Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching Carol L. Fletcher, Ph.D. TRC Assistant Director/R&D Coordinator TRC Thirteen Annual Meeting TRC/T-STEM Summit June 27, 2007 Program Overview

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 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 and Mathematics Teaching 3 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 STEM Challenges

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 4 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 Collaborative Over the biennium, the TRC is providing professional development to approximately 10,000 teachers of science and 6,000 teachers of math in Grades P–12. Beaumont Regional Collaboratives are located in every Texas Education Service Center region. 20 Mathematics Regional Collaborative

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 5 1,715 Teacher Leaders High Intensity Professional Development 5,567 Teachers Mentoring and Professional Development Outreach 35 Regional Science Collaboratives Students Impacted = 473,330 (Based on average of 65 students per teacher) One Year Data: September July 2006 (Science) Multiplier Effect

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 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

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 7 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 8 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 and Mathematics Teaching 9 Educator Demographics - Teaching Level Data based on a sample of 6,429 teachers for funding period September 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 10 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 11 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 12 PDA Schedule DatesTitle August 27-30, 2006GLOBE Program Trainer of Trainers October 19-20, 2006Earth Science Revolution I PDA November 16-17, 2006Earth Science Revolution II PDA November 29-30, 2006Earth Science Revolution III PDA February 12, 2007Texas Science Diagnostic PDA March 12-13, 2007Viewing Earth From Space PDA March 23-24, 2007EC Science July 16 – 20, 2007 July 30 – August 1, 2007 Physics July 30 – August 1, 2007 August 6 - 8, 2007 K-8 Geosciences Mark Your Calendar!

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 13 Mathematics Regional Collaboratives TMT 3 – Teaching Math TEKS through Technology MTR – Math TEKS Refinement MTC – Math TEKS Connections MAP – Math Achievement Project MELL – Math for English Language Learners 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

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 Impact on Teachers: Science Content Knowledge Data represents combined mean scores of 12 different assessments, 8 Regional Collaborative Sites, and approximately 250 teachers.

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 17 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 18 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 19 Program Evaluation – Three Components Component #2 Teacher practice

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 20 Impact on Instructional Team Members (ITMs)  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.  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. ** 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) Response Categories 1 = Not Adequately Prepared 2 = Somewhat Prepared 3 = Fairly Well Prepared 4 = Very Well Prepared

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 21 Impact on Science Teacher Mentors (STMs)  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 post- survey. Statistically significant improvements were noted.  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). Response Categories 1 = Not Adequately Prepared 2 = Somewhat Prepared 3 = Fairly Well Prepared 4 = Very Well Prepared

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 22 Impact on Cadre Members (CMs) Based on data collected from a sample of 403 elementary science teachers trained in Bridging II TAKS curriculum during

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 23 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

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 24 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.

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 25 Program Evaluation – Three Components Component #3 Student Achievement

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 26 Poverty Levels of Participant 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 and Mathematics Teaching 27 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 and Mathematics Teaching 28 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 and Mathematics Teaching 29 Statewide Student Achievement Gain: Comparative Data Data compares percentage of students who met the state passing standard on the Elementary Science TAKS administered at Grade 5 in Texas.

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 30 Student Achievement Gain/A Regional Snapshot-Region 7 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).

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 31 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 32 Student Achievement Gain/A Multi-Grade Regional Snapshot-East Texas

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 33 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 34 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 35 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 36 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 37 Round Rock ISD: Two-Year TAKS Data

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 38 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

Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching 39 Regional Dialogue Room Assignments T-STEM Center RegionRegional CollaborativesRoom 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