Integration of Science with Mathematics and Cross-Disciplinary Standards in November 3, 2011

1. Integration of Science with Mathematics and Cross-Disciplinary Standards in November 3, 2011 College and Career Readiness Initiative Mathematics and Science

2. Kristin Sherman, Ph.D. Master Teacher, Teach North Texas Kristin.Sherman@unt.edu Lecturer, Department of Chemistry, UNT

3. Mary Harris, Ph.D. Regents Professor, Teacher Education and Administration, UNT Mary.Harris@unt.edu Co-Director, Teach North Texas

4. Purpose of the Presentation • Introduce two programs that support the learning of science and mathematics 8-16: 1. TNT (Teach North Texas) 2. AVATAR (Academic Vertical Alignment Training and Renewal) • Demonstrate applications of mathematics and cross-disciplinary standards in the teaching of science by TNT students.

5. Introduction:Snapshot of UNT I With over 36,000 students, UNT is Texas’ fourth-largest university and was recognized as one of U.S. News and World Report’s “Top Up-and-Coming National Universities.” UNT has the fourth-largest population of transfer students of US public universities.

6. Introduction:Why Replicate UTeach? I Primary motivation: Failure of UNT’s previous teacher-preparation programs to address the national shortage of secondary mathematics and science teachers. Average annual production of STEM teachers, 2004-07

7. Introduction:Why Replicate UTeach? • Major changes in recruiting and preparing mathematics and science teachers • Replace prior generalist program with a content-specific teacher-education sequence • Equip candidates with skills needed for immediate success (and ultimately retention) as career teachers

8. Collaboration between CAS and COE I DOE Science and Mathematics Teacher Academy Teacher Quality Grants Howard Hughes Medical Institute NSF DLRP Early College Consortium Teacher Quality Grants DOE Transition To Teaching NSF Robert Noyce Scholarship Program NSF STEP NSF BUGS NSF S-STEM NSF REESE Predictors of Success for Pre-Service and In-Service Teachers Teacher Quality Grants Dallas Environmental Educational Initiative College and Career Readiness Standards Texas Workforce Development

9. Rapid Growth of Enrollment

10. TNT Course Sequence:STEP 1 & STEP 2 STEP 1 (Grades 3-5) & STEP 2 (Grades 6-8) • Exploratory 1-hour courses • Enrollment open to freshmen and sophomores • Early field experiences in local schools • As much as possible, with ethnically diverse students • A majority are eligible for free or reduced-price lunch

11. TNT Course Sequence:STEP 1 & STEP 2 STEP 1 (Grades 3-5) & STEP 2 (Grades 6-8) • Writing & delivering 5E lessons • Questioning strategies • Effective cooperative groups • Overarching goal: A good first experience Taught by Master Teachers, who are experienced secondary teachers hired by the university.

12. TNT Course Sequence:Arts and Sciences STEP 1 (Grades 3-5) & STEP 2 (Grades 6-8) Degree plans: 4 years & 120 hours Functions and Modeling (math majors only) Research Methods (science majors only) Perspectives on Science and Mathematics Major in Discipline & University Core

13. TNT Course Sequence:Education STEP 1 (Grades 3-5) & STEP 2 (Grades 6-8) Knowing and Learning in Math and Science Classroom Interactions (Grades 9-12) Project-Based Instruction (Grades 9-12) Functions and Modeling (math majors only) Research Methods (science majors only) Perspectives on Science and Mathematics Major in Discipline & University Core Content-specific teacher-education sequence integrating the strands of technology, equity and assessment.

14. TNT Course Sequence:Final Semester STEP 1 (Grades 3-5) & STEP 2 (Grades 6-8) Knowing and Learning in Math and Science Classroom Interactions (Grades 9-12) Project-Based Instruction (Grades 9-12) Functions and Modeling (math majors only) Research Methods (science majors only) Perspectives on Science and Mathematics Major in Discipline & University Core Student Teaching & Student Teaching Seminar

15. TNT Course Sequence Introduction Course Sequence Recruiting Students Entrants’ Survey Challenges Conclusions STEP 1 (Grades 3-5) & STEP 2 (Grades 6-8) Knowing and Learning in Math and Science Classroom Interactions (Grades 9-12) Project-Based Instruction (Grades 9-12) Functions and Modeling (math majors only) Research Methods (science majors only) Perspectives on Science and Mathematics Major in Discipline & University Core Student Teaching & Student Teaching Seminar

16. What Is AVATAR?

17. Workforce Needs From: Achieve, Inc./American Diploma Project http://www.achieve.org/ADPNetwork

18. Educational Attainment and Rank Among States – Texas 2005 U.S. Census Bureau, 2005 ACS

19. Younger, Less Well Educated in Texas – Texas population with Associate Degree or Higher Report of The Select Commission on Higher Education and Global Competitiveness, January 2009

20. Closing the Gap by 2015 • Participation Add 630,000 more students • Success Award 210,000 more undergraduate degrees and certificates .

23. College and Career Readiness From: Achieve, Inc./American Diploma Project http://www.achieve.org/ADPNetwork

24. College Ready Graduates in Mathematics: State and Region Texas Education Agency (TEA) Academic Excellence Indicator System (AEIS)

26. Closing the Secondary and Postsecondary Student Success Gap How will secondary and postsecondary staff… • support the success of students graduating college-ready from high schools? • prepare smooth transitions to postsecondary education? • decrease the need for postsecondary developmental education?

27. AVATAR Project Goal • Facilitate secondary and postsecondary work groups to implement horizontal and vertical alignment of high school courses, lower division course higher education courses, and lower division course sequences in math, science, and ELA.

28. AVATAR Project Outcomes • Enhance the success of students graduating from high school college-ready and prepared for smooth transitions to postsecondary education without remediation. • Ensure alignment of course descriptions, learning outcomes, instructional strategies, and student and instructor expectations so that secondary students are prepared to enroll and succeed in postsecondary education at all levels

29. AVATAR Project Outcomes • Create secondary and postsecondary course templates aligned to the Texas Essential Knowledge and Skills (TEKS), State of Texas Assessments of Academic Readiness (STAAR) End-of-Course (EOC) Assessments, and Texas College and Career Readiness Standards (CCRS) in chemistry, ELA, and mathematics • Develop and deliver across the state alignment training workshops that are followed by technical assistance to help participants replicate AVATAR processes and activities in their regions

30. AVATAR Partners • University of North Texas P-16 Council • University of North Texas • Texas Woman’s University • Dallas County Community College District • North Texas Community College Consortium • Stephen F. Austin University • Collin College • Fort Worth Chamber of Commerce • Early College High School at Brookhaven College • Fort Worth Independent School District • Dallas Independent School District • Tarrant County College • Education Service Center Region 10 • Education Service Center Region XI

31. Group Activity • Read one of the science lessons written for use with high school students by TNT teacher candidates. The Texas Essential Knowledge and Skills associated with these lessons appear on the plans but not the College and Career Readiness Standards (CCRS). Select and enter on chart paper for sharing the mathematics and cross-disciplinary CCRS that are supported by the lesson assigned to your group. • The results showed that a variety of standards from these two groups were addressed.