1. TEA Science Safety Training for High School

    • CPE credit is 3
    • Subject: Science
    This course is a self-paced foundational training module for science safety at the high school level. The course provides high school science, science elective, and CTE teachers an opportunity to review safety policies, procedures, and responsibilities that pertain to instructional settings.
  2. TEA Science Safety Training for Elementary School

    • CPE credit is 3
    • Subject: Science
    Science Safety Training for Elementary School provides foundational training modules for science safety at the elementary school level. Participants must complete the six course lessons, all lesson activities, and a final test. Participants who successfully complete all modules and the assessment will earn three continuing professional education (CPE) credits.
  3. The Revised Math TEKS (Grades K–8): Achieving Fluency and Proficiency

    • CPE credit is 3
    • Subject: Math
    The goals for participation are to define computational fluency, automaticity, mathematical proficiency, and conceptual understanding; to examine the learning progressions for computational fluency; to make connections between computational fluency, mathematical proficiency, and the process standards; and to explore computational fluency and mathematical proficiency activities. CPE credit is 3.
  4. The Revised Math TEKS (Grades 9–12): Achieving Fluency and Proficiency

    • CPE credit is 3
    • Subject: Math
    The goals for participation are to define computational fluency, automaticity, mathematical proficiency, and conceptual understanding; to examine the learning progressions for computational fluency; to make connections between computational fluency, mathematical proficiency, and the process standards; and to explore computational fluency and mathematical proficiency activities. CPE credit is 3.
  5. The Revised Math TEKS (Grades K–8): Applying the Mathematical Process Standards

    • CPE credit is 3
    • Subject: Math
    The goals for participation are to become familiar with the revised mathematical process standards and compare them to the current underlying processes and mathematical tools, to explore resources on the Texas Gateway, and to amplify instructional tasks. CPE credit is 3.
  6. The Revised Math TEKS (Grades 9–12): Applying the Mathematical Process Standards

    • CPE credit is 3
    • Subject: Math
    The goals for participation are to become familiar with the mathematical process standards and compare them to the current underlying processes and mathematical tools, to explore resources on the Texas Gateway, and to amplify instructional tasks. CPE credit is 3.
  7. The Revised Math TEKS (Grades K–8): Completing the Gap Analysis

    • CPE credit is 3
    • Subject: Math
    The goals for participation are to become familiar with the focal points and TEKS comparison documents, to examine how to use the documents to improve overall mathematics instruction, and to explore vertical alignment of mathematical concepts and processes. CPE credit is 3.
  8. The Revised Math TEKS (Grades 9–12): Completing the Gap Analysis

    • CPE credit is 3
    • Subject: Math
    The goals for participation are to study the revised TEKS; to explore curriculum and instructional gaps in student learning for the 2015–2016 implementation; to explore vertical connections; to explore instructional implications for student cohorts, including those students entering Algebra I who received instruction in grade 8 revised TEKS; and to create an action plan for the transition to the revised TEKS. CPE credit is 3.
  9. TEA Science Safety Training for Middle School

    • CPE credit is 3
    • Subject: Science
    This self-paced course is a foundational training module for science safety at the middle school level. The course provides middle school teachers an opportunity to review safety policies, procedures, and responsibilities that pertain to instructional settings. This course is designed to supplement a district or campus-led safety training that also includes hands-on training with safety equipment such as eye wash stations, fire blankets, lab equipment, etc. Districts and campuses should also plan for hands-on practice with students as they learn safety procedures in the science classroom. This course is managed by Region 4 (101-950): Texas Education Service Center. CPE credit is 3.
  10. Science Academies for Grades K–4, Part 1

    • CPE credit is 12
    • Subject: Science
    The Science Academies for Grades K–4, Part 1 provides pedagogical and content knowledge support for elementary science teachers.
  11. The Revised Math TEKS (Grades K–8) with Supporting Documents

    • CPE credit is 3
    • Subject: Math
    The goals for participation are to become familiar with the focal points and the TEKS comparison documents, to examine how to use the documents to improve overall mathematics instruction, and to explore vertical alignment of mathematical concepts and processes within the Revised TEKS (2012). CPE credit is 3.
  12. The Revised Math TEKS (Grades 9–12) with Supporting Documents

    • CPE credit is 3
    • Subject: Math
    The goals for participation are to become familiar with the revised TEKS and the TEKS comparison documents, to examine how to use the documents to improve overall mathematics instruction, and to explore vertical alignment of mathematical concepts and processes within the revised TEKS. CPE credit is 3.
  13. Study Edge Physics

    • Subject: Science

    In Physics, students will conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behavior of waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical thinking skills (TAC §112.39(b)(1)).

    This video book is brought to you by TEA and Study Edge. It may be used to teach an entire Physics course or to supplement traditional Physics textbooks.

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

    Please provide feedback on Study Edge's open-education-resource instructional materials.

  14. Study Edge Chemistry

    • Subject: Science

    In Chemistry, students will conduct laboratory and field investigations and make informed decisions using critical thinking and scientific problem solving. Students will study a variety of topics that include characteristics of matter, use of the Periodic Table, development of atomic theory and chemical bonding, chemical stoichiometry, gas laws, solution chemistry, thermochemistry, and nuclear chemistry. Students will investigate how chemistry is an integral part of our daily lives (TAC §112.35(b)(1)).

    This video book is brought to you by TEA and Study Edge. It may be used to teach an entire Chemistry course or to supplement traditional Chemistry textbooks.

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

    Please provide feedback on Study Edge's open-education-resource instructional materials.

  15. Study Edge Precalculus

    • Subject: Math

    Precalculus is the preparation for calculus. The course approaches is designed to strengthen and enhance conceptual understanding and mathematical reasoning used when modeling and solving mathematical and real-world problems. Students systematically work with functions and their multiple representations. Precalculus can deepen students' mathematical understanding and fluency with algebra and trigonometry and extends their ability to make connections and apply concepts and procedures at higher levels. Students will investigate and explore mathematical ideas, develop multiple strategies for analyzing complex situations, and use technology to build understanding, make connections between representations, and provide support in solving problems (TAC §111.42(b)(3)).

    This video book is brought to you by TEA and Study Edge. It may be used to teach an entire Precalculus course or to supplement traditional Precalculus textbooks.

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

    Please provide feedback on Study Edge's open-education resource instructional materials.

  16. TEA AP® Biology

    TEA AP® Biology

    • Subject: Science

    AP® Biology covers the scope and sequence requirements of a typical two-semester biology course for AP® students. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. AP® Biology was designed to meet and exceed the requirements of the College Board’s AP® Biology Framework, while allowing significant flexibility for instructors. Each section of the book includes an introduction based on the AP® curriculum as well as rich features that engage students in scientific practice and AP® test preparation. It also highlights careers and research opportunities in the biological sciences. Content requirements for AP® Biology are prescribed in the College Board Publication Advanced Placement Course Description: Biology, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.62).

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

  17. Study Edge Statistics

    • Subject: Math

    In Statistics, students build on the mathematics knowledge and skills from Kindergarten–grade 8 and Algebra I, broadening their knowledge of variability and statistical processes. Students will study sampling and experimentation, categorical and quantitative data, probability and random variables, inference, and bivariate data. Students will connect data and statistical processes to real-world situations and extend their knowledge of data analysis (TAC §111.47(b)(3)).

    This video book is brought to you by TEA and Study Edge. It may be used to teach an entire Statistics course or to supplement traditional Statistics textbooks.

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

    Please provide feedback on Study Edge's open-education-resource instructional materials.

  18. TEA AP® Physics 1

    TEA AP® Physics 1: Algebra-Based

    • Subject: Science

    AP® Physics is the result of an effort to better serve teachers and students. The textbook focuses on the College Board’s AP® framework concepts and practices.

    The AP® Physics curriculum framework outlines the two full-year physics courses AP® Physics 1: Algebra-Based and AP® Physics 2: Algebra-Based. These two courses focus on the big ideas typically included in the first and second semesters of an algebra-based, introductory college-level physics course. They provide students with the essential knowledge and skills required to support future advanced coursework in physics. The AP® Physics 1 curriculum includes mechanics, mechanical waves, sound, and electrostatics. The AP® Physics 2 curriculum focuses on thermodynamics, fluid statics, dynamics, electromagnetism, geometric and physical optics, quantum physics, atomic physics, and nuclear physics. AP® Science Practices emphasize inquiry-based learning and development of critical thinking and reasoning skills. Inquiry-based learning involves exploratory learning as a way to gain new knowledge. Students begin by making an observation regarding a given physics topic. Students then explore that topic using scientific methodology, as opposed to simply being told about it in lecture. In this way, students learn the content through self-discovery rather than memorization. 

    The AP® framework has identified seven major science practices, which are described using short phrases that include using representations and models to communicate information and solve problems, using mathematics appropriately, engaging in questioning, planning and implementing data collection strategies, analyzing and evaluating data, justifying scientific explanations, and connecting concepts. The AP® framework’s Learning Objectives merge content with one or more of the seven science practices that students should develop as they prepare for the AP® Physics exam. Each chapter of AP® Physics begins with a “Connection for AP® Courses” that explains how the content in the chapter sections align to the Big Ideas, Enduring Understandings, Essential Knowledge, and Learning Objectives of the AP® framework. These sections help students quickly and easily locate where components of the AP® framework are covered in the book, as well as clearly indicate material that, although interesting, exceeds the scope of the AP® framework. Content requirements for AP® Physics are prescribed in the College Board Publication Advanced Placement Course Description: Physics, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.64) and (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.65).

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

  19. TEA AP® Physics 2

    TEA AP® Physics 2: Algebra-Based

    • Subject: Science

    AP® Physics is the result of an effort to better serve teachers and students. The textbook focuses on the College Board’s AP® framework concepts and practices.

    The AP® Physics curriculum framework outlines the two full-year physics courses AP® Physics 1: Algebra-Based and AP®  Physics 2: Algebra-Based. These two courses focus on the big ideas typically included in the first and second semesters of an algebra-based, introductory college-level physics course. They provide students with the essential knowledge and skills required to support future advanced coursework in physics. The AP® Physics 1 curriculum includes mechanics, mechanical waves, sound, and electrostatics. The AP® Physics 2 curriculum focuses on thermodynamics, fluid statics, dynamics, electromagnetism, geometric and physical optics, quantum physics, atomic physics, and nuclear physics. AP® Science Practices emphasize inquiry-based learning and development of critical thinking and reasoning skills. Inquiry-based learning involves exploratory learning as a way to gain new knowledge. Students begin by making an observation regarding a given physics topic. Students then explore that topic using scientific methodology, as opposed to simply being told about it in lecture. In this way, students learn the content through self-discovery rather than memorization. 

    The AP® framework has identified seven major science practices, which are described using short phrases that include using representations and models to communicate information and solve problems, using mathematics appropriately, engaging in questioning, planning and implementing data collection strategies, analyzing and evaluating data, justifying scientific explanations, and connecting concepts. The AP® framework’s Learning Objectives merge content with one or more of the seven science practices that students should develop as they prepare for the AP® Physics exam. Each chapter of AP® Physics begins with a “Connection for AP® Courses” that explains how the content in the chapter sections align to the Big Ideas, Enduring Understandings, Essential Knowledge, and Learning Objectives of the AP® framework. These sections help students quickly and easily locate where components of the AP® framework are covered in the book, as well as clearly indicate material that, although interesting, exceeds the scope of the AP® framework. Content requirements for AP® Physics are prescribed in the College Board Publication Advanced Placement Course Description: Physics, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.64) and (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.65).

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

  20. TEA Physics

    TEA Physics

    • Subject: Science

    Physics covers the scope and sequence requirements of a typical one-year physics course. The text provides comprehensive
    coverage of physical concepts, quantitative examples and skills, and interesting applications. Physics has been
    designed to meet and exceed the requirements of the relevant Texas Essential Knowledge and Skills (TEKS), while allowing
    significant flexibility for instructors. Content requirements for Physics are prescribed in “Chapter 112. Texas Essential Knowledge and Skills for Science, Subchapter C. High School, 112.39. Physics, Beginning with School Year 2010-2011 (One Credit)”
    (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112c.html#112.39).

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.