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TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING

TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING. Improving Teacher Performance and Student Achievement with the Texas Regional Collaboratives. Presented by Carol L. Fletcher & Joel Blasingame CAST 2004 Corpus Christi, Texas. In the Service of Texas Science Teachers.

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TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING

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  1. TEXAS REGIONAL COLLABORATIVES FOR EXCELLENCE IN SCIENCE TEACHING Improving Teacher Performance and Student Achievement with the Texas Regional Collaboratives Presented by Carol L. Fletcher & Joel Blasingame CAST 2004 Corpus Christi, Texas

  2. In the Service of Texas Science Teachers Who We Are Texas Regional Collaboratives for Excellence in Science Teaching program is an award-winning statewide network of K-16 partnerships that provide sustained and high intensity professional development to K-12 teachers of science across the state. This infrastructure of over 22 institutions of higher education collaborating with education service centers, school districts, and business partners has an 13-year track record of designing and implementing exemplary science professional development using research-based instructional models, materials, and best practices.

  3. Activities Professional Development Academies(PDAs) are provided to Instructional Teamsthat consist ofprofessorsof Science and Science Education,ScienceSpecialistsandMaster Teachers.PDAsfocus 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 provide an average of105 contact hoursofTEKS-based professional development through Instructional Teams to 25 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.

  4. Amarillo Lubbock Wichita Falls Mt. Pleasant Gainesville Denton Texarkana Dallas Arlington Abilene Kilgore Waco Austin Houston San Antonio Galveston Corpus Christi Edinburg Brownsville Statewide Geographic Distribution Site Locations UT-Pan American/Edinburg UT-Brownsville Texas A&M/Corpus Christi Rice University/Houston Galveston County/UTMB/Galveston CollegeRegion VII/Kilgore Texas A&M-Texarkana Region VIII/Mount Pleasant Region IX/Wichita Falls UT-Dallas North Central TX College/Gainesville UT-Arlington University of North Texas/DentonRegion XII/Waco Region XIII/Austin Region XIV/Abilene Region XVI/AmarilloRegion XVII/Lubbock Our Lady of the Lake/San Antonio. Geographic Distribution

  5. Geographic Distribution El Paso Midland/Odessa College Station San Angelo Beaumont Victoria Proposed new Collaborative sites Amarillo Lubbock Wichita Falls Mt. Pleasant Gainesville Denton Texarkana Dallas Arlington Abilene Kilgore Waco Austin Houston San Antonio Galveston Corpus Christi Edinburg Brownsville Statewide Geographic Distribution - Expanding Our Reach Site Locations UT-Pan American/Edinburg UT-Brownsville Texas A&M/Corpus Christi Rice University/Houston Galveston County/UTMB/Galveston CollegeRegion VII/Kilgore Texas A&M-Texarkana Region VIII/Mount Pleasant Region IX/Wichita Falls UT-Dallas North Central TX College/Gainesville UT-Arlington University of North Texas/DentonRegion XII/Waco Region XIII/Austin Region XIV/Abilene Region XVI/AmarilloRegion XVII/LubbockOur Lady of the Lake/San Antonio

  6. Multiplier Effect 20 Regional Collaboratives 585 Teacher Leaders High Intensity Professional Development 2,067 Teachers Mentoring and Professional Development Outreach Students Impacted = 220,116 Data compiled from September 2002 - May 2004

  7. Statewide Impact 341 School Districts Served 723 Campuses Served 2,652 Teachers Served* 220,116 Students Served Data compiled from September 2002 - May 2004 *585 Teacher Leaders + 2,067 Outreach Teachers = 2,652 total teachers

  8. 2001 - 2004 County Distribution Campuses Served in 137 Texas Counties

  9. Poverty Levels of Participant Schools Very High Poverty Above 75% High Poverty 50% - 75% Medium Poverty 35% - 50% Low Poverty Under 35% Poverty Levels for public schools are determined by the percentage of students who receive free or reduced lunches. Percentages based on 713 teachers that provided campus poverty level data from September 2002 - May 2004

  10. Title I Status of Participating Campuses 24% 76% Based on 692 Teachers reporting campus Title I status from September 2002 - May 2004

  11. Teacher Demographics - Teaching Level Data based on 771 teachers for funding period September 2002 - May 2004

  12. Ethnicity of Students Served by Collaborative Teachers 0.2% 2.3% 1.6% 9.8% 34.6% 51.5% Based on actual classroom data reported by 621 teachers from September 2002 - May 2004.

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

  14. Impact on Instructional Team Members • Bridging II TAKS training significantly improved the statewide leadership capacity for delivering professional development to science teachers in Bridging II TAKS Module 2: Using Tools to Explore Matter. Instructional Team Members (ITMs). • 37 ITMs participated in three days of professional development on Bridging II TAKS to enhance their ability 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. Response Categories 1 = Not Adequately Prepared 2 = Somewhat Prepared 3 = Fairly Well Prepared 4 = Very Well Prepared

  15. Impact on Science Teacher Mentors • Thirty-two contact hours of Bridging II TAKS training were provided statewide to 389 Science Teacher Mentors (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. • STMs completed the training significantly more prepared to share the professional development provided through the Bridging II TAKS module with their fellow classroom teachers. Response Categories 1 = Not Adequately Prepared 2 = Somewhat Prepared 3 = Fairly Well Prepared 4 = Very Well Prepared

  16. Eighth Grade TAAS Science Test Results Rice University Regional Collaborative 1998-1999 Average Scores State Average District Average Collaborative Average 93.1 87.1 85.6 81.1 81.0 77.0 1997-1998 Data Before Collaborative Activities 1998-1999 Data After Collaborative Activities

  17. 75 12 11% 10 70 65 8 63.3 Average Student Score Percent Improvement 60 6 55 4 53.5 52.2 51.5 2% 50 2 pre post pre post participant students non-participant students non-participant students participant students IMPROVEMENT Student Achievement—Collaborative 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.

  18. East Texas Regional Collaborative Eighth Grade Science TAAS Scores 1996-2000 1996-1997 1997-1998 1998-1999 1999-2000

  19. Student Achievement on TAKS

  20. Student Achievement on TAKS: Region VII Collaborative

  21. Student Achievement on TAKS: Region VIII Collaborative

  22. Student Achievement on TAKS: Region XII Collaborative

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