Presented by: Chris Castillo Comer, Director of Science

Texas Science Education Leadership Spring

Conference

Houston, TexasApril 24, 2007

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 31% 38% 19%

African-American

27% 27% 13%

White 48% 63% 37%

…however, disparities persist!

81.777.4

89.5

77.4

50

60

70

80

90

100

AfricanAmerican

Hispanic White EcoDisadv

Graduation Rates Class of 2005

Exit level disparities are particularly troubling…

4552

79

49

40

50

60

70

80

90

100

AfricanAmerican

Hispanic White EcoDisadv

TAKS Exit Level Passing Rates Preliminary Spring 2006

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.

88

77

94

75

40

60

80

100

ELA Math Social Studies Science

Passing Rates on Grade 11 TAKS Preliminary Spring 2006

What’s New?

HB1 RequirementsRecent 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 students must now satisfy a new requirement for a now satisfy a new requirement for a fourth course in mathematics and fourth course in mathematics and science.science.

Current RHSP requires 24 creditsfor 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 forRequired Science Courses

2003 2004 2005IPC 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 NewOld: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 TEKSteaching the TEKS• Make sure you include lab and field activitieslab 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 & Worth2. Chemistry: Concepts and Applications by Glencoe/McGraw-Hill3. 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 Hall2. 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

– Science, Gr. 8-12– Life Science, 8-12– Biology– Science Composite– Science

• Chemistry, (conceptual Chemistry),AP Chemistry, IB Chemistry – Science, Gr. 8-12– Chemistry, Gr. 8-12– Chemistry– Science, Composite– Science

• Physics, (Conceptual Physics) AP Physics, IB Physics– Science, Gr. 8-12– Physical Science, Gr. 8-12– Physics/Mathematics: Gr.

8-12– Mathematics/Physical

Science/Engineering: Gr. 8-12

– Physics– Science Composite– Science

CertificationsGMO

• 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 SystemsAP Environmental ScienceIB 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 COURSE UNITS ABBREV.

03010200 Biology 1 Unit BIO03020000 Environmental systems 1 Unit ENVIRSYS03030000 Aquatic science 1 Unit AQUA SCI03040000 Chemistry 1 Unit CHEM03050000 Physics 1 Unit PHYSICS03060000 GM0 1 Unit GMO03060100 Astronomy 1 Unit ASTRMY03060201 IPC 1 Unit IPC12112120 Scien.R&D I 1 science unit SCI/R&D12112121 Scien.R&D II 1 science unit SCI/R&D212112122 Scien.R&D III 1 science unit SCI/R&D312112130 A&Pof human systems 1 science unit ANAT&PHY12112140 Medical microbiology 1/2 science unit MICRO12112150 Pathophysiology 1/2 science unit PATHO12382820 Prin. of technology I 1 science unit PTI12382830 Prin. of technology II 1 science unit 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 Biology 1 - 1 1/2 units AP-BIOA3020000 Environmental science 1 - 1 1/2 units AP-ENVIRA3040000 Chemistry 1 - 1 1/2 units AP-CHEMA3050001 Physics B 1 - 1 1/2 units AP-PHYSBA3050002 Physics C 1 - 1 1/2 units AP-PHYSC

The following courses are to be used to report International Baccalaureate courses

I3010200 Biology I 1 - 1 1/2 units IB-BIOI3012010 Biology II I3020000 Environmental systems 1 Unit IBENVIRSI3040001 Chemistry I 1 - 1 1/2 units IB-CHEM1I3040002 Chemistry II 1 - 1 1/2 units IB-CHEM2I3050001 Physics I 1 - 1 1/2 units IB-PHYS1I3050002 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 college-level 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 StudyStudies 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 Standards512.936.8226 (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 Collaborativeswww.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

Austin

Amarillo

Lubbock

Abilene

Denton

KilgoreWaco

Houston

Galveston

Corpus Christi

Brownsville

Edinburg

San Antonio

GainesvilleWichita Falls

Fort Worth

Mt. Pleasant

El Paso

Victoria

College Station

San Angelo

Midland

Irving Richardson

Dallas

Laredo

Texarkana

Humble

35 Science Regional Collaboratives

Over the 2005-2007 biennium, the TRC is providing professional development to approximately 10,000 teachers of science Grades P–12.

Beaumont

Regional Collaboratives are located in every Texas Education Service Center region.

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

Statewide Impact

Safety and Facility Resources:Should be in every school library!

Also available online:www.tenet.edu/teks/science/safety

Study Guides are provided to students who do not meet the standard.

www.tea.state.tx.us/student.assessment/resources/guides/study/

Available online!

Elementary and Secondary Science

To Order:http://www.region4store.com/esc/Shop

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

Includes grades K-High School PhysicsGives highlights from TAKSHas 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 CenterP.O. Box MAustin, TX 78713-8913Phone: 512-471-6190Fax: 512-232-1854Products@uts.cc.utexas.edu

Middle School Science Charts

“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.orgwww.nsta.orgwww.aaas.orgwww.aaas.org

Get Ready for TSDS! TSDS

Welcome to the Texas Mathematics and Science Diagnostic Systems

www.accesstsds.com

What is TSDS? TSDS

• Web-Based Diagnostic Assessment ToolWeb-Based Diagnostic Assessment Tool

• Free to All Texas Public & Charter SchoolsFree to All Texas Public & Charter Schools

• Part of the TEA Science InitiativePart of the TEA Science Initiative

How Can This Content be used?

TSDS

• Student Skills Diagnosis at Beginning of Year, Student Skills Diagnosis at Beginning of Year,

Mid-Year, and End of Year, or any time in betweenMid-Year, and End of Year, or any time in between

• Finding Knowledge Points of DepartureFinding Knowledge Points of Departure

• Periodic Instructional BenchmarksPeriodic Instructional Benchmarks

• Tests, Quizzes, HomeworkTests, Quizzes, Homework

www.tea.state.tx.us/list/

Science List Serve:Please Join…

Our way of “shouting out” to you when you are busyAnd somethingImportant comesUp for scienceIn Texas…

And click on “science”

Teaching Science for the 21St 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.

512-463-9581Fax: 512-463-80571701 N. Congress Ave.Austin, Texas

Who to Contact:

Director of Science:Chris Castillo Comerchris.comer@tea.state.tx.us

Assistant Director of Science: Irene PickhardtIrene.pickhardt@tea.state.tx.us

These materials are copyrighted © and trademarked ™ as the property of the Texas Education Agency and may not be reproduced without the express written permission of the Texas Education Agency, except under the following conditions:

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