Department Chair Meeting Session # 3 2013

1. Department Chair MeetingSession #32013 Sebastian Oddone District Supervisor Yoly McCarthy Curriculum Specialist

2. 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 in Science • iCpalmsPresentation (Jill Bartley) • 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 • Data: Winter interim assessment Comparisons

3. World Precision Instruments, inc. • Glassware presentation: http://www.wpiinc.com/

4. Updates • Cut off scores • Item specs revisions • Posttest availability • Resources available for remediation

5. Updates: Cut off scores

6. Updates: Cut off scores

7. Cut off scores correlation to interims

8. Achievement Level Descriptions

9. Updates: Item Specifications Revisions http://fcat.fldoe.org/eoc/pdf/BiologyFL11Sp.pdf

10. Updates: Item Specifications Revisions

11. 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

12. 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

13. Resources for Remediation/ Review • e2020 • Individualized differentiated instruction • Online access; can be done from home • Modules separated by quarters

14. 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

15. Session Outcomes Participants will: • 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.

16. Pre-Assessing the Common Core Think-Pair-Share “What are the Common Core Standards? How will they affect science instruction in the classroom?”

17. What are the CCSS? Consist of the English Language Arts Standards, Mathematics Standards, and Literacy Standards for History, Science and Technical Subjects 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.

18. 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

19. Current Statistics http://www.achieve.org/Florida

20. Florida’s Implementation of CCSS Phase 1 (2011-2012) Phase 2 (2012-2013) Full Implementation Grade K Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12 Phase 3 (2013-2014) Full Implementation Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Phase 4 (2014-2015) Full Implementation Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 Full Implementation Grades K-12 PARCC Assessments Aligned to CCSS

21. Florida’s Common Core State Standards Implementation Timeline 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 A-Z 21 http://www.fldoe.org/bii/pdf/CCSS-ImplementationTimeline.pdf

22. An Integrated System – at All Levels

23. Florida’s State Board of EducationStrategic PlanApproved 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 http://www.fldoe.org/strategic_plan/

25. How are the CCSS coded? • Subject • Grade range • Number order of objective

26. Handout http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

27. Handout

28. Common Core Way of Work Florida Transitions toCommon 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 to individual benchmarks are used to monitor student progress Teaching benchmarks in isolation results in long lists of tasks to master 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 progressare 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

29. Common Core Curriculum Changes in Florida • New Standards/Benchmarks for ALLEnglishLanguage 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  

30. 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.

31. Comprehension instructional sequence The New “Look and Feel” of Instruction with Common Core

32. Activate Prior Knowledge! Handout • 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. • Directed Note-Taking (Reading #2) • First draft written response to essential question

33. Vocabulary Front-loading Independently, identify/highlight/underline words that are unfamiliar to you.

34. Vocabulary Front-loading 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.

35. 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 Text Marking P P N D D D P

36. Handout 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. X X X X X X

37. Directed Note-Taking Handout

38. In small groups, take positions and discuss which factor is most significant/impactful (based on the text), and come to consensus. • Count number of groups that selected each category. • 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)

39. 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. • 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.

40. 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?

41. Debrief Lesson Course Requirements and Standards “Chunks” or Big Ideas • 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).

42. 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.

43. Please stand if you agree that the statement describes an activity you would expect to observe in a science, CTE or health education class. Integrated ContentRELATED STANDARDS/BENCHMARKS Key Ideas & Details: LACC.68.RST.1.3 [LACC.910.RST.1.3 ] • 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]. • 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. • Integrate [Translate] quantitative or technical information expressed 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. • Use units as a way to understand problems and to guide the solution of multi-step problems. • Describe qualitatively the functional relationship between two quantities by analyzing a graph. Craft & Structure: LACC.68/910.RST.2.4 Integration of Knowledge & Ideas: LACC.68.RST.3.7 LACC.910.RST.3.7 Text Types & Purposes: LACC.68/910.WHST.1.2 Research : LACC.68.WHST.3.9 Quantities: MACC.912.N-Q.1.1 Functions: MACC.8.F.2

44. Please stand if you agree that the statement describes an activity you would expect to observe in a science, CTE or health education class. Integrated ContentStandards for Mathematical Practices • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the 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

45. State Model Framework Domain 1 Lesson Segments Enacted on the Spot Lesson Segments Addressing Content Which Design Questions did we incorporate into this lesson? 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 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 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 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 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 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 DQ6: Establishing Rules and Procedures 4. Establishing Classroom Routines 5. Organizing the Physical Layout of the Classroom 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 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

46. “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. 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. The CIS lesson covered (chunked) several benchmarks and was an example of one activity that demonstrated the inclusion of the Literacy Standards with the NGSSS.

47. 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

48. CIS Brochure from Just Read, Florida

49. 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

50. “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