Department Chair

Session 2

Sebastian OddoneDistrict Supervisor

Kirk NieveenCurriculum Specialist

Norms

Make sure to be kind to the presenters and give them your full attention, and please be on time

Don’t be afraid to ask and share, we are all life-long learners

Care for your profession and be kind to others

Please remember we are guests at Miami SHS

Silence your cell phones and turn off your gaming devices

Department of Mathematics and Science

Goals for This Session

• Address District and State Updates– Student Progression Plan and SB1076– PD portal and workshop registration– STEM Expo– Thinkgate– Common Core State Standards and Science instruction

• School Performance and the Interim Assessments– Data analysis– Best practices targeting lower performing groups

• Resources in Science• Reflections

Introductions

Tell us

• Who you are?• What school you are from?• Are you a new or experienced department chair?

Updates

SB1076 Requirements for General Graduation

The General Graduation requirements in Science: (students that meet these requirements will get a standard diploma)

– 3 credits - (2 must have a lab component)– 1 credit in Biology or equivalent course (with the Biology

EOC constituting 30% of the final grade)– 1 credit in Chemistry or Physics (or equivalent course)– 1 equally rigorous course – Industry certification courses that lead to college credit

may substitute up to one science credit (not Biology)

SB1076 Requirements for Standard Diploma

The Standard Diploma requirements in Science:– 3 credits – (2 must have a lab component)– 1 credit in Biology or equivalent course (with the Biology

EOC constituting 30% of the final grade)– 2 credits in equally rigorous courses.

Student Progression Plan in HS Science

Based on SB 1076, • What should be the SPP for M-DCPS in 2013-

2014?

The best answer at the moment, as the SPP is being finalized, is that everything will be done to assist students in receiving a Standard Diploma and thus meeting with basic graduation requirements.

The expected progression will still be Physical Science, Biology + EOC, Chemistry or Physics; but with an open mind to other EQ courses

Science Credits in HS

• If a student already completed the 9th grade and or the 10th grade course in Middle school, then that student should continue along the progression.

• If a student comes from another district or private school with Earth and Space science (honors in MS) as their 9th grade equivalent, that student may continue along the progression (passing score, etc.) These students may be able to take Physical Science in 11th grade if other options are not viable.

Biology EOC Credit

• Can a student take the Biology EOC without having to take the class?

Yes, but the result of the EOC will not post into the student record automatically, the school must initiate a “trace” and make sure the credit is given to the student (if the outcome on the EOC is 3 or higher)

No information on the GPA calculation

PD Portal and Registration

• Please have everybody read and agree to the Instructor/Facilitator Agreement

• All workshop sessions have a follow-up assignment• Shortly after the Independent Work Due Date I am

able to enter grades and give a Pending Completion for missing work

• After no more than two weeks the final grades get submitted

• The PD portal generates automatic emails, even if the work and grades have been submitted, until the paperwork is processed.

STEM Expo

• South Florida Regional Science and Engineering Fair– http://science.dadeschools.net/scienceFair/default.html

• SECME Olympiad and Festival– http://science.dadeschools.net/secme/default.html

• Elementary Science Fair– http://

science.dadeschools.net/elementaryScienceFair/default.html

• Checking Procedures for Friday and Saturday online, January 24 -25, 2014

• MPPs will be available for volunteer judges, please inform teachers (more emails coming)

What Does the Thinkgate

Tell Us?

L.14.1 L.14.3 L.14.7 L.14.26 L.14.36 L.14.52 L.15.1 L.15.6 L.15.8 L.15.13 L.16.1 L.16.3 L.16.13 L.16.17 L.17.5 L.17.9 L.17.20 L.18.1 L.18.9 L.18.120%

10%

20%

30%

40%

50%

60%

Benchmark Comparisons All SchoolsOverall Biology Baseline Fall 2013

Average % Correct

7461

Mia

mi S

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11 H

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7231

Mia

mi C

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7791

Boo

ker T

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7271

Mia

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Par

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81 M

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7591

Nor

th M

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51 G

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Mia

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7151

Hom

este

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7731

Mia

mi S

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Mia

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7049

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7411

Mia

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7011

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0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

2012 vs 2013 Baseline

2013 Baseline Ave % Correct 2012 Baseline Ave % Correct

7081 - Desi

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Senior

7291 - Jose

Marti M

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7055 - Young W

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7101 - Coral

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7171 - Med

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7391 - Miam

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7121 - John A Fe

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7511 - Miam

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7241 - Ronald

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7371 - Robert

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7361 - Miam

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7048 - Alonzo

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7591 - North

Miam

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7141 - Dr M

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7701 - South Dad

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7431 - Miam

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7191 - Hial

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7056 - Young M

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7271 - Miam

i Coral

Park Se

nior High

7201 - Miam

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nior High

7381 - Miam

i Norla

nd Senior H

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7411 - Miam

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western

Senior H

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7341 - Miam

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7731 - Miam

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7251 - Miam

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tral S

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igh0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

55.00%

60.00%

65.00%

70.00%

2012 vs 2013 Fall IA

2013 Fall IA Avg % Correct 2012 Fall IA Avg % Correct

THINKGATE

• At Home screen select Reporting

THINKGATE

Select the enlarge button to download report, then select all the options available and search

THINKGATE

THINKGATE

• Move cursor over the data for a particular school and click.

• A new window with the following links will appear:– At Risk– Item Analysis– Proficiency Report– Progress Report– Score Analysis Report– Standard Analysis

THINKGATE

• Following the Item Analysis Report gives the average percentage correct per question for the school and compares it to the district

• The Progress Report compares the teachers in the school. But on this window, you can access other reports by changing the parameters on the upper left hand corner:– School– Teacher– Class– Student– Demographic– Standard

• In each of the reports, the graphs and data are usually interactive and other, sometimes; more specific information can be retrieved.

School Data

• Take a look at your school data for the Fall IA and discuss the following with your group:– Highest Benchmarks– Lowest Benchmarks– What are reasons for these numbers?– What next steps should you as Department Chair take?– What should Biology teachers do to improve student

performance?

After Lunch your team will share findings and the proposed next steps

Break….

• Please take time to ask questions or write your concerns in the Parking Lot– SPP– STEM Expo– Other?

• Please describe what you need (we will discuss this and try to find some solutions)

Presentations

• Dream in Green – Karla Utting

• Agroecology Program – Dr. Krish Jayachandran

• Wall of Wind – Erik Salna

Lunch time…

• Please be back an hour from now• Try to carpool to avoid congestion• BK and BP gas station among preferred stops

Best Practices

• Based on the Data Analysis of the Fall IA, share your findings:– Highest Benchmarks– Lowest Benchmarks– Possible reasons for these results– Next steps that you will take as Department Chair– Describe plan that you would want Biology teachers to

implement in order to improve student performance

Interim Assessments and Data Analysis

• Building intervention Groups– By benchmark, NOT overall score– Use group activity time to target those students as small

groups

• Creating remediation activities– Develop activities for students to work on– Can create portfolio of different weakest benchmarks for

each student (student accountability)– Edgenuity– Discovery Education– Explore Learning (GIZMOS)

Florida Transitions toCommon Core State Standards

Standards-based instruction• Instructional Materials and Test

item specifications guide development of curriculum maps

• FOCUS mini-assessments aligned to individual benchmarks are used to monitor student progress

• Teaching benchmarks in isolation results in long lists of tasks to master

Common Core Way of Work• Standards-based instruction facilitated

by learning goals• Big ideas and learning goals guide the

development of curriculum maps• Learning progressions or scales

describe expectations for student progress in attaining the learning goals

• Assessments used to monitor student progress are aligned directly to the learning progressions or scales

• Teaching big ideas narrows the focus and allows students to delve deeper for a greater depth of understanding

Comprehension Instructional Sequence (CIS)

Putting it into Practice – CCSS in the Classroom

Why Comprehension Instructional Sequence (CIS)?

• Focuses on science and/or social studies content while practicing reading skills

• Supports evidence-based conclusions • Scaffolds deeper comprehension of science

and/or social studies content • Allows you to “double-up” on content area

time:

Integrating Science into ELA Using the Comprehension Instructional Sequence (CIS)

• Series of 3 “close readings” of a complex informational text wrapped around an Essential Question• Content is science or social studies-based, but focus is

comprehending text and writing in response to text• Each reading has its own purpose and tool• Each reading uses a gradual release process, followed by

discussion– I Do: Teacher reads and models use of tool in a “think aloud” process– We Do: Student and a partner reads and teacher supports student

use of tool– You Do: Students use tool independently

Benchmark FocusScience• SC.912.L16.10 Evaluate the impact of biotechnology on the individual, society,

and the environment, including medical and ethical issues

Common Core Integration• LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science

and technical texts, attending to the precise details of explanations or descriptions.

• LACC.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

• LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

• LACC. SL - Speaking and Listening: Comprehension and Collaboration; Presentation of Knowledge and Ideas

Hook Question

What are ethics and why should ethics be considered when making decisions?

Predictive Written Response

Predictive Written Response to Complex Text-Based QuestionWhat are some positive and negative consequences of research in the field of biotechnology and medicine?

CIS Biotechnology

Essential Question: Why is it important to consider positive and negative impacts on society,

including ethics, in scientific research prior to conducting scientific research?

Pre-reading

Vocabulary Tool

Independently, identify/highlight/underline words that are unfamiliar to

you.

VocabularyParagraph # Academic or Discipline Specific Vocabulary Word Part or Context

2AmputationAmp- means “by shortening”-ation forms a noun

Word Part

Independently, identify/highlight/underline words that are unfamiliar to

you.

Fo

G

Fo

Vocabulary

Para-graph

#

Academic or Discipline Specific Vocabulary

Word Part or Context

Para-graph

#

Academic or Discipline Specific Vocabulary

Word Part or Context

2AmputationAmp- means “by shortening”-ation forms a noun

Word Part 5

Latent“…proteins that can reawaken the body’s latent ability to regenerate tissue.” Context

2

ProstheticPros- means “toward or near”-thetic from the root thet meaning

"placed, set"

Word Part 7

VirulentVir- means “poison”-ulent means “having in quantity”

Word part

3

Plateau“Three years and there was no mistaking it: He had hit a plateau.” Context 9

ManipulationsManu- means “hand”-ations turns word into noun

Word part

4Extracellular matrixExtra- means “outside or beyond” Word

Part 9StricturesStrict- means “tightening”Abnormal contractions/tightening

Word part

4experimental treatment that could “fertilize” a wound and help it heal. Context 10

Lymphoma-oma suffix used for names of tumors

Word part

4

Fibrous- ous means full of or possessing Word

Part 10

CardiomyoplastyCardio- means “heart”-myo- means “muscle”-plasty means “formation”

Word part

Text Coding

Reading #1

Text Coding

Code Description (Examples)

P this section of text shows a positive impact of biotechnology on society or the individual

N this section of text shows a negative impact of biotechnology on society or the individual

E This section of the text shows an ethical issue

D this section of text shows a scientific discovery

43

Text MarkingP – this section of text shows a positive impact of biotechnology on society or the individualN – this section of text shows a negative impact of biotechnology on society or the individualD – this section of text shows a scientific discovery

P

N

D

D

DP

P

Reading #2

Directed Note-taking Tool

Partner ReadsDirected Note-taking

Directed Note Taking: How Pig Guts Became the Next Bright Hope for Regenerating Human Limbs

Guiding Question: Using evidence from the article, how has biotechnology had positive and negative impacts on society and individuals?

Paragraph #

NOTES Check relevant categories below

+ Impact BioTech on Society or Individual

- Impact BioTech on Society or Individual

Ethical issues

New discovery

Future Research

2Marine had a section of back muscle sewn into his thigh….”muscle from his back and sewed it into the hole in his thigh.”

X

First Draft Written Response to Essential Question

First Draft Written Response to Essential QuestionUsing evidence from the text, why is it important to consider positive and negative impacts on society, including ethics, in scientific research prior to conducting scientific research?

In small groups, take positions and discuss which factor is most significant/impactful (based on the text), and come

to consensus.

Group Consensus

Individual Vote #1

Individual Vote #2

Positive ImpactNegative ImpactEthical IssueDiscovery

1) Count number of groups that selected each category.2) Count number of individuals that selected each category.

3) After hearing discussion and text-based evidence, did you change your mind? New independent vote!

Reading #3

Question Generation Tool

Reading #3:Generating Questions

Question Generation: Using Force and Motion

Paragraph #

Questions Can the question be answered by..Check relevant categories below

+ impactBiotech

on Society or Individual

- impactBiotech on Society or Individual

Ethical issue

Future Research

2

Why did the doctors use a piece of muscle from the back? Why did it not work? What negative impact would this have on the individual?

X

3What was the purpose of covering the hand with a plastic bag? X

Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. In your groups, select one question and place on grid at front of room in appropriate category.

Final Written Response to Complex Text-Based Question

Final Written Response to Complex Text-Based Question According to the text and extended text discussion, which factor is most likely the primary concern for scientists when conducting scientific research?

How does ethics play a role in scientific research?

After the final discussion, answer the following question on your handout:

Students share theirFinal Written Responses

Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, which factor is most likely the primary concern for scientists when conducting scientific research?

How does ethics play a role in scientific research?Based on the reading and discussion regarding biotechnology , ethics has significant impact on scientific research in both positive and negative ways. When the marine was injured and his leg was repaired by taking “muscle from his back and sewed it into the hole in his thigh,” that is a positive impact. Doctors can heal the sick and repair injured limbs as a result of biotechnology. Conducting scientific research for new discoveries can be wrought with controversy and concerns. Based on the article, Badylak’s research first started when he conducted surgery on a dog named “Rocky.” In his surgery, he “removed part of the aorta, and replaced it with a piece of small intestine…” Just the fact of conducting this surgery would normally make university animal-care committees cringe with thoughts of animal cruelty. Badylak stated in the article that Rocky’s surgery “went against almost everything I had been taught in medical school.” Ethics and ethical issues can have a major impact on the research for new discoveries as Badylak is “once again seeking to push the outer limits of healing.” In his collaboration with two medical researchers, they are working on replicating conditions that exist in the human embryo to regrow mammal tissue. Even though Badylak has shown that his technique works and can tissues can be regenerated, “the idea of replicating an embryo on the end of a mammal limb to regrow it is considered too unconventional by peer reviewers.” Based on the article, Badylak and his colleagues are having difficulty finding funding for their research as they keep pushing the outer limits of scientific research and what is considered ethical by the majority of those in the medical profession.

REMEMBER…….

It is not necessary to do a complete CIS all the time—these complex strategies work together to help unlock a complicated text.

Once students have mastered how to do each section, one component (i.e., Directed Note-Taking or Final Written Response) can be used with any text.

Activate Prior Knowledge!

• Hook Question: Have humans caused disruptions in the food chain or food webs in the environment?

• Predictive Written Response to Complex Text-Based Question: Do all human activities cause damage to the environment?

• Vocabulary Front-Loading• Text Marking (Reading #1):

– An active reading strategy that helps students focus and isolate essential information in a text, improving their comprehension and retention of reading material.

• Directed Note-Taking (Reading #2)• First draft written response to essential question

53

HandoutHandout

Independently, identify/highlight/underlin

e words that are unfamiliar to you.

Vocabulary Front-loading

55

Choosing Content: Readability of Articles

In “Word”• Click the File tab, and then click Options.• Click Proofing.• Under When correcting spelling and grammar in Word,

make sure the Check grammar with spelling check box is selected.

• Select Show readability statistics.• After you enable this feature, open a file that you want to

check, and check the spelling. When Outlook or Word finishes checking the spelling and grammar, it displays information about the reading level of the document.

56

Choosing Content: Readability of Articles

57

Vocabulary Front-loading

58

Vocabulary Instruction• Direct students to locate words introduced in

the text by paragraph number. • Model for students how to derive word

meaning(s) from word parts (prefix, root, suffix) and/or context.

• Record meanings of word parts and words on word wall, journal, etc.

Vocabulary Front-loading

59

Text Marking

60

P – this section of text shows a problemS – this section of text shows a solution

P

S

Directed Note-Taking

61

Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.

HandoutHandout

Directed Note-Taking

62

Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.

HandoutHandout

Question Generation

63

Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. In your groups, select one question and place on grid at front of room in appropriate category.

Comparison of Texts CIS Lesson Development: “Mercury Rising” Article

64

1. Read the article together. Use a reading strategy you have used before.

2. In small groups develop questions for this article to fill the template out with.

3. Present your collaboration with the group. HandoutHandout

In small groups, take positions and discuss which factor is most significant/impactful (based on the

article “Mercury Rising”), and come to consensus.

Group Consensus

Individual Vote #1

Individual Vote #2

Positive ImpactNegative ImpactProblemSolution

1) Count number of groups that selected each category.2) Count number of individuals that selected each category.

3) After hearing discussion and text-based evidence, did you change your mind? New independent vote! (Modification - Four Corners)

Directed Note taking with Video

First Draft Written Response to Essential Question• Using evidence from the video, why is it

important to consider positive and negative impacts on the environment of human activities?

In small groups, take positions and discuss which factor is most significant/impactful (based on the video clip from

NBC Learn), and come to consensus.

Group Consensus

Individual Vote #1

Individual Vote #2

Positive ImpactNegative ImpactProblemSolution

1) Count number of groups that selected each category.2) Count number of individuals that selected each category.

3) After hearing discussion and text-based evidence, did you change your mind? New independent vote! (Modification - Four Corners)

Final Response After Rereading and Extended Text Discussion

Purpose: To provide opportunities for students to interact with the texts and with their peers to:

– identify text information most significant to the final/essential question.

– facilitate complex thinking and deep comprehension of text.– After the final discussion, answer the following question on your

handout:

• According to the texts, video and extended text discussion, which factor is most likely the primary concern when identifying causes and solutions to different environmental issues?

68

RELATED STANDARDS/BENCHMARKS

• Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks [attending to special cases or exceptions defined in the text].

• Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.

• Integrate [Translate] quantitative or technical information expressed in words in a text with a version of that information expressed visually [into visual form and translate information expressed visually or mathematically into words].

• Write informative/explanatory texts, including scientific procedures, experiments, or technical processes.

• Draw evidence from informational texts to support analysis reflection, and research.

• Use units as a way to understand problems and to guide the solution of multi-step problems.

• Describe qualitatively the functional relationship between two quantities by analyzing a graph.

69

Key Ideas & Details: LACC.68.RST.1.3[LACC.910.RST.1.3 ]

Craft & Structure: LACC.68/910.RST.2.4

Integration of Knowledge & Ideas: LACC.68.RST.3.7LACC.910.RST.3.7

Text Types & Purposes: LACC.68/910.WHST.1.2

Research : LACC.68.WHST.3.9

Functions: MACC.8.F.2

Quantities: MACC.912.N-Q.1.1

70

“Chunking” Big IdeasSC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Cognitive Complexity: Level 3: Strategic Thinking & Complex ReasoningSC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. AA Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science andtechnical texts, attending to the precise details of explanations or descriptions.LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis,reflection, and research.MACC.K12.MP.1: Make sense of problems and persevere in solving them.MACC.K12.MP.2: Reason abstractly and quantitatively.MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others.MACC.K12.MP.7: Look for and make use of structure.MACC.K12.MP.8: Look for and express regularity in repeated reasoning.

The CIS lesson covered (chunked) several benchmarks and was an example of one activity that demonstrated the inclusion of the Literacy Standards with the NGSSS.

Comprehension Instructional Sequence (CIS)

• Facilitates students…• Using background knowledge, i.e., predicting, inferring• Identifying key ideas from text• Learning and using text structures• Monitoring comprehension and employing fix-up strategies• Using a variety of reading strategies effectively• Paraphrasing, explaining, and summarizing information to

construct conclusions• Engaging in question generation• Extended text discussion and writing

71

CIS Brochure from Just Read, Florida!

Claim, Evidence, Reasoning

Source: Edutopia.org

The “Why” behind Claim, Evidence, Reasoning (Conclusion Writing)

In 2009, NAEP administered TWO types of innovative science assessments that invited students to put their science knowledge into practice:

– Hands-on tasks (HOTs)– Interactive computer tasks (ICTs) 

How Did US Students Perform?

Students Able to Perform Simulated Investigations, Challenged to Explain Conclusions

The “Why” behind Claim, Evidence, Reasoning (Conclusion Writing)

Argument Drive Inquiry (ADI)

• Using Science and Engineering Practices to help build students’ argumentation skills

• In your groups:– Develop an answer to the following question:

How many planets are there in the solar system?– Using the data and text provided, develop an

answer to the above question with supporting evidence and rationale for your claim.

– Be prepared to share out to the group.

Generate Your Argument Poster Format

The Question Group Member’s Names

Your ClaimWhat is your explanation or answer to the question?

Your evidenceWhat supports your claim?

Your rationaleWhy does it support your

claim?

Key Points to Consider for Argumentation and Peer Review

• Is the explanation sufficient and coherent?• Is the evidence “genuine”?• Is the evidence sufficient to support ideas?• Is there counterevidence?• Is the explanation supported by current theories

and laws?• Is the rationale adequate?• Is the reasoning appropriate?

Resources

District Science Website

http://science.dadeschools.net/default.htm

Resources found in the Website

• STEM Website• Administrator Resources (being updated)• Office of Academics and Transformation• Assessment, Research, and Data Analysis• Weekly Briefings• Science Leaders• Assessments and Data Analysis• Pacing Guides

Department Chair General Information

• K-12 Science Plan• Science Leaders Handbook• Safety Handbook• Guideline Use of Animals• School Information (TBD)• Teacher Information (TBD)• Edmodo• Professional Development Guidelines• Textbook Updates• Remediation and Enrichment

Remediation and Enrichment

• Edgenuity• NBC Learn – In Pacing Guides• PBS Learning Media• Discovery Education (Title 1 only) – In Pacing Guides• PhET (University of Colorado) – In Pacing Guides• Gizmos – In Pacing Guides• ETO Resources• Extended Learning Modules• Seasonal Packets• Science Website• Copyrights

Progress Monitoring ToolReporting Categories Benchmark Assessed Description Benchmark

Status NOTES PG-Q1

PG-Q2

PG-Q3

PG-Q4

SC.912.N.1.1 Annually Assessed

SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 1. pose questions about the natural world;2. conduct systematic observations;3. examine books and other sources of information to see what is already known;4. review what is known in light of empirical evidence;5. plan investigations;6. use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs);7. pose answers, explanations, or descriptions of events;8. generate explanations that explicate or describe natural phenomena (inferences);9. use appropriate evidence and reasoning to justify these explanations to others;10. communicate results of scientific investigations; and11. evaluate the merits of the explanations produced by others.

Y Y Y Y

SC.912.N.1.1 Also Assesses

SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Y Y Y Y

SC.912.N.1.1 Also Assesses

SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Y Y Y Y

SC.912.N.1.1 Also Assesses

SC.912.L.14.4 Compare and contrast structure and function of various types of microscopes. Y Y Y Y

SC.912.N.1.1 Also Assesses

LA.910.2.2.3 The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining).

Y Y Y Y

Data ChatsTEST SCORE(% Correct)

Baseline Winter Spring Post

Lowest Benchmarks(Code and summary of

content)

Data Chat

Date: __________________Student: _______________Teacher:_______________

Date: __________________Student: _______________Teacher:_______________

Date: __________________Student: _______________Teacher:_______________

Date: __________________Student: _______________Teacher:_______________

Strategies/ Activities to be completed for each

weakest benchmark

Completion of activities

To be completed by _______% Activities Completed?______________________Teacher _______________

To be completed by _______% Activities Completed?______________________Teacher _______________

To be completed by _______% Activities Completed?______________________Teacher _______________

To be completed by _______% Activities Completed?______________________Teacher _______________

Edmodo

High School

Group Name Group Code

HS Biology ak0ska

HS Chemistry mz51pb

HS Department Chairs y8yfp1

HS Physical Science c8h5t1

HS Physics ers8rj

HS Science ce5kqo

SFRSEF 2ctseg

Reading in Science

Use of Article for content reading in science• High interest• Provides high expectations for reading• Can differentiate based on FCAT reading levels

(highlighted texts, chunking, teacher read aloud groups)

• Use of reading strategies to complete; use as a resource for a whole unit

• Magazines, textbook resources, Discovery, etc.

Reading Strategies

• Need to be ACTIVE strategies– Students reading on own not an effective way– Need to engage them– Use prediction strategies– One chunk at a time– Do a little everyday incorporated into daily content

activities

Vertical Articulationin High School

• Make sure teachers are aware of the content/concepts that are addressed in each subject before and after their current year – Avoid re-teaching the same idea over and over and

year-to-year (this is not scaffolding or spiraling)– Address prior knowledge by incorporating into the

specific subject area and engage students by raising expectations and promoting HOTS through HOQS.

• Students often will say they never learned anything before they stepped into your class…

Science Content in HS

• Encourage communication, sharing of best practices and instruction:

• that is aligned to the district pacing guides.• that promotes the implementation of at least one lab/week.• that utilizes data to drive teaching and learning (QSBA, IA).

– Encourage student participation in the SFRSEF (School Board Item) and SECME competitions.

– Encourage teachers participation in Professional Development.

• Do not prevent students from advancing in Science because of unrealistic Mathematics expectations.

Good Science Instruction

• Effective Planning (with the end in mind)– Knowing the objective of each lesson(course

description)– Plan together with teachers of the same subject area

• Implement a routine of inquiry based, hands-on activities relevant to the objectives of the topic– Applying models to formulate solutions to questions– Discovering answers through systematic observations

Department of Mathematics and Science

Good Science Instruction (Cont…)

• Implement Higher-Order Questioning Strategies using Explicit-Reflective instruction to enhance student thinking– Asking questions about our surroundings

• Facilitate, encourage, and expect Higher Order Thinking (HOT) from your students– Make connections between content learned to real-world

events and examples

• Encourage students to communicate verbally and in writing

Department of Mathematics and Science

Reflections and Closing Questions

• Follow up activity – (All Department Chairs must do this)

Provide evidence of presenting information from this professional development to your Administrator and Science department. Use form provided.

Needs principal signature**

Session Outcomes

• Participants will be able to:– Share instructional Best Practices with other teachers

from their Science Department– Identify instructional resources from various District

sources• HOT Labs• CIS• CER• ADI

Department of Mathematics and Science

Science Department

Dr. Ava Rosales, Executive Director

Elementary Middle School High School

Dr. Millard LightburnDistrict Supervisor

Mrs. Yoly McCarthyInstructional Supervisor

Mr. Sebastian Oddone, District Supervisor

Ms. Mary Tweedy, Curriculum Support

Specialist

Mr. Dane JaberCurriculum Support

Specialist

Mr. Kirk Nieveen, Curriculum Support Specialist

Ms. Keisha Kidd, Curriculum Support

Specialist

Ms. Mildred Farber Administrative Assistant

Phone: 305- 995-1939

Thank you