Department Chair Meeting
Session #1
Sebastian Oddone
District Supervisor
Yoly McCarthy
Curriculum Specialist
Goals for This Session
 Review State updates
 Course Description Review
 Common Core Standards/ NGSS
 Miami Dade County Department Chair
Information
 Data and interim assessments
 Reading in Science
 Reflections
Introductions
Tell us
 Who you are?
 What school you are from?
 Are you a new or experienced
department chair?
 Something positive (brief) from your
school that you would like to share
Senate Bill 4- Revises s. 1003.428, F.S.,
General Requirements for HS Graduation
Think Pair Share
 In your group, read the Senate Bill 4
Implementation Update
 Choose 5 important highlights to report out
 Write them down on chart paper and present.
State Updates
 The Biology EOC exam will count for 30% of final
grade for all 10th grade students taking Biology I
Regular or Honors courses during the 2012-13
school year (9th grade cohort of 2011-2012)
 Beginning with 9th 2012-2013 cohort a passing
score on the Biology, Algebra I, and Geometry
EOCs will be required (or equivalent score?) for
graduation
 If the EOCs are not passed, students will be able to
retake until a passing grade is achieved.
Senate Bill 4- Revises s. 1003.428, F.S.,
General Requirements for HS Graduation
 . …Beginning with the cohort of students entering grade nine in the 2012–2013 school
year, in
addition to the Algebra 1 and Geometry credit
requirements, one of the four credits in mathematics must be an
Algebra 2 or equivalent course.
 …Beginning with the cohort of students entering grade nine in the 2011–2012 school year, one of
the three credits in science must be a Biology 1 or equivalent course and the EOC assessment
requirements must be met in order for the student to earn the required credit in Biology 1. It also
requires that, beginning with students entering grade nine in the 2013–2014 school year, one
of
the three science credits must be Biology 1 or equivalent courses,
one must be chemistry or physics or equivalent courses, and one
must be an equally rigorous science course.
Senate Bill 4- Revises s. 1003.428, F.S.,
General Requirements for HS Graduation
QUESTIONS AND ANSWERS
If a secondary student has not been enrolled in or completed a
course but passes the corresponding EOC assessment, will that
student receive high school credit for that course? Yes.
When may a secondary student be allowed to take a standardized
EOC assessment in a particular course?
After EOC assessment cut scores have been determined, a secondary
student must be allowed to take an EOC assessment for a particular
course during any regular administration of that EOC assessment.
May an elementary student in an accelerated/gifted program take a
standardized EOC assessment and receive high school credit
without being enrolled in or completing that course?
Senate Bill 4 establishes the Credit Acceleration Program (CAP) for
“secondary students.” Students in grades K–5 are not eligible to
participate in CAP.
Senate Bill 4- Revises s. 1003.428, F.S.,
General Requirements for HS Graduation
Require the statewide assessment program to transition from comprehensive assessments of mathematics in grades nine and ten to EOC
assessments measuring the course content of Algebra 1 and Geometry.
o The Algebra 1 course grade of students entering grade nine in 2010–2011 must include the performance on the Algebra 1 EOC Assessment
(30 percent weighting). Students entering grade nine in 2011–2012 must pass the Algebra 1 EOC Assessment to earn course credit.
o The Geometry course grade of students entering grade nine in 2011–2012
must include the performance on the Geometry EOC Assessment (30 percent
weighting). Students entering grade nine in 2012–2013 must pass the Geometry
EOC Assessment to earn course credit.
Require the statewide assessment program to transition from a comprehensive assessment of science in grade 11 to an EOC assessment measuring the course content
of Biology.
o The Biology course grade of students entering grade nine in 2011–2012 must include the performance on the Biology 1 EOC Assessment (30 percent weighting).
Students entering grade nine in 2012–2013 must pass the Biology 1 EOC
Assessment to earn course credit.
Require the Commissioner to develop an implementation schedule for the development and administration of
additional EOC assessments in English/Language Arts II, Algebra II,
Chemistry, Physics, Earth/Space Science, United States History, and
World History, subject to funding availability. The priority must be
given to English/Language Arts II.
State Updates
Averages for Biology
State Updates
Cut scores/ Levels
 Cut scores/ ALDS (Achievement Level
descriptions) for biology EOC have not been
determined as of yet
 “At this time, Achievement Levels have only been
established for the Algebra 1 EOC Assessment; they will
be established for the Geometry and Biology 1
EOC Assessments in Spring 2013, for the U.S. History
EOC Assessment in Spring 2014, and for the Civics EOC
Assessment in Spring 2015.”http://fcat.fldoe.org/fcat2/pdf/achlevel.pdf
Trends to Look for in Biology EOC
*Need to keep in consideration that what is considered passing has not been
determined yet when looking for patterns. When levels 1-5 are broken down, the
patterns may change.
Top Schools in FL
Broken Down by Grade Level 9th
Broken Down by Grade Level 10th
Bottom Schools in FL
County Comparisons with Miami Dade
More Evidence for Trend Use
Break….
Course Description Review
 NEW 2012-2013 Course Descriptions for all
courses found online at CPALMS:
http://www.cpalms.org/Courses/CourseDescripti
onSearch.aspx
 68 benchmarks have been grouped according to
22 Annually Assessed (AA) benchmarks
 Nature of Science benchmarks are embedded
throughout the AA benchmarks
 Common Core Embedded throughout
Pacing Guides: The District Curriculum
 Review of Pacing Guides (Year at a Glance)
 The outline of the Pacing Guides
 Correlation to the course descriptions
 Discuss with your group your findings
 Present back the “Aha” moments from your
groups
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
 Available through the Learning Village in the
teacher portal
 Aligned to new textbooks adopted for this year
Pacing Guides: The District Curriculum
 Biology Revamp
 Research based (Framework for K-12 Science
Education, Project 2061, etc.)
 Based on concrete to abstract progression and
macro (real world) to micro (abstract) sequence
 Content in Biology all review from middle school
but more in depth
Benchmarks and Item Specifications
 NGSSS Benchmarks adopted in 2008 for all science
courses
 Separated by Bodies of Knowledge (Life, Physical,
Earth space, Nature of Science)
 Only Biology has item specifications for EOC. No
item specs planned for other high school course
(that we know of)
 Purpose of Item Specs to provide specific content
and format instructions to EOC test creators
 Good tool for Biology teachers
Item Specifications
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/Scie
nceEOC.htm
Middle School
Foundational Benchmarks
Student Progression in High School
 Physical Science (9th)
 Biology (10th)
 Chemistry or Physics (11th)
 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.)
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 ends up having the opposite effect we
intend
 Address prior knowledge by incorporating into the
specific subject area and engage students by raising
expectations and promoting HOTS.
 Students often will say they never learned anything before they
stepped into your class…
 Encourage communication and sharing of best
practices among teachers in your department
High School Science News
(from the Science Webcast)
 Higher Order Thinking (HOT) Labs:
The purpose of the Physical Science, Biology, and Chemistry HOT Labs is to ensure all students
are provided benchmark driven instruction of the Next Generation Sunshine State Standards
through a laboratory/hands on experience. The use of this document is recommend in all Physical
Science, Biology, and Chemistry classrooms and it can be found at www.science.dadeschools.net
and the Learning Village
 Science best practices:
 Encourage science instruction that is aligned to the M-DCPS district pacing guides.
 Encourage science instruction that promotes the implementation of a minimum of at least one
lab/week.
 Encourage science instruction that utilizes Quarterly Science Benchmark assessment (QSBA)
and that uses the data to drive teaching and learning.
 Encourage student participation in the Regional Science and Engineering Fair and SECME
competitions.
 Encourage your science instructors to participate in the District Professional Development of
the above listed items.
Biology EOC
Reporting Categories
 Molecular and Cellular Biology
(35%)
 Classification, Heredity, and Evolution
(25% )
 Organisms, Populations, and Ecosystems
(40%)
Molecular and Cellular Biology
(35%)
SC.912.L.14.1 - Describe the scientific theory of cells (cell theory) and relate the history of its discovery to
the process of science. (Also assesses SC.912.N.1.3, SC.912.N.2.1, SC.912.N.3.1, and SC.912.N.3.4)
SC.912.L.14.3 - Compare and contrast the general structures of plant and animal cells. Compare and
contrast the general structures of prokaryotic and eukaryotic cells.(Also assesses SC.912.L.14.2.)
SC.912.L.16.3 - Describe the basic process of DNA replication and how it relates to the transmission and
conservation of the genetic information. (Also assesses SC.912.L.16.4, SC.912.L.16.5, and
SC.912.L.16.9)
SC.912.L.16.17 - Compare and contrast mitosis and meiosis and relate to the processes of sexual and
asexual reproduction and their consequences for genetic variation. (Also assesses SC.912.L.16.8,
SC.912.L.16.14, and SC.912.L.16.16)
SC.912.L.18.1 - Describe the basic molecular structures and primary functions of the four major categories
of biological macromolecules. (Also assesses SC.912.L.18.11)
SC.912.L.18.9 - Explain the interrelated nature of photosynthesis and cellular respiration. (Also assesses
SC.912.L.18.7, SC.912.L.18.8, and SC.912.L.18.10)
SC.912.L.18.12 - Discuss the special properties of water that contribute to Earth's suitability as an
environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and
versatility as a solvent.
Classification, Heredity, and Evolution
(25%)
SC.912.L.15.1 - Explain how the scientific theory of evolution is supported by the fossil record, comparative
anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary
change. (Also assesses SC.912.N.1.3, SC.912.N.1.4, SC.912.N.1.6, SC.912.N.2.1, SC.912.N.3.1,
SC.912.N.3.4, and SC.912.L.15.10)
SC.912.L.15.6 - Discuss distinguishing characteristics of the domains and kingdoms of living organisms.
(Also assesses SC.912.N.1.3, SC.912.N.1.6, SC.912.L.15.4, and SC.912.L.15.5)
SC.912.L.15.8 - Describe the scientific explanations of the origin of life on Earth. (Also assesses
SC.912.N.1.3, SC.912.N.1.4, and SC.912.N.2.1)
SC.912.L.15.13 - Describe the conditions required for natural selection, including: overproduction of
offspring, inherited variation, and the struggle to survive, which result in differential reproductive
success. (Also assesses SC.912.N.1.3, SC.912.L.15.14, and SC.912.L.15.15)
SC.912.L.16.1 - Use Mendel's laws of segregation and independent assortment to analyze patterns of
inheritance. (Also assesses SC.912.L.16.2)
Organisms, Populations, and Ecosystems
(40%)
SC.912.L.14.7 - Relate the structure of each of the major plant organs and tissues to physiological
processes.
SC.912.L.14.26 - Identify the major parts of the brain on diagrams or models.
SC.912.L.14.36 - Describe the factors affecting blood flow through the cardiovascular system.
SC.912.L.14.52 - Explain the basic functions of the human immune system, including specific and
nonspecific immune response, vaccines, and antibiotics. (Also assesses SC.912.L.14.6, HE.912.C.1.4,
and HE.912.C.1.8)
SC.912.L.16.10 - Evaluate the impact of biotechnology on the individual, society and the environment,
including medical and ethical issues.
SC.912.L.16.13 - Describe the basic anatomy and physiology of the human reproductive system. Describe
the process of human development from fertilization to birth and major changes that occur in each
trimester of pregnancy.
SC.912.L.17.5 - Analyze how population size is determined by births, deaths, immigration, emigration, and
limiting factors (biotic and abiotic) that determine carrying capacity. (Also assesses SC.912.N.1.4,
SC.912.L.17.2, SC.912.L.17.4, and SC.912.L.17.8)
SC.912.L.17.9 - Use a food web to identify and distinguish producers, consumers, and decomposers.
Explain the pathway of energy transfer through trophic levels and the reduction of available energy at
successive trophic levels. (Also assesses SC.912.E.7.1)
SC.912.L.17.20 - Predict the impact of individuals on environmental systems and examine how human
lifestyles affect sustainability. (Also assesses SC.912.N.1.3, SC.912.L.17.11, SC.912.L.17.13 and
HE.912.C.1.3)
The Nature of Science
SC.912.N.1.1
(Also assesses SC.912.N.1.4, SC.912.N.1.6,
SC.912.L.14.4, LA.910.2.2.3, LA.910.4.2.2,
MA.912.S.1.2, and MA.912.S.3.2)
Annually Assessed benchmark
but does not belong to one
specific reporting category and
is addressed in all three
Difficulty Level vs.
 The difficulty of test items is initially estimated by
committees of educators and later determined by
question performance based on the following:
 Easy - More than 70 percent of the students
respond correctly.
 Average - Between 40 percent and 70 percent of the
students are respond correctly.
 Challenging - Less than 40 percent of the students
respond correctly.
Cognitive Complexity
 The cognitive complexity of a test item describes
the demand an item makes on a based on Dr.
Norman L. Webb’s Depth of Knowledge (DOK)
levels
 Percentage points on the EOC will be distributed
as follows:
 Low Complexity
 Moderate Complexity
 High Complexity
- 10%–20%
- 60%–80%
- 10%–20%
A marine food web is shown below.
Which of the following organisms is a consumer in this food web?
A. Seaweed
B. Sea Grass
C. Clam Worm
D. Phytoplankton
A marine food web is shown below.
Which of the following is a long-term effect on the removal of the redfish
from the ecosystem represented by this food web?
A. The osprey population will increase.
B. The amphipod population will increase.
C. The clam worm population will increase.
D. The phytoplankton population will increase.
Lunch time…
 Please be back an hour from now
 Try to carpool to avoid congestion
 Fast food restaurants around…
CPALMS
 Presentation on the use of CPALMS as a resource
for lessons and content for Florida teachers
http://www.cpalms.org
 iCPALMS (individualized platform)
 visualizer to analyze data
 Progression Map
 CMAP
Discovery Education Resources
Presentation by Amy Groper
For Title I and Non-Title I Schools
Common Core Standards
 The Common Core State Standards Initiative is a
state-led effort coordinated by the National
Governors Association Center for Best Practices
(NGA Center) and the Council of Chief State
School Officers (CCSSO). The standards were
developed in collaboration with teachers, school
administrators, and experts, to provide a clear
and consistent framework to prepare our
children for college and the workforce.
Common Core Shifts for ELA/Literacy
 Complexity: The standards require regular
practice with complex text and its academic
language
 Evidence: The standards emphasize reading and
writing grounded in evidence from text, both
literary and informational
 Knowledge: The standards require building
knowledge through content rich non-fiction
Common Core Shifts for Mathematics
 Focus: The standards focus in on the key content,
skills and practices at each grade level
 Coherence: Content in the standards builds across
the grades, and major topics are linked within
grades
 Rigor: In major topics, the standards highlight
conceptual understanding, procedural skill and
fluency, and application
Common Core Standards
Questions to consider:
 What are the Common Core Standards?
 How will they affect the science classroom?
 What accountability is in place for these
standards?
Language Arts and Math
Embedded into science course descriptions and
now pacing guides
 Group Activity:
Choose one of the common core standards and
create/describe an activity that reflect the
incorporation of the standard into a Science lesson.
Present out to the group
Common Core Standards
“CCSS is a change in behavior, requiring students to
think, problem solve, and support their positions,
making life long learners…creating the habit of
learning and seeking knowledge on their own”
 Integration of Math and Language Arts
benchmarks
 PARCC (Partnership for Assessment of Readiness
for College and Careers)
PARCC Assessments
 Assessed in years 3-10
 Will replace the FCAT 2.0
 CCSS will not be tested on the Biology EOC
 Timeline
 2010-11 School Year: Launch and design phase
 2011-12 School Year: Development begins
 2012-13 School Year: First year pilot/field testing and related
research and data collection
 2013-14 School Year: Second year pilot/field testing and related
research and data collection
 2014-15 School Year: Full operational administration of PARCC
assessments
 Summer 2015: Set achievement levels, including college-ready
performance levels
NGSS
(Next Generation Science Standards)
 Step One: Getting the Science Right The National
Research Council (NRC), the staff arm of the National
Academy of Sciences, began by developing the
Framework for K–12 Science Education.
 Step Two: States Developing Next Generation Science
Standards In a process managed by Achieve, states
will lead the development of K–12 science standards,
rich in content and practice, arranged in a coherent
manner across disciplines and grades to provide all
students an internationally-benchmarked science
education.
NGSS
(Next Generation Science Standards)
Process for Developing Next Generation Science Standards
 Next Generation Science Standards development work will begin with
State teams, which will provide confidential and continuous feedback
throughout the development process. The Lead Partner States will guide
the writing team and will also work together to develop plans for
adoption, implementation and transition that can be considered by other
states.
 In addition to the state teams and writers there will be a critical stakeholder
team (K–12 educators, administrators, higher education faculty, scientists,
engineers, business leaders, policymakers, and key organizations). This
team will provide confidential feedback at critical points in the
development process.
 Timeline The release of the Next Generation Science Standards is expected
in Fall 2012, with public drafts available in winter 2011/12 and summer
of 2012.
Department Chair General Information
 Science Leaders Handbook
 Safety Handbook
 Guideline Use of Animals
 School Information
 Teacher Information
Professional Development
 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
 Professional development for Biology and
Chemistry in October at three different locations
 Access codes have been sent out to all department
chairs
 Physical Science on the Learning Village
 ExamView resource of each textbook posted on
the network
 http://it.dadeschools.net/examview.htm
Biology Interim Assessments
 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/IAProgramGuid
e2012-%202013.pdf
Biology Interim Assessments
 Great to use by benchmark for intervention
groups or remediation activity assignments for
students (through EduSoft)
 Meant to assess content knowledge not
necessarily EOC practice
 Data shows interim assessments are a good
predictor of EOC “success” (passing not
determined yet)
QSBA
 Pretest / Posttest, and Quarterly (QSBA):
Earth/Space, Chemistry, and Physical Science
 Found on Edusoft
 Benchmark Exams Tab
 Assessments Link
 2012-2013 District Science Folder
 2012-2013 Senior High Science Sub-folder
 Benchmark Groups
 Revisions been made. Send email if you see a
mistake in an answer
Data and the Interim Assessments
Data break down activity:
 In your groups, use the given data to answer
these questions and complete the task(s)
 What were the biggest deficiencies?
 The greatest strengths?
 Weaknesses a reading or content issues?
 Develop and describe one strategy of how you would
address the weak benchmarks and one strategy to address
the strongest benchmarks
Data and the Interim Assessments
 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)
 E2020 online resource
 Discovery Education
 Explore Learning (GIZMOS)
Data and the Interim Assessment:
Weaknesses for Miami Dade
Benchmark Comparison All Schools
Overall Biology Baseline
Weakest Benchmarks By Descriptions
Biology Fall 2012 County
SC.912.L.14.1
Describe the scientific theory of cells (cell theory) and relate
31% the history of its discovery to the process of science
Relate the structure of each of the major plant
27% organs and tissues to physiological processes
Describe the factors affecting blood
SC.912.L.14.36
flow through the cardiovascular
33% system
SC.912.L.14.7
SC.912.L.15.1
Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy,
31% comparative embryology, biogeography, molecular biology, and observed evolutionary change
SC.912.L.15.6
Discuss distinguishing characteristics of the
25% domains and kingdoms of living organisms
SC.912.L.16.3
Describe the basic process of DNA replication and how it relates to
34% the transmission and conservation of the genetic information
Compare and contrast mitosis and meiosis and relate to the processes of sexual and
31% asexual reproduction and their consequences for genetic variation
Describe the basic molecular structures and primary
SC.912.L.18.1
functions of the four major categories of biological
28% macromolecules
SC.912.L.16.17
SC.912.L.18.12
Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive
28% behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.
Strongest Benchmarks By Descriptions
Biology Fall 2012 County
SC.912.L.14.3
Compare and contrast the general structures of plant and animal cells. Compare and contrast the
39% general structures of prokaryotic and eukaryotic cells
SC.912.L.14.26 36% Identify the major parts of the brain on diagrams or models
SC.912.L.14.52
Explain the basic functions of the human immune system, including specific and nonspecific immune
35% response, vaccines, and antibiotics
SC.912.L.15.8 35% Describe the scientific explanations of the origin of life on Earth.
SC.912.L.15.13
44%
SC.912.L.16.1 35%
SC.912.L.16.13
36%
SC.912.L.17.5
39%
SC.912.L.17.9
42%
SC.912.L.17.20 38%
SC.912.L.18.9 37%
Describe the conditions required for natural selection, including: overproduction of offspring,
inherited variation, and the struggle to survive, which result in differential reproductive success
Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance
Describe the basic anatomy and physiology of the human reproductive system. Describe the process
of human development from fertilization to birth and major changes that occur in each trimester of
pregnancy
Describe the basic anatomy and physiology of the human reproductive system. Describe the process
of human development from fertilization to birth and major changes that occur in each trimester of
pregnancy
Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the
pathway of energy transfer through trophic levels and the reduction of available energy at successive
trophic levels
Predict the impact of individuals on environmental systems and examine how human lifestyles affect
sustainability
Explain the interrelated nature of photosynthesis and cellular respiration
Individualized Student
Benchmark Progress Monitoring Tool
Edusoft
 Make sure you and all your colleagues have a
current username and password to Edusoft
 Most useful reports for the individual teacher
are:
 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)
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
“What’s Toxic in Toyland?”
 Predict- what do you think this article will be
about?
 Read aloud/ jump in
 Five words- choose five words from reading that
are important or that you don’t understand
 Continue reading a few more paragraphs
 Choose one sentence from section that represents
what article is about (main idea practice)
 Draw a picture to represent what article about
(no words)
Reflections/ Closing Questions
 Follow up activity:
Send evidence of presenting information from this
professional development to your department.
Needs principal signature**
Thank you
 Feedback