Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching

1. Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching Dynamic Partnerships for 21st Century Science Education TASA MidwinterConference January 29, 2007 Austin, TX

2. 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 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.

3. Geographic Distribution Regional Collaboratives are located in every Texas Education Service Center region. Amarillo Wichita Falls Lubbock Gainesville Mt. Pleasant Texarkana Denton Irving Richardson Over the 2005-2007 biennium, the TRC is providing professional development to approximately 10,000 teachers of science Grades P–12. Abilene Dallas Fort Worth Kilgore Midland El Paso Waco College Station San Angelo Austin Beaumont Humble San Antonio Houston Victoria Galveston Laredo Corpus Christi 35 Science Regional Collaborative Edinburg 20 Mathematics Regional Collaborative Brownsville

4. Multiplier Effect 35 Regional Science Collaboratives 1,715 Teacher Leaders High Intensity Professional Development 5,567 Teachers Mentoring and Professional Development Outreach Students Impacted = 473,330 (Based on average of 65 students per teacher) One Year Data: September 2005 - July 2006 (Science)

5. 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

6. 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.

7. 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.

8. Teachers Mentoring Teachers 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

9. Poverty Levels of Participant 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.

10. 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

11. Educator Demographics - Teaching Level Data based on a sample of 771 teachers for funding period September 2002 - May 2004

12. 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

13. 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.

14. 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.

15. Student Achievement-Regional Snapshots

16. Student Achievement—Collaborative Vs. Non-Collaborative Teachers Students taught by teachers in the Rice University Regional Collaborative showed significant improvement as compared to non-participant teachers in the same school district on a test consisting of items from the Third International Math and Science Study (TIMSS). Rice University Regional Collaborative

17. Student Achievement on TAKS: Longitudinal Data Elementary Science TAKS (2005) A Three-Year Analysis

18. Mathematics Regional Collaboratives • TMT3 – Teaching Math TEKS through Technology • MTR – Math TEKS Refinement • MTA – Math TEKS Awareness • MAP – Math Achievement Project • MELL – Math for English Language Learners • 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

19. Contact Information www.theTRC.org • Kamil A. JbeilyExecutive DirectorTexas Regional Collaboratives512-471-9460 kjbeily@mail.utexas.edu • Carol L. FletcherAssistant Director/R&D Coordinator Texas Regional Collaboratives 512-232-5690 carol.fletcher@mail.utexas.edu • Mary Hobbs Coordinator for Science Initiatives Texas Regional Collaboratives512-471-8729 maryhobbs@mail.utexas.edu