WELCOME
TO AUSTIN!
TEEAC 2007
Irene Pickhardt
TEEAC:
Current
Issues
and
Opportunities
Gifted and Talented Credit!
• How can you offer it?
• Each district may have their own criteria
for G/T for determining which workshops
may count for G/T credit.
G/T Credit—Why offer it?
Professional Development (excerpted
http://www.tea.state.tx.us/gted/GifTal.html)
School districts shall ensure that:
(1) teachers who provide instruction and
services that are a part of the program for
gifted students have a minimum of 30 hours
of staff development that includes nature
and needs of gifted/talented students,
assessing student needs, and curriculum and
instruction for gifted students;
Why Offer G/T, con’t
(3) teachers who provide instruction and
services that are a part of the program for
gifted students receive a minimum of six
hours annually of professional
development in gifted education
Workshops Offered for G/T
• Workshop presenters offering G/T credit
should be
– Experienced in working with gifted and
talented students
– Knowledgeable about the education of gifted
and talented youth, or
– Expert in an academic field, e.g. a botanist
offering a botany workshop
– Most desirable, is a presenter who meets all
three of the above criteria
http://www.txgifted.org
• The Texas
Association for Gifted
and Talented (TAGT)
has a process for
obtaining their
endorsement for a
workshop. Some
districts find this
useful.
• TAGT can be reached
at http://www.txgifted.org.
Four Years of Science!
See Agency press release at:
http://www.tea.state.tx.us/press/graduationrequiren
ts06.pdf
Entering freshmen 2007; Graduating class of 2011
The total number of graduation credits required under both
plans will be increased to 26 credits.
ATTACHMENT III--Text of Proposed New 19 TAC;
Chapter 74. Curriculum Requirements
Subchapter 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.
ATTACHMENT III--Text of Proposed New
19 TAC;
Chapter 74.
(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) until phase-out;
(ii)Chemistry, AP Chemistry, or IB Chemistry;
and
(iii)Physics, Principles of Technology I,
AP Physics, or IB Physics.
ATTACHMENT III--Proposed New 19 TAC; Chap 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)
Earth and Space Systems to replace 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.
(xi) Engineering
As districts consider which courses
to offer students as a fourth year of
science,
TWO points for TEEAC Providers
First, many districts are
considering adding AP Science
courses. AP Environmental may be
a viable options in some districts.
College Board—AP Environmental
AP Environmental attracts a greater percentage of Hispanics, and
African Americans than other AP Science courses.
AP Environmental attracts a greater percentage of females than
other mathematics-heavy science course.
Course % Female % Latino % African American White
AP Envir.
AP Bio.
AP Chem.
AP Phy. C
Mechanics
56%
59%
46%
9.5%
7.5%
6.1%
27%
5.4%
5.9%
5.2%
4.0%
2.4%
Source: Advanced Placement Report to the Nation 2006
65.2
61.8%
61.3%
62.9%
As schools consider laboratory facilities for 4
years of Science, TEEAC Recommendations
to Science Facilities Standards
• Chap.# 5 OUTDOOR LEARNING AREAS
• Creating an Outdoor Learning Area
• An outdoor learning area is a natural
resource that is available to students for
conducting field
• investigations outside the classroom
setting. Although these sites are used
primarily for
• field investigations, they provide learning
opportunities all across the curriculum.
§61.1036. School Facilities
Standards for Construction on
or after January 1, 2004.
• (D) a list of any specialized classrooms or
major support areas, non instructional
support areas, outdoor learning areas,
outdoor science discovery centers, living
science centers, or external activity spaces;
(5) Instructional space--General classrooms,
specialized classrooms, outdoor learning
areas, and major support areas.
NEW! Districts May Focus More on
Career and Technical Education
• §127.2. Career Investigation
is a course taken at the
middle school level
• TEKS include: compile a list
of multiple career options
matching interests and
aptitudes;
• list and explain educational
and/or training alternatives
after high school
Select a cluster icon below to view links to related Career Clusters.
http://www.tea.state.tx.us/cte/index.html
2007 Brings Change to SCIENCE!
Accountability System
Commissioner of Education
Final Decisions
March 2005
Science
The standards for science
2005 25 / 70 / 90 reflect the lower
2006 35 / 70 / 90 performance compared to
2007 40 / 75 / 90 reading/ELA and
2008 40 / 75 / 90 performance gaps
2009 45 / 80 / 90 between 2004-05 student
2010 50 / 80 / 90 passing standard
Accountability Ratings
for 2007
FOR SCIENCE
• 40% of students must pass Science TAKS
in order be Academically Acceptable
• 75% of students must pass Science TAKS
for Recognized rating.
Many District personnel may still not be
aware of this!
TEKS Alignment and Refinement
Opportunities
•
•
•
•
Panel member—SBOE Appointee
Public input
Knowledge of changes
Provide input to members of TEEAC
committee
Earth and Space
Science may begin
this spring!
Correspondence relating to English Language Arts
and Reading TEKS refinement and alignment
process
Dear Educators,
The refinement and alignment process of the Texas
Essential Knowledge and Skills (TEKS) for English
Language Arts and Reading is underway and we need
your assistance. As professionals you have worked with
the TEKS on a daily basis in your classrooms and may
have suggestions for improving the clarity and continuity
surrounding specific knowledge and skill statements
and/or student expectations. We solicit your input and ask
that you use the following template to aid us in capturing
all suggestions. The deadline for providing feedback is
June 30, 2005.
Grade Level/Name of Course
Knowledge and Skills Number
Student Expectation Letter
Suggestion for Refinement
and/or Alignment
TEA and the Texas High School Project
The Public-Private Partnership: A Vision for
Change
FOR IMMEDIATE RELEASE
Contact:
Laurey Peat
Laurey Peat + Associates, Inc.
Phone: 214.871.8787
Email: lpeat@lpapr.com
$71 MILLION COMMITTED TO LAUNCH THE TEXAS SCIENCE,
TECHNOLOGY, ENGINEERING AND MATH (TSTEM) INITIATIVE
Texas High School Project (THSP) Expands Its Public-Private Funding to
Ensure Texas Students Have the Skills and Knowledge to Pursue Careers
in STEM-Related Fields
Update on
T-STEM ACADEMIES
$71 Million committed to Texas Science, Technology,
Engineering, And Mathematics (T-STEM) Academies
Part of Texas High School Project:
Will establish 35 small schools
that will offer focused opportunities
in STEM related curriculum
Funded in part with Gates and Dell
contributions
Dana Center named first of six
centers for Educator Professional
Development in STEM
http://www.utdanacenter.org/
TEA Grants Listserv
• Grant and Contract Announcements RFAs - RFPs
• Subscribers to this list will receive prompt
notification of newly available TEA:
• Grant and Contract Announcement Letters
• RFAs (Requests for Grant Application)
• RFPs (Requests for Contract Proposal)
Grants
• Master Teacher Grant Programs
• The Master Teacher Grant Programs list will provide
school districts and ESCs notification of Web postings
concerning the Master teacher program. The list will also
provide notification concerning updates to the TAC
(Texas Administrative Code, Chapter 102, Subchapter
BB, of the Commissioner’s Rules concerning Master
Teacher Grant Programs). Also, information concerning
the eligibility list and the opening and closing dates of the
application for funding purposes will be posted.
Beginning January 1, 2000, TAC updates will no longer
be mailed to school districts and other recipients, and will
only be available on the Web.
Emerging Markets in Science On-Line Labs
•The Purpose
•Establish State Requirement
(40% hands-on laboratory)
•The TEKS
•Establish the need: the growing
use of Distance Learning
•The Electronic Course Pilot
•Present the Need from the Practitioner’s point of
view, including Pilot Schools and other schools
State Requirements + Growing Use of Online Learning +
State Programs Supporting On-Line Learning + Need from
Practitioner’s Point View = The Emerging Market
Changing
Demographics
http://www.
tea.state.tx
.us/perfrep
ort/pocked/
2006/pocke
d0506.pdf
Instructional Strategies
Academic Content Language
It is important for teachers to
build science conceptual
knowledge at the same time they
provide instruction in the skills of
word recognition
(relational/contextual).
Word Walls and Charts
Language built on experience
Scientific vocabulary
Connect science and literacy
Science Benefits Oral Language Development
• Precise science
terminology,
• Academic Content
Language Development
• Introduction and
repetition of vocabulary
• Word walls
• Oral presentations
• Posing questions
• Appropriate framing in
grammar structures
• Association of
vocabulary to items in
real world
Vocabulary grows
most effectively when
experiencing concepts,
objects, etc.
•
•
•
•
•
•
•
Introduction to unit
E.L.D./Science/Language Arts integration
Emphasis on descriptive vocabulary
Document vocabulary on chart paper
Adaptable to student’s needs
Relational
Contextual
Strategies
That
Work!
Texas Teacher Profiles
• First year teachers: 7% of Texas
teachers=22,649 teachers;
• Teachers 1-5 years experience: 28.7%;
equals 84, 482 teachers;
• Total novice teachers: 36.4% MORE
THAN A THIRD of ALL TEXAS
TEACHERS
• Another 20% may be ready to leave
teaching (20+ years)
Texas Teacher Turnover and Student
Performance
% Teachers
leaving
campuses
0-10%
11-20%
21-30%
% Students
passing TAKS
More than 30%
53.6%
48.9%
46.0%
44.3%
State Average
47.9%
% Texas
Students
Impacted
11.2%
45.3%
29.8%
13.7%
http://www.widow.state.tx.us/specialrpt/teachersalary04/
Source: State Board for Educator Certification (SBEC) and TEA, AEIS ’02-’03
Number of Texas
Science Teachers
Grades 9-12: 2004
Course
Number
Physical Science
Biology
Chemistry
Physics
Earth Science
Other Sciences
4,586
5,381
3,179
1,694
485
1,250
Certified
No data
74%
78%
79%
56%
No data
Source: State Board for Educator Certification (SBEC) and TEA, AEIS ’02-’03
Texas Teachers Teaching Outside Their
Field and Student Performance
Teachers
teaching
outside of
field
0-10%
11-20%
21-30%
Over 30%
State Average
%Students
Passing
TAKS
% Texas
Students
Impacted
61.%
51.8%
43.6%
36.9%
47.9%
22.2%
26.2%
26.7%
24.9%
Teacher Experience
vs. TAKS Performance
Average Level of Teacher
Experience per Campus
0 to 5 Years
% of Students
Passing TAKS
37%
6-10 Years
11-15 Years
16-20 Years
Over 20 Years
48%
48%
48%
49%
http://www.widow.state.tx.us/specialrpt/teachersalary04/
Source: State Board for Educator Certification (SBEC) and TEA, AEIS ’02-’03
Secondary Student Performance vs.
Teacher Profiles
STUDENT PERFORMANCE
Students
Completing
High
School
<95%
9597.99%
98-100%
TEACHER PROFILES
Students
Passing
TAKS
Teachers
leaving
23.6%
33.8%
20.6%
20.0%
Teachers
teaching
outside
their field
31.2%
28.6%
44.9%
19.3%
27.9%
http://www.widow.state.tx.us/specialrpt/teachersalary04/
Source: Completion and TAKS data from TEA; AEIS ’02-’03; Teacher Data
From State Board for Educator Certification (SBEC) , AEIS ’02-’03 and ’03-’04
NEW RESOURCES!
New Design for FREE Web Site
• Popular online resource
• supported by the U.S. Department of Education
• puts 100’s of teaching and learning resources at
the public's disposal.
http://free.ed.gov—helps users to better
navigate more than 1,500 resources from more
than 35 federal agencies
Teacher to Ranger
National Park Service Offering Teacher to Ranger To Teacher Program
The National Park Service is offering teachers in Texas the opportunity to
participate in its Teacher to Ranger to Teacher (TRT) program. The intent of the
TRT program is to give teachers the opportunity to work in a national park,
become park ranger for eight weeks, and develop lesson plans based on their
experience for use in their classroom the following year. This challenge has been
developed so that teachers can help the Park Service to provide opportunities for
all Americans to connect to their national heritage, as embodied by national
parks. The TRT program focuses on teachers from schools with diverse student
populations, students who have had no experience with national parks, or little
opportunity to explore the relevance these areas can have in their lives.
If you are interested in the Teacher to Ranger to Teacher program and would like
to be a Teacher-Ranger, or would just like additional information, please visit
http://www.nps.gov/wupa/forteachers/trt.htm or contact the following:
Leslie Dubey
Texas Coordinator
409.246.2487
leslie_dubey@nps.gov
www.nsta.org
www.aaas.org
Library Resources:
These National Science Documents help to
understand the content that is contained in the TEKS
Online Now!
http://www.t
ea.state.tx.u
s/curriculum
/science/Gui
delinesColor
.pdf
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/
TAKS Resource Websites
Assembled by Jennifer Jordan @ ESC 13
Science TAKS Resources - Spring 2006 Test
Grade 5
Test
http://www.tea.state.tx.us/student.assessment/resources/release/taks/2006/gr5taks.p
df
Answer Key
http://www.tea.state.tx.us/student.assessment/resources/release/taks/2006/gr5taksk
ey.pdf
Item Analysis
http://www.tea.state.tx.us/student.assessment/resources/release/taks/index.html
Grade 8
Test
http://www.tea.state.tx.us/student.assessment/resources/release/taks/2006/gr8taks.pdf
Answer Key
http://www.tea.state.tx.us/student.assessment/resources/release/taks/2006/gr8takskey.p
df
Item Analysis
http://www.tea.state.tx.us/student.assessment/reporting/results/itemanalysis/taks06/taks
8ia_apr06.pdf
Grade 10
Test
http://www.tea.state.tx.us/student.assessment/resources/release/taks/2006/gr10taks.pdf
Answer Key
http://www.tea.state.tx.us/student.assessment/resources/release/taks/2006/gr10takskey.
pdf
Item Analysis
http://www.tea.state.tx.us/student.assessment/reporting/results/itemanalysis/taks06/taks
10ia_apr06.pdf
Grade 11
Test
http://www.tea.state.tx.us/student.assessment/resources/release/taks/2006
/grxltaksapril.pdf
Answer Key
http://www.tea.state.tx.us/student.assessment/resources/release/taks/2006
/gr11takskey.pdf
Item Analysis
http://www.tea.state.tx.us/student.assessment/reporting/results/itemanalysi
s/taks06/taks11ia_apr06.pdf
Index of Released TAKS and Answer Keys to look at
other years/exams
http://www.tea.state.tx.us/student.assessment/resources/release/taks/inde
x.html
Index of Item Analysis
http://www.tea.state.tx.us/student.assessment/reporting/results/itemanalysi
s/index.html
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Contact Information
Chris Castillo-Comer
Director of Science
chris.comer@tea.state.tx.us
Irene Pickhardt
Asst. Dir. of Science
irene.pickhardt@tea.state.tx.us
512-463-9581