Ground Rules Value all opinions and be considerate of others Make sure points are shared in a concise and clear manner Feel free to share views Respect the views of others The committee will work as a whole
Ground Rules Please resist the urge to hold sidebar conversations during the session. If you have missed an important point, ask the presenter to clarify. Please silence your phones. Be here. Lunch…If you are dining off site, please respect the return time. Select dining locales that will allow you to return on time.
What qualities (characteristics) do you believe comprise an effective adoption process?
An effective adoption process results in: Standards based Student Performance - focused/success/achievement Proper Implementation Materials applicable for all teacher levels; novice to experienced Consistent implementation in county Alignment (Vertical/Horizontal) Measurement and evaluation components
Who Will Participate? Curriculum Specialist, AP in charge of curriculum (all school sites) Reading Representative (Coach) Administrator District Staff Primary/Intermediate Representative from Elementary, 6,7,8 Middle, High School discipline/expertise. ESE Representative (perhaps 1 or 2 people per committee who has a background) Technology Consideration
How do we ensure quality committee members? Identification by school leadership core team. Collaboration between district and principals. Recent training and knowledge of standards. Open minded Leadership oriented Understanding role- They represent the work of the group and not necessarily the school. Student focused
Adoption Meetings Meeting 1 –Overview, current reality, sequence, EQ Meeting 2 –Development of the Rubric Meeting 3 –Crack Open the Boxes Meeting 4 –Presentations & Decision Meeting 1 –Overview, current reality, sequence, Development of the Rubric Meeting 2 –Crack Open the Boxes Meeting 3 –Crack Open the Boxes Meeting 4 –Presentations & Decision
Publishers Role Obligation to conduct initial conversations done with the district contacts District sets time to tell representatives when they can hold conversations with schools Provide materials for screening Provide all supporting materials after screening of remaining series.
Publishers Role continued Emphasis on text and core of their program (not the free stuff) Clearly define staff development Expectation to follow timelines and time periods for presentations Communicate in an efficient and expedient manner. Participate in Ordering Meeting Publisher letter. handout
What is consensus? (Can you live with this decision?) If I cannot live with it, then you dont have consensus. Prior to checking consensus, there needs to be a large amount of facilitated discussions and sharing of ideas.
How do we address no consensus? First try to come to consensus. – How do we identify consensus? (5 – strong; 3 – Can live with it; 1 –Disagree) – Public or Private Display. If consensus is not met – Dialogue should occur – opportunity for discussion/reflection about position. (Written or silent) Vote – 2/3 majority (Use of CPS system?) Decision made by DSC team based on the information gathered at the meeting; with representation from an administrator and members from Ed Services
Book Screening Rubric Point Value System Created by core team – different by subject area Cost Rigor/relevance Webb Cognitive Complexity Assessments Technology Staff Development FNGSSS Hands on/Inquiry Lab Reading in Content/Lexiles Differentiated instruction/Response to Intervention
Contents of the Drive Schedule Members Resources –Bid –SIMC –Course Descriptions
Elementary Mission Statement All students deserve access to and participation in an inquiry based, interdisciplinary K-12 science curriculum which encourages critical thinking in an environment that fosters expression of scientific ideas to demonstrate their depth of understanding
Secondary Mission Statement The mission of science education, through a natural progression of science experiences, is to foster our students abilities to think critically and solve problems effectively to become informed decision makers who successfully contribute to a diverse global society.
Team Builder Pull out all of the red and yellow bricks, you should have 6 total.
High School Graduation Requirements Cohort Entering 9 th Grade 2010 2011 2012 2013 To Graduate Algebra and Geometry + Biology and Algebra EOC + Biology EOC, Geometry EOC and Algebra II + Chemistry or Physics and an equally rigorous science course
High School Assessment The statewide assessment program will be changing over the next several years to phase in new assessments aligned to Floridas new expectations for student learning, known as the Next Generation Sunshine State Standards The Florida EOC Assessments will be very different from the FCATstudents will participate in these assessments on the computer at the conclusion of specific high school courses (handout) Initial year of EOC implementation will include 30% calculation of the students grade.
Requires high schools to offer specified rigorous courses/programs. Requires advisement of those rigorous courses.
Phases-in end-of-course assessment requirements for Algebra I, Biology, and Geometry. (see handout) Creates the Credit Acceleration Program. (CAP)
Are our schools prepared? % of Citrus graduates with transcripts that include these courses. 2008-09 Biology and Equivalents 92.68% Algebra 2 and Equivalents, 59.53% Physics OR Chemistry and Equivalents, 47.47% Geometry and Equivalents, 85.79% 2009-10 Biology and Equivalents, 88.39% Algebra 2 and Equivalents, 61.79% Physics OR Chemistry and Equivalents, 49.54% Geometry and Equivalents, 85.37%
What are the science credit requirements for a student who enters grade nine in 2011– 2012? Three credits to include: Two courses with a laboratory component One credit in Biology 1 or a series of courses equivalent to Biology 1 In addition, a student who completes Biology 1 or an equivalent course must take the Biology 1 EOC Assessment, and the students performance on the Biology 1 EOC Assessment must constitute 30 percent of a students final course grade.
What are the science credit requirements for a student who enters grade nine in 2012– 2013? Three credits to include: Two courses with a laboratory component One credit in Biology 1 or a series of courses equivalent to Biology 1 earned by passing the Biology 1 EOC Assessment
What are the science credit requirements for a student who enters grade nine in 2013– 2014? Three credits to include: One credit in Biology 1 or a series of courses equivalent to Biology 1 earned by passing the Biology 1 EOC Assessment One credit in Chemistry or Physics or a series of courses equivalent to Chemistry or Physics One credit in a science course equally rigorous to Biology, Chemistry and Physics.
What is the authorizing legislation for the EOC assessment results waiver? Senate Bill 4 amended Section 1003.428(8)(b)2, F.S., and it states the following: A student with a disability, as defined in s. 1007.02(2), F.S. for whom the IEP committee determines that an end of- course assessment cannot accurately measure the students abilities, taking into consideration all allowable accommodations, shall have the end-of-course assessment results waived for the purpose of determining the students course grade and credit as required in paragraph (4) (a).
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