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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
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
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.
Geographic Distribution Amarillo Regional Collaboratives are located at 35 sites across Texas and in every Education Service Center region. Wichita Falls Lubbock Gainesville Mt. Pleasant Texarkana Denton Irving Richardson Abilene Dallas Fort Worth 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 P–12. Austin Beaumont Humble San Antonio Houston Victoria Galveston Laredo Corpus Christi Regional Collaborative Edinburg Brownsville
Activities: PDAs and PDPs 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 (PDPs) provide an average of105 contact hoursofTEKS-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.
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.
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
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.
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
Educator Demographics - Teaching Level Data based on a sample of 771 teachers for funding period September 2002 - May 2004
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
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.
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
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.
Student Achievement – Continuous Improvement East Texas Regional CollaborativeEighth Grade Science TAAS Scores 1996-2000 1996-1997 1997-1998 1998-1999 1999-2000
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.
Student Achievement on TAKS: Longitudinal Data Elementary Science TAKS (2005) A Three-Year Analysis
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
Contact Information • Kamil A. Jbeily • Executive Director • Texas Regional Collaboratives 512-471-9460 email@example.com • Carol L. Fletcher Assistant Director/R&D Coordinator Texas Regional Collaboratives 512-232-5690 firstname.lastname@example.org • www.theTRC.org • Jesus Chavez • Superintendent • Round Rock ISD • 512-464-5022 email@example.com • Patty McLelland • Co-Director ACC TRC RRISD Instructional Coach 512-464-5672 firstname.lastname@example.org • www.roundrockisd.org