching Math
TEKS through
Technology
MTR – Math TEKS
Refinement
MTC – Math TEKS
Connections
MAP – Math
Achievement Project
MELL – Math for English
Language Learners
Program Evaluation – Three Components
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
TRC program evaluation examines three primary areas of impact:
Teacher Science Content Knowledge
Teacher Practice
Student Achievement
14
Program Evaluation – Three Components
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Component #1
Teacher science content
knowledge
15
Impact on Teachers: Science Content Knowledge
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Texas Regional Collaboratives Overall Gains
in Teacher Science Knowledge 2002-2003
100
83
Mean scores
80
60
52
Pretests
40
Posttests
20
0
Tests
Data represents combined mean scores of 12 different assessments,
8 Regional Collaborative Sites, and approximately 250 teachers.
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Statewide Impact on Teachers: Science Content Knowledge
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Average STM Science Content
Knowledge Gains 2005-06
84
Mean Scores
100
80
60
60
Pre-test
Post-test
40
20
0
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.
17
Impact on Teachers: Physics Content Knowledge
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
ITM Knowledge of
Integrated Physics and Chemistry (2005)
100
89
Mean Score
90
81
80
pre test
70
post test
60
50
Summary of results from a pre test and post test given to Instructional Team
Members (ITMS) before and after training in a professional development
module on Integrated Physics and Chemistry. ITMs were then responsible for
training STMs in their respective Regional Collaboratives.
18
Program Evaluation – Three Components
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Component #2
Teacher practice
19
Impact on Instructional Team Members (ITMs)
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
ITM Bridging II TAKS Preparation (2004)
 Bridging II TAKS** training significantly
improved the statewide leadership
capacity of ITMs to deliver professional
development to science teachers in
Bridging II TAKS Module 2: Using Tools to
Explore Matter.
 37 ITMs participated in three days of
professional development on Bridging II
TAKS to enhance their effectiveness to
deliver professional development to
science teachers in the field.
3.7
4
3
2.7
2
1
Mean Rating
Pre-survey
 ITMs rated their degree of preparation
to deliver the Bridging II TAKS module in
a 19-item pre and post-survey.
Statistically significant improvements
were noted.
Post-survey
Response Categories
1 = Not Adequately Prepared
2 = Somewhat Prepared
3 = Fairly Well Prepared
4 = Very Well Prepared
** Bridging II TAKS Modules are State
endorsed, scientifically researched material
based on team/cooperative learning using
the 5-E Instructional Model (Engage, Explore,
Explain, Elaborate, Evaluate)
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Impact on Science Teacher Mentors (STMs)
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
 Thirty-two contact hours of
Bridging II TAKS training were
provided statewide to 389 STMs.
 STMs rated their degree of
preparation to deliver the Bridging II
TAKS module to their colleagues in
the field in a 19-item pre and postsurvey. Statistically significant
improvements were noted.
STM Bridging II TAKS Preparation (2004)
4
3.2
3
2
1.7
1
Mean Rating
 Post-survey data showed that
participating STMs were significantly
more prepared to share the
professional development provided
with their fellow classroom teachers
referred to as Cadre Members
(CMs).
Pre-survey
Post-survey
Response Categories
1 = Not Adequately Prepared
2 = Somewhat Prepared
3 = Fairly Well Prepared
4 = Very Well Prepared
21
Impact on Cadre Members (CMs)
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Improvement in Teacher Preparation to Provide
Instruction in BIITAK 2004-05
100
89
80
80
Percent of
Teachers
Less than Adequately
Prepared
60
40
20
11
20
Adequately or Very Well
Prepared
0
Pre-Survey
Post-Survey
Based on data collected from a sample of 403 elementary science teachers
trained in Bridging II TAKS curriculum during 2004-05.
22
Impact on Science Teacher Mentors (STMs)
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Improvement in STM Preparation to Provide
Instruction in BIITAKS 2005-06
92
Percent of Teachers
100
80
63
Less than adequately
prepared
Adequately or very
well prepared
60
37
40
20
8
0
Pre-survey
Post-survey
Based on data collected from a sample of 493 K-8 science teachers trained
in Bridging II TAKS curriculum during 2005-06.
23
Impact on Cadre Members (CMs)
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Improvement in CM Preparation to Provide
Instruction in BIITAKS 2005-06
Percent of Teachers
100
86
80
60
53
47
40
14
20
Less than adequately
prepared
Adequately or very
well prepared
0
Pre-survey
Post-survey
Based on data collected from a sample of 831 K-8 science teachers trained
in Bridging II TAKS curriculum during the 2005-06 project year.
24
Program Evaluation – Three Components
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Component #3
Student
Achievement
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Poverty Levels of Participant Schools
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
TRC Campus Poverty Level 2005-06
Low (<35%)
30%
25%
20%
15%
28%
22%
30%
Medium (35%50%)
20%
High (51%-75%)
10%
5%
Very High (>75%)
0%
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.
26
Title I Status of Participating Campuses
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Percentage of Teachers at Campuses
Eligible for Title I Funding
21%
79%
Title I
Not Title I
Based on a sample of 6,450 Teachers reporting campus Title I status from September 2005 - July 2006
27
Ethnicity of Students Served by Collaborative Teachers
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
1%
1%
1%
12%
African American
51%
Asian American
Caucasian
34%
Hispanic
Native American
Other
Based on actual classroom data reported by a sample of 1157 teachers from September 2004 - May 2005.
28
Statewide Student Achievement Gain: Comparative Data
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Elementary Science TAKS Comparison
(2003)
90%
80%
78.7%
74.5%
State
70%
TRC Campuses w ith
Grade 5 TRC Teacher
(N = 106)
60%
50%
Met Standard
Data compares percentage of students who met the state passing standard on the
Elementary Science TAKS administered at Grade 5 in Texas.
29
Student Achievement Gain/A Regional Snapshot-Region 7
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Region 7 Collaborative Elementary
Science TAKS (2003)
90%
STATE
80%
70%
Region VII
60%
50%
40%
Region VII
Collaborative Members
30%
20%
10%
0%
Met Standard
Commended
Region VII
Collaborative Members
that are Grade 5
Teachers
Students of TRC teachers exceed students of non-TRC teachers both in percentages that meet the state
standard for passing the TAKS and in the percentage that score at the Commended Level (90% correct).
30
Statewide Student Achievement Gain: Longitudinal Data
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Elementary Science State Test/Texas Assessment of Knowledge
and Skills (TAKS)
A Three-Year Analysis (2002-05)
80%
69%
State
64%
60%
40%
30%
26%
20%
0%
Met Standard Commended
31
TRC Campuses
w/ Grade 5 TRC
teacher 2002-05
(N=21
campuses)
Student Achievement Gain/A Multi-Grade Regional Snapshot-East Texas
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
East Texas Regional Collaborative
Science TAKS (2005)
100%
86%
83%
81%
75%
80%
64%
63%
60%
55% 58%
66%
State
Region 8
ETRC
40%
20%
0%
Grade 5
Grade 10
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Grade 11
District-Specific Student Achievement Gain - Aldine ISD
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Students in the Aldine Independent School District (ISD) taught by teachers
in the Rice University Regional Collaborative showed significant
improvement as compared to non-participant teachers in the same school
district on a test consisting of items from the Third International Math and
Science Study (TIMSS) and released TAAS tests.
Rice University Regional Collaborative
Average Student Score
70
60
63.3
51.5
53.5
52.2
50
40
Non-participant Students
30
Participant Students
20
10
0
Pre-test
Post-test
33
District-Specific Student Achievement Gain - Austin ISD
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Percent Meeting
Standard
TAKS Improvements for
AISD/TRC/AMD Focus Schools
70
60
50
40
30
20
10
0
AISD/AMD
Focus
Schools
All AISD
Schools
2005
2006
TAKS Administration
CLOSING THE GAP: 25 Austin Independent School District (AISD) schools that received intervention through the support of the
TRC and Advanced Micro Devices (AMD) posted significantly greater gains on the elementary TAKS test than other AISD schools.
TRC support contributed to closing the gap in achievement between these high poverty, high minority schools and the rest of the
district.
34
District-Specific Student Achievement Gain - Galveston ISD
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Galveston ISD Elementary Science TAKS
2003 - 2006
TRC
Intervention
60
50
TAKS Scale 40
Score
30
Improvement 20
10
0
TRC Campuses
Non-TRC Campuses
2003 to
2004
2004 to
2005
2005 to
2006
CLOSING THE GAP: Galveston Independent School District (GISD) campuses that were selected to participate in
the TRC/Rockwell program improved an average of 22 points each year between 2003 to 2004 and 2004 to 2005.
In contrast, other GISD campuses improved 46 and 52 points during this same time period. After TRC intervention,
TRC campuses showed an average improvement of 51 points, catching up with their comparison campuses who
improved an average of 47 points during this same time period.
35
District-Specific Student Achievement Gain – Round Rock ISD
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Relationship between Bridging II TAKS curriculum and Elementary TAKS/State Tests (2004-2005)
Percentage Point Change
12
10
8
0% Lesson
Implementation
Some Lesson
Implementation
100% Lesson
Implementation
6
4
2
0
-2
% Meeting Standard
% Commended
Improvement on Elementary TAKS passing rates and commended rates from 2004 to 2005 was positively related to
implementation of Bridging II TAKS lessons in Round Rock ISD schools that participated in the
Austin Community College Regional Collaborative.
36
Round Rock ISD: Two-Year TAKS Data
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
Preliminary 2007 Science TAKS Data for Collaborative Schools
Schools in
st
1 year of
participation
Schools in
nd
2 year of
participation
Collaborative
Schools
TAKS
2005
% Mtg
Standards
TAKS
2006
% Mtg
Standards
TAKS
2007
% Mtg
Standards
TAKS
2005
% Commended
TAKS
2006
% Commended
TAKS
2007
% Commended
67%
68%
72%
18%
18%
27%
+1
84%
+4
92%
+8
73%
+8
93%
+1
81%
83%
+2
+0
46%
+9
48%
+2
35%
+1
59%
+11
36%
44%
+8
Only seven schools from the current cohort were participating in
the Collaborative in 2005.37
Contact Information
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
www.theTRC.org
• Kamil A. Jbeily, Ph.D.
• Mary Hobbs, Ph.D.
Coordinator for Science
Initiatives
Texas Regional Collaboratives
512-471-8729
[email protected]
Executive Director
Texas Regional Collaboratives
512-471-9460
[email protected]
• Carol L. Fletcher, Ph.D.
Assistant Director/R&D
Coordinator
Texas Regional Collaboratives
512-232-5690
[email protected]
38
Regional Dialogue Room Assignments
Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching
T-STEM Center Region
Regional Collaboratives
Room
El Centro del Futuro: ESC Region 1 in Edinburg, partnering
with UT-Pan Am, 13 school districts, and the UT Dana Center
All Collaboratives in
Region 1
Del Valle
Transformation 2013: ESC Region 13 in Austin, partnering
with ESC Region 20 in San Antonio, the UT-Austin College of
Engineering, San Antonio ISD, and Taylor ISD
All Collaboratives in
Region 13 and 20
Chennault
North Texas STEM: Texas A&M, partnering with Dallas ISD,
and ESC Region 10 in Richardson
All Collaboratives in
Region 10
Lantana
Texas Tech T-STEM: Texas Tech, partnering with Lubbock
ISD and ESC Regions 15, 16, 17, and 18, which are housed
in San Angelo, Amarillo, Lubbock, and Midland
All Collaboratives in
Regions 15 through 18
Del Valle
El Paso T-STEM: UT-El Paso partnering with 12 school
districts in the El Paso area, and ESC Region 19 in El Paso
All Collaboratives in
Region 19
Lantana
East Texas STEM: UT-Tyler partnering with ESC Regions 6,
7, and 8 and Tyler ISD
All Collaboratives in
Region 6 through 8
Del Valle
Southeast Regional T-STEM: UT-Medical Branch partnering
with Galveston ISD and others in Region 3, 4, and 5
All Collaboratives in
Region 3. 4, and 5
Chennault
39