Texas Science Education
Leadership Spring
Conference
Houston, Texas
April 24, 2007
Presented by: Chris Castillo Comer, Director of Science
Changing Demographics!
http://www.tea.state.tx.us/perfreport/pocked/2006/pocked0506.pdf
State Curriculum Trends
• Emphasis on science at very early ages
• At-risk students identified earlier and more programs to
support students in credit recovery
• More high schools with dropout recovery programs
specializing in technical school/employment training
• Emphasis on higher expectations and more science to
prepare students for technical training
• Greater high school to college coordination
Why do
Texas Students
Need
Rigorous Science?
• Texas has lower percentages of students taking
Advanced Placement exams in Calculus, Biology,
Chemistry, and Physics than the nation and lower
percentages of students scoring a 3 or higher.
• The number of Hispanic and African American students
in Texas who score a 3 or higher on the Chemistry and
Physics AP exams is fewer than 500.
• Two of the most common reasons campuses were
Academically Unacceptable under the state
accountability system were failure to meet the TAKS
math standards and failure to meet the TAKS science
standards.
College readiness is low for all groups…
Percent of Students Meeting the
Texas Higher Education Coordinating Board Standard
for Higher Education Readiness
(Preliminary Spring 2006)
English/LA
Math
Both
All students
39%
49%
28%
Hispanic
AfricanAmerican
White
31%
27%
38%
27%
19%
13%
48%
63%
37%
…however, disparities persist!
Graduation Rates Class of 2005
100
90
89.5
81.7
80
77.4
77.4
70
60
50
African
American
Hispanic
White
Eco
Disadv
Exit level disparities are particularly
troubling…
TAKS Exit Level Passing Rates
Preliminary Spring 2006
100
90
79
80
70
60
50
52
49
45
40
African Hispanic
American
White
Eco
Disadv
Challenges
• High school students continue to pass the Math and
Science sections of the high school graduation test (TAKS)
at lower rates than the ELA or Social Studies sections.
Passing Rates on Grade 11 TAKS Preliminary Spring 2006
100
94
88
77
80
75
60
40
ELA
Math
Social Studies
Science
What’s New?
HB1 Requirements
Recent SBOE Actions
HB1 adds the following:
TEC 28.025(b-1) The State Board of Education by rule shall
require that:
(1) the curriculum requirements for the recommended
and advanced high school programs under Subsection (a)
include a requirement that students successfully complete
four courses in each subject of the foundation curriculum
under Section 28.002(a)(1); and
HB1 adds the following:
TEC 28.025(b-1) The State Board of Education
by rule shall require that:
(2) one or more courses offered in the
required curriculum for the recommended
and advanced high school programs include
a research writing component.
What this means:
1. Since the Distinguished
Achievement Plan for Graduation
(DAP) and The Recommended High
School Plan (RHSP) already required
four courses in English language arts
and social studies, students must
now satisfy a new requirement for a
fourth course in mathematics and
science.
Current RHSP requires 24 credits
for graduation:
• English I, II, III, IV
• World Geography, World History, US History, US
Govt./Economics
• Algebra I. Algebra II, Geometry
• 3 credits of science, including Biology, Chemistry, Physics,
IPC, PT I, Advanced Placement (AP) and International
Baccalaureate (IB)
• 1 credit each of fine arts, Technology Applications
• .5 credit of Communication Applications, Health
• 2 credits of a foreign language
• 1.5 credits of Physical Education (PE)
• 3.5 elective credits
New RHSP requires 26
credits
Two credits are added, one each in
mathematics, science
Old and New RHSP- Science
Old: 3 credits,
• one of which must be
Biology (and /or AP/IB)
• two of which are selected
from
– IPC
– Chemistry, IB or AP
Chemistry
– Physics, AP or IB
Physics, or Principles
of Technology I
New: 4 credits,
• One of which must be
Biology (and /or AP/IB)
• Three of which are
selected from a list of
options that will include
IPC until SY 2012-2013
New RHSP- Science
When IPC is phased out, all students must
select:
• One credit from Biology, AP or IB Biology
• Two credits from
– Chemistry, IB or AP Chemistry
– Physics, AP or IB Physics, or Principles of
Technology I
• A fourth credit from the following list:
New RHSP- Science, 4th yr
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Chemistry
Physics
Astronomy
Aquatic Science
Environmental Systems
Earth and Space Science
Advanced Placement Biology
Advanced Placement Chemistry
Advanced Placement Physics B
Advanced Placement Physics C
Advanced Placement
Environmental Science
International Baccalaureate
Biology
International Baccalaureate
Chemistry
International Baccalaureate
Physics
International Baccalaureate
Environmental Systems
The following health science technology
education courses:
• Scientific Research and Design
• Anatomy and Physiology of Human
Systems
• Medical Microbiology and
Pathophysiology
The following technology
education/industrial technology
education courses:
• Principles of Technology I
• Principles of Technology II
• Engineering
Concurrent enrollment in college
courses:
The SBOE has directed the TEA to write
new TEKS for the courses in red
What does the phase-out
of IPC mean?
• IPC will no longer satisfy the science requirements
in the RHSP after
School Year 2011-2012
• Students on the RHSP and DAP could continue to
take the course for state elective credit
• As of now, it remains an option for students on the
Minimum Plan
What does the phase-out of
IPC mean?
• IPC will no longer satisfy the science
requirements in the DAP, effective SY
2007-2008– no phase-out
Should IPC be taught in Grade 8?
This is a local decision, however,
Most experts agree that it would not be wise to do so, since the
grade 8 Science TAKS, which was given this year for the first
time, is very rigorous and includes earth science.
These earth science concepts are taught in middle
school. Compressing the TEKS 6-8 into two years is not
warranted given the sophistication of the earth science TEKS at
grades 6-8.
Another reason given by many supervisors on why IPC in grade 8
is not warranted is that middle school presents the 6-8th grade
TEKS in various contexts and in depth to assure literacy of
those concepts
Teacher Quality
• IPC teachers should begin re-tooling to teach physics or
chemistry courses
• Professional development will be necessary
Textbooks, equipment, scheduling and staffing changes may
be necessary!
Enrollment Data Trends for
Required Science Courses
2003
2004
2005
IPC
201,292
207,814
203,924
Biology
259,101
267,161
276,792
Chemistry
173,019
188,218
187,769
Physics
73,020
74,976
78,569
Principles of
Technology1
3,719
4,589
4,529
DAP- Old and New
Old:
3 credits of science. One credit
must be a biology credit (Biology,
Advanced Placement (AP) Biology,
or International Baccalaureate (IB)
Biology). Students must choose the
remaining two credits from the
following areas. Not more than one
credit may be chosen from each of
the areas to satisfy this
requirement. Students on the
Recommended High School
Program are encouraged to take
courses in biology, chemistry, and
physics to complete the science
requirements.
Integrated Physics and Chemistry
(IPC);
Chemistry, AP Chemistry, or IB
Chemistry; and
Physics, Principles of Technology I,
AP Physics, or IB Physics.
New:
4 credits of science, which must
consist of a biology credit (Biology,
Advanced Placement (AP) Biology,
or International Baccalaureate (IB)
Biology), a chemistry credit
(Chemistry, AP Chemistry, or IB
Chemistry), a physics credit
(Physics, AP Physics, or IB
Physics), and an additional
approved laboratory-based science
course . (Note the deletion of
Principles of Technology here).
After successful completion of a
biology course, a chemistry
course, and a physics course, a
student may select the fourth
required credit from any of the
following lab-based courses:
Complete list of science options for 4th
year DAP
(A) Earth and Space Science;
(B) Environmental Systems;
(C) Aquatic Science;
(D) Astronomy;
(E) Anatomy and Physiology of Human Systems;
(F) AP Biology;
(G) IB Biology
(H) AP Chemistry;
(I) IB Chemistry;
(J) AP Physics;
(K) IB Physics;
(L) AP Environmental Science;
(M) IB Environmental Systems;
(N) Scientific Research and Design; and
(O) Engineering.
The SBOE has directed the TEA to write new TEKS for the courses in red
What about the
Minimum Plan?
The Minimum plan was not changed
by the SBOE
What can schools do to improve
their science programs?
• Develop a plan to improve your science program
• Order Materials and Equipment!
• Align curriculum across grades, courses, and
feeder patterns
• Policies should be established:
– Dual credit articulation agreements with
colleges and universities
– Fourth year options for Science
What can schools do to improve their
science programs?
• Staffing is important! Have an experienced teacher
mentor for each grade and course,
• Plan for mentoring,
• Try to eliminate “floating science classes”
• Try to keep science teacher turnover at a minimum
• Schedule in your area of strength
• Urge that science classes not be over-populated;
• Make sure you are teaching the TEKS
• Make sure you include lab and field activities to
strengthen depth and breadth of learning
• Get more professional development in areas of need
based on your school data!
What about the
Minimum Plan?
A student entering Grade 9 in the 2007-2008
school year and thereafter shall enroll in the
courses necessary to complete the curriculum
requirements for the recommended high school
program specified in §74.63 of this title (relating to
Recommended High School Program) or the
advanced program specified in §74.64 of this title
(relating to Distinguished Achievement High
School Program--Advanced High School
Program)…
What about the
Minimum Plan?
…unless the student, the student's parent
or other persons standing in parental
relation to the student, and a school
counselor or school administrator agree
that the student should be permitted to
take courses under the minimum high
school program specified in §74.62 of this
title (relating to Minimum High School
Program).
HB1 adds the following:
Sec. 28.009. COLLEGE CREDIT PROGRAM. (a) Each
school district shall implement a program under
which students may earn the equivalent of at least 12
semester credit hours of college credit in high
school. On request, a public institution of higher
education in this state shall assist a school district
in developing and implementing the program.
HB1 adds the following:
Sec. 28.009. COLLEGE CREDIT PROGRAM. (a-1) Not
later than the fall 2008 semester, each school district
shall implement a program that meets the
requirements prescribed by Subsection (a). This
subsection expires June 1, 2009.
Concurrent Enrollment in
College Courses
• HB1 requires all schools to offer students the
equivalent of 12 semester hours of college credit
while in high school
• Dual credit partnerships are subject to THECB
rules regarding articulation agreements
• Courses taken at Institutions of Higher Education
(IHE’s) for high school credit must meet and
exceed the TEKS for the courses they replace
Frequently Asked Questions
regarding science courses
on the 4X4 plan:
What sequence for science courses
is best?
• That depends on your students, your staff, and your
facilities.
– What are your student’s abilities and interests?
– What certifications do your teachers possess?
What does your science department endorse?
What are the interests and goals of your science
teachers?
– Are your science facilities adequate to support
more lab based science? What equipment,
materials and supplies are needed to have a
sustainable and rigorous science program?
The Burning Question:
What’s the Best Course Sequence for Science?
• For all graduation plans, students are encouraged
to take Biology, Chemistry, and Physics by the
State Board of Education.
• Students who take the Bio, Chem, and Physics
sequence perform better on SAT and ACT college
entrance tests according to college entrance
data.
• Students who take the Bio, Chem, and Physics
sequence are better prepared for college work.
• Some schools are considering the Physics first
approach.
• Many schools are considering the conceptual
approach to teaching of physics and chemistry
Chris Comer
What is “conceptual chemistry” and
“conceptual physics”?
According to experts, Conceptual chemistry and conceptual
physics refer to the pedagogical approach to the teaching
and learning of Chemistry and Physics.
The content for these courses cover the same basic topics in
chemistry and physics with more emphasis on applications
and less emphasis on mathematical computation.
What is meant by "more
emphasis on applications"?
Students do more hands-on experiments in conceptual
classes to understand the “big ideas” instead of just reading
the chapter and answering the questions, or doing
mathematical modeling.
These “hands-on” experiments give students different
contexts to learn about important concepts. The students
then take this knowledge and look at applications in biology,
or chemistry, or earth science, or in everyday life (seatbelts,
playground equipment, household tools, etc.)
How much math is required for
conceptual Chemistry and Physics
and the traditional Chemistry and
Physics courses?
The Texas Essential Knowledge and Skills (TEKS) for
Chemistry and Physics are written with a conceptual
approach.
The mathematics requirements do not exceed an Algebra I
level.
Are there any resources for
teaching these courses conceptually?
The state of Texas has adopted textbooks and instructional
materials for conceptual approaches to chemistry and
physics and many schools have adopted these materials.
Conceptual Chemistry adopted instructional materials:
1. Chemistry in the Community by Bedford, Freeman & Worth
2. Chemistry: Concepts and Applications by Glencoe/McGraw-Hill
3. Chemistry: Applied and Descriptive by J.M. LeBel Enterprises
Some schools also use:
4. CEPUP—Science Kits
Conceptual Physics adopted instructional materials:
1. Conceptual Physics by Prentice Hall
2. Physics: Systems and Applications by J.M. LeBel Enterprises
Some schools also use:
3. Cambridge Physics Outlet (CPO) Science—Adopted for Physics.
Certifications
• Biology, AP Biology, IB Biology • Physics, (Conceptual
Physics) AP Physics, IB
– Science, Gr. 8-12
Physics
– Life Science, 8-12
– Biology
– Science, Gr. 8-12
– Science Composite
– Physical Science, Gr. 8-12
– Science
– Physics/Mathematics: Gr.
• Chemistry, (conceptual
8-12
Chemistry),AP Chemistry, IB
Chemistry
– Mathematics/Physical
Science/Engineering: Gr.
– Science, Gr. 8-12
8-12
– Chemistry, Gr. 8-12
– Chemistry
– Physics
– Science, Composite
– Science Composite
– Science
– Science
Certifications
GMO
• Science: Grades 8-12
• Earth Science
• Science, Composite
• Science
• Any science teaching field with
12 hours in earth science and/or
ecology.
Aquatic Science
• Science: Grades 8-12
• Life Science: gr. 8-12
• Earth Science
• Science, Composite
• Science
• Any science teaching field with
12 hours in earth science and/or
ecology.
Environmental Systems
AP Environmental Science
IB Environmental Systems
• Science: Grades 8-12
• Life Science: Gr. 8-12
• Science Composite
• Science
• Any science teaching field
with 12 hours in
environmental science and/or
ecology.
Certifications
• Anatomy and Physiology of Human Systems, Medical
Microbiology, Pathophysiology
–
–
–
–
–
–
–
–
–
–
Science: gr. 8-12
Life Science: gr. 8-12
Biology
Science Composite
Science
Vocational Health Occupations
Vocational Health Occupations/Cooperative Training
Vocational Health Occupations/Pre-Employment Lab
Vocational Handicapped Health
Health Science Technology
Are there different PEIMS
numbers given to the conceptual
courses and the traditional
courses?
No. Since both courses must cover the same TEKS,
both courses are coded with the same PEIMS
numbers
Some schools use “honors” designation for the
traditional approach courses.
PEIMS Codes for Science Courses
CODE
03010200
03020000
03030000
03040000
03050000
03060000
03060100
03060201
12112120
12112121
12112122
12112130
12112140
12112150
12382820
12382830
COURSE
UNITS
ABBREV.
Biology
Environmental systems
Aquatic science
Chemistry
Physics
GM0
Astronomy
IPC
Scien.R&D I
Scien.R&D II
Scien.R&D III
A&Pof human systems
Medical microbiology
Pathophysiology
Prin. of technology I
Prin. of technology II
1 Unit
1 Unit
1 Unit
1 Unit
1 Unit
1 Unit
1 Unit
1 Unit
1 science unit
1 science unit
1 science unit
1 science unit
1/2 science unit
1/2 science unit
1 science unit
1 science unit
BIO
ENVIRSYS
AQUA SCI
CHEM
PHYSICS
GMO
ASTRMY
IPC
SCI/R&D
SCI/R&D2
SCI/R&D3
ANAT&PHY
MICRO
PATHO
PTI
PTII
PEIMS Codes for Science Courses
The following codes are the Texas Education Agency approved course for The
College Board Advanced Placement Courses. These codes may be used by
school districts that offer The College Board Advanced Placement Courses in
accordance with 19 TAC 74.29 and 74.30.
A3010200
A3020000
A3040000
A3050001
A3050002
Biology
Environmental science
Chemistry
Physics B
Physics C
1 - 1 1/2 units
1 - 1 1/2 units
1 - 1 1/2 units
1 - 1 1/2 units
1 - 1 1/2 units
AP-BIO
AP-ENVIR
AP-CHEM
AP-PHYSB
AP-PHYSC
The following courses are to be used to report International Baccalaureate
courses
I3010200
Biology I
1 - 1 1/2 units
IB-BIO
I3012010
Biology II
I3020000
Environmental systems
1 Unit
IBENVIRS
I3040001
Chemistry I
1 - 1 1/2 units
IB-CHEM1
I3040002
Chemistry II
1 - 1 1/2 units
IB-CHEM2
I3050001
Physics I
1 - 1 1/2 units
IB-PHYS1
I3050002
Physics II
1 - 1 1/2 units
IB-PHYS2
Can we offer conceptual courses such
as Physics first instead of the
traditional course?
One of the critical debates in the science community at the
state and national level is the suggested sequence of
science courses. Many argue for the traditional Biology,
Chemistry and Physics sequence but a growing number of
educators are suggesting that “Physics first”, or a
conceptual approach to Physics at the freshmen level in
high school, makes more sense. This course may allow
more students to consider an AP Physics course later in
their high school science sequence.
In the state of Texas, we allow local control for the decision of
“Physics first”.
Conceptual Physics
• Question: Why don’t even the brightest students grasp
basic science concepts?
• A Private Universe, 1987, conducted interviews with 23 recent
graduates of Harvard and MIT and asked them “Why is the
Earth warmer in the summertime?” 21 of the 23 harbored
misconceptions. Most commonly they believed that Earth’s
elliptical orbit brought the Earth significantly closer to the Sun at
certain times of the year.
• Point: Students come into the educational systems with private
theories and understandings about how the world
works. These private theories are not modified by teaching
unless they have a chance to build new understandings. A
conceptual approach allows students to articulate their theories,
to question them, and to build new understandings.
Myth: Conceptual programs are
“watered down” science.
• Studies have shown that students who are in
conceptual programs were provided with a solid
foundation for preparing students for collegelevel work.*
• 9th grade students involved in a conceptual
program did better than 1st year college
engineering students on understanding
Newton’s 3rd law of motion.**
*University of California study
**University of Cincinnati FCI Study
Studies can be found at www.its-about-time.com
Earth and Space Science in Texas
• The SBOE has created a new Earth and Space Science
Course at the High School Level
– A fourth year course with a prerequisite of Biology,
Chemistry and Physics concepts
• Earth and Space Science (ESS) TEKS Writing
– Proposed start date: Fall ’07
Earth and Space Science in Texas
• Earth and Space Science Revolution Workshops
– A series of three TOT Workshops for ESC’s
• ESS Summit: A multi-state conference to help map the
future of Earth Science for our state
• GLOBE Training: The Texas Regional Collaboratives
Training throughout the State…GLOBE in Texas is alive!
Resources
Master Science Teacher Certification:
Sites
• University of Texas - El Paso
Jan 14 2005 Master Science Teacher 4-8
• Texas State University-San Marcos
Aug 11 2005 Master Science Teacher 4-8
• University of Texas – Austin
Aug 11 2005 Master Science Teacher 8-12
• University of Texas - El Paso
Jan 14 2005 Master Science Teacher 8-12
Who has program information?
Dr. Janice Reyna
Educator Standards
512.936.8226 (office)
Master Science Teacher Certification:
Sites
• University of Texas - El Paso
Jan 14 2005 Master Science Teacher EC-4
• Lamar University
Mar 6 2006 Master Science Teacher 4-8
• Texas State University-San Marcos
Aug 11 2005 Master Science Teacher 4-8
• University of Texas – Austin
Aug 11 2005 Master Science Teacher 4-8
TAKS Information
Booklets
Contains:
• Objectives and TEKS
student expectations
• Clarification on TEKS
• Overview of the subject area
• Reasons why each objective
and TEKS student expectation
are critical to student success
• Sample items
The Texas Regional Collaboratives
www.theTRC.org
•
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.
Geographic Distribution
Regional
Collaboratives are
located in every
Texas Education
Service Center
region.
Over the 2005-2007
El Paso
biennium, the TRC
is providing professional
development to
approximately 10,000 teachers of
science Grades P–12.
Amarillo
Lubbock
Wichita Falls
Gainesville
Denton
Irving
Abilene
Mt. Pleasant
Texarkana
Richardson
Fort Worth Dallas
Kilgore
Midland
Waco
College
Station
San Angelo
Austin
Humble
Houston
San Antonio
Victoria
Laredo
35 Science Regional Collaboratives
Beaumont
Galveston
Corpus Christi
Edinburg
Brownsville
Statewide Impact
566 School Districts Served
1,689 Campuses Served
7,282 Teachers Served**
Data compiled from September 1, 2005 - July 31, 2006
** 1,715 Teacher Leaders + 5,567 Outreach Teachers =
7,282 Total Teachers
Safety and Facility Resources:
Should be in every school library!
Also available online:
www.tenet.edu/teks/science/safety
www.tea.state.tx.us/student.assessment/resources/guides/study/
Available online!
Study Guides
are provided to
students who do
not meet the
standard.
Elementary and Secondary Science
Vertical Alignment Chart for Secondary
Science Grade 10 and Exit Level Grade 11
Has TAKS OBJECTIVES
and TEKS Student Expectations
that are assessed from grades
K-High School Physics
Gives highlights from TAKS
To Order:
http://www.region4store.com/esc/Shop
Middle School Science Charts
Includes grades K-High School Physics
Gives highlights from TAKS
Has TAKS OBJECTIVES and
Grades 6-8 TEKS assessed on the Middle
School Science TAKS given at grade 8
To order copies contact:
Charles A. Dana Center
P.O. Box M
Austin, TX 78713-8913
Phone: 512-471-6190
Fax: 512-232-1854
Products@uts.cc.utexas.edu
“Depth and Breadth” Understanding
• Check with national and state documents to get an
awareness of the depth of understanding for each
grade level.
• Students need to:
– “Do” Inquiry based Science
– View themselves as scientists
– Exhibit curiosity
– Propose explanations
– Raise questions
– Use observation
www.nsta.org
www.aaas.org
Get Ready for TSDS!
TSDS
Welcome to the Texas Mathematics and Science Diagnostic Systems
www.accesstsds.com
What is TSDS?
• Web-Based Diagnostic Assessment Tool
• Free to All Texas Public & Charter Schools
• Part of the TEA Science Initiative
TSDS
How Can This Content
be used?
• Student Skills Diagnosis at Beginning of Year,
Mid-Year, and End of Year, or any time in between
• Finding Knowledge Points of Departure
• Periodic Instructional Benchmarks
• Tests, Quizzes, Homework
TSDS
Science List Serve:
Please Join…
Our way of
“shouting out”
to you when
you are busy
And something
Important comes
Up for science
In Texas…
www.tea.state.tx.us/list/
And click on “science”
Teaching Science for the
St
21
Century
• South Korea, with one-sixth of our population,
graduates as many engineers as the U.S.
• The number of engineering degrees awarded in
the U.S. is down 20% from 1985
• The U.S. ranks 32nd out of 90 countries in
undergraduate natural science and engineering
degree production rate.
• Of the 20 fastest growing occupations projected
for 2014, 15 of them require significant
mathematics or science preparation to
successfully compete for the job.
Dr. Linda Froschauer, NSTA
President
“SET THE BAR HIGH”
• In the latest NAEP assessments, only about one third
of the 4th and 8th graders, and even fewer 12th graders
(16% and 18% in math and science respectively),
reached the proficient level in math or science.
• The Trends in International mathematics and Science
Study (TIMSS), which shows the mastery of
curriculum knowledge and skills, indicates that student
performance is weaker at the higher grades for U.S.
students relative to their international peers.
Dr. Linda Froschauer, NSTA
President
“SET THE BAR HIGH”
• The Program for International student
Assessment (PISA) assesses 15 yr. old students’
literacy in math and science—the ability to apply
knowledge and skills to solve real world
problems. In 2003, U.S. students ranked 19 out of
29 OECD countries in science literacy
• In 2000, 93% of students in grades 5-9 were
taught physical science by a teacher lacking a
major or certification in the physical sciences.
Who to
Contact:
512-463-9581
Fax: 512-463-8057
1701 N. Congress Ave.
Austin, Texas
Director of Science:
Assistant Director of Science:
Chris Castillo Comer
Irene Pickhardt
chris.comer@tea.state.tx.us Irene.pickhardt@tea.state.tx.us
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Education Agency and may not be reproduced without the express written permission of
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reproduction and distribution may be charged.
Private entities or persons located in Texas that are not Texas public school districts or
Texas charter schools or any entity, whether public or private, educational or noneducational, located outside the state of Texas MUST obtain written approval from the
Texas Education Agency and will be required to enter into a license agreement that may
involve the payment of a licensing fee or a royalty fee. Contact TEA Copyrights with any
questions you may have.