Science Update Houston, Texas August 31,2005

8/09/058/09/05 c.comerc.comer

Science UpdateScience UpdateHouston, TexasHouston, TexasAugust 31,2005August 31,2005


Today’s Today’s Presentation…Presentation…Material in this presentation prepared by:

Chris Castillo-Comer, Director of Science

Texas Education Agency

Slide show presented by:

Dr. Tim Scott, Director

Center for Mathematics and Science Education

Texas A&M University

TEA Science Initiative


More people in the United States earn

their living by doing astrology than by doing astronomy.

Vital Connections, p. 38

Today’s Reality


Science TEKS Science TEKS revisionsrevisions

Science TEKS revisions are scheduled for 2007

Instructional Materials and Textbook Proclamationsin 2008 for science adoptions K-12 by 2010


Texas Science Initiative FY06

Master TeacherProgram

Regional Collaboratives

Student ServicesGrants

SBEC

UT Dept of Ed

Science Diagnostics

Meta-Analysis of Current ResearchIPC Materials

TBD

LEAs in partnership with IHEs

Tx A&M College Station

TBD

8th Gr. Sci TAKS FY06

TEA Stu Assessment

Statewide Prof Dev

TBD

State Partnership Activities

Tx A&M College Station

Early Sci Materials

HS/RTRGrantees

Science TEKS Revision 2007

TEA Curriculum

5 Yr State Plan for Science


Teacher Quality Grants for Elementary Teachers through the Texas Regional Collaboratives: 20 Area Trainings:

ElementaryWorkshops

Bridging II TAKS Module 2:

Tools to Teach Science

The professional development institutes are to provide current

Science Teacher Mentors participating in the Texas Regional Collaborative

sites the training necessary to enable them to provide additional training

to 8 teachers of science in their region during the 2004-2005 school year.


Master Science Teacher Certification

Program goals:Program goals:

Recruit, train and mentor science teachers;

Bring teachers together with scientists, mathematicians and engineers to enhance subject matter knowledge and teaching skills;

Develop more rigorous curricula, aligned with challenging state and local standards, and consistent with post secondary expectations;

Effectively integrate technology into the classroom

MST Rules will be set by the Commissioner

LEVELS: EC-4; 4-8; 8-12 at UTEP, UT, and Texas State University to date.


Meta-analysis of national Meta-analysis of national research research

on science teachingon science teaching Purpose:To define proven methods of student learning in

science and to develop a publication designed to share that information with educators across the state.

Texas A&M will publish this “blue book” to guide

future science initiative efforts.


Example of class summary report teachers can create after administering a diagnostic to students. Report summarizes individual student performance by

Science strand and aggregate class performance

The Texas Science PortalAnd Diagnostic has been funded!


What’s NEW?What’s NEW?Pre-K Science!Pre-K Science!

Early Start Science Literacy Grants$110 Thousand Dollars in grantsScience materials and training in

student literacy with a science focus!

TEA ENDORSED HEAD START SCIENCE PROGRAMS

Abram’s & CompanyDelta Education: Pre-Kindergarten KitLakeshore Products: Ready to Read Early Science Kit


8th grade TAAS

8th grade TAAS

TAAS was Tested at grade 8 for the LAST time in Spring of 2002!

TAAS was Tested at grade 8 for the LAST time in Spring of 2002!

Middle School TAKS is Coming!

Assessment:


When Will Commended Performance be Included in When Will Commended Performance be Included in Accountability Ratings for the Accountability Ratings for the Middle School Science TAKS?Middle School Science TAKS?

TAKS Commended Performance will be incorporated into ratings by 2007

Expert Panel set passing standard at around 33 out of 50 questions for a 66% cut score

SBOE has voted to set a phase in period for this assessment

SBOEUPDATE…


Grade 8 and Grade 8 and AccountabilityAccountability The Middle School Science TAKS will be included

in the accountability ratings beginning in 2008. The increase in the Recognized standard from

75% to 80% is postponed until 2009 to take into account the inclusion of Science at Grade 8.


Science Assessment andScience Assessment andSpecial Education StudentsSpecial Education Students

Background: Approximately 9% of our Texas students

currently take the SDAA/LDAA The Commissioner is recommending a three-

year phase-in to reduce the percentage of students who do not take the TAKS

Year 1—5% of students would not take TAKS

Year 2—4% Year 3—3%


Curriculum Curriculum Changes Changes

Changes were made to math TEKS, ELA TEKS revision is going on now…

Increased Expectations for High School Performance Texas Essential Knowledge and Skills (TEKS) define

all courses including PE and the Arts More rigorous graduation plans now in effect for all

students including Personal Graduation Plans (PGP) Encouragement for the RHSP and the DAP

TEXAS grant program AEIS status


The Burning The Burning Question…Question…

What about Statewide

Science TAKS Results?


Today’s Today’s Reality:Reality:

In God We Trust,

Everyone Else Bring Data!


Science

TAKS

Met Standard

2SEM 1SEM PR

20032004 2005

Commended

Performance

2003 2004 2005

Grade 5 74%69% 64% 4%16% 26%

Grade 10 69%64% 54% 2%4% 8%

Grade 11 67%85% 80% 2%5% 5%

Science TAKS Results 2005

Overall Results


ElementaElementary ry

ScienceScience OBJECTIVES 2003 2004 2005 1: Nature of Science 76% 83% 86%2: Life Sciences 74% 79% 81%3: Physical Sciences 66% 74% 78%4: Earth Sciences 53% 60% 67%

CommendedPerformance:

’03 ’04 ’054% 16% 26%

A 64% pass rate for English Science TAKS; Only 23% of the fifth grade students passed the Spanish Science TAKS. More Elementary students failed the science portion of the TAKS test than any other subject.


TAKS Grade 5 TAKS Grade 5 BlueprintBlueprint

Objectives:

1. Nature of Science

2. Life Sciences

3. Physical Sciences

4. Earth Sciences

Number Tested

13

9

9

9

Total Number of Items 40Met Standard 31/40Commended Performance 37/40Field Test items (not scored) 10

TOTAL: 50


Spanish Spanish Elementary Elementary ScienceScience OBJECTIVES 2005

1: Nature of Science 72% 2: Life Sciences 65%3: Physical Sciences 66%4: Earth Sciences 54%

Total Answer Documents Total Answer Documents submitted:submitted:

Lang Arts: 3,321Lang Arts: 3,321Science: 8,436Science: 8,436

A 64% pass rate for English Science TAKS; only 23% of A 64% pass rate for English Science TAKS; only 23% of the fifth grade students passed the Spanish Science the fifth grade students passed the Spanish Science TAKS. More Elementary students failed the science TAKS. More Elementary students failed the science

portion of the TAKS test than any other subject.portion of the TAKS test than any other subject.


Elementary Elementary Science—Science— Questions to Questions to ask…ask… Is science taught K-5th grades?

How much time per week is spent on science instruction, on lab and field experiences?

Do students have opportunities to use the tools in

TEKS #4? How much professional development have each of your

teachers received in science? Are ALL children getting enough hands-on science

instruction with concrete experiences in science? Are mentoring programs available for teachers?


684,583Total Identified

English Language Learners (ELLs)

PEIMS, Fall 2004

Texas Student Profile

Grades PK-12


Spanish 603,299Vietnamese 10,649 Urdu 3,425 Korean 2,841Arabic 2,689

101 languages are represented In Texas schools:

What is Dual Language Immersion (DLI)?

BilingualismBilingualism

BiliteracyBiliteracy

High Academic Achievement

High Academic Achievement

Instruction in Two Languages for English SpeakersAnd Non-Native Speakers of English

Instruction in Two Languages for English SpeakersAnd Non-Native Speakers of English

BiculturalismBiculturalism


Special Charts Science and Social Studies Charts in Spanish

They mirror the Science and Social Studies Charts and have aligned the English Language Proficiency Standards with the TEKS and TAKS objectives in Science and to the summarized TEKS in Social Studies

These have been sent to every school district that has Bilingual or ESL services.

GOOD NEWS!


Five Critical Five Critical Elements for ReformElements for Reform

High Quality CurriculumSustained Professional DevelopmentMaterials SupportAdministrative and Community SupportAssessment and Evaluation


OpportunitOpportunity to Learny to Learn

ELD StrategiesELD Strategies

Academic Content Language DevelopmentAcademic Content Language Development


Fidelity of Fidelity of ImplementationImplementation


Academic Content Academic Content LanguageLanguageIt is important for teachers to build It is important for teachers to build

science conceptual knowledge at the science conceptual knowledge at the same time they provide instruction same time they provide instruction in the skills of word recognition in the skills of word recognition (relational/contextual).(relational/contextual).


Word Walls and ChartsWord Walls and ChartsLanguage built on experienceLanguage built on experienceScientific vocabularyScientific vocabularyConnect science and literacyConnect science and literacy


Coherent Coherent Instruction…Instruction…

is teaching that connects. It connects the student’s reading skills to writing. It connects reading and writing to content. It links content learning to student interests. Coherent teaching makes it easy for students to learn because it combines the strange-new with the familiar-old. When the classroom is coherent, teachers help students make connections among reading, writing and content.

(Guthrie, 2000)


Science Science Benefits Oral Benefits Oral Language Language DevelopmentDevelopment

Precise science terminology,

Academic Content Language Development (ACLD)

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

StrategiesThat Work!


The Early Studies – The Early Studies – Student AchievementStudent Achievement

Bredderman (1985) Carpenter (1963) Kyle (1989) Shymansky, Hedges and Woodworth (1990)

Wise (1996)

Positive relationship between high quality materials, Positive relationship between high quality materials, teacher professional development and impact on teacher professional development and impact on student achievement and closing the achievement gapstudent achievement and closing the achievement gap


The Recent The Recent StudiesStudies

Imperial County, CA Charleston County, SC Green Bay, WI East Bay Collaborative, RI Fresno, CA Dade County, FL

Positive relationship between a systemic approach Positive relationship between a systemic approach to teacher professional development, student to teacher professional development, student opportunity to learn and impact on student opportunity to learn and impact on student achievement and closing the achievement gapachievement and closing the achievement gap


Bravo and Garcia Bravo and Garcia (2004)(2004)

In a large urban district of 58,000+ students, predominately Spanish speaking, EL students demonstrated significant gains in science and expository writing achievement when exposed to a high- quality program of science instruction with ELD, organizational skills and contextual language development embedded into the science instruction.


The Recent StudiesThe Recent Studies Imperial County, CA Fresno, CA Dade County, FL Guthrie (2004) Romance and Vitale (1992, 2001)

Positive relationship between teacher professional Positive relationship between teacher professional development, student opportunity to learn and impact on development, student opportunity to learn and impact on student achievement and closing the achievement gapstudent achievement and closing the achievement gap


Judging Student Judging Student PerformancePerformance

Look at the range of your students’ performances based on their scale scores.

Do more students have a scale score closer to 2100 (threshold for passing) than to 2400 (commended performance)?

Remember that for all tests (except for 2005 Exit Level), the scale scores were set at 2100 for passing and 2400 for Commended Performance. In 2006 all

tests will have these scale scores.


High High School School ScienceScience

Science Objectives: 10th Grade ‘04 ‘05

1. Nature of Science 67% 67%

2. Organization of Living Systems 54% 65%

3. Inter. of Organisms & Environment. 71% 56%

4. Structures and Properties of Matter 55% 53%

5. Motion, Forces, and Energy 60% 68%

Met Standard:Science—54% Math—58%Social Studies—84%Eng. Lang. Arts—67%

Commended Performance: 8%


High High School School ScienceScience

Science Objectives: 11Science Objectives: 11thth Grade Grade ‘‘04 04 ‘‘0505

1. Nature of Science 66% 65%

2. Organization of Living Systems 61% 59%

3. Interdep. Of Organisms & Environment 56% 68%

4. Structures and Properties of Matter 51% 56%

5. Motion, Forces, and Energy 66% 68%

Commended Performance:Science—5% Math—16%Social Studies—25%Eng. Lang. Arts—20%

Met Standard:Science—71% Math—72%Social Studies—91%Eng. Lang. Arts—87%


Help Educators Serve ALL Help Educators Serve ALL Our Students!Our Students!TAKS July 2004 AdministrationTAKS July 2004 Administration More 11th Grade students retook the Science Exit Level

TAKS than any other subject area.

Number of Number of

Students Tested:Students Tested:ELA………………..15,487ELA………………..15,487

Mathematics……...18,146Mathematics……...18,146Social Studies……..3,984Social Studies……..3,984Science……………18,530Science……………18,530

July 2004 Retest in Science

Of the 18,530 students retested:6,812 were male

11,699 were female


High School High School TAKS BlueprintTAKS Blueprint

Objectives

1. Nature of Science

2. Organization of Living Systems

3. Inter. of Organisms & Enviro.

4. Structures & Prop. Of Matter

5. Motion, Forces, and Energy.

Gr 10 Gr11

17 17

11 8

11 8

8 11

8 11

Total Number of Items 55 55

Met Standard 35/55 27/55

Commended Performance 50/55 50/55

Field Test Items 10 10

TOTAL ITEMS: 65


Science Graduation Requirements

Minimum PlanOnly allowed

with parental permission

Two credits*

Recommended PlanThree Credits

Distinguished Achievement Plan

Three Credits and Advanced Measures

Biology

IPC*

Two Credits from:Integrated Chemistry and PhysicsChemistry, or AP or IB Chemistry

Physics, or AP or IB Physicsor

Principles of Technology

Biology, or AP or IB Biology

Science Electives:•Aquatic Science, Environmental Systems, AP Environmental Science, Geology, Meteorology,

and Oceanography, AstronomyScientific Research and Design, Medical Microbiology, Pathophysiology, Anatomy and

Physiology

*Students may substitute Chemistry for IPCBut then must use an elective credit for Physics

The Minimum plan can only be used with parental approval And will not apply for scholarships or grants


Number of States with Science Assessment to Meet NCLB Requirements: 2004-05

35

6

11

32

5

15

30

3

19

0

10

20

30

40

50

Elementary School Middle School High School

Assessment in place Planned for 2008 No Information

Number of States


Number of States with Science Assessment to Meet NCLB Requirements by Grade: 2005

0

10

20

30

40

50

3 4 5 6 7 8 9 10 11 12

Assessed CRT NRT

Num

ber

of S

tate

s

Grade


Science In Science In Texas:Texas: All 8th grade students in Texas took the Middle School

TAKS this spring! 91% of all 11th graders (226,964) passed the Exit Level

Science Assessment; Among the Seniors: 91% of African American

students, 92% of Hispanic students, and 98% of all white students passed the Science TAKS tests

55% of all Texas Seniors graduated with at least the Recommended High School Plan (3 years of science)

Last year 23% of all Graduating Seniors took four years of science

The state average for Graduating Seniors attending colleges and universities is 44.6%


Three-Year 157,420 Increase:

Largest in Texas History

0

100

200

300

400

500

2000 2005 2010 2015

Th

ou

san

ds Target Actual

157,420

Texas Students Enrolled in Higher Education


88,000+ More Students Enrolled at

Two-Year Colleges

37%

6%

56%

Two-year colleges enrolled 56% of the increased number of students

Health-Related

University

Independent

Two-YearCollege

1%


2005 Hispanic Target Remains a Challenge

23,748

54,565

56,159

48,041

0

20,000

40,000

60,000

80,000

100,000

120,000

White Hispanic Black

2003 Progress To Reach 2005 Target

* Asians are not targeted in the plan.


105,63699,541

94,84992,51088,59286,962

0

20,000

40,000

60,000

80,000

100,000

120,000

1998 1999 2000 2001 2002 2003

Recommended & Above Regular

Large Increases in the Percent of College Entering

Students With the Recommended or Above Curriculum

55%53%

65%

73%78%

53%


SCIENCE: Readiness for SCIENCE: Readiness for College BiologyCollege Biology

11

8/09/058/09/05 c.comerc.comer12


Participation in the Participation in the ACTACT

Members of the TexasACT Graduating Class of 2004

TEXAS U.S.

Number of Students: 71,696 1,175,059

Males: 42% 43%

Females: 57% 56%

Participation by Ethnicity TEXAS U.S.

African American: 13% 11%

Caucasian: 50% 67%

Hispanic: 24% 7%

Percent Taking Core or More

TEXAS: 70%

U.S.: 56%

4


Average ACT Science Test Score Increase by High School Science Course Sequence for All Texas Students

Course SequenceAverage ACT

Science Score

Average ACT Science Score Increase from Less Than 3 Years of

Science

IPC, Biology, Chemistry, Physics

Texas students taking Physics on average score significantly higher on the ACT Science Test than students taking less than 3 years of science or no Physics.

%Taking

Average Score Increase



Biology, Chemistry, Physics

IPC, Biology, Chemistry

Less than 3 Years of Science

26%

23%

25%

14%

21.4

21.3

19.1

18.4

3.0

2.9

0.7

13


Students did fairly well on field test; Included Student Expectations from Grades 6, 7, & 8; Students especially need help in Earth Science concepts and Physical Science concepts; also understanding food webs.

Grade 8 First assessed: Thursday, 4/20/06 Included in accountability ratings in 2008; Increase in the Recognized standard from 75% to 80%.

postponed until ’09 to take into account the inclusion of Middle School Science TAKS.

Commended Performance included in ’07. A Focus Group will be formed to make recommendations.

Middle School Middle School TAKSTAKS


For example, TEKS 8.10(B) states, “The student knows that complex interactions occur between matter and energy. The student is expected to describe interactions among solar, weather, and ocean systems.

Students may be asked a question about

solar and weather system interactions.

““Unbundled TEKS”Unbundled TEKS”


“Hard Copy” will be printed and delivered to schools in August

Web version scheduled: July 15th Highlights:

5-6 items per objective Guidance on Equipment

TEKS #4(A)

TAKS Middle School

Information Booklets

Grade 8


Online Testing Online Testing InitiativesInitiatives

Texas is moving toward expanded use of computer-administered testing and reporting in its comprehensive testing program.

Several online testing initiatives were conducted in spring 2005 such as the Grade 8 TAKS Science Field Test


Pilot Online Pilot Online Science TAKSScience TAKS

The online versions of the Grade 8 TAKS science field test included innovative test items that cannot be administered in a paper-and-pencil format: Animation Video clips Slow-motion, and other student-

controlled movement of animations and videos

Color


New Tools for Pilot New Tools for Pilot Innovative Items Innovative Items

Hot-spotting Alternatives to A,B,C,D multiple-choice

answers. For example, an item may have 6 or more possible answer options.

Highlighting Cross-out On-line ruler Eraser


What Do We Know What Do We Know About Online About Online AssessmentAssessment

22,000 Eighth Graders took the TAKS online during a “practice run” this past spring.

The students scored slightly lower than they did on paper (may have been because tests didn’t count).

Districts told the Agency that students liked online testing and adapted easily.

Teachers liked the quick feedback.

Educators voiced concerns about test security and the availability of computers.

Legislative proposals to administer TAKS online as soon as 2006


Middle School Middle School TAKS BlueprintTAKS Blueprint

Obj. Content Items %

1 Nature of Science 14 28%

2 Living Systems & Enviro. 12 24%

3 Struc. & Prop. of Matter 6 12%

4 Motion, Forces, and Energy 6 12%

5 Earth and Space Systems 12 24%

Number of items scored 50 100%

Field tested items included 10

Total items on test 60


Critical knowledge and skills are INTRODUCED in Middle School

Conceptual strands are brought to LOGICAL CONCLUSION in Middle School

SUCCESS on Exit Level Assessments depends on Middle School

Middle School determines student GRADUATION PLANS

CAREER CHOICES are influenced by middle school

Girls in particular form ATTITUDES about science in Middle School

Why Is a Strong Science Why Is a Strong Science ProgramProgram

Important at the Middle Important at the Middle School Level?School Level?


Middle School Middle School Counselors Counselors

Need to Know Need to Know All students should plan to take at least 3

years of science in H.S. Students’ Math skills should NOT dictate

placement in science courses Enrollment in Honors and Pre-AP programs

should reflect diversity of school population IPC at Gr. 8 is not recommended

3-year gap between course and Exit TAKS Mobility of student population


Critical Knowledge and Skills—In Grade 6

Students Are…

Introduced to chemical change Learn to work with serious laboratory equipment

equipment such as test tubes, beakers, telescopes and computer probes for the first time!

Use percent, average, range, and frequency applied in identifying patterns in collected information!

Apply concepts of force and motion to volcanic activity and uplifting!


At 7At 7thth Grade, Grade, Students…Students…

Study potential and kinetic energy Are introduced to photosynthesis Learn the foundation for Genetics and

Homeostasis Learn how compounds different from elements Investigate ecological succession


88thth Grade Grade students…students…

Learn Interactions among solar, weather, and ocean systems

Are introduced to specific heat Investigate Exothermic and Endothermic

reactions Can describe Interdependence in Systems


At The Middle School Level At The Middle School Level Students Should Collect, Students Should Collect, analyze, and record analyze, and record information using tools information using tools

includingincluding …. …. Beakers Petri dishes Meter Sticks Graduated

cylinders

Weather instruments Hot plates Spring scales Magnets Microscopes Telescopes Field equipment

AND this is NOT the complete

list!


Highlights: Highlights: Objective 1Objective 1

Nature of Science: maps, including contour maps;

Extrapolation including percentages, averages, range and frequency to be calculated

Precise measurements from beakers, graduated cylinders, balances, thermometers will be necessary


Resources for Resources for Objective 1 Objective 1

Science SafetyScience Safety

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


Highlights: Highlights: Objective 2Objective 2

Local examples along with regions in Texas and global food webs will be given

The role of DNA in containing all genetic material rather than the molecular structure

Punnett Squares will be used to predict genetic outcomes

Students should know that human activity, both negative and positive, may result in environmental consequences and that there are degrees of consequences.


Highlights:Highlights:Objective 3Objective 3

Students should be able to recognize the elements of common compounds including water, salt, sugar, and chemical symbols of those elements;

Endothermic and Exothermic Chemical reactions; Students won’t be required to balance chemical

equations but will be required to identify rearrangement of atoms;

Specific heat as a property of a substance, basic applications of specific heat, such as why the oceans hold heat better than large landmasses should be understood


Highlights:Highlights:Objective 4Objective 4

Room temperature, boiling point and freezing points in Celsius will be provided but must be understood

Kinetic and potential energy transformation; Forms of energy: heat, chemical, mechanical, &

electrical; Speed and motion and simple calculations; Waves: Electromagnetic, sound, seismic, and

water; Wave characteristics: wavelength, frequency, & amplitude;


Highlights:Highlights:Objective 5:Objective 5:

The principles of plate tectonics: Rift valleys and seafloor spreading may be included;

General terms for phases of the moon, such as full moon and quarter moon, will be included;

Endangerment of species as well as extinction may be included;

Earth’s renewable and non-renewable resources will be included.

Students should be able to understand that the energy that drives weather systems originates from the sun.


Desired Alignment Complete Complete Science Science

Curriculum Curriculum TaughtTaught

Written Written Science Science

Curriculum:Curriculum:TEKSTEKS

Assessed Assessed Science Science

Curriculum:Curriculum:TAKSTAKS


Instructional Instructional TimeTime

Grades 9-12: minimum of 40% of instructional time spent on lab and field investigations TEKS #1, Mandated Chapter 74 Curriculum Requirements

Grades K-8: research recommends 60%+


What about What about Time?Time?


The Full Year The Full Year CalendarCalendar


Less Summer Less Summer VacationVacation


Less Weekends, Less Weekends, Holidays, Holidays,

and Summer Vacationand Summer Vacation


Less Professional Less Professional Development Days and Early Development Days and Early

Dismissal/Parent Dismissal/Parent ConferencesConferences


Less State and Less State and District TestingDistrict Testing


Less Class Picnic, Class Trip, Less Class Picnic, Class Trip, Thanksgiving Feast, Thanksgiving Feast, Christmas, Kwanzaa, Christmas, Kwanzaa, Hannukkah, Awards, Hannukkah, Awards,

Assembles, and ConcertsAssembles, and Concerts


Bottom Line:Bottom Line:

Roughly 13-15

Eight-Hour Days Per Subject Per Year!


What can What can Teachers Do?Teachers Do?

REVIEW ALL TEKS STATEMENTS: Interpret each into learning experiences for students

Attend staff development in identified areas of need TEACH THE TEKS: Determine what mastery would

“look like” in the classroom Think about interventions that might be used with

struggling students Develop a variety of ways to explore each Student

Expectation Use technology often


Steps to Strengthening Middle Steps to Strengthening Middle School Science:School Science:

To the TEKS! Pick and choose sections of your textbooks

—don’t try to teach whole book “clump” TEKS together around topic themes

Vertically Talk to the grades above and below

STEPSTEP #1 #1 ALIGNALIGN


REMEMBER:REMEMBER:The Role of The Role of UntestedUntested TEKS in TEKS in

Student UnderstandingStudent UnderstandingUntested:

5.12(D) Identify gravity as the force that keeps planets in orbit around the Sun and the moon in orbit around the Earth.

Tested

5.12(C) Identify the physical characteristics of the Earth…

Gravity is responsible for many of Earth’s physical characteristics!


STEP # 2STEP # 2TEACH for DEEP TEACH for DEEP UnderstandingUnderstanding

Are Students really “Doing” Inquiry based Science? Are you using labs for the Tested TEKS? Do students:

View themselves as scientists? Exhibit curiosity? Propose explanations? Raise questions? Use observation?


Resources:Resources:www.aaas.orgwww.aaas.org

www.nsta.orgwww.nsta.org

These National Science These National Science Documents help to Documents help to understand the content that is understand the content that is contained in the TEKScontained in the TEKS


STEP # 3STEP # 3 Assess for Deep Assess for Deep UnderstandingUnderstanding

Use Embedded Assessment DAILY Listen to discussion in student workgroup Use higher order questioning techniques Observe students’ ease in carrying out

investigations Use feedback mechanisms like whiteboards Benchmark RARELY


Metropolitan Life Survey of the American Teacher (2000)

Most secondary students plan to attend a four year college, more than parents and teachers think plan to attend… 71% of secondary students plan to attend a 4 year

college. 52% of parents think their child will attend a 4

year college. Secondary teachers think that 32% plan to attend

a 4 year college.

Set High ExpectationsSet High Expectations


Policy Policy Implications Implications

Align with Elementary and High School Curricula Be wary of Test Prep Materials Stress the Earth Science concepts For students who will be on the Biology, Chemistry,

Physics sequence in High School: strengthen the teaching of Physical Science

IPC or Biology at grade 8 is not recommended:

Serious gap before the 10th and Exit Level tests


Recommended Recommended ResourcesResources

Available from the ESC IV: Bridging Module1--Light and Optics K-8 Gateways: Earth Science Training Available from the DANA CENTER: Middle School TEXTEAMS Institutes Safety Training Online Science Toolkit Middle School TEKS fold-outs and charts

www.tenet.edu/teks/science


TIMSS and PISA TIMSS and PISA items…items… NCES notified me that there are kits available in

hard copy and on the web: They contain a number of released assessment

items from TIMSS and PISA and other materials.

Websites: http://nces.ed.gov/surveys/pisa/educators.asp http://nces.ed.gov/timss/educators.asp


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

Science List Science List Serve:Serve:


512-463-9581

Irene PickhardtIrene PickhardtAsst. Dir. of ScienceAsst. Dir. of [email protected]@tea.state.tx.us

Chris Castillo-ComerDirector of [email protected]

Contact Contact InformationInformation


Science can Science can Capture their Capture their Excitement…Excitement…


You can help them understand and care

for their planet…


They can be Inspired again…

As only science can !


Have the Have the best yearbest year of your of your life!life!

You do make a difference!

You are the key

To our students future success…

Good Luck to you all In this instructional year…

Science Update Houston, Texas August 31,2005

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Transcript of Science Update Houston, Texas August 31,2005