Black History Month Inside This Edition - St Lucie ? Black History Month. Other countries around the

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  • February 2013 VOL. 2 ISSUE 5

    Black History Month Black History Month, or National African Ameri-

    can History Month, is an annual celebration of

    achievements by black Americans and a time for

    recognizing the central role of African Americans

    in U.S. history. The event grew out of Negro His-

    tory Week, the brainchild of noted historian

    Carter G. Woodson and other prominent African

    Americans. Since 1976, every U.S. president has

    officially designated the month of February as

    Black History Month. Other countries around the

    world, in-

    cluding Can-

    ada and the

    United King-

    dom, also

    devote a

    month to cel-

    ebrating

    black

    history.

    Curriculum, Instruction , and Assessment

    "Through collaboration, enhanced quality instruction will improve student achievement."

    Implementing the Common Core State Standards Action Briefs for the Roles of School Counselors, Elementary School Leaders, and Secondary School Leaders

    Implementing the Common Core State Standards: The Role of the Elementary School Leader Action Brief

    Implementing the Common Core State Standards: The Role of the Secondary School Leader Action Brief

    Implementing the Common Core State Standards: The Role of the School Counselor Action Brief

    Inside This Edition: Assessment Info: pp. 2 - 4 Physical Education: p. 4

    Literacy: pp. 5 - 7 ESOL Corner: pp. 8 - 9

    Math Concept Bytes: pp. 9 -10 Science: pp. 11 -13 Social Studies: p. 14

    SHINE: p. 15 Early Literacy: p. 15

    Ruby Paynes Rita Pierson PD: p. 16 UCF/FATE Conf. - CCSS PD: p. 17

    MTSS Elementary - p. 18 Tobacco Prevention Couse - p. 18

    Curriculum, Instruction , and Assessment

    Through collaboration , enhanced quality instruction will improve student achievement.

    http://www.achieve.org/publications/implementing-common-core-state-standards-role-elementary-school-leader-action-briefhttp://www.achieve.org/publications/implementing-common-core-state-standards-role-secondary-school-leader-action-briefhttp://www.achieve.org/publications/implementing-common-core-state-standards-role-school-counselor-action-briefkpa0406Stamp

  • For quick access to help on testing days, call 429-HELP. Your call will be quickly directed to administrative assistance

    or technical assistance based on your need.

    Schedule of Assessments Starting in April Assessment Begin Date End Date Purpose Grade/Semester Subject

    FCAT SSS Retake

    Exam Math

    4/8/2013 4/12/2013 Summative Grades 11, 12-

    Adult

    Math (SSS)

    FCAT 2.0 Retake

    Exam Reading

    4/8/2013 4/12/2013 Summative Grades 11, 12-

    Adult

    Reading (NGSSS)

    Act 4/13/2013 Acceleration High School

    grades 11 & 12

    College Readiness

    Test

    FCAT TESTING * 4/15/2013 4/26/2013 Summative See FCAT Daily Schedule in

    Training Materials

    VPK Assessment 4/15/2013 5/17/2013 Progress

    Monitoring

    VPK, Pre-K Pre-K

    US History EOC 4/22/2013 4/26/2013 Summative High School US History

    Biology EOC 4/29/2013 5/3/2013 Summative Middle & High

    School

    Biology 1

    Civics EOC 4/29/2013 5/31/2013 Summative Selected Middle

    Schools

    Civics

    February - March Testing Schedule

    Assessment Begin Date End Date Purpose Grade/Semester Subject

    Florida Alternative

    Assessment (FAA)

    2/25/2013 3/29/2013 Summative ESE Alt Assess-

    ment Students

    Reading, Math, &

    Writing

    FCAT 2.0 Writing 2/26/2013 2/27/2013 Summative Grades 4, 8, and 10 Writing

    CELLA 3/4/2013 4/5/2013 Summative ALL ESOL (LY, LF, LN)

    Reading, Listen-

    ing, Writing

    SAT 3/9/2013 Acceleration High School

    Grades 11 & 12

    College Readiness

    Test

    K-2 Journeys Bench.

    Assessment 3

    3/11/2013 3/21/2013 Formative K-2 Reading

    Go Math Customized

    Benchmark 3

    3/11/2013 3/21/2013 Formative K-2 Math

    *Quarter 3 District

    Benchmark

    3/11/2013 3/21/2013 Progress

    Monitoring

    Grades 3 - 12 Rdg, Math, Sci,

    US History,

    Civics*

    Assessment Testing Window Paper and Pencil Test Computer Based Test (CBT)

    *Quarter 3

    Benchmarks

    3/11/13

    Through

    3/21/13

    3-5, 7 & 8 Reading

    3-8 Science

    5-8 Math

    Gr 7 Civics

    Gr 11 US History

    Gr 9 Reading

    Physical Science, Biology, Chemistry,

    Physics, Algebra 1, & Geometry

    Grade 4 Math OLA/Paper

    Grade 6 Reading OLA

    Grade 10 Reading OLA

    kpa0406Stamp

  • Computer Based Test for 2012-2013 FCAT Mathematics Retake (for 11th and 12th graders only)

    FCAT 2.0 Reading Retake (for 11th and 12th graders only)

    Grade 10 FCAT 2.0 Reading

    Grade 9 FCAT 2.0 Reading

    Grade 7 FCAT 2.0 Reading

    Grade 6 FCAT 2.0 Reading

    Civics EOC Field Test

    Algebra 1 EOC

    Geometry EOC

    US History EOC

    Biology EOC

    ePATs - All students must take at least one practice test per computer based test subject/grade

    level. (See the full explanation/rule from the FCAT/EOC manual below.)

    "Schools must administer the appropriate practice test(s) to all students to be tested using the

    ePAT scripts; however, if a student has previously participated in an ePAT for the grade level

    and subject test he or she will take, the student is not required to participate in an ePAT ses-

    sion."

    ePATs can be found on the Pearsonaccess website along with the scripts (resource tab).

    http://www.pearsonaccess.com

    Documentation of each student's participation in an ePAT is required and a copy of this documentation will need

    to be included in your District Coordinator Only (DCO) box at the end of testing.

    Nathaniel Adderley (1931 - 2000) Was an American jazz cornet and trumpet

    player who played in the hard bop and soul jazz genres. He was the brother of

    saxophonist Julian "Cannonball" Adderley. Born in Tampa, FL.

    http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Florida%2FflPALPLayout&cid=1205461226846&pagename=flPALPWrapperhttp://www.thingstodo.com/lt.php?id=8380

  • ACT and SAT Concordant Scores Used to Satisfy the Grade 10 FCAT 2.0 Reading Graduation Requirement

    The Department of Education, after conducting a thorough concordance study, has established concordant

    scores for the Grade 10 FCAT 2.0 Reading passing scale score of

    245. The new scores that may be used to satisfy this portion of a stu-

    dents graduation requirement are a score of 19 for the reading por-

    tion of the ACT and 430 for the verbal portion of the SAT.

    Please remember that grade 10 students are required to participate in

    the Grade 10 FCAT 2.0 Reading assessment, even if they earned a

    concordant score prior to test administration.

    The Graduation Requirements for Floridas Statewide Assessments

    document has been updated to reflect this new information, as well

    as to include passing score information for the Biology 1 and Geom-

    etry EOC Assessments. You may access this revised document at:

    http://fcat.fldoe.org/pdf/fcatpass.pdf

    The Florida Department of Education has facilitated a review and revision of the Next Generation Sunshine State Stand-

    ards (NGSSS) for Physical Education. The draft document is ready for public review.

    The purpose of the review and revision of the NGSSS for Physical Education was to ensure that the content standards re-

    flect what a student should know and be able to do as the result of a quality physical education program. This review was

    conducted electronically beginning in March, 2012, and was completed in July, 2012. The review process consisted of

    four committees, with each of the four committees focused on one strand within the NGSSS for Physical Education

    (Movement Competency, Cognitive Abilities, Lifetime Fitness, Responsible Behaviors and Values). The state-wide re-

    view committees were comprised of physical education and health education teachers, adaptive physical education teach-

    ers, district curriculum coordinators, school administrators, university professors, and community advocates. This allowed

    for a thorough and detailed K-12 review of the benchmarks within each strand.

    DRAFT of the NGSSS for Physical Education for grades K-5 (PDF, 439KB)

    DRAFT of the NGSSS for Physical Education for grades 6-12 (PDF, 345KB) DRAFT DOCUMENTS

    Link to Literacy Physical education literacy development lesson ideas

    are available at:

    http://www.pecentral.org

    Click Lessons

    Click Integrated

    Search areas of interest

    Wallace (Wally) Amos (1936 - ) Founder of Famous Amos Chocolate Chip Cookie Corporation. Born in Tallahassee, FL.

    http://fcat.fldoe.org/pdf/fcatpass.pdf.http://www.fldoe.org/BII/CSHP/Education/Physical_Ed/ngsspidK5.pdfhttp://www.fldoe.org/BII/CSHP/Education/Physical_Ed/ngsspid612.pdfhttp://www.pecentral.orghttp://www.thingstodo.com/lt.php?id=971

  • 6 Instructional Shifts ELA CCSS: Focus on Shift 4 Text Based Answers

    Instructional Implications: Where Can I Start Incor-porating Shift 4: Text Based Answers? Asking students questions that require them to refer to the text in order to respond both

    orally and in writing. Teaching students strategies for citing evidence from text. Crafting questions for students that are text dependent the majority of the time. Asking students questions that require them to cite textual evidence, infer, and respond

    to questions that are at higher levels of thinking. Building in increased processing time for students to respond to text-dependent ques-

    tions.

    Questions that can only be answered correctly by close

    reading of the text and demand careful attention to

    the text.

    Require an understanding that extends beyond recalling

    facts.

    Do not depend on information from outside sources,

    opinions or personal experiences.

    Allow students to gather evidence and build knowledge.

    A. Philip Randolph (1889 - 1979) African American Civil Rights Leader and founder of the first black labor union in the U.S. Born in Crescent City, FL.

    http://www.thingstodo.com/lt.php?id=979

  • an intensive analysis of a

    text in order to come to

    terms with what it says, how

    it says it, and what it

    means. (Shanahan, 2012)

    Douglass Fisher on

    Close Reading:

    http://www.schooltube.com/

    video/2586a181320549d687f4/

    http://www.schooltube.com/video/

    f317aa2caa0445b18f51/

    Its a careful and purposeful rereading

    of a text. Its an encounter with the text

    where students really focus on what the

    author had to say, what the authors

    purpose was, what the words mean, and

    what the structure of the text tells

    us. (Fisher, 2012)

    analyzing a text very carefully,

    crystallizing main ideas, and then

    drawing conclusions or making de-

    cisions based on your analy-

    sis. (University of Washington;

    Dartmouth University)

    To read closely,

    students must learn

    that to read well is to engage in

    a self-constructed dialog with the

    author of a text."

    Linda Elder and Richard Paul,

    Ph.D.

    The Foundation for Critical

    Thinking, 2011

    Sidney Poitier (1927 - ) First African-American actor to win an Oscar, which he won for the movie "Lilies of the Fields". Born in Miami, FL.

    http://www.schooltube.com/video/2586a181320549d687f4/http://www.schooltube.com/video/2586a181320549d687f4/http://www.schooltube.com/video/f317aa2caa0445b18f51/http://www.schooltube.com/video/f317aa2caa0445b18f51/http://www.thingstodo.com/lt.php?id=978

  • Harry T. Moore (1905 - 1951) 1930-40's Civil Rights worker. Born in Houston, FL.

    How did the text say it? A second reading would focus on figuring out how this text worked. How did the author organize it? What literacy de-vices were used and how effective were they? If data were presented, how was that done? Why did the author choose this word or that word? Was the meaning of the key term consistent or did it change across the text?

    What does that term mean? What is its value? How does the text connect to the other texts? Finally, with the infor-mation gleaned from the first two readings, a reader is ready to carry our a third reading - going even deeper.

    6-12 Content Area

    Teachers

    Keep on the lookout

    for upcoming

    ELA CCSS trainings!

    What does the text say? If someone is reading a story, he should be able to retell the plot if someone is reading a science chapter, he should be able to answer questions about the key ideas and details of the text.

    http://www.thingstodo.com/lt.php?id=976

  • ESOL Around St. Lucie

    Before and After School Language

    Programs are open giving ELL par-

    ents and students the opportunity to

    learn English. The labs are available

    at the following locations:

    Mariposa Elementary

    St. Lucie Elementary

    The CELLA Testing window this year

    is from March 4- April 5. ELL

    students from K-12 will be testing.

    Parent Outreach Workshops on Sup-

    porting English Language Learners

    during Assessment have been suc-

    cessful in providing St. Lucie parents

    with valuable information about state

    wide tests. Thank you GCE and

    FPCHS for the use of your campus.

    Frequently Asked

    Questions

    1. What is CELLA and how is it ad-

    ministered?

    CELLA is a four skill language profi-

    ciency assessment. The CELLA tests

    four areas; listening, speaking, reading,

    and writing. Students will take the lis-

    tening, reading, and writing sections as a

    group. For the speaking section, students

    will have a one-on-one interview with a

    test administrator.

    2. What is the difference between

    ESOL and ELL?

    ESOL stands for English Speakers of

    Other Languages. It is an instructional

    program that assists students in learning

    English (speaking, reading, writing and

    listening). ELL stands for English Lan-

    guage Learners. The acronym refers to

    the students that are in the ESOL pro-

    gram.

    3. How long is a child in ESOL? There is no way to determine how long a

    student will remain in the ESOL pro-

    gram. The time frame is determined by

    how soon they become proficient in the

    English language. Language proficiency

    is measured annually through CELLA

    and FCAT. An ELL student should not

    stop receiving ESOL services until he/

    she acquires passing scores on two dif-

    ferent assessments (CELLA & FCAT).

    After an ELL scores fluent on the Eng-

    lish proficiency assessments and is exited

    from an ESOL program, that child must

    be monitored for two years.

    Derek Nathaniel Bell is a former Major League Baseball play-er. Primarily a right fielder and center fielder, Bell batted from the right side and threw with his right hand. Born in Tampa, FL.

    http://www.thingstodo.com/lt.php?id=8381

  • FCAT 2.0/EOC News Content Focus Reports are a way that

    you can look at what type of questions

    are assessed in each standard. It is not

    by any means predictive, but it does

    give a quick glance about a makeup of

    a FCAT/EOC Assessment.

    Grades 3-8 Content Focus Reports

    2012

    Algebra I Content Focus Report 2012

    Geometry Content Focus Report 2012

    MATH CONCEPT BYTE

    Note Taking Tips

    ELL students have great difficulty listening and copying notes at the same time, even

    advanced ones.

    If you use an overhead or power point presentation for notes, give ELLs a copy at the

    beginning of class so they can follow along.

    CONTACTS Student Academic Student ESOL Compliance: ESOL Compliance:

    Support Academic Elementary and High Schools and

    Support K-8 Schools Alt. Ed. Centers

    Michelle Barreto Clarissa Duskin Sheri Reichard Cielo Zapata

    PARCC News PARCC assessments will be tightly

    aligned not only with the Common

    Core Standards but will also be

    grounded in the three key shifts at the

    heart of Common Core. In mathemat-

    ics these are:

    Focus: Standards focus on key content,

    stills, and practices at each grade

    level.

    Coherence: Content in the standards is

    built across grades and major topics

    are linked within grades.

    Rigor: Standards highlight conceptual

    understanding, procedural skill, and

    fluency, and application.

    More information about shifts can be

    found here.

    Curriculum, Instruction, and Assessment

    "Through collaboration, enhanced quality instruction will improve student achievement."

    http://fcat.fldoe.org/fcat2/pdf/MathContentFocus2012.pdfhttp://fcat.fldoe.org/fcat2/pdf/MathContentFocus2012.pdfhttp://fcat.fldoe.org/eoc/pdf/Algebra1ContentFocus2012.pdfhttp://fcat.fldoe.org/eoc/pdf/GeometryContentFocus2012.pdfmailto:michelle.barreto@stlucieschools.orgmailto:clarissa.duskin@stlucieschools.orgmailto:sheri.reichard@stlucieschools.orgmailto:cielo.zapata@stlucieschools.orghttp://www.achievethecore.org/downloads/deep-dive-into-the-math-shifts/17.deep_dive_into_math_shifts_math_shifts_and_major_work_of_grade.pdf

  • MATH CONCEPT BYTE - CONTINUED

    Contact Liz Pruitt for information! Curriculum, Instruction , and Assessment

    "Through collaboration, enhanced quality instruction will improve student achievement."

    St. Lucie County

    Common Core Spotlight v

    Differentiated Instruction The purpose of the differentiated instruction is to allow

    for individual interventions and enhancement of skills.

    Self-monitoring of clearly defined objectives and elabora-

    tion may occur.

    What elements from the SLC Framework do

    you think align with this component of the

    SLC Math Routine?

    Connecting Math to Literacy Common Core Close reading and problem solving are linked! For K-2 teachers when we are looking at the problem solving situations, read for 3 different purposes!

    What problem solving type can be used to solve the problem?

    What structure can you use to help solve the problem?

    Does your solution make sense?

    MACC.K12.MP.4- Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools

    might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra

    system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools ap-

    propriate for their grade or course to make sound decisions about when each of these tools might be helpful, recogniz-

    ing both the insight to be gained and their limitations. They are able to use technological tools to explore and deepen

    their understanding of concepts.

    To support our students in this practice, we can ask our students:

    What mathematical tools could we use to visualize and represent the situation?

    In this situation would it be helpful to usea graph, number line, ruler, diagram,

    calculator, manipulative?

    What can using a ______ show us that _____ may not?

    Click on the picture to

    see MP.5 in action!

    Math Technology Spotlight Fast Fact: Did you know that building technol-

    ogy skills should be present in all subject areas?

    Check out these technology integration projects

    for mathematics!

    Projects for MS Students

    Webquests K-Algebra I

    Engineering and Science Math Activities

    mailto:elizabeth.pruitthttp://www.corestandards.orghttp://insidemathematics.org/index.php/standard-5http://jc-schools.net/tutorials/ms/math.htmhttp://www.rblewis.net/technology/EDU506/WebQuests/math.htmlhttp://ciese.org/math/database/kpa0406Stamp

  • SUMMIT is a grant from the FLDOE that shows teachers how to incorporate inquiry-based instruction while teaching the Next Generation Sunshine State Standards for science. We are currently working with elementary teachers across the state with this form of instruction that they can use with any school desig-nated program. We are offering a two-day workshops in Stuart in a few weeks. Teachers who attend will receive a $150 per day stipend and are eligible to re-ceive a set of resource books that contain inquiry activities for every 3rd through 5th grade benchmark.

    Learn and Earn $150.00 per DayLearn and Earn $150.00 per DayLearn and Earn $150.00 per Day

    Resources for Science Safety in the Classroom

    Florida DEP School Chemical Cleanout Campaign (SC3): includes Inventory Procedures,

    Chemical Inventory Spreadsheet, Table of Excessive Risk Chemicals, Disposal Guidelines

    for School Facilities, Identifying Unknown Chemicals in Science Labs, SC3 Basic Training

    Notebook, and SC3 Instructional Video.

    NSTA Safety in the Science Classroom: access to the OSHA Training Requirements and

    Guidelines for K14 School Personnel, Tips for the Safer Handling of Microorganisms in the

    School Science Laboratory, Science Demonstration Videos, and Safety Resources List.

    NIOSH School Chemistry Laboratory Safety Guide: access to the safety guide School Sci-

    ence Laboratories: A Guide to Some Hazardous Substances developed by the Council of

    State Science Supervisors, the U.S. Consumer

    Product Safety Commission, and the National

    Institute for Occupational Safety and Health.

    The document provides teachers with

    information to take the appropriate

    precautionary actions and prevent or minimize

    hazards, harmful exposures, and injuries in the laboratory.

    Zora Neal Hurston wrote, Mama exhorted her children

    at every opportunity to jump at de sun. We might not

    land on the sun, but at least we would get off the

    ground. Hurston certainly jumped at de sun. She was

    born in Alabama. In the first year or two of her life, her

    family moved to Eatonville, Florida.

    https://summit.cecs.ucf.edu/info.phphttp://www.dep.state.fl.us/waste/categories/hazardous/pages/schoolchemicals.htmhttp://www.nsta.org/portals/safety.aspx?lid=hphttp://www.cdc.gov/niosh/docs/2007-107/

  • The Kits are available for loan to area

    teachers for anywhere from 2-4 weeks.

    Kits are free to borrow with a conditional-

    ly refundable $35 deposit in the form of a

    check payable to the Smithsonian Marine

    Station. Kits must be picked up and

    dropped off at the St. Lucie County Aquar-

    ium, located at 420 Seaway Drive in Fort

    Pierce. For more information please con-

    tact Cristin Ryan at ryanc@si.edu or

    772-465-3271.

    Interact with hurricane scientists and hurri-cane hunters! The Hurricanes: Science and Society (HSS) team at the University of Rhode Island's Graduate School of Oceanography (URIO/GSO) is excited to announce that it is again partnering with the National Hurricane Center (NHC) to offer hurricane preparedness webinars for 5th grade students in U.S. regions that are impacted by hurricanes.

    1-hour webinar will be held on Monday,

    May 13, 2013 (10am ET). Students will

    hear from NHC scientists and forecasters, as well as NOAA Aircraft Operations Cen-ter (AOC) officers that fly into hurricanes. A presentation on region-specific hurricane science and preparedness will be given with interactive questions prompting stu-dent responses. Classroom questions will also be collected in advance of the webi-nar; as many of these questions as possi-ble will be answered by the hurricane sci-entists. Many videos, visualizations, graphics, and other media will be included to engage students. Groups will also re-ceive a virtual tour of the National Hurri-cane Center.

    Schools/classes wanting to participate MUST REGISTER in advance. Please vis-it the National Hurricane Center: 2013 5th Grade Webinars page in the Resources section of the Hurricanes: Science and So-ciety website (www.hurricanescience.org) for more detail and registration information. Please note, registration will close one week in advance of each webinar. If you have any questions, please contact Holly Morin holly_morin@mail.uri.edu.

    James Gibson is well known as one of the first Florida Highwaymen artists to paint Florida landscapes and sell his paintings from the trunk of his car in the 1950s. Born in Fort Pierce, FL.

    https://webmail.stlucie.k12.fl.us/owa/redir.aspx?C=B-KZJH1GVE6F1NKPqx-BCrJb2-E9zM8IafkwtjWx86ZKnZxdHpoRqwb8SfoJsj7rEwWZ7zIobG4.&URL=http%3a%2f%2fwww.hurricanescience.org%2fhttps://webmail.stlucie.k12.fl.us/owa/redir.aspx?C=B-KZJH1GVE6F1NKPqx-BCrJb2-E9zM8IafkwtjWx86ZKnZxdHpoRqwb8SfoJsj7rEwWZ7zIobG4.&URL=http%3a%2f%2fwww.hurricanescience.org%2fhttps://webmail.stlucie.k12.fl.us/owa/redir.aspx?C=B-KZJH1GVE6F1NKPqx-BCrJb2-E9zM8IafkwtjWx86ZKnZxdHpoRqwb8SfoJsj7rEwWZ7zIobG4.&URL=http%3a%2f%2fwww.nhc.noaa.gov%2fhttp://www.hurricanescience.org/resources/nhc5grade/http://www.hurricanescience.org/resources/http://www.hurricanescience.org/society/http://www.hurricanescience.org/https://webmail.stlucie.k12.fl.us/owa/redir.aspx?C=B-KZJH1GVE6F1NKPqx-BCrJb2-E9zM8IafkwtjWx86ZKnZxdHpoRqwb8SfoJsj7rEwWZ7zIobG4.&URL=mailto%3aholly_morin%40mail.uri.edu

  • Please be aware that the state has released an update to the Sci-ence FCAT 2.0 and Biology EOC Test Item Specifications. The new documents can found by following the links below. Grade 5: http://fcat.fldoe.org/fcat2/pdf/FL09G5Sci.pdf Grade 8: http://fcat.fldoe.org/fcat2/pdf/FL09G8Sci.pdf Biology EOC: http://fcat.fldoe.org/eoc/pdf/BiologyFL11Sp.pdf

    FCAT 2.0 Test Item Specifications for 5th grade include tested benchmarks for 3rd-5th grade. FCAT 2.0 Test Item Specifications for 8th grade include tested benchmarks for 6th-8th grade. If you would like additional information or training in how to use these documents, please contact Beth Bonvie. Beth will be able to provide professional development on how to use the Item Specifications to deconstruct the benchmarks and for build-ing scales and planning lessons. Beth Bonvie Instructional Support, Lead Science Curriculum, Instruction & Assessment beth.bonvie@stlucieschools.org

    Science Test Item Specs

    Websites for

    STEM Lesson

    OCEARCH: OCEARCH facilitates research to attain data on

    the biology and health of sharks, in conjunction with basic

    research on shark life history and migration.

    PBS Teachers STEM Education Resource Center: PBS offers

    the opportunity to explore new ideas and new worlds relat-

    ed to science, technology, engineering, and mathematics

    (STEM) learning through television and online content.

    NASA STEM Program: The Nation must maintain its com-

    mitment to excellence in science, technology, engineering

    and mathematics (STEM) education to ensure that the next

    generation of Americans can accept the full measure of

    their roles and responsibilities in shaping the future.

    The STEM Education News: The STEM Education News

    (previously the TCEB or Triangle Coalition Electronic Bulle-

    tin) is an e-newsletter featuring articles on science, technol-

    ogy, engineering, and mathematics education.

    A Framework for K-12 Science Education (National Acade-

    mies Press): The Framework for K-12 Science Education was

    released by the National Research Council (NRC) in July

    2011. The framework identifies the key scientific ideas and

    practices all students should learn by the end of high

    school.

    MATHCOUNTS State Competition sponsored by the Florida Engineering

    Society

    National Science Bowl (NSB) sponsored by the U.S. Department of

    Energy

    National STEM Video Game Challenge

    Science Olympiad

    Siemens Competition in Math, Science & Technology sponsored by the

    Siemens Foundation

    South Florida FIRST (For Inspiration and Recognition of Science and

    Technology) Robotics Competition

    STEM Competitions

    American Mathematics Contest sponsored by University of West Flori-

    da

    Dropping In a Microgravity Environment (DIME) sponsored by NASA

    Emerald Coast BEST Robotics sponsored by University of West Florida

    Envirothon

    ExploraVision competition sponsored by Toshiba and NSTA FAU Inter-

    net High School Mathematics Competition

    International Science and Engineering Fair sponsored by Intel and Soci-

    ety for Science & the Public

    Math League sponsored by Stanford University

    Please check the SCIENCE page under Educator Resources on SHARE for WEEKLY updates.

    http://fcat.fldoe.org/fcat2/pdf/FL09G5Sci.pdfhttp://fcat.fldoe.org/fcat2/pdf/FL09G8Sci.pdfhttp://fcat.fldoe.org/eoc/pdf/BiologyFL11Sp.pdfhttps://webmail.stlucie.k12.fl.us/owa/redir.aspx?C=B-KZJH1GVE6F1NKPqx-BCrJb2-E9zM8IafkwtjWx86ZKnZxdHpoRqwb8SfoJsj7rEwWZ7zIobG4.&URL=mailto%3abeth.bonvie%40stlucieschools.orghttp://ocearch.org/http://www.pbs.org/teachers/stem/http://www.nasa.gov/offices/education/about/index.htmlhttp://www.trianglecoalition.org/tceb-infohttp://www7.nationalacademies.org/bose/Standards_Framework_Homepage.htmlhttp://www7.nationalacademies.org/bose/Standards_Framework_Homepage.htmlhttp://www.fleng.org/mathcounts.cfmhttp://www.fleng.org/mathcounts.cfmhttp://science.energy.gov/nsb/http://science.energy.gov/nsb/http://stemchallenge.org/http://www.floridascienceolympiad.org/http://www.siemens-foundation.org/en/competition.htmhttp://www.siemens-foundation.org/en/competition.htmhttp://firstinflorida.com/http://firstinflorida.com/http://uwf.edu/mathstat/amc/http://uwf.edu/mathstat/amc/http://spaceflightsystems.grc.nasa.gov/DIME/http://uwf.edu/ecbest/http://flenvirothon.com/http://www.exploravision.org/http://www.math.fau.edu/outreach/InternetComp.htmlhttp://www.math.fau.edu/outreach/InternetComp.htmlhttp://www.societyforscience.org/ISEF/http://www.societyforscience.org/ISEF/http://www.mathleague.com/

  • History Fair The District History Fair is Satur-

    day, March 2 from 8:00 a.m. to

    2:30 p.m. at Oak Hammock K-8

    School. Judges are needed. To

    volunteer to serve as a judge,

    please contact

    Tim Norfleet.

    The District Project Citizen Showcase was held January 17 at

    Sam Gaines. The more than 25 projects representing all middle and K-8

    schools were judged by panels of three judges made up of members of school

    board members, the community, district office staff, and school administrators. This

    years three winning entries from St. Lucie County will be on display alongside others from

    across Florida in the state capitol building in Tallahassee beginning March 27 for a period of two

    weeks. A second round of judging occurs there and winners will be notified by mid-April. This years

    county winners:

    1st Place Recycling Awareness, Lincoln Park Academy (Mr. David Perrys 6th Period Civics class)

    2nd Place Students 4 Seniors, Dan McCarty School (Mr. John Hetts A Block 1 & 2 Civics class)

    3rd Place Stop Bullying, Forest Grove Middle School (Dr. Thomas Fullmans 3rd Period Civics class)

    Social Studies District Performance Scales

    Scales for Q3 for all core Social Studies sub-

    jects for grades 3-12 are now available. These dis-

    trict scales must be used by all teachers of those

    subjects. Scales for Q4 will be available by end of

    February. You may access them through the Cur-

    riculum section of the district website. Each scale

    is direct-linked from the Scope and Sequence.

    Clicking on the Learning Goal on the Scope and

    Sequence will open the corresponding scale.

    Social Studies DBQ Units Document-based question units from DBQ Project have been aligned to the Scope and Sequence and are identified on district

    performance scales. These should be used by all teachers who have been trained and have materials in conjunction with, or in

    place of, normal instruction for identified units. Teachers who have not been trained should not be expected to implement

    DBQs for those units. Training is available on a recurring basis.

    For teachers trained this year: Follow-up training is required, and teachers were automatically enrolled when they registered

    for the initial training. Curriculum covers the cost of subs.

    Target Group Initial Training Date Follow-up Date Follow-up Training Location

    Secondary September 20, 2012 March 13, 2013 District Office, Community Room

    Civics November 6, 2012 April 30, 2013 District Office, Community Room

    4th Grade Pilot October 15, 2012 May 1, 2013 District Office, Community Room

    5th Grade Pilot October 15, 2012 May 2, 2013 FPCHS, Community Room

    James Weldon Johnson was an American author, politician, diplomat, critic, journalist, poet,

    anthologist, educator, lawyer, songwriter, and early civil rights activist. Johnson is remembered

    best for his leadership within the NAACP, as well as for his writing,. Born in Jacksonville, FL.

    mailto:tim.norfleet@stlucieschools.org?subject=History%20Fairhttp://en.wikipedia.org/wiki/United_Stateshttp://en.wikipedia.org/wiki/Civil_rightshttp://en.wikipedia.org/wiki/NAACP

  • Pre-K Teachers & Paraprofessionals:

    Dont miss these!

    Engaging & Productive PD

    Theme-related center & small group activities

    Make & Take: Implement in your classroom the

    next day

    Next Opportunity:

    Thursday, March 21 from 5:30-7:00

    District Community Room

    PrePre--K Teachers and Paraprofessionals PDK Teachers and Paraprofessionals PD

    SHINE

    Mentors of 1st year teachers: Third quarter mentoring logs have been sent out. These logs will be due at the end of April. If you have not already done so, please send Trish Cordeiro in Professional Development all Q1 and Q2 logs as well as the completed yellow SHINE folder. Continue to keep track of your hours outside the school day on the time sheet that will be collected in May. Mentors of 2nd year teachers: First semester planning worksheets and mentoring logs were due last month. If you have not already done so, please send both the planning worksheet and the mentoring logs to Trish Cordeiro in Professional Development. Please use these same forms for the second semester updating your goals with your mentee on the planning worksheet. These forms will be due in May. Continue to keep track of your hours outside the school day on the time sheet that will also be collected in May. Administrators: Please update any changes you have made in your instructional personnel on your Mentor/Mentee Excel sheet and email to Trish (Patricia) Cordeiro. Just a reminder that mentors of 1st year teachers should be attending the monthly NEST meetings with their mentees to provide support. This is one of the requirements that mentors must fulfill to be eligible for a stipend.

    Eartha Mary Magdalene White was an educator, publish-

    er, and business owner (Clara White Mission and Eartha

    M.M. White Nursing Home. She was a Women's Hall of

    Fame inductee 1986. Born in Jacksonville, FL.

  • You may remember her from Ruby Paynes sessions on

    A Framework for Understanding Poverty.

    Meeting the Educational Needs of African-American Boys February 27, 2013 in the Board Room ERO SRN - 05610227130001

    One of the most misunderstood, maligned, and underserved segments of the public school population is

    the urban minority male student. African-American males often operate within a "hidden rule system"

    that is vastly different from the middle class rule system that governs America's schools.

    FullFull--day Workshop for Teachers, 8:30day Workshop for Teachers, 8:30--3:30 3:30 (Title II will support substitutes)

    MaVynee Betsch was an American environmentalist and an activist. She was better known as The

    Beach Lady, because she spent the better part of her adult life educating the public on the black

    history and environmental importance of American Beach. Lived at American Beach on Amelia

    Island, FL.

    http://en.wikipedia.org/wiki/African-American_historyhttp://en.wikipedia.org/wiki/African-American_historyhttp://en.wikipedia.org/wiki/American_Beachhttp://en.wikipedia.org/wiki/American_Beachhttp://en.wikipedia.org/wiki/Amelia_Islandhttp://en.wikipedia.org/wiki/Amelia_Island

  • St. Lucie Public Schools

    Curriculum, Instruction , and Assessment "Through collaboration, enhanced quality instruction

    will improve student achievement."

  • A huge thank-you to all the schools for making this easyCBM

    benchmark period so successful.

    SAPSI update: We have received the mid-year SAPSI from many schools. The self-reflection has

    been amazing. Many schools have already begun implementing plans toward their SAPSI goals.

    If you have not completed the survey and need support please contact Mary Beth Makowski or Gi-

    na Hibbard.

    As we problem solve during our Response to Intervention and Instruction meetings weve

    uncovered the need to meet more frequently with students receiving tier 3 intervention. Meeting

    every few weeks to analyze data and student goals is a priority for student success in tier 3 inter-

    vention.

    Please click the link below for more information on progress monitoring and general outcome

    measures. Then choose the Progress Monitoring CBMs & GOMs PowerPoint on SHARE.

    CLICK HERE FOR RESOUERCES

    http://share/resources/ss/Pages/RtIA.aspx?RootFolder=%2Fresources%2Fss%2FRTIa%2FEasyCBM&FolderCTID=0x012000529FB399CCD57F478DBC630012082259&View=%7b0AA1F60A-208E-4C17-A440-F5C3052A1E6B%7d