Department Chair Meeting
Session #3
2013
Sebastian Oddone
District Supervisor
Yoly McCarthy
Curriculum Specialist
Goals for This Session
 World Precision
Instruments, Inc.:
Glassware Presentation
 Updates




Cut off scores
Item specs revisions
Posttest availability
Resources available for
remediation
 Common Core Standards
 ETO Website/ Resources
(Arles Carballo)
 Course descriptions
changes
(Physics/Chemistry)
 Math concerns
 Putting students in those
course now
 Comparison of Physics/
Chemistry Then and
Upcoming
in Science
 Data: Winter interim
 iCpalms Presentation (Jill
assessment Comparisons
Bartley)
World Precision Instruments, inc.
 Glassware presentation:
http://www.wpiinc.com/
Updates
 Cut off scores
 Item specs revisions
 Posttest availability
 Resources available for remediation
Updates: Cut off scores
Updates: Cut off scores
Cut off scores correlation to interims
Achievement Level Descriptions
Updates: Item Specifications Revisions
http://fcat.fldoe.org/eoc/pdf/BiologyFL11Sp.
pdf
Updates: Item Specifications Revisions
Updates: Post-test availability
 Identified in Edusoft in a separate folder called
“Post Test”
 Make sure to print answer sheets from that folder,
if not the original scores would be replaced
 Recommended time to administer the post would
be around the second week of April
 Done on paper, not computer based
 Use the data to show growth, IPEGS, remediation,
tutoring targets, and to discuss best practices
Resources for Remediation/ Review
 Extended Learning
Modules
 Found in the Learning
Village through the
Portal
 Organized by
benchmark
 Designed for one
three hour or two 1 ½
hour lessons
Resources for Remediation/ Review
 e2020
 Individualized
differentiated
instruction
 Online access;
can be done
from home
 Modules
separated by
quarters
Science Literacy and Common core
Ava D. Rosales, PhD
Instructional Supervisor – Science
Yoly McCarthy, NBCT AYA Bio, MS
Curriculum Support Specialist – Senior High Science
Department of Mathematics and Science
Office of Academics and Transformation
Session Outcomes
Participants will:
1.
2.
3.
4.
15
Identify and describe the major transitions that must occur in
order to experience successful implementation of Common
Core State Standards (CCSS),
Identify a major learning goal for a specific course and
integrate CCSS Literacy standards, Mathematical Practices,
and applicable benchmarks from other content areas by
“chunking” the standards/benchmarks into big ideas,
Understand how the Literacy Standards and Mathematical
Practices in the content areas assist students with depth of
understanding of important concepts,
Participate in a Comprehension Instructional Sequence (CIS)
template/lesson from a student perspective.
Pre-Assessing the Common Core
Think-Pair-Share
“What are the Common Core Standards? How will
they affect science instruction in the classroom?”
What are the CCSS?
Consist of the English Language Arts Standards, Mathematics Standards, and
Literacy Standards for History, Science and Technical Subjects
17
The CCSS:
 Are aligned with college and work expectations;
 Are clear, understandable and consistent;
 Include rigorous content and application of knowledge through high-order skills;
 Build upon strengths and lessons of current state standards;
 Are informed by other top performing countries, so that all students are prepared
to succeed in our global economy and society; and
 Are evidence-based.
 Are state led and coordinated by NGA and CCSSO,
 Are internationally benchmarked so that all students are prepared to succeed in
our global economy and society, and
 Define the vision of what it means to be a literate person in the twenty-first
century.
The Need: Why Develop the CCSS?
 Preparation: Prepare students with the knowledge and
skills they need to succeed in postsecondary endeavors ,
including the use and application of technology to
demonstrate learning
 Competition: Ensure our students are globally
competitive through the emphasis of application,
integration, critical thinking, and problem solving
 Equity: Set consistent expectations for all--and not
dependent on a student’s zip code
 Collaboration: Create a foundation to work
collaboratively across states and districts, pooling
resources and expertise
18
Current Statistics
http://www.achieve.org/Florida
Florida’s Implementation of CCSS
Phase 1 (2011-2012)
Phase 2 (2012-2013)
Full Implementation
Grade K
Phase 3 (2013-2014)
Full Implementation
Grades K-1
Begin Implementation of
Phase 4 (2014-2015)
Literacy Standards in ALL
Full Implementation
Content Areas for
Grades 6-12
Begin Implementation of Rich
and Complex Text and
Informational Text for Grades
K-12
20
Full Implementation of Literacy Grades K-2
Standards in ALL Content Areas
for
Implementation of a Blended
Grades 6-12
Curriculum (CCSS and
Supplemental NGSSS Aligned to
FCAT 2.0 and EOCs) for
Continue Implementation of
Grades 3-12
Rich and Complex Text and
Informational Text for Grades
Continue Implementation of
K-12
Rich and Complex Text and
Informational Text for Grades
K-12
Full Implementation
Grades K-12
PARCC Assessments Aligned to
CCSS
Florida’s Common Core State
Standards Implementation Timeline
Year/Grade Level
K
1
2
3-8
9-12
2011-2012
FL
L
L
L
L
2012-2013
FL
FL
L
L
L
2013-2014
CCSS fully implemented
FL
FL
FL
BL
BL
2014-2015
CCSS fully implemented and
assessed
FL
FL
FL
FL
FL
F - full implementation of CCSS for all content areas
L – begin full implementation of content area literacy standards including: (1) use of informational
text, text complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards in
History/Social Studies, Science, and Technical Subjects (6-12)
B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of
NGSSS assessed on FCAT 2.0
21
A-Z 21
http://www.fldoe.org/bii/pdf/CCSS-ImplementationTimeline.pdf
An Integrated System – at All Levels
State
District
School
Grade
Classroom
Student
Subgroup
Student
22
Florida’s State Board of Education
Strategic Plan
Approved October 2012
Strategic Goals
Section 1008.31, Florida Statute, establishes four goals
for Florida’s education system. Each of these goals will
be measured through the accountability system and
progress will be documented through the performance
indicators included in this Strategic Plan.
Highest Student Achievement
Seamless Articulation and Maximum Access
Skilled Workforce and Economic Development
Quality Efficient Services
23
http://www.fldoe.org/strategic_plan/
Goal 1:
Highest Student Achievement
PreK
Students
K-12
Students
Statutory Goals (1008.31)
Goal 2:
Seamless Articulation/
Maximum Access
 Improve kindergarten
readiness
 Increase the percentage of
 Increase high school

students performing at grade
graduation rates
level
 Increase student participation  Improve college readiness 
and performance in
 Expand digital education
accelerated course options

 Increase the percentage of
 Increase the percentage of
effective and highly-effective
effective and highlyprincipals
effective teachers at high Increase the percentage of
minority, high-poverty and
effective and highly-effective
low-performing schools
Teachers &
teachers
Leaders
24
Goal 3:
Skilled Workforce/
Economic Development
 Reduce the number of out-of-  Reduce the number of
field teachers
out-of-field teachers at
high-minority, highpoverty and lowperforming schools
Expand STEM-related
educational opportunities in
high-demand areas
Increase career and technical
education opportunities
Improve adult education
programs in school districts
How are the CCSS coded?
 Subject
 Grade range
 Number order of objective
26
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
27
Florida Transitions to
Common Core State Standards
Current Way of Work
 Standards-based instruction
 Instructional Materials and Test
item specifications guide
development of curriculum maps
 FOCUS mini-assessments aligned
28
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
Common Core
Curriculum Changes in Florida
 New Standards/Benchmarks for ALL English
Language Arts and Mathematics courses – ALL
grade levels
 Inclusion of applicable Common Core State
Standards for English Language Arts & Literacy in
History, Social Studies, Science and Technical
Subjects (all other courses) and the Mathematical
Practices
 Implementation Timeline
29
Present: Standards-Based Instruction
 Standards-based instruction is a process for planning,
delivering, monitoring and improving academic programs in
which clearly defined academic content standards provide the
basis for content in instruction and assessment.
 Standards help ensure students learn what is important.
 Student learning is the focus.
 Setting standards for academic proficiency is a state level
task.
 Districts develop local curriculum to provide students
access to the state approved standards in appropriate
contexts.
 School site educators engage students in meeting the
standards through standards based instruction.
30
Comprehension instructional sequence
The New “Look and Feel” of Instruction with
Common Core
31
Activate Prior Knowledge!
 Hook Question: What are ethics and why should ethics be
considered when making decisions?
 Predictive Written Response to Complex Text-Based Question:
What are some positive and negative consequences of research in the
field of biotechnology and medicine?
 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.
32
 Directed Note-Taking (Reading #2)
 First draft written response to essential question
Vocabulary Front-loading
Independently,
identify/highlight/
underline words
that are
unfamiliar to you.
35
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
Paragraph
#
2
2
3
4
4
4
36
Academic or Discipline Specific
Vocabulary
Amputation
Amp- means “by shortening”
-ation forms a noun
Prosthetic
Pros- means “toward or near”
-thetic from the root thet meaning
"placed, set"
Plateau
“Three years and there was no
mistaking it: He had hit a plateau.”
Extracellular matrix
Extra- means “outside or beyond”
experimental treatment that could
“fertilize” a wound and help it heal.
Fibrous
- ous means full of or possessing
Word
ParaPart or graph
Context
#
Word
Part
5
Word
Part
7
Context 9
Word
Part
9
Context 10
Word
Part
10
Academic or Discipline Specific
Vocabulary
Latent
“…proteins that can reawaken the body’s
latent ability to regenerate tissue.”
Virulent
Vir- means “poison”
-ulent means “having in quantity”
Manipulations
Manu- means “hand”
-ations turns word into noun
Strictures
Strict- means “tightening”
Abnormal contractions/tightening
Lymphoma
-oma suffix used for names of tumors
Cardiomyoplasty
Cardio- means “heart”
-myo- means “muscle”
-plasty means “formation”
Word
Part or
Context
Context
Word
part
Word
part
Word
part
Word
part
Word
part
Text Marking
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
D – this section of text shows a scientific discovery
P
P
N
D
D
37
D
P
Directed Note-Taking
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.
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?
Para #
NOTES
Check relevant categories below
+ Impact
BioTech on
Society or
Individual
2
he would be better off with an amputation…
3
…a vial of magic powder and sprinkle it onto the wound. After
four months, Lee’s fingertip had regenerated itself, nail, bone,
and all.
Hernandez recalled that one of his own doctors—Steven Wolf,
had once mentioned some kind of experimental treatment that
could “fertilize” a wound and help it heal.
4
38
X
X
X
- Impact
BioTech on
Society or
Individual
Ethical
issues
New discovery
Future
Research
X
X
X
Directed Note-Taking
First Draft Written Response to Essential Question
Using 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?
39
In small groups, take positions and discuss which factor
is most significant/impactful (based on the text), and
come to consensus.
Group
Consensus
Individual Individual
Vote #1
Vote #2
Positive Impact
Negative Impact
Ethical Issue
Discovery
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)
Question Generation
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.
Question Generation: How Pig Guts Became the Next Bright Hope for Regenerating Human Limbs
Paragraph
#
2
3
41
Questions
Check relevant categories below
+ Impact
Biotech on
Society or
Individual
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?
What was the purpose of covering the hand with a
plastic bag?
- Impact
Ethical
Biotech
issues
on Society
or
Individual
Future
Research
X
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 Response After Rereading and
Extended Text Discussion
 Purpose: To provide opportunities for students to interact with
the text 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 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?
42
Debrief Lesson
Course Requirements and Standards
“Chunks” or Big Ideas
43
• The student evaluates the impact of biotechnology on the
individual, society and the environment, including medical and
ethical issues.
• Evaluate advances in biotechnology that impact agriculture
(Agriscience)
• Identify common diseases and disorders of each body system
including etiology, prevention, pathology, diagnosis and
treatment/rehabilitation (Health Science).
• Describe cell structure and function in diseased and healthy
tissues (Health Science).
Which Literacy standards did we
implement into this lesson?
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.
Integrated Content
Please stand if you agree that the statement describes an
activity you would expect to observe in a science, CTE or health
RELATED STANDARDS/BENCHMARKS
education class.
 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].
Key Ideas &
Details:
LACC.68.RST.1.3
[LACC.910.RST.1.3
 Determine the meaning of symbols, key terms, and other domainC
] raft & Structure:
specific words and phrases as they are used in a specific scientific or LACC.68/910.RST.
2.4
technical context.
Integration of
 Integrate [Translate] quantitative or technical information expressed Knowledge &
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.
Ideas:
LACC.68.RST.3.7
LACC.910.RST.3.7
Text Types &
Purposes:
LACC.68/910.WHST.
Research :
1.2
LACC.68.WHST.3.9
 Use units as a way to understand problems and to guide the solution Quantities:
MACC.912.N-Q.1.1
of multi-step problems.
45 Describe qualitatively the functional relationship between two
quantities by analyzing a graph.
Functions:
MACC.8.F.2
Please stand if you agree that the statement describes
an activity you would expect to observe in a science,
CTE or for
health
education Practices
class.
Standards
Mathematical
Integrated Content
 Make sense of problems and persevere in solving
them.
 Reason abstractly and quantitatively.
 Construct viable arguments and critique the





46
reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make sense of structure
Look for and express regularity in repeated
reasoning
Domain 1
Lesson Segments
Involving Routine Events
DQ1: Communicating
Learning Goals and
Feedback
1. Providing Clear Learning
Goals and Scales (Rubrics)
2. Tracking Student Progress
3. Celebrating Success
DQ6: Establishing
Rules and Procedures
4. Establishing Classroom
Routines
5. Organizing the Physical
Layout of the Classroom
State Model Framework
Which Design Questions did we incorporate into this
lesson?
Lesson Segments
Addressing Content
DQ2: Helping Students Interact with
New Knowledge
6. Identifying Critical Information
7. Organizing Students to Interact with New
Knowledge
8. Previewing New Content
9. Chunking Content into “Digestible Bites”
10. Processing of New Information
11. Elaborating on New Information
12. Recording and Representing Knowledge
13. Reflecting on Learning
DQ3: Helping Students Practice and Deepen
New Knowledge
14. Reviewing Content
15. Organizing Students to Practice and Deepen
Knowledge
16. Using Homework
17. Examining Similarities and Differences
18. Examining Errors in Reasoning
19. Practicing Skills, Strategies, and Processes
20. Revising Knowledge
DQ4: Helping Students Generate and Test
Hypotheses
21. Organizing Students for Cognitively Complex
Tasks
22. Engaging Students in Cognitively Complex Tasks
Involving Hypothesis Generation and Testing
23. Providing Resources and Guidance
Lesson Segments
Enacted on the Spot
DQ5: Engaging Students
24. Noticing When Students are Not Engaged
25. Using Academic Games
26. Managing Response Rates
27. Using Physical Movement
28. Maintaining a Lively Pace
29. Demonstrating Intensity and Enthusiasm
30. Using Friendly Controversy
31. Providing Opportunities for Students to Talk about Themselves
32. Presenting Unusual or Intriguing Information
DQ7: Recognizing Adherence to
Rules and Procedures
33. Demonstrating “Withitness”
34. Applying Consequences for Lack of Adherence to Rules and
Procedures
35. Acknowledging Adherence to Rules and Procedures
DQ8: Establishing and Maintaining Effective Relationships
with Students
36. Understanding Students’ Interests and Background
37. Using Verbal and Nonverbal Behaviors that Indicate Affection for
Students
38. Displaying Objectivity and Control
DQ9: Communicating High Expectations for
All Students
39. Demonstrating Value and Respect for Low Expectancy Students
40. Asking Questions of Low Expectancy Students
41. Probing Incorrect Answers with Low Expectancy Students
47
“Chunking” Big Ideas
HE.912.C.1.8 Analyze strategies for prevention, detection, and treatment
of communicable and chronic diseases.
SC.912.L.14.52 Explain the basic functions of the human immune system,
including specific/nonspecific immune response, vaccines, and antibiotics.
SC.912.L.16.10 Evaluate the impact of biotechnology on the individual,
society and the environment, including medical and ethical issues.
The CIS lesson covered (chunked)
several benchmarks and was an example
LACC.910.RST.1.1 Cite specific textual evidence to support analysis
oneand
activity
thedetails of
ofof
science
technicalthat
texts,demonstrated
attending to the precise
explanations
descriptions.
inclusionor of
the Literacy Standards with
LACC.910.RST.2.4 Determine the meaning of symbols, key terms,
the
NGSSS.
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.
48
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
49
CIS Brochure from Just Read, Florida
Discuss It!
 Based upon this lesson, how might you describe
the new “look and feel” of instruction with
Common Core Literacy Standards?
 How might you differentiate instruction for
struggling students, Students with Disabilities
(SWD), or English Language Learners (ELL)?
Bureau
of Curriculum & Instruction
51
Florida Dept. of Education
“The goal is no longer to teach a unit
and then see who got it, but rather to
understand student progressions toward
learning goals throughout a unit and
adjust teaching as necessary to guide
each student to success.
The Differentiated School , by Tomlinson, Brimijoin, & Narvaez
52
Reflections and Feedback
Parking Lot – on a sticky-note, pick at least one to answer
 How do you see the Literacy Standards and Mathematical
Practices supporting and enhancing your curriculum?
 What concerns you the most about the transition to
implementation of CCSS Literacy Standards and Mathematical
Practices?
 How can these concerns be addressed?
Exit slip - on separate sticky-notes, please complete
• I used to think….
• But, now I know…
53
Lunch time…
 Please be back an hour from now
 Try to carpool to avoid congestion
 Fast food restaurants around…
ETO Website and Resources
 Arles Caraballo, ETOC High School Science
Curriculum Support Specialist
iCPALMS
 Jill DiGiorgi Bartley, MS, NBCT
CPALMS Regional Coordinator
Florida State University
Learning Systems Institute
Jbartley@LSI.fsu.edu
http://www.cpalms.org
 iCPALMS (individualized platform)
 visualizer to analyze data
 Progression Map
 CMAP
Break Time…..
Course description Changes (Physics
and Chemistry)
 Math concerns
 High math not necessarily required for chemistry
anymore
 All present 9th graders and on are required to have
a credit in Chemistry OR Physics
 Number of science benchmarks in each course have
been reduced
 Common core benchmarks incorporated
Comparison then and now….
 In small groups choose discuss and then present a
concept map, description, symbol, or picture
representing what the new chemistry or physics
class should look like according to the course
descriptions
Winter Interim Data
Winter Interim Preliminary Results
Using the Data to differentiate..*
Activities/Strategies that we can use
for differentiation based on data:
 Pull outs
 Tutoring after school/ Saturdays
 Content reading
 GIZMO activities on line
 Discovery videos
 RAFT activity based on weakest content
 Peer tutoring by proficient students
 Free form maps based on weak content
 Use of Supplemental resources such as Coach book or
other purchased materials
Reflections/ Assignment
Follow up assignment:
1. Type a short reflection on the meeting and the relevant content you
will be taking back to your school.
2. Pull your data and identify the weakest benchmarks from the winter
interim assessments or Quarterly assessments.
3. List at least three remediation strategies or activities that you or
your school will use for your lowest benchmarks (that have been
taught). And raise predicted scores before the EOC.
4. Present this data to an administrator and department. Use the follow
up form from the science.dadeschools.net website
5. Send us a copy of the data and strategies you will use as
department/ individual/ or school to remediate. Email:
soddone@dadeschools.net
Thank you
 Feedback