Sebastian Oddone District Supervisor District Supervisor Yoly
McCarthy Curriculum Specialist Department Chair Meeting Session
#1
Slide 2
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
Slide 3
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
Slide 4
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.
Slide 5
State Updates The Biology EOC exam will count for 30% of final
grade for all 10 th grade students taking Biology I Regular or
Honors courses during the 2012-13 school year (9 th grade cohort of
2011-2012) Beginning with 9 th 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.
Slide 6
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 20122013 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 20112012
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 20132014 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.
Slide 7
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 K5 are not eligible to
participate in CAP.
Slide 8
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 20102011 must include the performance on the
Algebra 1 EOC Assessment (30 percent weighting). Students entering
grade nine in 20112012 must pass the Algebra 1 EOC Assessment to
earn course credit. o The Geometry course grade of students
entering grade nine in 20112012 must include the performance on the
Geometry EOC Assessment (30 percent weighting). Students entering
grade nine in 20122013 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 20112012
must include the performance on the Biology 1 EOC Assessment (30
percent weighting). Students entering grade nine in 20122013 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.
Slide 9
State Updates Averages for Biology
Slide 10
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
http://fcat.fldoe.org/fcat2/pdf/achlevel.pdf
Slide 11
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.
Slide 12
Top Schools in FL
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Broken Down by Grade Level 9 th
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Broken Down by Grade Level 10 th
Slide 15
Bottom Schools in FL
Slide 16
County Comparisons with Miami Dade
Slide 17
More Evidence for Trend Use
Slide 18
Break.
Slide 19
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
Slide 20
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 GROUP ACTIVITY
Slide 21
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
Slide 22
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
Slide 23
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
Slide 24
Item Specifications
Slide 25
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
http://science.dadeschools.net/highSchool/Scie nceEOC.htm
Slide 26
Middle School Foundational Benchmarks
Slide 27
Student Progression in High School Physical Science (9 th )
Biology (10 th ) Chemistry or Physics (11 th ) If a student already
completed the 9 th grade and or the 10 th 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 9 th grade equivalent,
that student may continue along the progression (passing score,
etc.)
Slide 28
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
Slide 29
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
Villagewww.science.dadeschools.net 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.
Slide 30
Academic Freedom Section 2. Academic Freedom Guidelines
(http://www2.dadeschools.net/employees/labor_union/UTD/Art_XXII.pdf)http://www2.dadeschools.net/employees/labor_union/UTD/Art_XXII.pdf
Teachers shall be guaranteed freedom in classroom presentations and
discussions and may introduce political, religious, or other
controversial material whenever, in teachers' professional
judgment, it is appropriate to the instructional objectives and the
age level of the students. Teachers shall be guaranteed freedom of
choice and flexibility with respect to teaching styles (e.g.,
lecture, labs, Socratic method) and methodology (e.g., system of
methods, discipline) to be used in the instruction of children
within Board objectives. Where a principal has substantiated a need
for an improved teaching style and methodology, through personal
conferences and classroom observations, the teacher shall develop a
methodology and teaching style more suitable for the attainment of
Board objectives. In performing their teaching function, teachers
shall be guaranteed freedom in expressing their personal opinions
on all matters relevant to the course content provided, however,
when doing so, they will indicate they are expressing personal
opinions. Teachers shall not be censored or restrained in the
performance of their teaching functions on the grounds that the
material discussed and/or opinions expressed are distasteful or
embarrassing to those in authority.
Slide 31
Biology EOC Reporting Categories Molecular and Cellular
Biology(35%) Classification, Heredity, and Evolution (25% )
Organisms, Populations, and Ecosystems(40%)
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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.
Slide 33
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)
Slide 34
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)
Slide 35
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 The
Nature of Science
Slide 36
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.
Slide 37
Cognitive Complexity The cognitive complexity of a test item
describes the demand an item makes on a based on Dr. Norman L.
Webbs Depth of Knowledge (DOK) levels Percentage points on the EOC
will be distributed as follows: Low Complexity - 10%20% Moderate
Complexity - 60%80% High Complexity - 10%20%
Slide 38
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
Slide 39
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.
Slide 40
Lunch time Please be back an hour from now Try to carpool to
avoid congestion Fast food restaurants around
Slide 41
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
Slide 42
Discovery Education Resources Presentation by Amy Groper For
Title I and Non-Title I Schools
Slide 43
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.
Slide 44
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
Slide 45
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
Slide 46
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?
Slide 47
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
Slide 48
Common Core Standards CCSS is a change in behavior, requiring
students to think, problem solve, and support their positions,
making life long learnerscreating 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)
Slide 49
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
Slide 50
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 K12 Science Education. Framework for K12 Science Education Step
Two: States Developing Next Generation Science Standards In a
process managed by Achieve, states will lead the development of K12
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.
Slide 51
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 (K12 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.
Slide 52
Department Chair General Information Science Leaders Handbook
Safety Handbook Guideline Use of Animals School Information Teacher
Information
Slide 53
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).Instructor 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.
Slide 54
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
Slide 55
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
http://oada.dadeschools.net/IAP/IAProgramGuid
e2012-%202013.pdf
Slide 56
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)
Slide 57
QSBA Pretest / Posttest, and Quarterly (QSBA): Earth/Space,
Chemistry, and Physical Science Found on EdusoftEdusoft 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
Slide 58
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
Slide 59
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)
Slide 60
Data and the Interim Assessment: Weaknesses for Miami Dade
Slide 61
Benchmark Comparison All Schools Overall Biology Baseline
Slide 62
Weakest Benchmarks By Descriptions Biology Fall 2012 County
SC.912.L.14.1 31% Describe the scientific theory of cells (cell
theory) and relate the history of its discovery to the process of
science SC.912.L.14.7 27% Relate the structure of each of the major
plant organs and tissues to physiological processes SC.912.L.14.36
33% Describe the factors affecting blood flow through the
cardiovascular system SC.912.L.15.1 31% Explain how the scientific
theory of evolution is supported by the fossil record, comparative
anatomy, comparative embryology, biogeography, molecular biology,
and observed evolutionary change SC.912.L.15.6 25% Discuss
distinguishing characteristics of the domains and kingdoms of
living organisms SC.912.L.16.3 34% Describe the basic process of
DNA replication and how it relates to the transmission and
conservation of the genetic information SC.912.L.16.17 31% Compare
and contrast mitosis and meiosis and relate to the processes of
sexual and asexual reproduction and their consequences for genetic
variation SC.912.L.18.1 28% Describe the basic molecular structures
and primary functions of the four major categories of biological
macromolecules SC.912.L.18.12 28% 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.
Slide 63
Strongest Benchmarks By Descriptions Biology Fall 2012 County
SC.912.L.14.3 39% Compare and contrast the general structures of
plant and animal cells. Compare and contrast the 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 35%
Explain the basic functions of the human immune system, including
specific and nonspecific immune 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% Describe the conditions
required for natural selection, including: overproduction of
offspring, inherited variation, and the struggle to survive, which
result in differential reproductive success SC.912.L.16.1 35% Use
Mendel's laws of segregation and independent assortment to analyze
patterns of inheritance SC.912.L.16.13 36% 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 39% 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.17.9 42% 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 SC.912.L.17.20 38% Predict the impact of individuals on
environmental systems and examine how human lifestyles affect
sustainability SC.912.L.18.9 37% Explain the interrelated nature of
photosynthesis and cellular respiration
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)
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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.
Slide 72
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
Slide 73
Whats 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 dont 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)
Slide 74
Reflections/ Closing Questions Follow up activity: Send
evidence of presenting information from this professional
development to your department. Needs principal signature**