Department Chair
Session 1
Sebastian Oddone
District Supervisor
Kirk Nieveen
Curriculum 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
– 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
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.a
spx
• 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.
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 20132014?
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
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. 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
80
70
60
50
40
30
20
10
0
HILLSBOROUGH
ORANGE
BROWARD
2012 Retrofitted EOC Percentage Levels 3-5
PALM BEACH
STATE TOTALS
2013 Biology EOC Percentage Levels 3-5
DUVAL
MIAMI DADE
Change from 2012 Retrofitted to 2013
Trends to Look for in Biology EOC
Miami-Dade County Grades
100
90
80
70
60
50
40
30
20
10
0
MIAMI DADE
Biology EOC Percentage Level 3-5
10th Grade Reading Percentage Levels 3-5
9th Grade Reading Percentage Levels 3-5
Top Districts in Florida
Highest Performing Counties Biology EOC Comparison to 9th and 10th Grade Reading
100
90
80
70
60
50
40
30
20
10
0
Biology EOC Percentage Level 3-5
10th Grade Reading Percentage Levels 3-5
9th Grade Reading Percentage Levels 3-5
Lowest Districts in Florida
Lowest Performing Counties Biology EOC Comparison to 9th and 10th Grade Reading
100
90
80
70
60
50
40
30
20
10
0
Biology EOC Percentage Level 3-5
10th Grade Reading Percentage Levels 3-5
9th Grade Reading Percentage Levels 3-5
Largest Districts in Florida
Largest District Biology EOC Comparison to 9th and 10th Grade Reading
100
90
80
70
60
50
40
30
20
10
0
BROWARD
DUVAL
Biology EOC Percentage Level 3-5
HILLSBOROUGH
MIAMI DADE
ORANGE
10th Grade Reading Percentage Levels 3-5
PALM BEACH
STATE TOTALS
9th Grade Reading Percentage Levels 3-5
MIAMI CAROL CITY SENIOR HIGH
0
Bio EOC 2013
10th Reading 2013
EOC and Reading Scores 2013
9th Reading 2013
JOSE MARTI MAST 6-12 ACADEMY
I PREPARATORY ACADEMY
TERRA ENVIRONMENTAL RESEARCH INSTIT
NEW WORLD SCHOOL OF THE ARTS
DESIGN & ARCHITECTURE SENIOR HIGH
CORAL REEF SENIOR HIGH SCHOOL
MAST ACADEMY
INTERNATIONAL STUDIES PREPARATORY A
ARTHUR AND POLLY MAYS CONSERVATORY
MEDICAL ACADEMY FOR SCIENCE/TECH @
LAW ENFORCEMENT OFFICERS MEMORIAL H
MIAMI PALMETTO SENIOR HIGH SCHOOL
MIAMI LAKES EDUCATIONAL CENTER
JOHN A. FERGUSON SENIOR HIGH
FELIX VARELA SENIOR HIGH SCHOOL
ROBERT MORGAN EDUCATIONAL CENTER
WILLIAM H. TURNER TECHNICAL ARTS HI
MIAMI NORTHWESTERN SENIOR HIGH
YOUNG WOMENS PREPARATORY ACADEMY
BIOLOGY 1 EOC ASSESSMENT
SOUTHWEST MIAMI SENIOR HIGH
HIALEAH GARDENS SENIOR HIGH SCHOOL
G. HOLMES BRADDOCK SENIOR HIGH
DR MICHAEL M. KROP SENIOR HIGH
MIAMI KILLIAN SENIOR HIGH SCHOOL
YOUNG MEN'S PREPARATORY ACADEMY
WESTLAND HIALEAH SENIOR HIGH SCHOOL
SOUTH MIAMI SENIOR HIGH SCHOOL
NORTH MIAMI SENIOR HIGH SCHOOL
MIAMI SPRINGS SENIOR HIGH SCHOOL
MIAMI SUNSET SENIOR HIGH SCHOOL
RONALD W. REAGAN/DORAL SENIOR HIGH
ALONZO TRACY MOURNING SENIOR HIGH B
BARBARA GOLEMAN SENIOR HIGH
MIAMI SOUTHRIDGE SENIOR HIGH
MIAMI BEACH SENIOR HIGH SCHOOL
HIALEAH-MIAMI LAKES SENIOR HIGH
CORAL GABLES SENIOR HIGH SCHOOL
MIAMI NORLAND SENIOR HIGH SCHOOL
NORTH MIAMI BEACH SENIOR HIGH
HOMESTEAD SENIOR HIGH SCHOOL
MIAMI CORAL PARK SENIOR HIGH
AMERICAN SENIOR HIGH SCHOOL
MIAMI SENIOR HIGH SCHOOL
SOUTH DADE SENIOR HIGH SCHOOL
MIAMI CENTRAL SENIOR HIGH SCHOOL
BOOKER T. WASHINGTON SENIOR HIGH
MIAMI JACKSON SENIOR HIGH SCHOOL
HIALEAH SENIOR HIGH SCHOOL
MIAMI EDISON SENIOR HIGH SCHOOL
100
90
80
70
60
50
40
30
20
10
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/201314IAProgramGuide.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”
2013 Winter IA % Satisfactory
2013 EOC Results
7431 Miami Palmetto
7581 IPreparatory Academy
7029 Terra Environmental Institute
7055 Young Women's Prep
7161 MAST Academy
7901 New World School of Arts
7101 Coral Reef
7571 International Studies Prep
7171 M.A.S.T At Homestead
7033 Law Enforcement Memorial
2012 Retrofitted EOC Results
7391 Miami Lakes Edu. Center
7121 John A. Ferguson
7371 Robert Morgan
7781 Felix Varela
7601 Turner Tech
7411 Miami Northwestern
7191 Hialeah Gardens
7051 G Holmes Braddock
7741 Southwest
7141 Dr. Michael M. Krop
7361 Miami Killian
7591 North Miami
7049 Westland Hialeah
7056 Young Men's Prep
7721 South Miami
7048 Alonzo and Tracy Mourning
7531 Miami Sunset
7131 Hialeah-Miami Lakes
7731 Miami Southridge
7511 Miami Springs
7751 Barbara Goleman
7201 Miami Beach
7241 Ronald W. Reagan/Doral
7151 Homestead
7381 Miami Norland
7071 Coral Gables
7541 North Miami Beach
7011 American
7271 Miami Coral Park
7791 Booker T. Washington
7461 Miami Senior
7251 Miami Central
7701 South Dade
7341 Miami Jackson
7111 Hialeah
7231 Miami Carol City
7301 Miami Edison
District Comparison of EOC and Winter IA Data
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
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.
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
Benchmark Comparisons All Schools
Overall Biology Baseline Fall 2013
60%
50%
40%
30%
20%
10%
0%
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.18.12
Average % Correct
Baseline Assessment:
Weaknesses High Schools
50%
L.14.1
L.14.3
45%
L.14.7
L.14.26
40%
L.14.36
L.14.52
35%
L.15.1
L.15.6
30%
L.15.8
L.15.13
25%
L.16.1
L.16.3
20%
L.16.13
15%
L.16.17
L.17.5
10%
L.17.9
L.17.20
5%
L.18.1
L.18.9
0%
1
L.18.12
7461 Miami Senior
7301 Miami Edison
7251 Miami Central
7111 Hialeah
Jackson
Miami
7341
7231 Miami Carol City
7791 Booker T. Washington
7271 Miami Coral Park
7381 Miami Norland
7591 North Miami
7051 G Holmes Braddock
7191 Hialeah Gardens
7431 Miami Palmetto
7701 South Dade
7541 North Miami Beach
7151 Homestead
7731 Miami Southridge
7721 South Miami
7049 Westland Hialeah
7411 Miami Northwestern
7011 American
7201 Miami Beach
7511 Miami Springs
7131 Hialeah-Miami Lakes
7071 Coral Gables
7531 Miami Sunset
7361 Miami Killian
7741 Southwest
7141 Dr. Michael M. Krop
7601 Turner Tech
7781 Felix Varela
7121 John A. Ferguson
7048 Alonzo and Tracy Mourning
7056 Young Men's Prep
7751 Barbara Goleman
7241 Ronald W. Reagan/Doral
7371 Robert Morgan
7391 Miami Lakes Edu. Center
7033 Law Enforcement Memorial
7571 International Studies Prep
7101 Coral Reef
7055 Young Women's Prep
7171 M.A.S.T At Homestead
7029 Terra Environmental Institute
7901 New World School of Arts
7581 IPreparatory Academy
7161 MAST Academy
Average
60%
50%
40%
30%
20%
10%
0%
2013 Baseline vs 2012 Baseline
2013 Baseline Ave % Correct
2012 Baseline Ave % Correct
Progress Monitoring Tool
Reporting
Benchmark Assessed
Categories
Description
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;
Annually 6. use tools to gather, analyze, and interpret data (this includes the use of
SC.912.N.1.1
Assessed 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.
Also SC.912.N.1.4 Identify sources of information and assess their reliability
SC.912.N.1.1
Assesses according to the strict standards of scientific investigation.
SC.912.N.1.1
Also SC.912.N.1.6 Describe how scientific inferences are drawn from scientific
Assesses observations and provide examples from the content being studied.
Also SC.912.L.14.4 Compare and contrast structure and function of various
Assesses types of microscopes.
LA.910.2.2.3 The student will organize information to show
Also understanding or relationships among facts, ideas, and events (e.g.,
SC.912.N.1.1
Assesses representing key points within text through charting, mapping,
paraphrasing, summarizing, comparing, contrasting, or outlining).
SC.912.N.1.1
Benchmark
Status
NOTES
PG- PG- PG- PGQ1 Q2 Q3 Q4
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Data Chats
TEST SCORE
(% Correct)
Baseline
Winter
Spring
Post
Date:
__________________
Student:
_______________
Teacher:_______________
Date:
__________________
Student:
_______________
Teacher:_______________
Date:
__________________
Student:
_______________
Teacher:_______________
Date:
__________________
Student:
_______________
Teacher:_______________
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 _______________
Lowest Benchmarks
(Code and summary of
content)
Data Chat
Strategies/ Activities to
be completed for each
weakest benchmark
Completion of activities
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/Science
EOC.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
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.
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
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
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
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 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**
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
Mrs. Yoly McCarthy
Mr. Sebastian Oddone,
District Supervisor
Instructional Supervisor
District Supervisor
Ms. Mary Tweedy,
Mr. Dane Jaber
Mr. Kirk Nieveen,
Curriculum Support
Specialist
Curriculum Support
Specialist
Curriculum Support Specialist
Ms. Keisha Kidd,
Curriculum Support
Specialist
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