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Secondary Texas Performance Standards Projects

UISD Department of Advanced AcademicsMario Rosales, Director

Lisa M. Dunn‐Flores, GT Coordinator

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Legal Basis‐Texas State Plan for the Education of Gifted/Talented Students

• Provisions from the Texas State PlanService Design:In Compliance 2.2C:Gifted/talented students are ensured opportunities to work together as a group, work with other students, and work independently during the school day as well as the entire school year as a direct result of gifted/talented service options (19 TAC §89.3(1)).

http://www.tea.state.tx.us/index2.aspx?id=64202

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• Provisions from the Texas State PlanService Design:Recommended 2.2R:Flexible grouping patterns and independent investigations are employed in the four (4) foundation curricular areas.

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• Provisions from the Texas State PlanCurriculum and Instruction:In Compliance 3.2C:A continuum of learning experiences is provided that leads to the development of advanced‐level products and/or performances such as those provided through the Texas Performance Standards Project (TPSP) (19 TAC §89.3(2)).

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• Provisions from the Texas State PlanCurriculum and Instruction:Recommended 3.2R:Participation in the Texas Performance Standards Project (TPSP), or other experiences that result in the development of sophisticated products and/or performances that are targeted to an audience outside the classroom, is available through gifted/talented curricula.

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House Bill 5 Section 46

• SCHOOL DISTRICT EVALUATION OF PERFORMANCE IN COMMUNITY AND STUDENT ENGAGEMENT; COMPLIANCE

• Service Design/Curriculum & Instruction• Unacceptable, Acceptable, Recognized, Exemplary

Vision

GT students are actively engaged in the research process and respond to their studies with “[wonder] and awe” (Costa and Kallick). GT projects result in products and performances that are thought‐provoking and polished.

Source: Describing 16 Habits of Mind

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Texas Performance Standards Projects

http://www.texaspsp.org/8


• The Texas Performance Standards Project (TPSP) provides a structure for students to perform on challenging projects.

• All projects should reflect quality work by gifted students in the Texas K‐12 public school system as defined by the Texas State Plan for the Education of Gifted/Talented Students.

• The TPSP consists of research‐based standards and an accompanying assessment system that captures the high levels of achievement that gifted/talented students are able to exhibit.

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• TPS Projects originated at the fourth, eighth, and exit levels.

• Tasks for every grade level have since been added.• Information on the TPSP can be found at http://www.texaspsp.org/

• The website contains resources, including tasks, methods of assessment and rubrics, guides to success, forms, glossary of terms, and sample student projects.

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Texas Performance Standards ProjectsImplementation:• Phase I, Learning Experiences, is a suggested series of TEKS‐based

lessons and performances to be used in large groups, in small groups, and/or individually. Phase I allows students to work with advanced content and processes through a discipline‐based research model. Phase I is developmental and formative.

See Resource Active Learning Systems’ IIM Independent Investigation Method Teacher Manual and CD: 7 Easy Steps to Successful RESEARCH for Students in K‐12

http://www.texaspsp.org/resources/guides‐to‐success.phphttp://www.texaspsp.org/resources/colef.php

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Texas Performance Standards ProjectsMS

• In Phase II, Independent Research, students utilize and extend their learning from Phase I to develop a product. The product provides students with opportunities to synthesize learning, apply knowledge to a novel situation, and provide an advanced, high‐quality demonstration of the student's knowledge and skills.

• Each campus determines the best avenues for project participation. However, in order for students to have the necessary support to complete their projects, each campus is encouraged to complete the learning experiences and independent research as described in each of the project descriptions. Two or three students may collaborate in Phase I and/or Phase II. When there is collaboration, each student's individual learning must be documented.

• http://www.texaspsp.org/middleschool/middle‐school‐tasks.php• Reference: UISD Campus Implementation Plan

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Texas Performance Standards ProjectsHS

• The scientific research design and magnet specialty course teachers are responsible for teaching the research process, and the problems/solutions teachers are responsible for reinforcement.

• In Phase II, Independent Research, students utilize and extend their learning from Phase I to develop a product. The product provides students with opportunities to synthesize learning, apply knowledge to a novel situation, and provide an advanced, high‐quality demonstration of the student's knowledge and skills.

• http://www.texaspsp.org/highschool/high‐school.php• Reference: UISD High School Texas Performance Standards Project

Implementation Form13


• In the event that students decide to work in groups of two or three, those students must remain together until the project is complete and all components of the Texas Performance Standards Projects are accomplished.

• Student groups may not be changed throughout the year (the same group must remain together for Science Fair purposes).

• INTEL ISEF Document Library• http://www.societyforscience.org/page.aspx?pid=282

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Texas Performance Standards ProjectsProject Components for Scoring (See Rubrics)• Research Process• Product • Communication‐ Includes presentation of projects at District Science Fair or on campus (for projects that are not science‐based) for possible DAP Measure and Q&A session

• Source:• http://www.texaspsp.org/middleschool/assessment/Middle_School_Rubric.pdf• http://www.texaspsp.org/highschool/assessment/Exit_Rubric.pdf

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Four Foundation Curricular Areas

• Emphasis on four foundation curricular areas: research‐based projects will enable teachers and students to target these areas for which middle school GT students are heterogeneously grouped.

• Middle School GT students will be identified in the advanced middle school courses.

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Middle School Project Implementation Guidelines

• One project per year, including product, presentation, and question/answer session among peers

• Products and performances are to be showcased for the public at the campus or district science fair.

• GT students will be enrolled in the advanced middle school courses.

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HS TPSP Options at UISD• GT magnet students work on research‐based projects through

respective magnet specialty courses.• GT non‐magnet sophomores take an introductory scientific

research design course (SRD I) to develop diverse research‐based projects.

• GT non‐magnet juniors take a two‐course sequence consisting of:

1. SRD II and problems and solutions2. Securities and Investments and problems and solutions3. Fine arts course (art, band, dance, theatre arts) and

problems and solutionsEach campus principal shall assemble an interdisciplinary team to provide support for students working on TPSP projects.

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•The structure and contents of the TPSP serve as a model. •Performance Standards Projects are not intended to be the sole source of curriculum. •SRD, Problems/Solutions, securities and investments, fine arts, magnet specialty teachers, and other campus personnel are encouraged to be innovative and creative in refining, assigning, and implementing projects.http://www.texaspsp.org/resources/instructional‐strategies.php

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Middle School Texas Performance Standards Projects

• Rites of Passage, 7th grade• Students will choose a Texas Native American or immigrant group and study that group’s rites of passage. They will compare and contrast those rites of passage with their own contemporary experiences. Then students will look at rites of passage across generations within their own families from sources including an interview. In their final products, they will predict how rites of passage will be different 100 years from now.

Source: http://www.texaspsp.org/middleschool/tasks/MS_7_Rites.pdf 23

Problem‐Solution DesignProblem‐Solution is an appropriate design for science or social studies investigations.For example,Problem: Obesity or diabetes in the communitySolution: Lifestyle changes (including modifications in diet, exercise) with data supporting conclusions[Extensions: A cookbook with recipes for traditional dishes using healthier, low calorie ingredients; a brochure or article for publication; a new sport or game; learning center] 7th Grade TPSP Task

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Sample Texas Performance Standards Project

Lifestyles of the Fit and Famous, Grade 7 This task will generate awareness of healthy lifestyle choices among students and community members. Students will begin by looking at a sport or a sports figure and analyzing the important aspects of math and science in that sport (e.g., the physics behind different pitches in baseball). Students will also investigate the social implications of participating in sports. Finally, they will conduct an in‐depth investigation of a chosen health issue. Source: http://www.texaspsp.org/middleschool/tasks/MS_7_Sports.pdf

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Lifestyles of the Fit and Famous, Grade 7 Sample Product and Presentation Ideas

Final Product Options:Science project in accordance with science fair guidelines‐a student may conduct an investigation of caloric intake in various age and weight groups in the community.Communication:The student will present his/her project at the science fair.

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What’s the Diagnosis?: Historical and Physical Impacts of Disease,

TPSP High School Science What’s the Diagnosis? is a science unit that allows students to explore the physical and historical effects of viruses and diseases. Final Product Option: Students will make a formal presentation as if they are experts on the disease they researched and discuss its history, ways to fight the disease, what could hinder this progress, ethical issues in researching and fighting the disease, and economic impacts of the disease.Communication: Formal presentation, as if at a conference, which includes audience questions. ‐Presentation of project 28

What’s the Diagnosis?: Historical and Physical Impacts of Disease,

TPSP High School Science

A completed project consists of :• Research proposal• Research log/journal, note cards, and/or resource process sheets, abstract

• The product, including works cited• A videotape or audiotape of the class presentation, including the Q&A session

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Project ComponentsEvery project should contain:• An original title• A purpose/goal(s)• Description of the product/Abstract• Process record documenting student learning (This may include an outline, a log, a journal, notes of mentor meetings, weekly progress reports, and/or bibliography.)

• Public presentation30

Support System• Community partnerships (guest speakers and mentors)‐SRD,

Problems/Solutions, Securities and Investments, and fine arts teachers are responsible for assisting in recruiting mentors and facilitating mentorships.

• Resources for research (books, magazines, articles, internet, supplies, etc.)

• International Science and Engineering Fair (ISEF) website for science project support and sample abstracts: http://www.societyforscience.org/isef

• Campus Interdisciplinary Team (composed of teachers from various content areas)

• Instructional Coordinators may provide assistance upon request.

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Community Partnership

• Mentors are people from the community working in fields related to student projects. Mentors work with students during the research phase.

• Students may observe in the field (indemnity form required) with mentors while enrolled in problems/solutions, securities and investments, or fine arts course. Field experiences should be documented (signatures acquired from mentor and teacher) and periodically checked by the problems/solutions teacher.

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Criteria for Showcasing Products/Performances

• Products/performances have been assessed with a rubric by the problems/solutions, securities and investments, fine arts, or magnet specialty teacher.

• Products consist of final products that have been “polished” and are representative of a high level of achievement.

• Performances have been practiced (presentation before peers and teacher, possibly for parents/community members).

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Criteria for Showcasing Products/Performances

• Products show that “the student’s understanding of underlying themes and principles of the discipline is well beyond expectations for [grade level]” (Teacher Scoring TEA TPSP 2006).

• “When presented with new information, the student notes several significant connections, patterns, and trends and identifies relationships among them” (TEA TPSP 2006).

• “The final product is organized and basically sound” (TEA TPSP 2006).

Source: Texas Education Agency Texas Performance Standards Project Teacher Scoring Scale34

Middle School

SRD I/II

Studio Art

Theater Arts

Resources• OWL at Purdue: http://owl.english.purdue.edu/

Documenting and Citing Research• Instructional Support Form‐signed by principal for Coordinator assistance

• Intel ISEF Home Page:http://www.societyforscience.org/isef/

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Open Forum

• Questions• Comments• Concerns

• Ideas to Share

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Quotes of the Day

“Never before in history has innovation offered promise of so much to so many in so short a time.” –Bill Gates

“Innovation is the central issue in economic prosperity.” –Michael Porter

"You cannot swim for new horizons until you have courage to lose sight of the shore. " —William Faulkner

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Contact Information

UISD Department of Gifted/Talented and Advanced Academics

• Mario Rosales, Director [email protected]• Lisa M. Dunn‐Flores, GT Coordinator [email protected]

• Melva del Corral and Janet Vargas [email protected]; [email protected]

(956)473‐5244 or (956)473‐2160

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