Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching CAST 2007 November 15, 2007 Austin, Texas Impacting Student Achievement through P-16 Collaboration Kamil A. Jbeily, Ph.D. Carol L. Fletcher, Ph.D. Mary Hobbs, Ph.D.

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 2 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 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 16-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 and Mathematics Teaching 3 Teacher science & mathematical content knowledge (especially at the elementary level) Understanding of scientific inquiry & mathematical reasoning Quality instructional resources aligned to the TEKS Adequate equipment and materials to implement inquiry lessons Classroom, planning, and professional development time STEM Challenges

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 4 Geographic Distribution Texarkana Beaumont 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 Humble Geographic Distribution Tyler Huntsville 37 Science Regional Collaboratives Regional Collaboratives are located in every Texas Education Service Center region. 22 Mathematics Regional Collaboratives

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 5 Data compiled from August 1, July 31, 2007 Statewide Impact in COLLABORATIVES20 853DISTRICTS957 2,341CAMPUSES2,663 7,324TEACHERS8, ,000STUDENTS512,332 SCIENCE MATHEMATICS

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 6 Total Number of Students Impacted 100 Elementary to 750 Secondary Students Students Students Students Students One Science Teacher Mentor Elementary/Secondary Cadre Member Teachers Mentoring Teachers MENTORING IMPACT STUDENT IMPACT

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 7 Educator Demographics - Teaching Level Data based on teachers served for funding period August July 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.

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 8 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 and Mathematics Teaching 9 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 and Mathematics Teaching 10 PDA Schedule DatesTitle July 16 – 20, 2007 July 30 – August 1, 2007 Physics for All July 30 – August 1, 2007 August 6 - 8, 2007 K-8 Geosciences October 8, 2007Journaling December 6 - 7, 2007Elementary GLOBE December 8, 2007GLOBE Land Cover February 7 - 8, 2008Science for English Language Learners February , 2008TXESS Revolution #1 April 3-5, 2008TXESS Revolution #2 Mark Your Calendar!

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 11 Professional Development Focus Supporting schools and districts in meeting the challenges of the 4x4 requirement  New programs in HS Chemistry  Continued support for HS Physics  Continued training in HS Geosciences with the TXESS Revolution Extended support for high quality elementary and middle school instruction  K-8 Geosciences  K-12 Chemistry

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 12 Mathematics Collaboratives began in July 1, 2006 Twenty-two Regional Collaboratives for Excellence in Mathematics Teaching for the year Continued focus on TEA supported Math Modules for Mathematics Regional Collaboratives

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 13 Mathematics Regional Collaboratives Focus for : *Algebraic Reasoning K-12 *Geometry 9-12 *Measurement K-5

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 14 Program Evaluation – Three Components TRC program evaluation examines three primary areas of impact: Teacher Science Content Knowledge Teacher Practice Student Achievement

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 15 Program Evaluation – Three Components Component #1 Teacher science content knowledge

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 16 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 and Mathematics Teaching 17 Impact on Teachers: Physics Content Knowledge 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.

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 18 Program Evaluation – Three Components Component #2 Teacher practice

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 19 Impact on Science Teacher Mentors (STMs) Based on data collected from a sample of 493 K-8 science teachers trained in Bridging II TAKS curriculum during Improvement in STM Preparation to Provide Instruction in BIITAKS

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 20 Impact on Cadre Members (CMs) Based on data collected from a sample of 831 K-8 science teachers trained in Bridging II TAKS curriculum during the project year. Improvement in CM Preparation to Provide Instruction in BIITAKS

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 21 Program Evaluation – Three Components Component #3 Student Achievement

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 22 Poverty Levels of Participant Schools Poverty Levels for public schools are determined by the percentage of students who receive free or reduced lunches.

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 23 Title I Status of Participating Campuses 67% 33%

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 24 Ethnicity of Students Served by Collaborative Teachers 12% 41% 44% Based on actual classroom data reported by TRC teachers from August July % 1%

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 25 Statewide Student Achievement Gain: Longitudinal Data Elementary Science State Test/Texas Assessment of Knowledge and Skills (TAKS) A Three-Year Analysis ( )

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 26 Student Achievement Gain/A Multi-Grade Regional Snapshot-East Texas East Texas Regional Collaborative Science TAKS (2005)

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 27 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. District-Specific Student Achievement Gain - Aldine ISD Rice University Regional Collaborative

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 28 District-Specific Student Achievement Gain - Austin ISD 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.

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 29 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 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. TRC Intervention District-Specific Student Achievement Gain - Galveston ISD

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 30 District-Specific Student Achievement Gain – Round Rock ISD 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. Relationship between Bridging II TAKS curriculum and Elementary TAKS/State Tests ( )

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 31 Round Rock ISD: Two-Year TAKS Data

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 32 Contact Information Kamil A. Jbeily, Ph.D. Executive Director Texas Regional Collaboratives Carol L. Fletcher, Ph.D. Assistant Director/R&D Coordinator Texas Regional Collaboratives Mary Hobbs, Ph.D. Coordinator for Science Initiatives Texas Regional Collaboratives