texas education agency tsela conference november 2004 corpus christi, texas science update presented...

TEXAS EDUCATION AGENCY

TSELA CONFERENCENovember 2004

Corpus Christi, Texas

SCIENCE UPDATEPresented by:

Chris Castillo-Comer

Director of Science


What’s NewDemographics The Science InitiativeTAKSHow to PrepareSome GuidelinesResources

TODAYS TOPICS:


What’s new…


The State of Science in The State of Science in TexasTexasThe Freshman class of ’04 must have three

years of science to graduate85% of all 11th graders passed the Exit Level

Science Assessment55% of all Texas seniors graduated with the

Recommended High School PlanThe state average for graduating seniors

attending colleges and universities is 44.6%Last year 23% of all graduating seniors took 4

years of scienceThe number of science teachers have increased

in all areasThe Texas Master Science Teacher program is

the first of its kind in the nation.


Final Rule to Add Fourth Science Mandate to RHSP and DAP

SBOE by Aug. 1, ’07 must determine that the Legislature has appropriated enough money to pay for a fourth-year mandate and that the added requirement can be successfully implemented.


Entering freshmen 2007; Entering freshmen 2007; Graduating class of 2011 Graduating class of 2011

The total number of graduation credits required The total number of graduation credits required under both plans remains at 24.under both plans remains at 24.

ATTACHMENT III--Text of Proposed New 19 TAC;Chapter 74. Curriculum RequirementsSubchapter F. Graduation Requirements, Beginning with

School Year 2007-2008

§74.63. Recommended High School Program.(3) Science--four credits. One credit must be a

biology credit (Biology, Advanced Placement (AP) Biology, or International Baccalaureate (IB) Biology). Students must choose two credits from subparagraph (A) and one credit from subparagraph (B) of this paragraph to complete the science requirement.


(A) A student must select two credits from the following areas. Not more than one credit may be chosen from each of the areas to satisfy this requirement.

(i)Integrated Physics and Chemistry (IPC);

(ii)Chemistry, AP Chemistry, or IB Chemistry; and(iii)Physics, Principles of Technology I, AP Physics, or IB Physics.

ATTACHMENT III--Text of Proposed New 19 TAC;ATTACHMENT III--Text of Proposed New 19 TAC;Chapter 74.Chapter 74.


(B)After successful completion of a biology course and two credits from IPC, a chemistry course,

and/or a physics course, a student may select the fourth required credit from

any of the following courses:(i) Geology, Meteorology, and Oceanography (GMO);(ii) Environmental Systems;(iii) Aquatic Science;(iv) Astronomy;(v) Anatomy and Physiology of Human Systems;(vi) AP/IB Biology;(vii)Chemistry, AP/IB Chemistry;(viii)Physics, AP/IB Physics;(ix) AP/IB Environmental Science; and(x) Scientific Research and Design.

ATTACHMENT III--Proposed New 19 TAC; Chap 74ATTACHMENT III--Proposed New 19 TAC; Chap 74


The number of responses who favored a fourth year of science was gratifying.

Many schools will not see an increase in costs when implementing the four years of science.

Schools will have at least three years to plan for the changes and recent rigorous expectations have already hastened schools to increase laboratory facilities throughout the state.

The majority of the science courses that will be needed for the fourth credit can be taught by teachers with a composite science certification.

Most schools have adequate staff with these certification requirements already in place.

In addition, most of the science courses needed for the fourth credit will not require a laboratory setting and can be taught in regular classrooms.

Response to Public Commentary:Response to Public Commentary:


Earth Science in the United States

State K-12 9-12California 5,986,872 1,656,111Texas 4,033,697 1,077,158New York 2,873,492 848,976

-States with content standards - 49-Earth science (ES) in state standards - 49-ES counts for required course credits - 37-ES content on a state high school test - 23-ES content in course req. for graduation - 8

-ES course required for graduation - 2-Grade 9-12 students enrolled in ES - 7%


Science Graduation RequirementsScience Graduation RequirementsFreshmen entering 2004Freshmen entering 2004

Minimum Plan

Two credits*Recommended Plan

Three Credits

Distinguished Achievement Plan

Three Credits

Biology

IPC*

Two Credits from:Chemistry, or AP or IB Chemistry

Physics, or AP or IB Physicsor

Principles of Technology I

Biology, or AP or IB Biology

Science Electives:•Chemistry, Physics, Principles of Technology I, Aquatic Science, Environmental Systems, AP/IB Chemistry, Physics,

Environmental Science, Geology, Meteorology, and Oceanography (GMO), Astronomy •Career and Technology Education Science Electives:

•Scientific Research and Design, Medical Microbiology, Pathophysiology, Anatomy and Physiology

*Students may substitute Chemistry for IPCBut then must use an elective credit for Physics

The Minimum plan can only be used with parental approvalAnd will not apply for scholarships or grants

Advanced Measures;Original research/project:Test data:3+ on AP Exam; 4+ on IB Exam;PSAT score as: Commended Scholar or higher; National Hispanic Scholar; or Outstanding Negro Student of NMSCDual Credit College courses:3.0+ gpa

C. Comer


Science Graduation RequirementsScience Graduation RequirementsFreshmen entering 2007Freshmen entering 2007

Minimum Plan

Two credits*

Distinguished AchievementAdvanced Measures;Original research/project:; Test data:3+ on AP Exam; 4+ on IB Exam; PSAT score as: Commended Scholar or higher; National Hispanic Scholar; or Outstanding Negro Student of NMSCDual Credit College courses:3.0+ gpa

Biology

IPC*

Two Credits from:Chemistry, or AP or IB Chemistry

Physics, or AP or IB Physicsor

Principles of Technology I

Biology, or AP or IB Biology

One Required Credit:Chemistry, Physics, Principles of Technology I, Aquatic Science, Environmental Systems, AP/IB Chemistry, Physics,

Environmental Science, Geology, Meteorology, and Oceanography (GMO), Astronomy Career and Technology Education Science Courses:

Scientific Research and Design, Anatomy and Physiology

*Students may substitute Chemistry for IPCBut then must use an elective credit for Physics

The Minimum plan can only be used with parental approvalAnd will not apply for scholarships or grants

Recommended andDistinguished Plans

Four Credits

C. Comer


Mathematics TEKS Edits ’04Discussion Points with Science

Model—math may use word ‘model’ to (#1)mean concrete objects—e.g. sphere, or as verb, or (#2) to ‘model a phenomena’. Science uses only #2.

Mass—’weight’ has been used incorrectly Metric vs. customary units Density—capacity (volume) and its relationship to mass

should be established by Gr. 4 When to teach line graphs

Science TEKS Revisions scheduled for ‘07


Demographics and what they tell us…


U.S. Demographic Trends: 1990-2000 Population Change


U.S. Demographic Trends 1 million new legal immigrants per year Increasing population

1990 (248 million) 2020 (325 million) 2050 (404 million) 2100 (571 million)

Aging Population (Median Age 35 to 38 by 2020) Changing Ethnicities (by 2050)

Anglo Americans (76% to 50%) African Americans (12% to 15%) Hispanic Americans (9% to 21%) Asian Americans (4% to 11%)


Texas DemographicsTexas Population (by county)


Texas DemographicsPersons Per Square Mile


Texas Demographic Trends Increasing population:

1990 (16, 986,335) 2000 (20,851,820) Estimate for 2030 (33,912,528) Numerical Increase: 3,865,485 Percent Increase: 22.8%

Aging Population (Median Age 35 to 38 by 2020)

How did we get all of these people? 23% International Migration 19% Domestic Migration 58% Natural Increase


Increased Urbanization 41% of the population of Texas lives in 4

counties on 1.8% of the dry land.

50% of the population of Texas lives in 7 counties on 3.2% of the dry land.

80% of the population of Texas lives in 40 counties on 15% of the dry land.

Science educators need to help connect their students to nature!


Changing Ethnicities: Texas

1990 2000 2030Anglo 60.7 54.6 36.4

Black 11.7 11.4 9.5

Hispanic 25.5 31.0 46.2

Other 2.1 3.1 7.9


Three-Year 157,420 Increase: Largest in Texas History

0

100

200

300

400

500

2000 2005 2010 2015

Th

ou

san

ds Target Actual

157,420

Texas Students Enrolled in Higher Education


88,000+ More Students Enrolled at Two-Year Colleges

37%

6%

56%

Two-year colleges enrolled 56% of the increased number of students

Health-Related

University

Independent

Two-YearCollege

1%


Trends in Course EnrollmentGrade Level Student Count____ Early Education 27,571 Pre-kindergarten 166,579 Kindergarten 323,502 First Grade 338,727 Second Grade 325,943 Third Grade 323,373 Fourth Grade 321,788 Fifth Grade 324,046 Sixth Grade 327,093 Seventh Grade 329,560 Eighth Grade 324,316 Ninth Grade 375,358 Sophomore Year 309,187 Junior Year 267,682 Senior Year 243,303

For a total of 4,328,028 students.


Trends in Course EnrollmentCourse Completions ’00-01 ’01-02 ’02’03

Biology 246,160 255,094 345,474

AP Biology 11,146 10,459 11,058

Chemistry 150,708 161,182 218,812

AP Chemistry 6,213 6,226 6,869

Physics 66,213 76,471 83,683

AP Physics B 4,200 4,443 4,983

AP Physics C 1,476 1,664 1,918

IPC 191,730 195,663 282,755

GMO 6,912 5,507 6,079

Environmental Systems 19,178 14,856 16,696

AP Environmental Science

1,696 1,270 1,972


Science Class EnrollmentCourse 1997 2003 % Change

IPC 154,351 282,755 +83%

Biology 241,431 345,474 +24%

Chemistry 118,094 218,812 +85%

Physics 40,151 83,683 +108%

GMO 0 6,079 ---

Environmental Systems

0 16,696 ---

Anatomy & Physiology

19,918 14,776 -35%

Astronomy 3,666 4,881 +33%

Aquatic Science 0 9,218 ---


105,63699,541

94,84992,51088,59286,962

0

20,000

40,000

60,000

80,000

100,000

120,000

1998 1999 2000 2001 2002 2003

Recommended & Above Minimum

Large increases in the percent of entering Large increases in the percent of entering students with the Recommended or Above Curriculumstudents with the Recommended or Above Curriculum

55% 53%65%

73%78%

53%


28%31%31%34%40%42%43%47%48%

54%

0%

20%

40%

60%

80%

100%

Texas sends fewer students to higher Texas sends fewer students to higher education compared to other states.education compared to other states.

Source: Measuring Up 2002 – 9th graders in higher ed after 4 years.


2005 Hispanic Target Remains a Challenge

23,748

54,565

56,159

48,041

0

20,000

40,000

60,000

80,000

100,000

120,000

White Hispanic Black

2003 Progress To Reach 2005 Target

* Asians are not targeted in the plan.


The Texas Science Initiative Sensr Grants

After school GrantsOnline Assessment Pilot


The Texas Science Initiative:

1. University of Texas/TEXAS REGIONAL COLLABORATIVES—

600 Teacher Mentors Trained in Elementary Science Professional Development Academies

2. TEA/TEXAS HIGHER EDUCATION COORDINATING BOARD (THECB)—Teacher Quality Grants gr.6-12 at $5.6 million;

36 Contracts with over 30 Colleges and Universities and 6 ESC’s

3. GIRLSTART PROGRAM— Encouraging science careers for girls and historically

underserved children

Completed Contracts



4. TEA Assessment/Curriculum:

TAKS Middle School Science Assessment at Grade 8 by ’05-06

5. TEA/SBEC:

Master Science Teacher Certification K-12

6. TEA/ESC 12:

Materials Grants for IPC for low SES districts

7. Charles A. Dana Center TEXTEAMS Academies: Bio, IPC (Chemistry, Physics)

On-Going Contracts:



8. TEA/TAMU

Leadership Grant to convene groups

9. TEA Texas ASAP Grants:

Summer and After School Science Programs

SESnet Meeting in Austin January 23 ’05

TUSC Meeting in Austin January 24 ‘05

10. Science Diagnostic Tools

11. TEA/LCRA: STRANDS and PARKnerships Projects

Future Contracts


New Objectives and TEKS that will target by the Middle School TAKS at Grade 8

Periodic Table and simple formulas Conversions for reference TEST Framework included Field Test: New Testing Calendar ‘06: Science

TAKS at Grade 8 on Wednesday instead of Thursday.

New Middle School TAKS Grade 8 New Middle School TAKS Grade 8 Information Booklets Information Booklets now on TEA website:now on TEA website:

Middle School Grade 8


Becoming a Master Science Teacher Becoming a Master Science Teacher Includes $5,000 stipend

Educator Standards identify unifying concepts across teaching levels and provide a breakdown of content appropriate to each of the

teaching levels in the areas of Life, Earth and Physical Science, as well as:

History, Nature and Context of Science

Processes of Science Inquiry and Problem Solving

Classroom, Lab and Field Safety

Science specific pedagogy

Assessment of Students

Peer Mentoring

Want to be part of the process?

Email:[email protected]

Administered by SBEC

THREE LEVELS for Certification: EC-4; 4-8; 8-12

Framework for TExMaT is online for your review:

www.sbec.state.tx.us

http://www.sbec.state.tx.us/


NEW! $200,000 Grants for STRANDS

Project and Texas Parks and Wildlife

“PARK-NERSHIPS”

Project

RFP’s to go out mid-spring ’05

Also new: Texas Science Grants for After School Programs to accelerate

student achievement

RFP’s to go out soon!


Teacher Quality Grants

Joint effort between TEA and the Texas Higher Education Coordinating Board, with two types of awards for ‘04-05.

Type A Teacher Quality grants are awards at $300,000 for the development of uniform, teacher training modules for the mathematics and science courses for teachers of grades 6 – 12. These modules were given the SBOE seal of approval after review.

A total of 6 awards (for a total of $3.6 million) for modules: Middle School Science Parts I (grades 6-7) and II (Grade 8); Biology, Chemistry, Physics, and IPC.


Science Teacher Quality Module DevelopmentType A: $300,000 Grant Recipients:

GRADE 6-7 MODULE: Dr. Sandra West Texas State University 601 University Dr San Marcos, TX 78666 PH: 512-245-3360 FAX: 512-245-8713 [email protected]

GRADE 8 MODULE: Dr. Linda Hodges University of North Texas P O Box 305280 Denton, TX 76203-5280 Ph: 940-565-4450 Fax: 940-565-4425 [email protected]

IPC MODULE:Dr. Andrea FosterUniversity of HoustonCOE - Dept of Curr 256 Farish Hall Houston, Tx77204-5027PH: 713-743-4951FAX: [email protected]

CHEMISTRY MODULE:Dr. Bob BlakeTexas Tech UniversityMS 1061Dept. of Chemistry and Biochemistry2607 20th St.Lubbock, TX 79410PH: 806-742-4200FAX: [email protected]

BIOLOGY MODULE:Dr. Molly WeinburghTexas Christian UniversityBox 297920Fort Worth, TX 76129PH: 817-257-6115FAX: [email protected]

PHYSICS MODULE:Dr. Jim BarifaldiUniversity of TexasScience Education CenterSZB 340Austin, TX 78712-1294PH: 512-471-9460FAX: [email protected]

Each presented three TOT sessions in ‘04


UT-ArlingtonUT-ArlingtonDr. Judy ReinhartzDr. Judy Reinhartz817.272.2187817.272.2187

UT-BrownsvilleUT-BrownsvilleDr. Rey RamirezDr. Rey Ramirez956.982.0201956.982.0201

Region XII-WacoRegion XII-WacoMarc CurlissMarc Curliss254.297.1115254.297.1115

Region XVIRegion XVISusan SmithSusan Smith806.677.5173806.677.5173

Texarkana-Texarkana-Redwater HSRedwater HSDr. D. AllardDr. D. Allard903.223.3131903.223.3131

Region XII-WacoRegion XII-WacoMidway I.S.D.Midway I.S.D.M. Curliss M. Curliss 254.297.1115254.297.1115

Region VIII-Mt. Region VIII-Mt. PleasantPleasantDale McCurdy-Dale McCurdy-903.575.2675903.575.2675

Region XVII-Region XVII-LubbockLubbockSheryl MeskinSheryl Meskin806.792.5468 x 707806.792.5468 x 707

UT-Pan AmericanUT-Pan AmericanDr. John McBrideDr. John McBride956.381.3409956.381.3409

Region XIII-AustinRegion XIII-AustinHaidee WilliamsHaidee Williams512.919.5359512.919.5359

Region XIV-Region XIV-Gaile ThompsonGaile Thompson325.675.8667325.675.8667

UNTUNTDr. James RobertsDr. James Roberts940.565.3281940.565.3281

Region VII-KilgoreRegion VII-KilgoreDonna WiseDonna Wise903.988.6772903.988.6772

NCTC-GainesvilleNCTC-GainesvilleLisa BellowsLisa Bellows940.668.7731 x 346940.668.7731 x 346

San Antonio-P. San Antonio-P. Carnahan 210-Carnahan 210-434.6711 x2743434.6711 x2743

Region IX-Wichita Region IX-Wichita Falls; L. PatrickFalls; L. Patrick940.322.6928 x 340940.322.6928 x 340

Rice-Houston-Rice-Houston-Aldine I.S.D. Aldine I.S.D. Dr. W. Dominey Dr. W. Dominey 713.348.5461713.348.5461

UT-Dallas-UT-Dallas-RichardsonRichardsonDr. H. MontgomeryDr. H. Montgomery972.883.2480972.883.2480

Galveston UTMB Galveston UTMB Ed.Outreach Fac.Ed.Outreach Fac.Dr. M. SognierDr. M. Sognier409.772.7974409.772.7974

Texas A&M CC Texas A&M CC Premont I.S.D.Premont I.S.D.Sheryl RoehlSheryl Roehl361.825.5415361.825.5415

Type B: $80,000 Grants: Round OneHeld Summer ‘04


Type B Grants:$80,000

Second RoundHeld from

fall ’04 to end of Summer

‘05

Abilene Christian University-Chemistry Blinn College-Grade 8 Jarvis Christian College-Gr. 6&7 Lamar University-Biology Our Lady of the Lake University-Physics; Chemistry Rice University-Gr. 6&7 Texas A&M University, Commerce-Chemistry Texas A&M University-Texarkana-IPC Texas Christian University-Biology Texas State University-Gr. 6&7 Texas Tech University-Chemistry Texas Wesleyan University-Gr. 6&7 University of Houston-Victoria-IPC; Gr. 6&7 University of North Texas-Gr. 6&7;Gr. 8;Physics University of Texas at Arlington-Physics University of Texas at Dallas-Gr. 6&-7; IPC University of Texas at Tyler-Gr. 6&7 University of Texas-Pan American-Physics University of the Incarnate Word-Gr. 8;IPC Wayland Baptist University-IPC


Example of class summary report teachers can create after administering a diagnostic to students. Report summarizes individual student performance by

Science strand and aggregate class performance

The Texas Science PortalAnd Diagnostic has been funded!


GirlStart Program

Encourage females to take rigorous science courses that will lead to science careers

Provide professional development for pre-service and in-service teachers and provide technology to support improved science instruction… 400-500 In-service Teacher Training at:

CAST and 3 area Mini-casts 400-500 Pre-service Teacher Training at:

San Antonio, Dallas, El Paso, and Houston areas in cooperation with IHE

Service to children at 10 statewide events


Teacher Quality Grants for Elementary Teachers through the Texas Regional Collaboratives:

2.2 Million Dollars

20 Area Trainings:Elementary Workshops

Bridging II TAKS Module 2:

Tools to Teach Science

Professional Development Academies for Professional Development Academies for Elementary TeachersElementary Teachers


NEW! TEA SCIENCE Funding $1.9 Million TEXTEAMS ACADEMIES FOR HIGH SCHOOLS ACROSS THE

STATE

MS TAKS Chart and Formula Chart at CAST Also will unveil MS TEKS Charts

University of TexasUniversity of TexasCharles A. Dana CenterCharles A. Dana Center

Grant Awardees: First Round95 DistrictsSpur ISD, Lisa Leech; ESC 1North Central TexasESC VIIGainesville, TXOLLU, Peggy Carnahan

Victoria, TXESC 12Little Cypress, TXMesquite, TX; Joel PalmerBeaumont, TX

Grant Awards for Round 2 announced in November


TAKS: How We Performed…


How We Did Overall

ScienceScience

TAKS TAKS

Met Met

StandardStandard

CommendedCommended

PerformancePerformance

Grade 5

20032004

74%83%

69%

20032004

4%16%

Grade 10 69%76%

64%

2%4%

Grade 11 67%85% 2%5%

Science


2003-2004 Elementary SciencePercent of Average Items Correct

OBJECTIVES 2003 2004 1: Nature of Science 76% 83%2: Life Sciences 74% 79%3: Physical Sciences 66% 74%4: Earth Sciences 53% 60%

‘‘03 Commended03 CommendedPerformance:Performance:

4%4%‘‘04 Commended04 Commended

Performance:Performance:16%16%


Texas Assessment of Knowledge and SkillsSpring ‘05 Performance Standards English-Version

TAKS GRADE 5 BLUEPRINT

Objectives:

1. Nature of Science

2. Life Sciences

3. Physical Sciences

4. Earth Sciences

Number Tested

13

9

9

9

Total Number of Items 40

Met Standard 30/40Commended Performance (Raw Score) 37/40Field Test (these items are not scored) 10

TOTAL ITEMS: 50


Texas Assessment of Knowledge and SkillsTAKS GRADE 8 BLUEPRINT

Objectives:


2. Living Systems & the Environment

3. Structures and Properties of Matter

4. Motion, Forces, and Energy

5. Earth and Space Systems

Number Tested

14

12

6

6

12

Total Number of Items 50


‘03-‘04 HIGH SCHOOL SCIENCEAverage Items Correct By Objective

Science Objectives ’03 10th

’04

10th

’03 11th

’04

11th


# of items tested on this objective

65%

17

66%

17

56%

17

67%

17

2. Organization of Living Systems


58%

11

61%

11

47%

8

54%

8

3. Interdependence of

Organisms & Environment


52%

11

56%

11

59%

8

71%

8



48%

8

51%

8

46%

11

55%

11



63%

8

66%

8

57%

11

60%

11


Texas Assessment of Knowledge and SkillsSpring 2005 Performance Standards

TAKS HIGH SCHOOL BLUEPRINT

Objective


2. Organization of Living Systems

3. Interdependence of Organisms and the Environment



Grade 10 Grade 11

17 17 11 8 11 8

8 11

8 11

Total Number of Items 55 55

Met Standard 35/55 27/55

Commended Performance (Raw Score) 50/55 50/55

Field Test Items (these items are not scored) 10 10

TOTAL ITEMS: 65


What you need to know to prepare for the Science TAKS:


Putting the Pieces Together…Administrators and Leaders Should:

Serve as an advocate for student success in scienceProvide funds and resources for science materials,

Equipment and ConsumablesServe as a broker for professional development based on student dataFacilitate curriculum alignment, selection and/or development based on TEKSSet goals for the science program, include in the Campus Plan and monitor progress Coach teachers and provide mentoring and time for

planning and sharing best strategiesTroubleshoot problemsAnticipate more students taking more science


Elementary Science TAKS

PASSING RATE ’05 at PANEL RECOMMENDATION: 30/40 Items

No Release of Tests Scheduled for ’05 Updated version of ARD Manual is now on

Student Assessment WebsiteSpanish TAKS Changes: Last year for Trans-Adaptation is ’05 Spanish Science TAKS begins

separate item development and separate field test


What’s New in the Revised TAKS Information Booklets?

Separate booklets No SDAA for TAKS Science at any grade.

Therefore, the ARD committee can recommend that a student take the grades 5,8,10 and exit level, if appropriate.

If the ARD determines that the TAKS Science tests are not appropriate for a student, then the student may be exempt.

Exempt students must take a LDAA LDAA –e.g. portfolio, modified released test.


Revised Science TAKS Information Booklets

EMPHASIS on teaching ALL Student Expectations

Objective 1: precise measurements—e.g. cylinders that are

graduated; triple-beam balances, lengths in centimeters. Scientific processes should be taught as part of

integrated units Mapping skills are necessary Accuracy: Repeated trials may increase reliability of

results


Elementary Science TAKS Revised Information Booklets

Objective 2: Emphasis on: “Organisms do not consciously adapt to

their environment. Instead, genetic variations allow for adaptations that may or may not be an advantage…”

Arrow direction in Food Web.

Objective 3: Students need hands-on experience with magnets. Recognize that a circuit is a system with many parts


Elementary Science TAKS Revised Information Booklets

Objective 4 Students will be expected to be familiar with physical

characteristics of Earth and the moon, but they will not always be expected to compare them.

Examples of ‘flow’ in 5.11(A) might include mud, lava, ice, or water.

TAKS uses the nine-planet system with planets in their relative orbital positions from Sun.

“Objects in the sky”—e.g. planets, comets, stars, clouds, lightning.


Preliminary Cumulative Pass Rate-Grade 11 Exit Level

Spring 2004-July 2004 Percent of 11th Grade

Students Who Met Standard in Spring ’04:

ELA—89% Mathematics-87% Social Studies-98% Science-88% All Tests Taken-78%

Percent of 11th Grade Students Who Met Standard in July ’04:

ELA 47%Mathematics 38%Social Studies 71% Science 49%


TAKS July 2004 Administration

More 11th Grade students retook the Science Exit Level TAKS than any other

subject area.

Number of

Students Tested:ELA………………..15,487Mathematics……...18,146Social Studies……..3,984Science……………18,530

July 2004 Retest in Science

Of the 18,530 students retested:6,812 were male

11,699 were female


Science TAKS No Release of Tests Scheduled for ’05 Update Version of ARD Manual is now on Student

Assessment Website The TAKS science assessments will include two griddable

items: one live and one field tested Students may see GRIDDABLE ITEMS in questions from ALL

Objectives Students will be expected to know and make measurements

from the equipment listed in TEKS 4(A) in Grades K-8. Field experiences may include:

On-going field investigations Field trips School grounds indoors and outdoors.


Middle School TAKS

Includes SE’s from Grades 6, 7, & 8 5 Objectives

A Periodic Table

A Formula Chart

New Contractor for Items

Assessed in Spring 2006

Field Test this Spring!


Why Is a Strong Science Program Important in Middle School?

Critical knowledge and skills are introduced in Middle School

Conceptual strands are brought to logical conclusion in Middle School

Success on Exit Level Assessments depends on Middle School

Student Retention depends on Middle School


Critical Knowledge and Skills—In Grade 6 Students Are…

Introduced to chemical change

Working with laboratory equipment like beakers, test tubes and field equipment such as telescopes and computer probes for the first time

Using percent, average, range, and frequency and applying these in identifying patterns in collected information

Applying concepts of force and motion geologic events including volcanic activity and uplifting


At 7th Grade, Students…

Study potential and kinetic energy

Are introduced to photosynthesis

Lay the foundation for genetics and homeostasis

Learn how compounds are different from elements

Investigate ecological succession


8th Grade students…

Learn Interactions among solar, weather, and ocean systems

Are introduced to specific heat

Investigate Exothermic and Endothermic reactions

Can describe Interdependence in Systems


At The Middle School Level Students Should Collect, Analyze, and Record Information Using Tools Including ….

Beakers Petri dishes Meter Sticks Graduated

cylinders

Weather instruments

Hot plates

Spring scales

Magnets

Microscopes

Telescopes

Field equipment

……and this isand this is

NOT the complete NOT the complete list!list!


Keep in Mind…. Maps and Interpretation of Maps Importance of Minerals in understanding weathering,

erosion, deposition and natural resources All students are expected to have experience with

equipment and supplies in TEKS 8.4(A), as well as 7.4(A) and 6.4(A)

Additional Process Skills—e.g. TEKS 8.4 (B)—Extrapolation


Teachers should know that…

The SYSTEMS Strand culminates at the Middle school level Watersheds Introduction to Chemical Properties and Compounds Formulas and Equations Simple Machines Kinetic and Potential energy


Students Will Need to Learn About…

Surface Water and Groundwater The cause of Seasons and the length of the day Predicting results of modifying Earth’s nitrogen, water,

and carbon cycles Earth’s Geologic history Extinction Lunar Cycles


IT IS IMPORTANT TO NOTE:

Grade 8 is the culmination of the Strands that began in elementary school

Earth Science will now be tested through grade 8 The middle school TEKS provide the FOUNDTION for the

Biology, Chemistry and

Physics concepts ALL students must know to get their diploma

We MUST Teach the Middle School TEKS In Depth


Exit Level Science TAKS

The terms ‘litmus paper’; ‘pH paper’; or ‘pH meter’ may be seen on items with background information.

Scientific Observation is a complex skill, including: Use of multiple senses, when appropriate Importance on multiple observations,

observations over time Focus on dependent variable


Exit Level Science TAKS

Questions on TEKS 3A may include analysis or evaluation of established scientific theories; situations in everyday life; student investigations; current science.

Objective 2 questions may present students with situations involving current events in genetics, such as genetic fingerprinting, etc.


Exit Level Science TAKS: Keep in Mind

Connections between ecology, genetics and evolution. Humans may be part of food chains, webs. Newton’s Laws may include the Law of Universal

Gravitation Impact of energy sources on the environment may

include solar cells, fossil fuels, rechargeable batteries, wind power, hydrogen, hydroelectric or geothermal.


What’s New in the TAKS Information Booklets?

Separate booklets No SDAA for TAKS

Science at any grade. Therefore, the ARD committee can recommend that a student take the grades 5,8,10 and exit level, if appropriate.

If the ARD determines that the TAKS Science tests are not appropriate for a student, then the student may be exempt.

Exempt students must take a LDAA

LDAA –e.g. portfolio, modified released test.


Grade 10

Objective 1 Students may be asked to apply basic earth/space science

concepts to questions

Objective 2 Be familiar with carbohydrates, fats, and proteins, and their role

in living systems

Objective 3 Some plant and animal diseases caused by bacteria and

viruses. Background information is usually given


Grade 10 and Exit Level

Limited English proficient (LEP) students can be exempted from the grade 10 test.

But LEP students can receive only a one-time postponement from Exit-level.

Beginning in the 2004-05 school year, all students will take 3 years of science.

Importance of Interdisciplinary units on student retention of information.


Exit LevelObjectives 1, 3, & 5 Same as Gr. 10Objective 2 Use Punnett squares and probability to find possible

genotypes and phenotypes. Predict possible genotypes involving sex-linked traits and multiple alleles.

Objective 4 EMPHASIS on use of periodic table and on factors that

affect solutions Calculate density and apply it to buoyancy, density

columns, substance identification

.


What Should Teachers Remember About Helping Students be Prepared for

Gr. 10 & 11 TAKS? Bio 4 D—students need to know that bacteria cause

disease by producing toxins

IPC 6F—you may see both light bulbs and batteries in both series and parallel circuits

IPC6A—you may see energy in an ecosystem in IPC


Some Guidelines…


What Do We Know About Student Achievement?

Nationally: 12th Grade Achievement In Math and Science is Up…Somewhat


High School Achievement: Math and Science

280

285

290

295

300

305

310

315

1986 1990 1992 1994 1996 1999

MathScience

Source: NAEP 1999 Trends in Academic Progress.


Source: NCES 1999-081R, Highlights From TIMSS

Nations' Average Science Performance Compared with the U.S.

0%

50%

100%

Grade 4 Grade 8 Grade 12

Nations scoring higher than the U.S.

Nations scoring the same as the U.S.

Nations scoring below the U.S.

TIMSS


PISA US 15 Year-Olds Rank Near

Middle Of The Pack Among 32 Participating Countries

U.S. RANKREADING 15TH

MATH 19TH

SCIENCE 14TH


#1. Can we agree on a single, overarching goal for high school that will give clearer purpose, focus to our

reform efforts?

So, What To Do?

Four questions to help frame our improvement efforts.


Kids and Parents are Clear: Their Goal is College

Responses From

6879

115

0

100

Students Parents

pe

rce

nt

2- or 4-yr college

Work full-time

Source:Metropolitan Life, Survey of the American Teacher 2000: Are We Preparing Students for the 21st Century?, September 2000.


Indeed, Most High School Grads Do Go On To Postsecondary Within 2

Years

Entered Public 2-YearColleges

26%

Entered 4-Year Colleges 45%

Other Postsecondary 4%

Total 75%

Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.


Source: US bureau of Labor Statistics and Bureau of the Census, Current Population Survey, March 2002

That’s Good, Because Education Pays:Annual Earnings of 25-34

yr-olds by Attainment, 2001

27831 2966334259 36135

49011

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

$70,000

HS, nodiploma

HS diploma Some coll, nodeg

Assoc deg BA/BA


But Many of Those College Freshmen Not Prepared…and Do Not Return for

Sophomore Year

4 year Colleges 26%

2 year Colleges 45%

Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999


To break through:

ALL students must graduate from high school ready for postsecondary education.

#2. It is increasingly clear that student success--in college, on assessments, and in gaining access to decent jobs--depends on completing a rigorous,

college prep-level curriculum.


Transcript Study:

single biggest predictor

of college success is

QUALITY AND INTENSITY OF

HIGH SCHOOL CURRICULUM

Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.


Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation

*Grade 8-grade 12 test score gains based on 8th grade achievement.

Even Bottom Quartile Students Gain More From College Prep Courses*

1916

28

20

0

30

Math Reading

NE

LS

Sco

re G

ain

Vocational College Prep


Challenging Curriculum Also Results in Lower Failure Rates,

Even for Lowest Achievers

16

23

47

31

0

50

Quartile I (Lowest) Quartile 2

Per

cen

t E

arn

ing

"D

" o

r "F

"

College Prep Low Level

Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.

Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles


Requirements for tool and Die Makers– Four or five years of apprenticeship and/or postsecondary training;

Algebra, geometry, trigonometry and statistics; Average earnings: $40,000 per year.

Requirements for sheet Metal Workers— Four or five years of apprenticeship;

Algebra, geometry, trigonometry and technical reading;

And they’ll be better prepared for the workplace:


#3. Organizing Time and Staff in Pursuit of Different

Outcomes


*Teachers who lack a major or minor in the fieldSource: National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future (p.16) 1996.

Classes in High Poverty High Schools More Often Taught by

Underqualified* Teachers

28%

14%19%

16%

40%

20%

31%

18%

0%

50%

Math Science English Social Studies

< 20% Free Lunch > 49% Free Lunch


Students in Low Track Classes Are More Often Taught by Under-

qualified Teachers

51.1%55.1%

43.0%

66.8%

20.4%

33.5%

11.2%

24.7%

0%

70%

History Physical Science Math English

High-TrackLow-Track

Source: Ingersoll, The Problem of Underqualified Teachers in American Secondary Schools Educational Researcher, Vol. 28, No 2 (March 1999) pp. 26-37


The Full Year Calendar

Time


Less Summer Vacation


Less Weekends, Holidays, & Summer Vacation


Less Professional Development Days & Early Dismissal/Parent Conferences


Less Class Picnic, Class Trip, Thanksgiving Feast, Christmas, Kwanzaa, Hannukkah, Awards, Assembles, & Concerts


Less State and District Testing


Bottom Line:Roughly 13-15 Eight-Hour Days

Per Subject Per Year!

Time and Staff

Let’s get our teachers into quality professional development;

Let’s align our time and effort to intellectually engage all students

With effective inquiry activities and stop teaching what is not effective!


#4. Are there better ways to accelerate our top

students?Fastest growing part of the high school curriculum?

AP/IB (college-level) courses

Let’s get more kids into more rigorous courses!


Resources for Success


www.tea.state.tx.us/list/

Searching for the latest information in Science and Student Assessment?

Join the list serve today!


Safety and

Facility Resourc

es:Should be in every school

library!Also available online:www.tenet.edu/teks/science/safety


Library Resources:www.aaas.orgwww.aaas.org

www.nsta.orgwww.nsta.org

These national science documents help you find background information on the content that is

contained in the TEKS.


Recommended Science Resources: Who is this for:

10th Graders not taking IPC 11th Graders needing review of physics

concepts Students not successful on Objective 5 Educators who want to integrate biology

and chemistry with physics Anyone wanting to refresh their physics

knowledge

www.texassciencecenter.org

PHYSICS Science Traveler

http://www.texassciencecenter.org/


STATE STATE FINALISTS FINALISTS

’’0404Elementary Elementary

DivisionDivisionMimi HalfertyMimi Halferty2nd Gr. TeacherJoe Dan Mills Elem.Austin ISD Science Supervisor:Barbara ten Brink

’’04-’05: Gr. 7-12 Teachers Apply: 04-’05: Gr. 7-12 Teachers Apply: www.nsf.gov/PAwww.nsf.gov/PA

Lonna SandersonLonna Sanderson3rd Gr. TeacherWill Davis Elem. Austin ISD Science Supervisor: Barbara Ten Brink

Kay Stanson6th Gr. TeacherWoodlake Hills Judson ISDScience Supervisor: Christy Scott


PAEMST ‘03PAEMST ‘03

Please nominate excellent teachers ‘05: Grades 7-12 science

www.paemst.org

National Texas Awardee: Gail Bromily-McGee


Who to Contact:TEA Science Staff:

Chris Castillo-ComerDirector of Science

[email protected]

Irene Pickhardt Assistant Director

[email protected]

512-463-9581

texas education agency tsela conference november 2004 corpus christi, texas science update presented...

Documents

year of science

science requirement

science courses

science mandate

science initiativetakshow

biology credit biology

whats newthe state of

required credit