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Texas Regional Collaboratives for Excellence in Science Teaching

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Quality instructional resources aligned to the TEKS ... Science Journaling, Earth Science, Astronomy, Chemistry, Physics, Biology, ... – PowerPoint PPT presentation

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Title: Texas Regional Collaboratives for Excellence in Science Teaching


1
Round Rock ISD and Texas Regional Collaboratives
for Excellence in Science and Mathematics Teaching
Texas Regional Collaboratives for Excellence
in Science Teaching
Impacting Student Achievement through K-16 STEM
Collaboration
TASA Midwinter Conference January 29,
2007 Austin, TX
2
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3
STEM Challenges
  • 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

4
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6
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 across the state.
  • 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.

7
Geographic Distribution
Amarillo
Regional Collaboratives are located at 35 sites
across Texas and in every Education Service
Center region.
Lubbock
Wichita Falls
Gainesville
Mt. Pleasant
Texarkana
Denton
Irving
Richardson
Abilene
Fort Worth
Dallas
Kilgore
Midland
El Paso
Waco
College Station
San Angelo
Over the 2005-2007 biennium, the TRC is providing
professional development to approximately 10,000
teachers of science Grades P12.
Austin
Beaumont
Humble
San Antonio
Houston
Victoria
Galveston
Laredo
Corpus Christi
Regional Collaborative
Edinburg
Brownsville
8
Activities PDAs and PDPs
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.
9
Bridging II TAKS/2005-2007
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.
10
One Science Teacher Mentor Elementary/Secondary
MENTORING IMPACT
Cadre Member
Cadre Member
Cadre Member
Cadre Member
Cadre Member
Students 20-150
Students 20-150
STUDENT IMPACT
Students 20-150
Students 20-150
Students 20-150
Total Number of Students Impacted 100 Elementary
to 750 Secondary
11
Poverty Levels of Participating 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.
12
Title I Status of Participating Campuses
21
79
Based on a sample of 6,450 Teachers reporting
campus Title I status from September 2005 - July
2006
13
Educator Demographics - Teaching Level
Data based on a sample of 771 teachers for
funding period September 2002 - May 2004
14
Educator Demographics - Teaching Level
2005 - 07 TRC professional development priorities
as per TEA guidelines focused on providing K-8
training on Bridging II TAKS modules, hence
increasing the percentage of elementary teachers
impacted.
Data based on a sample of 6,429 teachers for
funding period September 2005 - July 2006
15
Ethnicity of Students Served by Collaborative
Teachers
1
1
1
12
51
34
Based on actual classroom data reported by a
sample of 1157 teachers from September 2004 - May
2005.
16
RRISD / TRC Partnership
  • 19 of our 27 Elementary Campuses are
    participating in the TRC
  • STMs from the ACC Collaborative received an
    average of 125 hours of Professional Development,
    trained 349 teachers providing each with an
    average of 14 hours of professional development
    in science
  • Received Professional Development in Bridging
    II TAKS, GLOBE, AIMS, Project WET, Project
    Learning Tree, Junior Master Gardeners, Science
    Journaling, Earth Science, Astronomy, Chemistry,
    Physics, Biology, Scientific Inquiry, TEKS Study
    and Vertical Alignment
  • Received K-5 Bridging II TAKS Kits for both
    Modules
  • Became GLOBE Partners working with scientists
    around the world
  • Built a network and mentoring system with
    professors from ACC
  • Developed Professional Leaders on campus and
    within the district

17
RRISD Student Impact
ACC Regional Collaborative Schools Change over a three year period in Meeting Standards ACC Regional Collaborative Schools Change over a three year period in Meeting Standards ACC Regional Collaborative Schools Change over a three year period in Meeting Standards ACC Regional Collaborative Schools Change over a three year period in Meeting Standards

10
9 10
9 10
9 10
9 10
9 10
4 4 9 10
RRISD ACC Collaborative RRISD ACC Collaborative
Change in Meeting Standards prior to TRC Professional Development Change in Meeting Standards prior to TRC Professional Development Change in Meeting Standards with TRC Professional Development Change in Meeting Standards with TRC Professional Development
18
RRISD Student Impact
ACC Regional Collaborative Schools Change over a three year period in Commended ACC Regional Collaborative Schools Change over a three year period in Commended ACC Regional Collaborative Schools Change over a three year period in Commended ACC Regional Collaborative Schools Change over a three year period in Commended

7
7 6
7 6
7 6
7 6 3 3
RRISD ACC Collaborative RRISD ACC Collaborative
Change in Commended prior to TRC Professional Development Change in Commended prior to TRC Professional Development Change in Commended with TRC Professional Development Change in Commended with TRC Professional Development
19
RRISD Student Impact
Change in Meeting Standards in Schools Using Bridging II TAKS Materials Change in Meeting Standards in Schools Using Bridging II TAKS Materials
Percentage of Use of B II TAKS 05 - 06 Ave Change in Meeting Standard from 05 to 06
Used 100 of Lessons in Module 1 and 2 12 (actual 11.75)
Used some of Lessons in Module 1 and 2 9 (actual 8.5)
Used 0 of Lessons in Module 1 and 2 4
Change in Commended in Schools Using Bridging II TAKS Materials Change in Commended in Schools Using Bridging II TAKS Materials
Percentage of Use of B II TAKS 05 - 06 Ave Change in Commended from 05 to 06
Used 100 of Lessons in Module 1 and 2 7
Used some of Lessons in Module 1 and 2 1 (actual 1.25)
Used 0 of Lessons in Module 1 and 2 - 2
20
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.
21
Student Achievement Continuous Improvement
East Texas Regional Collaborative Eighth Grade
Science TAAS Scores 1996-2000
1996-1997
1997-1998
1998-1999
1999-2000
22
Student AchievementCollaborative Vs.
Non-Collaborative Teachers
Rice University Regional Collaborative
Comparison of Collaborative Science Teacher
Mentors to Non-collaborative Science Teachers
Shown are test scores for pre- post-science
content tests (TIMSS test, TAAS tests, and
primary grade science content tests as grade
appropriate) of students having participant and
non-participant teachers. Differences in student
performance between the two groups are highly
significant statistically. Also shown is the
average percent improvement in student scores for
the two groups.
23
Student Achievement on TAKS Region 7
Collaborative (2003)
24
Student Achievement on TAKS Longitudinal Data
Elementary Science TAKS (2005) A Three-Year
Analysis
25
Mathematics Regional Collaboratives
  • Twenty Regional Collaboratives for Excellence in
    Mathematics Teaching
  • The focus will be on training in five math
    modules developed in Texas with TEA support
  • Activities began
  • July 1, 2006
  • TMT3 Teaching Math TEKS through Technology
  • MTR Math TEKS Refinement
  • MTA Math TEKS Awareness
  • MAP Math Achievement Project
  • MELL Math for English Language Learners

26
Contact Information
  • Kamil A. Jbeily
  • Executive Director
  • Texas Regional Collaboratives
    512-471-9460
    kjbeily_at_mail.utexas.edu
  • Carol L. Fletcher Assistant
    Director/RD Coordinator
    Texas Regional Collaboratives
    512-232-5690
    carol.fletcher_at_mail.utexas.edu
  • www.theTRC.org
  • Jesus Chavez
  • Superintendent
  • Round Rock ISD
  • 512-464-5022
    superintendent_rrisd_at_roundrockisd.org
  • Patty McLelland
  • Co-Director ACC TRC
    RRISD Instructional Coach
    512-464-5672
    patty_mclelland_at_roundrockisd.org
  • www.roundrockisd.org
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