Department Chair Session 1 Sebastian Oddone District Supervisor Kirk Nieveen Curriculum Specialist

Department of Mathematics and Science 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 Pacing Guides Student Progression Plan and SB1076 Common Core State Standards and Science instruction School Performance and the Biology EOC Data (EOC and IAs) Resources in Science Reflections 3 3

Introductions Tell us Who you are? What school you are from? Are you a new or experienced department chair?

Updates

Pacing Guides: The District Curriculum REVISED to reflect the new course descriptions Biology now built around the 22 annually assessed benchmarks and the item specifications Physical Science better aligned to CPO Textbook and Lab Activities Chemistry and Physics updated to reflect course description changes and future graduation requirements Available through the Learning Village in the teacher portal

Why Update the Pacing Guides The Pacing Guides are always updated to make sure that: Changes from the state are being addressed when it comes to basic curriculum expectations (Course Descriptions) Instructional flow is enhanced to improve academic performance of students Teachers are provided with the latest instructional strategies and resources available To try to keep everybody informed of the expected curriculum in M-DCPS Department of Mathematics and Science

Who Updated the Pacing Guides The M-DCPS Pacing Guides in Chemistry and Physics were updated through a collaboration with FIU professors, district supervisors, curriculum specialists, and teachers. The objective was to make the District curriculum better aligned to the course description determined by the state while still maintaining the integrity of the course expected by content experts. Department of Mathematics and Science

Year at a Glance Physical Science (Regular and Honors) Biology (Regular and Honors) Chemistry (Regular and Honors) Physics (Regular and Honors)

Course Description Review NEW 2013-2014 Course Descriptions for all courses found on the Learning Village for most core courses and online at CPALMS: http://www.cpalms.org/Courses/CourseDescriptionSearch.aspx Nature of Science benchmarks and Common Core State Standards (MACC and LACC benchmarks) are part of the course descriptions and are expected to be implemented throughout the year. CPALMS is the new site. Redirection occurs at the FLDOE website. New course descriptions have common core embedded in them.

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?

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.

Vertical Articulation in 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 1. Effective Planning (with the end in Mind) – Know your objectives, what is the purpose of the lesson 2. Implement a routine of inquiry based, hands-on activities relevant to the objectives of the course – The 5 E Model 3. Develop High Order Questioning Skills - 4. Facilitate, Encourage, and Expect High Order Thinking from your students - 5. Encourage students to Communicate about what they learn using various methods - Writing 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

Break…. Please take time to ask questions or write your concerns in the Parking Lot Pacing Guide/Year at a Glance SPP Other? Please describe what you need (we will discuss this and try to find some solutions)

Common Core State Standards What’s the Gist?-dissecting the CCSS Individually, review the CCSS Literacy Standards in Reading and Writing What is the main topic for each standard across grade levels? Individually, review the CCSS Mathematical Practices What is the main topic for each practice? In groups, pick 3 standards for Reading and Writing, and 2 Mathematical Practices to create a one-word Gist summary Be prepared to defend your idea to the entire group

Applying CCSS to our Practice How do we do this?

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)

Slip or Trip Adapted from: Hillocks, G Slip or Trip Adapted from: Hillocks, G. Teaching Argument Writing: Grades 6‐12. Portsmouth, NH: Heinemann Press. Was Queenie telling the truth (Did Arthur trip and fall to his death?) Possible Claims What is the evidence? Why is this evidence important?

How does this look in our classes: What is the probability that my offspring will look like me? Claim There is an uncertain probability that my offspring will look like me, depending on the dominant alleles that I possess. Evidence In the Human Variation Essential lab, only the parent’s traits that were dominant were expressed in the offspring. The recessive trait was only expressed when both parents gave those alleles to their offspring. When the Punnett Square was used, the probability for the chance of a specific offspring could be calculated. Reasoning My offspring will inherit 50 percent of my genes, as a result of sexual reproduction. There are dominant alleles and recessive alleles that determine the traits of an offspring. However, there is an uncertain probability that he/she will look like me because all the traits that are in my genotype are unknown. Although I am able to observe the phenotype, which are those traits that are visible, there are recessive traits that may be hidden by the dominant traits that are expressed. But, I still hope my baby looks like me with my husband’s eyelashes.

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

What Does the Data Tell Us?

Largest District Gains in EOC Retrofitted 2012 vs. 2013 EOC

Trends to Look for in Biology EOC Miami-Dade County Grades

Top Districts in Florida Highest Performing Counties Biology EOC Comparison to 9th and 10th Grade Reading

Lowest Districts in Florida Lowest Performing Counties Biology EOC Comparison to 9th and 10th Grade Reading

Largest Districts in Florida Largest District Biology EOC Comparison to 9th and 10th Grade Reading

District Science Website 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

Assessments: Biology IA Baseline, Fall and Winter Interim Tool to monitor student progress and to target instruction (page 18 of guide) Have been reviewed with data and questions revised or deleted accordingly All benchmarks are addressed in each test 66-70 questions per test, with each question tagged to a specific benchmark Performance bands tagged to reporting categories http://oada.dadeschools.net/IAP/2013-14IAProgramGuide.pdf

Assessments Great to analyze data by benchmark to identify intervention groups or create remediation activities (through EduSoft, soon through ThinkGate) Meant to assess content knowledge not necessarily EOC practice Data shows interim assessments are a good predictor of EOC “success”

QSBA Pretest / Posttest, and Quarterly (QSBA): Chemistry and Physical Science Found on Edusoft Benchmark Exams Tab Assessments Link 2013-2014 District Science Folder 2013-2014 Senior High Science Sub-folder Benchmark Groups Revisions being made. Please send email if you see a mistake. Be prepared to give Benchmark groupings

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)

Benchmark Comparison All Schools Biology Baseline

Baseline Assessment: Weaknesses High Schools

Progress Monitoring Tool Reporting 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; and 11. evaluate the merits of the explanations produced by others. Y Also Assesses SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.L.14.4 Compare and contrast structure and function of various types of microscopes. 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).

Data Chats TEST SCORE (% Correct) Baseline Winter Spring Post   Lowest Benchmarks (Code and summary of content) Data Chat Date: __________________ Student: _______________ Teacher:_______________ Strategies/ Activities to be completed for each weakest benchmark Completion of activities To be completed by _______ % Activities Completed? ______________________ Teacher _______________

Edusoft is transitioning to ThinkGate Make sure you and all your colleagues download all pertinent data from last year and this year Most useful reports for the individual teacher are: Using Report Builder ITEM ANALYSIS (how classes did as a whole or by class on the individual benchmarks) ITEM RESPONSE (how individual students did per item or benchmark. Ideal one to use to build groups for intervention and remediation)

Pacing Guides Learning Village EOC Resources http://science.dadeschools.net/highSchool/ScienceEOC.htm

Item Specifications

Middle School Foundational Benchmarks

Middle School Foundational Benchmarks Previously learned content knowledge from K-8 will be considered “Fair Game” Students could be tested in any previous content knowledge K-8 Teachers must be aware on what knowledge is considered “Fair Game” http://science.dadeschools.net/highSchool/ScienceEOC.htm

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

Edmodo High School Group Name Group Code HS Biology ak0ska   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

Professional Development Guidelines Make sure to check Weekly Briefings for specific information. Name of Session, Dates, Location. Name of Instructor/Facilitator. Find Sessions under Instructor (if applicable). Check the status of your session and any related emails. Sessions with less than 10 participants will be cancelled by 4 PM two working days prior to the session. Provide a current schedule

Textbook Updates All general course online access codes are on the Learning Village Additional access codes have been sent out to all department chairs Do not use student access codes if a textbook has not been ordered/purchased. District gets use of one code for each textbook purchased. ExamView resource of each textbook posted on the network http://it.dadeschools.net/examview.htm

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

Department of Mathematics and Science Review of Copyrights Copyright is a legal concept, enacted by most governments, giving the creator of an original work exclusive rights to it, usually for a limited time. Generally, it is "the right to copy", but also gives the copyright holder the right to be credited for the work, to determine who may adapt the work to other forms, who may perform the work, who may financially benefit from it, and other related rights. It is a form of intellectual property. Department of Mathematics and Science

Department of Mathematics and Science Copyright facts Copyright law recognizes the right of an author based on whether the work actually is an original creation, rather than based on whether it is unique; two authors may own copyright on two substantially identical works, if it is determined that the duplication was coincidental, and neither was copied from the other. The use of copyright notices has become optional to claim copyright, because the Berne Convention makes copyright automatic. Department of Mathematics and Science

Department of Mathematics and Science So can I copy it? Several exclusive rights typically attach to the holder of a copyright: to produce copies or reproductions of the work and to sell those copies (including, typically, electronic copies) to import or export the work to create derivative works (works that adapt the original work) to perform or display the work publicly to sell or assign these rights to others to transmit or display by radio or video The phrase "exclusive right" means that only the copyright holder is free to exercise those rights, and others are prohibited from using the work without the holder's permission. Department of Mathematics and Science

She did not faint from listening to us She did not faint from listening to us! She fainted from exhaustion after aligning her curriculum to CCSS.

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

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**

Department of Mathematics and Science 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 Department of Mathematics and Science

Science Department Dr. Ava Rosales, Executive Director Elementary Middle School High School Dr. Millard Lightburn District Supervisor Mrs. Yoly McCarthy Instructional Supervisor Mr. Sebastian Oddone, Ms. Mary Tweedy, Curriculum Support Specialist Mr. Dane Jaber Mr. Kirk Nieveen, Curriculum Support Specialist Ms. Keisha Kidd, Ms. Mildred Farber Administrative Assistant Phone: 305- 995-1939

SAVE the Date: October 24 -26, 2013 Florida Association of Science Teachers Conference 2013 DoubleTree by Hilton Hotel Miami Airport Convention Center October 24-26, 2013 Join the magical experience of learning new science curriculum and methods while gaining new resources and skills that will spark magic in your teaching. Go to https://sites.google.com/site/dcstaonline/stem-conference

Thank you