“The goal of the Roscoe Collegiate P-20 System
Model for Student Success is to develop a
collaborative, sustainable and replicable model
for breaking the generational poverty cycle
through higher education (EARLY COLLEGE),
while supplying critical agricultural STEM
workforce shortage areas that will be critical to
meeting the daunting challenge of feeding and
clothing 9 billion people on the planet by 2050
(STEM ACADEMY).”
(Roscoe Collegiate STEM Advisory Committee, April 2012)
Mission Statement
• As a national leader in college and career readiness, Roscoe
Collegiate has assumed many additional responsibilities that require
the District to be an open enrollment public school of choice that
will agree to educate any student/parent desiring what we offer:
1) SB 1557, 82nd Legislature, 2011, authorized the Texas High
Performance School Consortium, for which I am the rural
representative on its steering committee & now co-chair.
2) HB 2804, 84th Legislature, 2015, authorized the 15 member Texas
Commission on Next Generation Assessment & Accountability,
for which I was the THPSC delegate appointed by Lt. Governor.
3) HB 1842, 84th Legislature, 2015, authorized the District of
Innovation Designation, for which Roscoe Collegiate ISD is one of
the rural designees.
Implications for State/National Model?
“The main thing it’s gonna take to get
this done is some ole fashion country
GRIT and a bunch of it!”
(Briers, Texas A&M University, The Borlaug Foundation, Global
Consulting Solutions, 2013)
Is This Task Doable?
“The world is becoming increasingly
complex.”
(Shinn, Texas A&M University, The Borlaug Foundation, 2004)
“Things that do not change, tend to stay
the same.”
(Shinn, Texas A&M University, The Borlaug Foundation, Global
Consulting Solutions, 2014)
Why Change Now?
“A high school diploma is no longer a
reliable ticket to a decent living. In an
era of computers and instant access to
information, problem solving,
teamwork, and communication skills are
essential for personal and national
success.”
(City, Elmore, Fiarman, and Leitel, Harvard GSE)
Is the K-12 Model Still Working?
“Average is officially over!”
“If all you ever do is all you’ve ever
done, then all you’ll ever get is all you
ever got!”
(Thomas Friedman, Globalization of Higher Education Summit, 2014)
Is the K-12 Model Still Working?
“The definition of stupid is to keep on
doing the same ole thing and expect a
different result!”
(Jeff Foxworthy, Country philosopher)
Is the K-12 Model Still Working?
“The population of Texas is projected to double by 2040. Ninety
percent of that new growth will be low-socioeconomic.” - (Judge
Scott McCowan, 2005)
“As Texas’ population swells from 26 million residents today, to 55
million by the year 2055, 33 million (60%) will be Hispanic and 40
million (nearly 75%) low-socioeconomic.” - (The Real Estate Center
at Texas A&M University, 2014)
“Only 9% of students from low income families go beyond a high
school diploma.” - (Mortenson, 2007)
Changing Face of Texas?
2010-2011 ENROLLMENT IN TEXAS PUBLIC SCHOOLS
GROUP 2013-2014 2014-2015 CHANGE
African American 652,719 660,952 + 8,233
American Indian 20,225 21,480 +1,255
Asian 189,906 202,229 + 12,323
Hispanic 2,668,315 2,722,272 +53,957
Pacific Islander 6,801 7,112 +311
White 1,517,293 1,515,553 (- 1,740)
Multiracial 96,668 102,467 + 5,799
Eco Disadvantaged 3,096,050 3,073,300 (-22,750)
All Students 5,151,925 5,232,065 + 80,140
(Texas Education Agency, March 2016)
Texas Public Schools Enrollment Shift
“Some say we can’t fix education until we
fix poverty. It’s exactly the opposite; we
can’t fix poverty until we fix education.”
(Kati Haycock, keynote address, 2010 Education Trust Dispelling
the Myth Conference)
Addressing Poverty
“Two things that help one move out of poverty
are education and relationships.”
“In order to learn, an individual must have a
structure inside his/her head to accept
learning – Increasingly, students, mostly from
poverty, are coming to school without the
cognitive strategies.”
(Payne, 2005)
Understanding Poverty
The Rural Dilemma?
“There are 834,000 rural K-12 students in Texas, which
is almost 10% of the total K-12 enrollment.”
“Approximately 43% of the rural K-12 student
population is considered low income.”
“Only 20% of the 2012 high school graduating class in
Texas will end up earning any kind of postsecondary
credential.”
(The Bush School of Government & Public Service, Texas A&M University, 2014)
The 60x30TX Plan
“The goal is to have 60% of Texans between the ages of 25-34
hold some kind of degree or postsecondary certification by the
year 2030. The number right now is 38%...
Currently, the highest levels of education in any age group are
Texans from age 55-64 (5th in the world)…
The current 25-34 age group (25th in the world)…It shows a wide
disparity in degree attainment between children born into poverty
and children born into medium and high income families.”
(Bill Hammond for The San Antonio Express, Sunday, September 6, 2015)
“A perception that the standard high school lacks
relevance is the usual reason given for dropping out. In
fact, the curricular offerings of the standardized,
bureaucratized high schools do tend to be isolated
subject matters with an emphasis on rote memory and
with a student management system focusing on
compliance with authority.
This model dates back to a time
when the factory was the major
metaphor for organizations.”
Rigor Without Relevance?
(The Future of Secondary Education, Knutson, 1999)
Daniel-wong.com
“I don’t know of many jobs where the employees
go to work taking multiple choice tests all day.”
(Mike Moses, Former Commissioner, TEA, 2013)
“We’ve got too many high school graduates
walking around that ‘can’t do diddly and don’t
know squat’. We must address the college
readiness issue.”
(Judge Scott McCowan, 2005)
Factory Model Schools?
As difficult as it is to identify the problem,
that’s the easy part.
The real challenge is developing a solution!
School Transformation?
EARLY COLLEGE / STEM ACADEMY
Early College
AVID
Common Instructional Framework
Instructional Coaches, Common Planning,
Teacher Observations
Instructional Rounds
The Third 90
Project Based Learning (T-STEM)
Solutions
• Early College students are significantly more likely
to graduate from high school than comparison
students.
• Early College students are significantly
more likely to enroll in college than
comparison students.
• Early College students are significantly
more likely to earn a college degree than
comparison students.
(American Institute for Research, 2013)
Early College Impact?
Early College
2014 Median Weekly Earnings Per Education Level
• $1,639 – Professional Degree
• $1,591 – Doctoral Degree
• $1,326 – Master’s Degree
• $1,101 – Bachelor’s Degree
• $ 792 – Associate’s Degree
• $ 741 – Some College, No Degree
• $ 688 – High School Diploma
• $ 488 – No High School Diploma
(U.S. Bureau of Labor Statistics, Dallas Business Journal, 2015)
Early College Impact?
Early College
2014 Unemployment Rates Per Education Level
• 1.9 % – Professional Degree
• 2.1 % – Doctoral Degree
• 2.8 % – Master’s Degree
• 3.5 % – Bachelor’s Degree
• 4.5 % – Associate’s Degree
• 6.0 % – Some College, No Degree
• 6.0 % – High School Diploma
• 9.0 % – No High School Diploma
(U.S. Bureau of Labor Statistics, Dallas Business Journal, 2015)
Early College Impact?
Early College
Agricultural Workforce Data
Nearly 60,000 High-Skilled Agriculture Job Openings Expected
Annually in U.S., Yet only 35,000 Graduates Available to Fill Them
“There is incredible opportunity for highly-skilled jobs in agriculture”, said
Vilsak. “Those receiving degrees in agricultural fields can expect to have
ample career opportunities…they will also have the satisfaction of working in
a field that addresses some of the world’s most pressing challenges. These
jobs will only become more important as we continue to develop solutions to
feed more than 9 billion people by 2050.”
• Job opportunities in STEM areas are expected to grow. Expect the
strongest job market for plant scientists, food scientists, sustainable
biomaterials specialists, water resources scientists and engineers,
precision agriculture specialists, and veterinarians.
(One of the Best Fields for New College Graduates?, The Cattleman, September 2015)
“The world faces many complex challenges in
2014, and our nation continues to look to its
land grant universities to find solutions for
feeding our world, protecting our environment,
Improving our health, enriching our youth, and
growing our economy”.
(Five Grand Challenges for the Nations Land Grant Universities, Dr. Mark Hussey,
Vice Chancellor and Dean for Agricultural and Life Sciences, Texas A&M
University, 2014)
P-20 Alignment of Pathways
RCHS/WTC STEM Pathways
Track 1: Biomedical Science
• Clinical: pre-professional animal & human health
• One Health: animal & human global health, food safety, disease control
• Laboratory: animal, human & plant biotechnology research
• Business: animal & human health care administration
Track 2: Engineering
• Research & Design: computer engineering & product design
• Application & Build: mechanical engineering
UAV Flight Technology: pilot training
• Business: marketing and sales•
Support Structures:
STEM Models
State Model
• Temple BioScience Institute,
Temple, TX
• Located on Scott and White
Hospital’s West Campus
• Focus on science, biotechnology,
research, and medical fields
• Students engaged in real-world,
project-based curriculum
National Model
• Blue Valley Schools Center for
Advanced Professional Studies,
Overland Park, KS
• Students paired with mentors to
learn problem solving, time and
project management, business
ethics, and self-discipline
• Focus on bioscience, business,
engineering, and human services
• Profession-based learning
approach
Support Structures: Partnerships
Western Texas College
Angelo State University
Texas A&M University
Texas Tech University
Texas A&M Agrilife Extension/Research
Collegiate Chiropractic & Wellness Center
Collegiate Edu-Vet (Mitchell Co. Vet Clinic/INOVA/Hoofstock Genetics)
Collegiate Edu-Drone (Strat-Aero International/3D Robotics/New Amsterdam Global)
Central Rolling Plains Cooperative
Crop Production Services
Sanders Inc.
Monsanto
ASCO
Roscoe City Government
Nepris/Silverback learning/Global Consulting Solutions
Educate Texas
Promote Texas industries and occupations through
applied and other learning opportunities for students
“Students must have a better understanding of the
relevance of their academic work and insights on what
opportunities are available to them… TEA, THECB,
TWC and partners should: ($5million)
• Launch a new partnership with employers, colleges,
early college high schools and universities that offer
paid student internships…
• Increase the number of apprenticeship opportunities
Paid Student
Apprenticeship?
(Tri-Agency Recommendation, November, 2014)
• A challenge for rural settings- providing lab
based, real world apprenticeship experiences!
• The Veterinary Science Certificate Program is an
endorsement program (500 + hour apprenticeship) that is
already in place in high schools across Texas and the United
States, which has the potential to satisfy career path
preparation for agriculture, business, education, health care,
research, & technology.
• The Engineering Certificate Program is an endorsement
program (500+ hour apprenticeship) that is currently under
development that will have the potential to satisfy career path
preparation for agriculture, architecture, business,
construction, education, engineering, research, & technology.
Apprentice Opportunities?
90% of students will:
• Earn an Associate Degree
• Earn STEM Endorsement
(Biomedical or Engineering)
All students will:
• Conduct collaborative
research and develop a
capstone poster using the
research process
• Develop an evidence
based portfolio with
research conclusions and a
rubric of measurable gains
Multiple Measures of Accountability
College and Workforce Ready Students
The Affect of Environmental Temperature On the Presence of Sipha Flava on Johnson Grass
Abstract To determine if Sugarcane Aphids are surviving the winter, four overwinter cages with Johnson Grass were populated with the aphids, and were set up widely across the Texas Rolling Plains with each cage in 1 of 4 different locations. Data was collected by having four temperature sensors set up at each cage with two sensors on top of the ground, and two buried two inches beneath the ground. Weekly observations to determine the aphid presence were made. Each temperature sensor sent data to the AgriLife Extension Center in Lubbock, Texas which was reviewed to see how many nights the temperature was below 0˚C and was above 21̊ C. This data could be used to determine a threshold for a base-spraying regimen in order to defend the crops until the natural predators of the aphids appear. Our data suggests that the aphids reappeared and were present at the sheath of the Johnson grass when the temperature reached above 21̊ C.
Introduction The sugarcane aphid, Sipha Flava, is a pest of grain sorghum and forage sorghum in the Southern U.S. The aphids originally only fed on sugarcane in the United States. The SCA was found for the first time feeding on sorghum in the great plains of Texas in 2013 (Reed, 2014). This biotype of the SCA comes from a new introduction into the US. The aphids are pale yellow, gray or tan. The tailpipes, feet, and antennae are black. The aphid feeds only on the underside of sorghum leaves. SCA produce large amounts of honeydew which collect on leaves, leaving them sticky and shiny. According to a report published by the Agrilife Extension all SCA are female, and give birth to live young. The sugarcane aphid population can increase rapidly from 50 SCA to 500 SCA per leaf in 2 weeks (Trionnaire, 2008). SCA host plants are Sudan grass sorghum, Sudan hybrids, and Johnson grass (Nuessly, 2005). In order to manage the SCA infestation some practices are recommended; use of insecticides (Sivanto 200 SL, and Transform WG), seed treatments (Neonicotinoid), benefical insects (Lady Beetles, the warp Lysiphlebus testaceipes), and harvest aid chemicals (Glyphosate and Sodium Chlorate) (The Universi ty of Tennessee Institute of Agriculture 2015). I t was hypothesized that the chance of the Sipha Flava resurfacing increases as the temperature increases.
Results
Materials & Methods To determine if sugarcane aphids (Sipha Flava) are surviving the winter, four sorghum production areas in the Texas Rolling Plains were selected. Four overwintering cages, one set in each region, were set on Johnson Grass, which is believed to be a host plant for sugarcane aphids while they survive the winter era. Four temperature monitors were used. The cage placed in Roscoe Tx was north of town off of the railroad tracks in a private location that is enclosed with old mechanical equipment. Observations were taken every two weeks; starting January 21st, and ending on March 31st.
Inferences On March 31, 2015, the aphids were seen and seemed to be plentiful. No eggs were present as all of the aphids were in a full adult stage. The aphid presence was evident when the temperature reached above at least 20˚C. I t was hypothesized that the chance of the Sipha Flava resurfacing increases as the temperature increases, specifically above 21̊ C. In previous experiments, it was unknown what hibernation or behavioral characteristics are being used for its survival through the harsh temperatures. I t is important to know when the aphids will resurface, so the aphid population wi l l be control led appropriately before damage can occur. I f the temperature is above 21̊ C, the aphids will resurface. However, what they use as a food source, if even necessary, is still unknown.
References Trionnaire, L, G., Hardie, J., Jaubert-Possamai, S., Simon, J-C., Tagu, D. (2008).
Shifting from clonal to sexual reproduction in aphids: physiological and developmental aspects. The Authors Journal compilation. 2008 Portland Press Ltd. Volume 100 (8), 441-451. 3
The University of Tennessee Institute of Agriculture. (2015, February 24). Sorghum— Thinking About Sugarcane Aphid Control in 2015. Retrieved from the UT Crop News & The University of Tennessee Institute of Agriculture website: http://news.utcrops.com
Nuessly, S.G. (2005). Yellow Sugarcane Aphid, Sipha Flava (Forbes) (Insecta: Hemiptera: Aphididae). UF IFAS Extension University of Florida, EENY354, 1-4.
Reed, B., Porter, P., & Bynum, E. (2014). The sugarcane aphid arrives on the High Plains. Texas A&M AgriLife Extension, Volume VI, issue 16, 1-3.
Acknowledgments We would like to thank Mr. Smith for graciously letting us use his lot for this experiment, without him this experiment would not have been possible. We would also like to thank Alfonso Islas, Patrick Porter, Charles Allen, and the Texas A&M Agrilife Extension for helping us conduct this project and supplying us with previous research and the tools used to make this experiment happen. Also, Roscoe Collegiate ISD, Region 14, Dr. Alexander, and the Roscoe staff for helping and supporting us throughout this whole process.
M. Buckley
Courtesy: Texas Agrilife Extension Center of Lubbock, Tx
Two inches deep inside cage
Courtesy: Texas Agrilife Extension Center of Lubbock, Tx
On the surface inside cage
February 27, 2016 March 31, 2016 March 31, 2016
University of Georgia Cooperative Extension
University of Georgia Cooperative Extension
Rick Grantham, Oklahoma State University
Materials & Methods
Two pairs of two paper towels still attached to each other were cut and laid
on top of each other, with the stating lines perpendicular from each other.
Then the paper towels were soaked with city water and then the water was
drained out. After this ten of the same seed variety were placed on the
paper towel, then the paper towels were rolled up and placed into a 16oz
styrofoam cup. This was done for the six different varieties of cotton seeds.
On each day after this, using an 80mL beaker, 20mL of the designated
water type; city water (treated with RO System), treated water (treated with
T6 Optimizer), or salt water (well water), was added to the cups. Cup
containing the different seeds were placed in the growth chamber
(Conviron CMP010), that was set to 25º Celsius with 24 hour daylight and
had 0 humidity
Introduction
According to Mauney, Salinity may be defined simply as the presence of
excessive concentrations of soluble salts (1986). However only soils that
contain quantities of salt that interfere with the rate at which crops grow is
classified as saline soil (Mauney, 1986). In most irrigation situations, the
primary water quality concern is salinity levels, since salts can affect both
the soil structure and crop yield. Salt accumulation is a major problem
since it causes the soil to became nonproductive. According to Mauney,
salinity problems in agriculture are usually confined to arid and semi-arid
regions where rainfall is not sufficient to transport salts from the plant root
zone (1986). There are companies that have claimed to have found a
solution on treating salty water. The TGH2o’s T6 Optimizer claims to be
effective in treating a wide range of irrigation waters including otherwise
unusable low said to brackish groundwater, as well as treating municipal
wastewater for irrigation yielding increased plant growth, density, and total
crop production ranging from 14.5% to 70% or more in highly saline
soils.There are different seed varieties that are tolerant to different water
types.It was hypothesized that the well water treated with the TGH2o’s
water will germinate the most seeds.
The effects of treated water on the seed varieties.
Avera
ge
of see
ds
ge
rmin
ate
d
0.00
2.25
4.50
6.75
9.00
Treated Water
1.251
4.75
3.25
9
7.25
PTP ATG DMP FMBSMB DWP
The effects of city water on the seed varieties.
Ave
rag
e o
f se
ed
s
germ
ina
ted
0
2.25
4.5
6.75
9
City Water
1.25
2.75
5.566
8.75
PTP ATG DMP FMB
SMB DWP
The effects of saline water on the seed varieties.
Avera
ge
of see
ds
ge
rmin
ate
d
0.00
2.25
4.50
6.75
9.00
Saline Water
5.5
2
6.75
4
8.758.25
PTP ATG DMP FMBSMB DWP
Graph 1: Shows the effects of saline water on the seed varieties. It shows that ATG
is the seed that had the highest germination rate. Graph 2: shows the effects of
treated water on the seed varieties. It also shows that ATG has the better
performance then the rest of the seed varieties. Graph 3: Shows the effects of city
water on the seed varieties. It shows that PTP has the greatest germination rate,
while DWP has the lowest germination rate. Graph 4: shows the effects of the
different types of seeds treated with the different types of water.
AbstractIn most irrigation situations, the primary water quality concern is salinity
levels, since salts can affect both the soil structure and crop yield. Salt
accumulation is a major problem since it causes the soil to became
nonproductive. There are companies that have claimed to have found a
solution on treating salty water. Six cotton seed varieties were
germinated with three different types of water that are believed to have
different salinity levels. The experiment was repeated twice for a total of
twenty-four days. Results showed that the seed variety that were
classified as resistant had a greater germination rate throughout the
three water treatments. In conclusion, the seed varieties played a bigger
role then the water treatments.
The effects of the different types of seeds treated with the different
types of water.
Ave
rag
e o
f see
ds
germ
ina
ted
0
2.25
4.5
6.75
9
Salt Treated City
PTP ATG DMP FMB
SMB DWP
Results
Effects of water salinity on the germination rate of different
cotton seed varieties grown in a growth chamber.
Graph 2Graph 1
Graph 4Graph 3
PTP - Phytogen 499 WRF - Tolerant ———— ATG - AlTex Nitro 4432 RF - Tolerant
DMP - Deltapine 1219 B2RF - Medium ———FMB - FiberMax 1944 GLB2 - Medium
SMB - Stoneville 4747 GLB2 - Medium ———DWP - Deltapine 1023 B2RF - Weak
M.Casas, T.Herrera, & A.Solis
Conclusion
AlTex Nitro 4432 RF is adapted to irrigated South Texas, Texas High
Plains, and Concho Valley. Since AlTex is adapted to irrigated Texas High
Plains water it had a greater germination rate when treated with saline
water and treated water (from High plains well water) then it did when
treated with city water, which is treated with a reverse osmosis system
(RO System). Phytogen 499 WRF is classified as tolerant and suited for
dryland and irrigated fields but not specific for Texas waters, it performed
at an average of 8.08 (the highest) germination rate throughout the
different water types. Although it was hypothesized that the well water
treated with the “Magic Box” TGH2o’s will germinate more seeds, Results
showed that the seed variety that were classified as resistant had a
greater germination rate throughout the three water treatments. In
conclusion, the seed varieties played a bigger role then the water
treatments.
Acknowledgements
This project was made possible thanks to Roscoe Collegiate ISD and
Board of Trustees. We would also like to thank Texas A&M Agrilife
Research and Extension Center San Angelo and Dr. David Drake
Associate Professor and Extension Specialist, Agronomy. We would like
to thank Monsanto for the donation of the growth chamber.
References
Abel, G. H., & MacKenzie, A. J. (1964). Salt Tolerance of Soybean Varieties (Glycine
max L. Merrill) During Germination and Later Growth. Crop Science, 4(2), 157-157.
Dong, H. (2012). Combating Salinity Stress Effects on Cotton With Agronomic
Practices. African Journal of Agricultural Research, 7, 4708-4715. Retrieved April
3, 2016, from http://www.academicjournals.org/AJAR
Fowler, J. L. (1986). Cotton Physiology (Ser. 1). Memphis, TN: The Cotton Foundation.
Effects of Salinity on Cotton Nitrogen Uptake and Assimilation of Urea Applied with N-
(n-Butyl) Thiophosoporic Triamide and Dicyandiaminde
Kawakami, E. M., Oosterhuis, D. M., & Snider, J. L. (2012). Nitrogen Assimilation
andGrowth of Cotton Seedlings under NaCl Salinity and in Response to Urea
Application with NBPT and DCD. Journal of Agronomy and Crop Science J Agro
Crop Sci, 199(2), 106-117. doi: 10.1111/jac.12002
Warrick, B. E., & Johnson, J. (2002, June). Cultural Practices. Retrieved December,
2015, from http://sanangelo.tamu.edu/extension/agronomy/agronomy-publications/
cotton-production-in-west-central-texas/
Chen, W., Hou, Z., Wu, L., Liang, Y., & Wei, C. (2009). Effects of salinity and nitrogen
on cotton growth in arid environment. Plant Soil Plant and Soil, 326(1-2), 61-73. doi:
10.1007/s11104-008-9881-0
DATE
Roscoe ISD
Roscoe
½” = 1’ EduDrone rev 3 customersignoff.cdr
Triple Click
10/09/2015KH
DESCRIPTION:
SALESPERSON:
DESIGNER:
JM
Education a Priority
“Learning is not compulsory…neither is survival.”
– W. Edwards Deming
“Without vision, the people perish.”
- Solomon
Are You Crazy?
“I get that question a lot, and my initial
response had always been an emphatic No!
However, now I truthfully answer, Yes,
somewhere between ½ and ¾, but it sure helps
me sleep better at night while in a state of
constant dilemma.”
- KA
Kim Alexander, Ed.D.
Superintendent
Roscoe Collegiate ISD
P.O. Box 579
Roscoe, Texas 79545
(325) 766-3629 (office)
(325) 236-5427 (cell)
Links
Alliance for Excellent Education www.all4ed.org
Blue Valley Schools Center for Advanced Professional Studies www.bvcaps.org
Educate Texas http://www.edtx.org/
Global Achievement Gap www.gse.harvard.edu/clg
Harvard Graduate School of Education http://www.gse.harvard.edu/
International Center for Leadership in Education www.leadered.com
Jobs For the Future www.jff.org
Reinventing Education www.schoolchange.org
The Leadership & Learning Center www.leadandlearn.com
Texas Bioscience Institute www.texasbioscienceinstitute.com
Tony Wagner, Global Achievement www.tasanet.org
University Park Campus School www.upcsinstitute.org
Where America Stands http://www.youtube.com/watch?v=Sem6XrROkee
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