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6/22/01 Texas Education Agency Preparing Preparing Children Children Promoting Promoting Excellence Excellence On the On the T T exas exas A A ssessment ssessment of of K K nowledge nowledge and and S S kills kills Presented by: Presented by: Chris Castillo-Comer Chris Castillo-Comer Director of Science Director of Science Irene Pickhardt Irene Pickhardt Asst. Director of Asst. Director of Science Science Division of Curriculum Division of Curriculum and and Professional Professional Development Development Science Update Science Update

6/22/01Texas Education Agency Preparing Children Promoting Excellence Preparing Children Promoting ExcellenceOn the Texas Assessment of Knowledge and

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Page 1: 6/22/01Texas Education Agency Preparing Children Promoting Excellence Preparing Children Promoting ExcellenceOn the Texas Assessment of Knowledge and

6/22/01 Texas Education Agency

Preparing ChildrenPreparing Children Promoting Promoting ExcellenceExcellence

On theOn the

TTexasexas

AAssessment of ssessment of

KKnowledge and nowledge and SSkillskills

Presented by:Presented by:Chris Castillo-Comer Chris Castillo-Comer Director of ScienceDirector of ScienceIrene PickhardtIrene PickhardtAsst. Director of ScienceAsst. Director of ScienceDivision of Curriculum and Division of Curriculum and Professional DevelopmentProfessional Development

Science UpdateScience Update

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6/22/01 Texas Education Agency

Did You Know?Did You Know?

• Higher scores on science TAAS Higher scores on science TAAS • Greater Physics enrollmentGreater Physics enrollment• Increased AP course completion Increased AP course completion • Leadership in science safety Leadership in science safety • Increased funding for professional Increased funding for professional

development development • Forming alliances:Forming alliances:

– TUSC: Texas Urban Science CouncilTUSC: Texas Urban Science Council– SESnet: ESC science specialists networkSESnet: ESC science specialists network– Executive consortia: Leadership for scienceExecutive consortia: Leadership for science– Texas State Science SummitTexas State Science Summit

Chris Comer

Science Educators can be Science Educators can be proud of:proud of:

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6/22/01 Texas Education Agency

1999-2000 Enrollment 1999-2000 Enrollment in in

Selected Science Selected Science CoursesCourses

•IPCIPC 222,318222,318•ChemistryChemistry 155,636155,636•Physics Physics 67,663 67,663

Chris Comer

Course Selections:Course Selections:

YET,YET,WHILEWHILEPHYSICSPHYSICSENROLLMENTENROLLMENTHAS HAS INCREASED,INCREASED,ENROLLMENT ENROLLMENT IN IN CHEMISTRYCHEMISTRYAND AND PHYSICS PHYSICS LAG LAG COMPARED COMPARED TO TO IPCIPC

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ACT Graduating Class ‘99ACT Graduating Class ‘99

State Percentage State Percentage Completing 3 or More Years of ...Completing 3 or More Years of ...

Reading/LAReading/LA 100%100%

MathematicsMathematics 100%100%

Social StudiesSocial Studies 92%92%

ScienceScience 76% 76%Chris Comer

AND,AND,MOSTMOSTSTUDENTS STUDENTS STILLSTILLTAKE TAKE ONLYONLYTWO TWO YEARS OFYEARS OFSCIENCESCIENCE

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Science Science AssessmentsAssessments

Mandated by 76th Legislature in June Mandated by 76th Legislature in June ‘99‘99

Senate Bill 103Senate Bill 103• Elementary test will be given in English and Elementary test will be given in English and

Spanish Spanish • Equipment listed in the TEKS must be Equipment listed in the TEKS must be

provided for all studentsprovided for all students• 10th and 11th grade exit level will include10th and 11th grade exit level will include

””At least biology and integrated At least biology and integrated chemistry and physicschemistry and physics””

SCIENCESCIENCELEARNINGLEARNINGWILLWILLBE BE IMPORTANTIMPORTANT

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TEXAS ASSESSMENT of TEXAS ASSESSMENT of KNOWLEDGEKNOWLEDGE

and SKILLS (TAKS) and SKILLS (TAKS)

• This year’s 1st grade students and This year’s 1st grade students and 8th grade students will be the first 8th grade students will be the first to take science TAKS. to take science TAKS.

• Schools must make sure that Schools must make sure that students have multiple students have multiple opportunities to learn the concepts opportunities to learn the concepts to be tested.to be tested.

• Adequacy of preparation must be Adequacy of preparation must be assured.assured.

Chris Comer

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A New Vision for A New Vision for ScienceScience

•Reflection of actual Reflection of actual classroom practiceclassroom practice

•Emphasis on “doing Emphasis on “doing science”science”

•Focus on teaching the Focus on teaching the TEKSTEKS

•TAKS preparation TAKS preparation materials unnecessarymaterials unnecessary

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Science TAKSScience TAKS

• Has a multiple choice formatHas a multiple choice format• Will not be a performance testWill not be a performance test • Will stress the process skills Will stress the process skills

since they are the heart of since they are the heart of sciencescience

• Asks for a deeper conceptual Asks for a deeper conceptual understanding of science understanding of science conceptsconcepts

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Science Science AssessmentAssessment

• TEKS-based TAAS will be tested at 8th TEKS-based TAAS will be tested at 8th grade and Biology End of Course (EOC) grade and Biology End of Course (EOC) assessments until spring of 2002.assessments until spring of 2002.

• TAKS science will begin testing at TAKS science will begin testing at

5th grade, 10th grade, and 11th grade 5th grade, 10th grade, and 11th grade

Exit level in spring 2003.Exit level in spring 2003.• Science TAKS will be on the accountability Science TAKS will be on the accountability

system in 2004.system in 2004.

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Science AssessmentScience Assessment

• Survey resultsSurvey results• Teacher responsesTeacher responses• Bracketed itemsBracketed items• Test objectivesTest objectives

Teachers need to Teachers need to knowknow

about:about:

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Survey ResultsSurvey Results

1st survey:1st survey:• 8,273 science 8,273 science

surveys from surveys from educators K-16educators K-16

• Objectives 2-6 Objectives 2-6 rewrittenrewritten

• 36 Student 36 Student Expectations Expectations deleteddeleted

2nd survey:2nd survey:• 6,099 science 6,099 science

surveys from surveys from elementary and elementary and secondary secondary campusescampuses

• Changes were Changes were made to respond made to respond to educator input to educator input

Chris Comer

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What Are What Are [Bracketed][Bracketed]Items?Items?

“ “The student expectation has The student expectation has been presented in its entirety for two been presented in its entirety for two reasons: to clarify the link to the reasons: to clarify the link to the curriculum and to provide background curriculum and to provide background information for testinformation for test

items. However, items. However, bracketed text will bracketed text will not not

be specifically tested on TAKSbe specifically tested on TAKS.”.”

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Bracketed Items:Bracketed Items:

The Elementary Science TAKS given at The Elementary Science TAKS given at

grade five will have these items bracketed:grade five will have these items bracketed:• Computers, critique, promotional materials, Computers, critique, promotional materials,

cameras, sound recorders, and hot platescameras, sound recorders, and hot plates

10th grade science assessment:10th grade science assessment:• Critique, and promotional materialsCritique, and promotional materials

11th grade exit level science assessment:11th grade exit level science assessment:• Mechanical Advantage and (water as the) Mechanical Advantage and (water as the)

universal solventuniversal solvent

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Science TAKS at Grade 10 and Science TAKS at Grade 10 and

Exit Level Grade 11 Will Include:Exit Level Grade 11 Will Include:

• CalculatorCalculator: possible use of at least a : possible use of at least a four-function calculatorfour-function calculator

• Metric rulerMetric ruler: a metric ruler will be : a metric ruler will be provided for metric measurementprovided for metric measurement

• Periodic table:Periodic table: students will be provided students will be provided a periodic tablea periodic table

• Formula chartFormula chart: students will be provided : students will be provided a chart that includes necessary formulas a chart that includes necessary formulas for TAKSfor TAKS

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Grade 5 ScienceGrade 5 ScienceTAKSTAKS

• TAKS OBJECTIVES:TAKS OBJECTIVES: knowledge studentknowledge student & skills expectations & skills expectations

• 1. Nature of science1. Nature of science 4 4 1010• 2. Life science2. Life science 7 7 1515• 3. Physical science3. Physical science 5 5 12 12• 4. Earth science4. Earth science 8 8 17 17

• Total Total 2424 5454• Bracketed items:Bracketed items:• Computers, critique, promotional materials, cameras, sound Computers, critique, promotional materials, cameras, sound

recorders, hot platesrecorders, hot plates• ““Such as” are only examples but “including” means that these Such as” are only examples but “including” means that these

topics must be taughttopics must be taught

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About the Grade 10 and Exit Level Grade About the Grade 10 and Exit Level Grade 11 Science Assessments...11 Science Assessments...

• The grade 10 and grade 11 exit level science The grade 10 and grade 11 exit level science assessments are based on the TEKS for assessments are based on the TEKS for Integrated Physics and Chemistry (IPC) and Integrated Physics and Chemistry (IPC) and Biology.Biology.

• The grade 10 and exit level grade 11 science The grade 10 and exit level grade 11 science assessments are not identical.assessments are not identical.

• The differences are slight and are based on The differences are slight and are based on further science instruction and the ability for further science instruction and the ability for more mature critical thinking.more mature critical thinking.

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Grade 10 ScienceGrade 10 ScienceTAKSTAKS• TAKS OBJECTIVES:TAKS OBJECTIVES: KS KS SESE• Science processes: Science processes: • 1. The nature of science1. The nature of science 3 3 7 7• Science concepts:Science concepts: • 2. Biological concepts 2. Biological concepts 4 4 6 6• 3. Biology--ecological concepts3. Biology--ecological concepts 44 6 6• 4. IPC--chemistry concepts4. IPC--chemistry concepts 33 7 7 • 5. IPC—physics concepts5. IPC—physics concepts 33 6 6

» TotalTotal 17 17 31 31

• 4 student expectations are in 10th grade only:4 student expectations are in 10th grade only:• Bio 6(D); IPC 7(E); IPC 5(A); and IPC 6(F)Bio 6(D); IPC 7(E); IPC 5(A); and IPC 6(F)• Bracketed items: critique, promotional materialsBracketed items: critique, promotional materials

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Grade 11 ScienceGrade 11 ScienceTAKSTAKS

• TAKS OBJECTIVES:TAKS OBJECTIVES: KS SEKS SE• Science Processes:Science Processes: • 1. The Nature of Science1. The Nature of Science 3 73 7• Science Concepts:Science Concepts: • 2. Biology Concepts 2. Biology Concepts 44 7 7• 3. Biology--Ecological Concepts3. Biology--Ecological Concepts 55 8 8• 4. IPC--Chemistry Concepts4. IPC--Chemistry Concepts 33 7 7• 5. IPC—Physics Concepts5. IPC—Physics Concepts 33 7 7

» Total 18Total 18 36 36

• The following concepts are in the grade 11 exit level science The following concepts are in the grade 11 exit level science TAKS only: TAKS only: 1 KS1 KS--Bio 9; --Bio 9; 8 SE8 SE—Bio 6(B); Bio 7(A); Bio 9(D) —Bio 6(B); Bio 7(A); Bio 9(D) IPC 7(D); IPC 9(B); IPC 4(D); IPC 5(B); IPC 6(D) IPC 7(D); IPC 9(B); IPC 4(D); IPC 5(B); IPC 6(D)

• Bracketed : mechanical advantage and universal solventBracketed : mechanical advantage and universal solvent

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Please Note--in the Grade 11 Please Note--in the Grade 11 Exit Level Test Only: Exit Level Test Only:

• Biology (9) science concepts.Biology (9) science concepts.

The student knows metabolic processes The student knows metabolic processes and energy transfers that occur in living and energy transfers that occur in living organisms. The student is expected to:organisms. The student is expected to:

(D) analyze the flow of matter and energy (D) analyze the flow of matter and energy through different tropic levels and through different tropic levels and between organisms and the physical between organisms and the physical environment.environment.

This concept can be taught through any secondary science course:

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What’s Next?

Fall 2001-pilot testingFall 2001-pilot testing– Volunteer districts/campuses

Spring 2002-field testingSpring 2002-field testing– All districts, at some level– April 22-May 10

2001-2002 school year2001-2002 school year– Educator guides distributed

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Instructional Instructional ImplicationsImplications

• What changes in instruction What changes in instruction should occur in our district, should occur in our district, school, or classroom based on school, or classroom based on what we know about the new what we know about the new objectives, TEKS expectations, objectives, TEKS expectations, and format for :and format for :

• Elementary Science TAKS ?Elementary Science TAKS ?• Science TAKS at 10th grade?Science TAKS at 10th grade?• Science TAKS exit level grade Science TAKS exit level grade

11?11?

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Science Instructional MaterialsScience Instructional MaterialsAdoptionAdoption

Middle School Science:Middle School Science:Grade 6-English and SpanishGrade 6-English and SpanishGrade 7 and Grade 8Grade 7 and Grade 8High School Science:High School Science:Integrated Chemistry and Physics, Chemistry, PhysicsIntegrated Chemistry and Physics, Chemistry, PhysicsEnvironmental Systems, Astronomy Environmental Systems, Astronomy Advanced Placement Advanced Placement ChemistryChemistryPhysicsPhysicsEnvironmental ScienceEnvironmental Science

Chris Comer

$92.5 $92.5 Million Million Adoption Adoption BudgetBudget

Textbooks and Instructional Textbooks and Instructional Materials are now aligned to the TEKS; Materials are now aligned to the TEKS; which are the basis of the TAKS.which are the basis of the TAKS.

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Science Is Moving Away FromScience Is Moving Away From

1. “Cookbook” labs1. “Cookbook” labs

2. Details, details, details2. Details, details, details

3. 3. TheThe scientific method scientific method

4. “Do the questions”4. “Do the questions”

5. Only 5. Only oneone answer answer

Materials that just Materials that just stress…stress…

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A New Vision for A New Vision for ScienceScience

MaterialsMaterials • Detailed background information• Student misconceptions identified• Help identifying broad ideas• Formative assessments• Summative assessments• The use of rubrics • Students doing inquiry

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TAKSTAKS Science Science

• It is important to note that It is important to note that students on the Minimum High students on the Minimum High School graduation plan, the School graduation plan, the Recommended Graduation Plan, Recommended Graduation Plan, or the Distinguished Achievement or the Distinguished Achievement Graduation Program should have Graduation Program should have adequacy of preparationadequacy of preparation and and multiple opportunities to learnmultiple opportunities to learn the concepts to be tested at the concepts to be tested at grade 10 and exit level grade 11 grade 10 and exit level grade 11 science TAKS.science TAKS.

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TAKSTAKS Elementary Science Elementary Science Test Test Given at Grade FiveGiven at Grade Five

• Not just a 5th grade science test: Not just a 5th grade science test: includes TEKS from the 2nd, 3rd, 4th, includes TEKS from the 2nd, 3rd, 4th, and 5th gradesand 5th grades

• Integrates life, earth and physical Integrates life, earth and physical sciencessciences

• Builds the foundation for Biology, Builds the foundation for Biology, Chemistry, and Physics concepts Chemistry, and Physics concepts tested in TAKS 10th and the 11th tested in TAKS 10th and the 11th grade exit level TAKS in high schoolgrade exit level TAKS in high school

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Elementary ScienceElementary Science

Science is a foundation Science is a foundation subject…not an elective.subject…not an elective.

• Science learning enhances Science learning enhances mathematics skillsmathematics skills

• Science related items make up to Science related items make up to 40-60% of the reading TAAS 40-60% of the reading TAAS

• Science promotes problem solving Science promotes problem solving and critical thinkingand critical thinking

• Science instruction increases Science instruction increases language development for ESL language development for ESL studentsstudents

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Elementary Elementary ScienceScienceTAKSTAKS• Textbooks and instructional materials Textbooks and instructional materials

are only resources…the TEKS are the are only resources…the TEKS are the curriculum frameworkcurriculum framework

• Includes K-5 strand content: science Includes K-5 strand content: science will need to be taught at each will need to be taught at each elementary grade to ensure student elementary grade to ensure student successsuccess

• Time requirements: “teachers must Time requirements: “teachers must have enough time to teach the science have enough time to teach the science TEKS and students must have enough TEKS and students must have enough time to learn the science TEKS”time to learn the science TEKS”

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The Importance of The Importance of “Strands”“Strands”

• The science TEKS contain The science TEKS contain “strands” that connect broad “strands” that connect broad themes across the grade levelsthemes across the grade levels

• Certain themes pervade science:Certain themes pervade science:• Constancy and change Constancy and change • Form and functionForm and function• Properties, patterns and modelsProperties, patterns and models• SystemsSystems

These strands are evident in TAKS objectivesThese strands are evident in TAKS objectives

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An Example of A Strand

• Grade 11 Exit Biology 9D– Analyze the flow of matter and energy

through different trophic levels• Grade 10 12D investigates interactions in an

ecosystem

• Elementary assessment grade 5: 2.9(D)• Compare the ways living organisms

depend on each other and their environments

SystemsSystems TestedTested at:at:Exit LevelExit LevelGrade 11Grade 11

10th grade10th grade

5th grade5th grade

• Grade 7.12B observe how organisms including producers, consumers, and decomposers live together in an environment and use existing resources

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Systems in the Systems in the Elementary Elementary AssessmentAssessment

• The systems TEKS repeated in The systems TEKS repeated in three of the four elementary three of the four elementary objectivesobjectives

• Systems are found in: Systems are found in: – Life sciences—e.g. Ecosystems, Life sciences—e.g. Ecosystems,

the human bodythe human body– Physical sciences—e.g. MachinesPhysical sciences—e.g. Machines– Earth sciences—e.g. Watersheds, Earth sciences—e.g. Watersheds,

planetary systemsplanetary systems

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What Do Students Need to What Do Students Need to Know Know About Systems?About Systems?

• 5.5 The student knows that a 5.5 The student knows that a systems is a collection of cycles, systems is a collection of cycles, structures, and processes that structures, and processes that interact. The student is interact. The student is expected toexpected to– (A) describe some cycles, (A) describe some cycles,

structures, and processes that are structures, and processes that are found in a simple system; andfound in a simple system; and

– (B) describe some interactions (B) describe some interactions that occur in a simple system.that occur in a simple system.

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All TEKS Are RequiredAll TEKS Are Required

• The TEKS outline what all The TEKS outline what all students must know and be able students must know and be able to do.to do.

• Some student expectations are Some student expectations are not tested, yet they may be not tested, yet they may be critical for student understanding.critical for student understanding.

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The Role of Untested TEKS in The Role of Untested TEKS in Student UnderstandingStudent Understanding

• Not testedNot tested– 5.12(d) “identify gravity as the force 5.12(d) “identify gravity as the force

that keeps planets in orbit around the that keeps planets in orbit around the sun and sun and the moon in orbit around the the moon in orbit around the earth”earth”

• TestedTested– 5.12(a) “interpret how land forms are 5.12(a) “interpret how land forms are

the result of a combination of the result of a combination of constructive and destructive forces constructive and destructive forces such as deposition of sediment…..”such as deposition of sediment…..”

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The “Heart” of The “Heart” of ScienceScience

Objective 1:Objective 1:The Nature of The Nature of

ScienceScience

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Scientific MethodsScientific Methods

• The use of scientific methods The use of scientific methods during field and laboratory during field and laboratory investigationsinvestigations– Plan and implement investigative Plan and implement investigative

proceduresprocedures• Ask questionsAsk questions• Formulate hypothesesFormulate hypotheses• Select equipment and technologySelect equipment and technology

– Collect data and make measurementsCollect data and make measurements– Organize, analyze, make inferences Organize, analyze, make inferences

from datafrom data– Communicate Communicate

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Types of Investigations

• Field• Classroom• Laboratory

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Laboratory and Field Laboratory and Field InvestigationsInvestigations

• What is included in the What is included in the student expectation (SE)?student expectation (SE)?

• Students conduct field, Students conduct field, classroom, and laboratory classroom, and laboratory investigationsinvestigations

• SafetySafety• Use and conservation of resourcesUse and conservation of resources• Disposal and recyclingDisposal and recycling

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The Student Is Expected The Student Is Expected To:To:

• Plan and implement Plan and implement investigative procedures investigative procedures includingincluding

• Ask questionsAsk questions• Formulate testable Formulate testable

hypotheseshypotheses• Select and use tools and Select and use tools and

technologytechnology

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The Student Is Expected To:

• Demonstrate safe practices during field and laboratory investigations

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Examples of Equipment Which May Examples of Equipment Which May Be Found on Elementary ScienceBe Found on Elementary Science

TAKSTAKS

• Meter sticksMeter sticks• MagnetsMagnets• Hand lensesHand lenses• CompassesCompasses• ThermometersThermometers• Collecting netsCollecting nets• Weather instrumentsWeather instruments

Consult TEKS 4(A) at each grade level from Grades K-8

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Scientific ProcessesScientific Processes

Laboratory and Laboratory and Field Field InvestigationsInvestigationsScientific MethodsScientific MethodsCritical ThinkingCritical Thinking

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The Student Is Expected The Student Is Expected To:To:

• Represent the natural world using models and identify their limitations

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The Student Is Expected To:

• Analyze, review, and critique scientific explanations

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The Student Is Expected To:

• Collect data by observing and measuring

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The Student Is Expected To:

• Make wise choices in the use and conservation of resources and the disposal or recycling of materials

• During laboratory or field

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The Student Is Expected To:

• Organize• Analyze• Evaluate• Make inferences• Predict trends from direct and

indirect evidence

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How Do We Get There?How Do We Get There?

A planned, collaborative, educational process of A planned, collaborative, educational process of continuous improvement for teachers that helps continuous improvement for teachers that helps them do five things: them do five things: – 1. Deepen their knowledge of the subject they 1. Deepen their knowledge of the subject they

are are teaching; teaching;– 2. Sharpen their teaching skills in the classroom; 2. Sharpen their teaching skills in the classroom; – 3. Keep up with developments in their fields and 3. Keep up with developments in their fields and

in in education generally; education generally;

– 4. Generate and contribute new knowledge to 4. Generate and contribute new knowledge to the the profession; and profession; and

– 5. Increase their ability to monitor student’s 5. Increase their ability to monitor student’s work, work, so they can provide constructive so they can provide constructive feedback to feedback to students and appropriately students and appropriately redirect their own redirect their own teaching. teaching.Chris Comer

Professional Development Is:Professional Development Is:

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How Can Districts or How Can Districts or SchoolsSchoolsPrepare for TAKS?Prepare for TAKS?

Districts should ensure that:Districts should ensure that:• Learning is connected across the grade levelsLearning is connected across the grade levels• Multiple opportunities to learn science concepts in Multiple opportunities to learn science concepts in

different contexts are assureddifferent contexts are assured• Cumulative, comprehensive, increasingly complex Cumulative, comprehensive, increasingly complex

sequences of learning experiences are builtsequences of learning experiences are built• Seamless education preK-12 is createdSeamless education preK-12 is created• Students are enrolled in science Students are enrolled in science

during grade 11 during grade 11• Adequacy of preparation is planned Adequacy of preparation is planned • Systems thinking is appliedSystems thinking is applied

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About Middle School About Middle School Science...Science...

• After spring 2002, there will not be an 8th grade science After spring 2002, there will not be an 8th grade science assessment.assessment.

• This does not mean that science at grades 6-8 is no longer This does not mean that science at grades 6-8 is no longer important! In fact, it will be even more important to important! In fact, it will be even more important to strengthen the the 6-8 program to ensure success at grade 10 strengthen the the 6-8 program to ensure success at grade 10 and exit level grade 11 science assessments.and exit level grade 11 science assessments.

• Middle school teachers must be aware of the middle school Middle school teachers must be aware of the middle school science concepts and their connections to the TEKS tested at science concepts and their connections to the TEKS tested at grade 10 and exit level grade 11 assessments. grade 10 and exit level grade 11 assessments.

• The strength of the 6-8 science program has a direct effect on The strength of the 6-8 science program has a direct effect on the student course selections.the student course selections.

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The Burning Question:The Burning Question:

What’s the Best What’s the Best Course Sequence for Course Sequence for Science?Science?• Biology is now a required course for all students in Biology is now a required course for all students in

Texas.Texas.

• Students are required to take the IPC course or the Students are required to take the IPC course or the Chemistry and Physics courses.Chemistry and Physics courses.

• For all graduation plans, students are encouraged to For all graduation plans, students are encouraged to take the Biology, Chemistry, and Physics sequence by take the Biology, Chemistry, and Physics sequence by the State Board of Education.the State Board of Education.

• Students are urged to take four years of science.Students are urged to take four years of science.

Chris Comer

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It’s Important to It’s Important to RememberRememberThat...That...

• The Integrated Physics and Chemistry The Integrated Physics and Chemistry (IPC) course is not mandatory for all (IPC) course is not mandatory for all students.students.

• IPC was intended to be an entry level IPC was intended to be an entry level course. It is not recommended for 11th course. It is not recommended for 11th or 12th grade students.or 12th grade students.

• ““Prerequisite for IPC: none. This course Prerequisite for IPC: none. This course is recommended for students in grades 9 is recommended for students in grades 9 and 10.”and 10.”

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Science TAKSScience TAKS

• Students in the Minimum High School Program Students in the Minimum High School Program typically take IPC and Biology.typically take IPC and Biology.

• Students in either the Minimum or Recommended Students in either the Minimum or Recommended Program may choose to take the separate Chemistry Program may choose to take the separate Chemistry and Physics courses instead of IPC.and Physics courses instead of IPC.

• The student expectations in the grade 10 and grade The student expectations in the grade 10 and grade 11 exit level science assessments are from the IPC 11 exit level science assessments are from the IPC andand Biology courses; however, Biology courses; however,

• Students will be prepared to be successful on the test Students will be prepared to be successful on the test whether they take the IPC course or the separate whether they take the IPC course or the separate Chemistry and Physics courses.Chemistry and Physics courses.

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A Note About IPC:A Note About IPC:

• Integrated physics and chemistry (IPC) should be taught Integrated physics and chemistry (IPC) should be taught as an integrated course and not just a revised physical as an integrated course and not just a revised physical science class. science class.

• The integration of physics and chemistry are especially The integration of physics and chemistry are especially important to address important to address earth science concepts which will no earth science concepts which will no longer have a separate objective at grade 10 or grade 11longer have a separate objective at grade 10 or grade 11 exit level science assessments.exit level science assessments.

• Earth science concepts on the grades 10 and 11 exit level Earth science concepts on the grades 10 and 11 exit level assessments assessments will be addressedwill be addressed through the integration through the integration found in IPC, biology, and the science processes. found in IPC, biology, and the science processes.

• Again, a strong grade 6-8 science program will help our Again, a strong grade 6-8 science program will help our

students to apply earth science concepts.students to apply earth science concepts.

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About the Grade 10 and Exit Level About the Grade 10 and Exit Level Grade 11 Science Assessments...Grade 11 Science Assessments...

• It is important to note that students enrolled in a It is important to note that students enrolled in a science course in the 11th grade have an opportunity to science course in the 11th grade have an opportunity to enhance their ability to be successful on the 11th grade enhance their ability to be successful on the 11th grade exit level test.exit level test.

• Elective science courses such as Aquatic Science, Elective science courses such as Aquatic Science, Environmental Systems, Geology, Meteorology, and Environmental Systems, Geology, Meteorology, and Oceanography (GMO) should stress connections to the Oceanography (GMO) should stress connections to the TAKS objectives.TAKS objectives.

• By no means, however, does this imply that the By no means, however, does this imply that the curriculum for these courses should be changed so that curriculum for these courses should be changed so that they are TAKS science review or remediation courses. they are TAKS science review or remediation courses.

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Implications of the New Implications of the New Graduation Graduation Requirements on Middle Requirements on Middle School StudentsSchool Students

•Beginning 2004 incoming freshman will Beginning 2004 incoming freshman will enter under new requirements which enter under new requirements which require 3 years of science.require 3 years of science.•Students beginning grade 6 in 2001-Students beginning grade 6 in 2001-2002 will be the first students to be 2002 will be the first students to be required to take at least 3 years of required to take at least 3 years of science.science.

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Professional Professional Development Development

Opportunities Opportunities for Texas for Texas

Science Teachers…Science Teachers…

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New!!! Texas Science Center for New!!! Texas Science Center for Professional Professional

Development Development and Assessmentand Assessment

• Bridging to TAKS institutesBridging to TAKS institutes• Trainer of trainer model Trainer of trainer model • Administrator overviewAdministrator overview• Presented in five sites: Presented in five sites:

Brownsville, Dallas, El Paso, Brownsville, Dallas, El Paso, Houston, San Antonio Houston, San Antonio

Products to prepare for Products to prepare for TAKS: TAKS: 3 new charts3 new charts

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Training Schedule for Training Schedule for Bridging to TAKSBridging to TAKS

Science Education Service Science Education Service Center specialists (SESnet) at Center specialists (SESnet) at each of the twenty Education each of the twenty Education Service Centers have been trained Service Centers have been trained and will be providing these and will be providing these sessions.sessions.

Over 100 administrators and Over 100 administrators and over 150 Trainer of Trainer over 150 Trainer of Trainer participants have the resources to participants have the resources to deliver these sessions throughout deliver these sessions throughout the state.the state.

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CATS ProjectCATS Project

Comprehensive Assessment Training in ScienceComprehensive Assessment Training in Science• Teacher as leader model Teacher as leader model

• Administrator SymposiaAdministrator Symposia

• Parent nightsParent nights

• Presented in ten sites: Corpus Christi, Edinburg, El Presented in ten sites: Corpus Christi, Edinburg, El Paso, Houston, Kilgore, Lubbock, Richardson, San Paso, Houston, Kilgore, Lubbock, Richardson, San Angelo, San Antonio, WacoAngelo, San Antonio, Waco

• Products to prepare for TAKSProducts to prepare for TAKS

– Coherent assessment techniquesCoherent assessment techniques

– Lesson templatesLesson templates

– Guide to the TEKSGuide to the TEKS

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CATS Project Schedule:CATS Project Schedule:Teachers As Leaders Teachers As Leaders Institutes Institutes

CATSCATS

•More than 1000 administrators were given insight into More than 1000 administrators were given insight into the resources and training available to their teachers, the resources and training available to their teachers, parents, and community members during April and parents, and community members during April and May of 2001.May of 2001.

•The “Teacher as Leaders” CATS training and resources The “Teacher as Leaders” CATS training and resources will go out to over 1000 educators in the fall of 2001.will go out to over 1000 educators in the fall of 2001.

•Check with your Education Service Center science Check with your Education Service Center science specialist for details or call 210-208-8133 for dates and specialist for details or call 210-208-8133 for dates and locations.locations.

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Dana Center Professional Dana Center Professional Development in ScienceDevelopment in Science

• ToolkitToolkit:: http://www.tenet.edu/teks/sciencehttp://www.tenet.edu/teks/science• SafetySafety:: workshops and handbookworkshops and handbook• TEKS chartsTEKS charts:: K-12 in color, and foldout formatsK-12 in color, and foldout formats• Family scienceFamily science:: kits and workshops kits and workshops• Leadership AcademiesLeadership Academies:: future leadershipfuture leadership• TEXTEAMSTEXTEAMS:: megavistas K-2, 3-5, 6-8 megavistas K-2, 3-5, 6-8

» Biology institutes: Fall ‘01Biology institutes: Fall ‘01

Trainer of trainer model in three sites: Trainer of trainer model in three sites:

Fort Worth, Houston, AustinFort Worth, Houston, Austin

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SCIENCESCIENCETEXTEAMSTEXTEAMS

Constancy and ChangeConstancy and Change

Training on TEXTEAMS will continue year-round throughout the State!

Contact 512-471-6191 orwww.tenet.edu/teks/science

for more details

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Texas Regional Collaboratives for Excellence Texas Regional Collaboratives for Excellence in in

Science TeachingScience Teaching

• High quality, sustained professional High quality, sustained professional development in 20 sites around the statedevelopment in 20 sites around the state

• Statewide Marco Polo training, GLOBE Statewide Marco Polo training, GLOBE training (www. Globe.gov), technology training (www. Globe.gov), technology training;training;

• Teacher centered science content Teacher centered science content trainingtraining

• Collaborates with ESC, university, K-12 Collaborates with ESC, university, K-12 schools and districtsschools and districts

• Each of the 750 teachers involved in the Each of the 750 teachers involved in the program received 105 to 150 hours of program received 105 to 150 hours of professional development in physics professional development in physics concepts this year!concepts this year!

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• Detailed background informationDetailed background information• Student misconceptions identifiedStudent misconceptions identified• Broad concepts explainedBroad concepts explained• The use of formative assessments The use of formative assessments • Varied summative assessments Varied summative assessments • The use of rubric assessments The use of rubric assessments • Student inquiry, problem solving, Student inquiry, problem solving,

and critical thinkingand critical thinking• ““Science for all”Science for all”

Professional Professional DevelopmentDevelopmentMaterials Include:Materials Include:

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Professional Professional DevelopmentDevelopment

• Information disseminated on Information disseminated on – Science educator guidesScience educator guides– Sample items and format discussionsSample items and format discussions– Scoring and understanding dataScoring and understanding data– Reporting dataReporting data

• Using the data to improve instructionUsing the data to improve instruction

...And...AndFuture Future TrendsTrends

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Who To Contact:Who To Contact:

• Center for Center for Professional Professional Development and Development and Assessment Assessment

Anna McClaneAnna McClane

713-744-6565713-744-6565• CATS ProjectCATS Project

Joan Drennan-TaylorJoan Drennan-Taylor

210-208-8133210-208-8133• Dana Center Dana Center

Mary Jane SchottMary Jane Schott

Jim CollinsJim Collins

512-471-6191512-471-6191

TSELATSELA

Barbara ten BrinkBarbara ten Brink

512-464-5077512-464-5077

Texas Regional Texas Regional CollaborativesCollaboratives

Joel BlasingameJoel Blasingame

512-471-9279512-471-9279

TEA Science StaffTEA Science Staff

Chris Castillo-Comer, Chris Castillo-Comer, Director of ScienceDirector of Science

Irene Pickhardt, Irene Pickhardt, Assistant Director Assistant Director

512-463-9556512-463-9556

TEA Science AssessmentTEA Science Assessment

Phyllis KirkpatrickPhyllis Kirkpatrick

512-682-2200512-682-2200