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Department Chair Meeting Session #4 2013

Department Chair Meeting Session #4 2013. Sebastian Oddone District Supervisor Yoly McCarthy Curriculum Specialist. Goals for This Session. 8:30 AM Welcome Fisher Presentation Division of Safety and E mergency Management Highs and lows from the year presentations

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Department Chair Meeting Session #4 2013

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  1. Department Chair MeetingSession #42013 Sebastian Oddone District Supervisor Yoly McCarthy Curriculum Specialist

  2. Goals for This Session • 8:30 AM Welcome • Fisher Presentation • Division of Safety and Emergency Management • Highs and lows from the year presentations • Updates from the state • Senate Bill 1076 • Student Progression Plans • FASS Updates on NGSS Break • Updates from the District • Summer PD • 2013-2014 Pacing Guide(Updates) • Textbooks • Data for accountability throughout the year • Highest and lowest scoring Biology benchmarks Lunch 11:30am-12:30pm (Burger King, Gas Station) • Lessons to Learn • Recommendations for next year • Strategies/Tools for next year • Casio presentation - Ileana Gonzalez • Raffle and giveaway: • Grab a bag when your number is called. Then we will exchange!

  3. Fisher Scientific,inc. http://www.fishersci.com

  4. Chemical Storage and Inventory Greg Mohr, P.G. Project Manager II- Environmental Miami Dade County Public Schools Division of Safety and Emergency Management 305-995-7994 Office 305-995-4924 Fax

  5. Group Activity (Best Practices) In groups of 4-5 spend some time answering these questions: • What were the greatest moments in science at my school this year? • What were the low points in science at my school this year? • What are our goals as a department for next year? • What were some new best practices started this year? Be ready to present to the whole group.

  6. Updates: (State) Senate Bill 1076 • Line 924 – 939: 3. Three credits in science, two of which must have a laboratory component.Beginning with students entering grade 9 in the 2011-2012 school year, one of the three credits in science must be Biology I or a series of courses equivalent to Biology I as approved by the State Board of Education. Beginning with students entering grade 9 in the 2011-2012 school year, the end-of-course assessment requirements under s. 1008.22(3)(c)2.a.(II) must be met in order for a student to earn the required credit in Biology I. Beginning with students entering grade 9 in the 2013-2014 school year, one of the three credits must be Biology I or a series of courses equivalent to Biology I as approved by the State Board of Education, one credit must be chemistry or physics or a series of courses equivalent to chemistry or physics as approved by the State Board of Education, and one credit must be an equally rigorous course, as determined by the State Board of Education.

  7. Updates: (State) Senate Bill 1076 •  Line 1216 – 1222 Describes the Standard Diploma (1003.4282) : (c) Three credits in science.—Two of the three required credits must have a laboratory component. A student must earn one credit in Biology I and two credits in equally rigorous courses. The Biology I EOC assessment constitutes 30 percent of the student’s final course grade. Industry certification courses that lead to college credit may substitute for up to one science credit.

  8. Updates: (State) Senate Bill 1076 • Line 1394 – 1397 1003.4285 Standard high school diploma designations. (1) Each standard high school diploma shall include, as applicable, the following designations if the student meets the criteria set forth for the designation: • Line 1398 – 1401 (a) Scholar designation.—In addition to the requirements of ss. 1003.428 and 1003.4282, as applicable, in order to earn the Scholar designation, a student must satisfy the following requirements:

  9. Updates: (State) Senate Bill 1076 • Line 1409 – 1412 3. Science.—Pass the statewide, standardized Biology I end-of-course assessment and earn one credit in chemistry or physics and one credit in a course equally rigorous to chemistry or physics. • Line 1421 – 1424 (b) Merit designation.—In addition to the requirements of ss. 1003.428 and 1003.4282, as applicable, in order to earn the Merit designation, a student must attain one or more industry certifications from the list established under s. 1003.492.

  10. Updates: (State) Lab component Requirement • “Three credits in science, two of which must have a laboratory component…Beginning with students entering grade 9 in the 2013-2014 school year, one of the three credits must be Biology I or a series of courses equivalent to Biology I as approved by the State Board of Education, one credit must be chemistry or physics or a series of courses equivalent to chemistry or physics as approved by the State Board of Education, and one credit must be an equally rigorous course, as determined by the State Board of Education.”

  11. Updates: (State) Student Progression Plan • District will maintain current graduation requirements • State requirements minimum; each county has its own course requirements • As it stands students who graduate from MDCPS with current requirements will automatically meet general graduation requirements • All students ready for scholar designation due to the physical science requirement

  12. FASS Updates: NEXT GENERATION SCIENCE STANDARDS (NGSS) Millard E. Lightburn (Ph.D.) Science Supervisor Ms. Mary Tweedy and Ms. Keisha Kidd Curriculum Support Specialists Science Department, Miami Dade County Public Schools

  13. Goal of Next Generation Science Standards (NGSS) • The overall goal is to help all learners in our nation develop the science and engineering understanding that they need to live a successful, informed, and productive lives and that will help them create a sustainable planet for future generations. • On June 1, 2013 FLDOE will request public input on your thoughts on NGSS. Florida will need to adopt new standards and NGSS is an option.

  14. NGSS Lead State Partners

  15. Conceptual Shifts in the NGSS 1. K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. 2. The Next Generation Science Standards are student performance expectations – NOT curriculum. 3. The science concepts build coherently from K-12.

  16. Conceptual Shifts in the NGSS Cont’d 4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content. 5. Science and Engineering are Integrated in the NGSS from K–12. 6. The NGSS and Common Core State Standards (English Language Arts and Mathematics) are Aligned.

  17. A Framework for K-12 Science Education: NGSS The framework consists of a limited number of elements in three dimensions: (1) Scientific and Engineering Practices, (2) Crosscutting Concepts, and (3) Disciplinary Core Ideas (DCI) in science. It is designed so that students continually build on and revise their knowledge and abilities throughout their school years. To support learning, all three dimensions need to be integrated into standards, curricula, instruction, and assessment.

  18. Three Dimensions Intertwined • The NGSS are written as Performance Expectations • NGSS will require contextual application of the three dimensions by students.

  19. DIMENSION 1: SCIENTIFIC AND ENGINEERING PRACTICESGINEERING PRACTICES 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

  20. DIMENSION 2: CROSSCUTTING CONCEPTS THAT HAVE COMMON APPLICATION ACROSS FIELDS 1. Patterns 2. Cause and effect: Mechanism and explanation 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: Flows, cycles, and conservation 6. Structure and function 7. Stability and change

  21. DIMENSION 3: CORE IDEAS IN FOUR DISCIPLINARY AREAS • Physical Sciences • Life Sciences • Earth and Space Sciences • Engineering, Technology, and the Applications of Science

  22. Physical Sciences • PS 1: Matter and its interactions • PS 2: Motion and stability: Forces and interactions • PS 3: Energy • PS 4: Waves and their applications in technologies for information transfer

  23. Life Sciences • LS 1: From molecules to organisms: Structures and processes • LS 2: Ecosystems: Interactions, energy, and dynamics • LS 3: Heredity: Inheritance and variation of traits • LS 4: Biological Evolution: Unity and diversity

  24. Earth and Space Sciences • ESS 1: Earth’s place in the universe • ESS 2: Earth’s systems • ESS 3: Earth and human activity

  25. Engineering, Technology, and the Applications of Science • ETS 1: Engineering design • ETS 2: Links among engineering, technology, science, and society

  26. Break…

  27. “Why we Need Common Core” Video

  28. Updates: (District) Summer PD • No longer in June • Will be held 7/9/2013-7/16/2013 • Two sessions, 3 days each 8:30am-3:30pm • Location Miami Senior High • Classes will be available for: • Biology • Chemistry • Physics • Physical science

  29. Updates: (District) Summer PDBiology Day 1: (Using Data Effectively in Biology) • EduSoft and Data Analysis • Differentiated Strategies to target data Day 2: (Common Core Strategies in Biology) • Exemplar lessons 1 Ecology and 2 Classification/Evolution • Exemplar lessons 1 Mitosis/Cancer and 2 Genetics/Biotechnology Day 3: (Increasing Inquiry and Rigor in Biology: Effective Use of HOT Labs) • Inquiry in Biology: HOT labs from years weakest content • Increasing Rigor: Creative and Project based learning

  30. Updates: (District) Summer PD Physical Science • Focused on improving teacher content from the weakest benchmarks during the year • Supports the revised pacing guide for physical science using the CPO labs as the essential lab content • Labs covered will be different than labs done in previous professional development • Only teachers who are scheduled to teach Physical science will be approved

  31. Updates: (District) Summer PD Chemistry or Physics • Both the Chemistry and Physics professional development will be based on the modeling method • Coursework will support the updated pacing guides in both courses • Modeling strategy will be incorporated into all the labs • Support for state lab mandate will be provided

  32. Updates: (District) Data for accountability throughout the year

  33. Updates: (District) Data for accountability throughout the year

  34. Updates: (District) Highest and Lowest Scoring Benchmarks

  35. Updates: (District) Highest and Lowest Scoring Benchmarks

  36. Updates: (District) Highest and Lowest Scoring Benchmarks

  37. Updates: (District) Highest and Lowest Scoring Benchmarks

  38. 2013-2014 Pacing Guides (Updates) Physical Science

  39. 2013-2014 Pacing Guides (Updates) Biology

  40. 2013-2014 Pacing Guides (Updates)Chemistry

  41. 2013-2014 Pacing Guides (Updates)Physics

  42. Updates: (District) Textbooks • To request assistance with the replacement of defective textbooks, schools must do the following: • Provide the textbook’s FSBD item number • Provide the original purchase order number used to order the textbooks in question • Total quantity of textbooks in need of replacement • Brief description citing the reason the textbooks need to be replaced • School name and work location number • Contact person at the school • Only those requests including the information described above will be considered. • Requests must be sent to Stores and Mail Distribution (S&MD), via email at textbooks@dadeschools.net

  43. Updates: (District) Textbooks • The request must either a) come from a school site administrator or b) have a school administrator copied on the email.  Emails from clerical personnel or Department Chairs will not be considered if the school site administrator is not copied on the email. • School staff must not contact sales representatives from the various publishing companies to report defective textbooks. • For a list of all textbooks adopted for use during the 2012-2013 school year, please refer to the document titled, 2012-2013 DIML (attached in the weekly briefing)

  44. Updates: (District) • Geoscience Camp available this summer • Through FIU • 2 weeks long • Look for weekly briefing • Tropical Connections • Need for more books • Put name on sign in sheet

  45. Lunch time… • Please be back an hour from now • Try to carpool to avoid congestion • Fast food restaurants around…

  46. Lessons to Learn: • Recommendations for next year- • Geography of content teachers (floor, building, etc.) to encourage collegiality • Common planning or common lunch • Limit sixth period supplements; encourage planning time • Minimize the number of teachers teaching specific content matter

  47. Lessons to Learn: • Recommendations for next year- • Geography of content teachers (floor, building, etc.) to encourage collegiality • Common planning or common lunch • Limit sixth period supplements; encourage planning time • Minimize the number of teachers teaching specific content matter • No more than 2 preps; if possible Biology only • Embed regular instructional focus meetings within department meeting time • Spread honors classes throughout; share wealth

  48. Strategies/Tools for next year: • edGenuity: formerly e2020 (Biology) • FCAT Explorer (Biology) • FOCUS Achieves (Biology) • GIZMO activities on line (all subjects) • Teachersdomain.org • PBS.org • “Crashcourse” • NBClearn (in portal) • Learner.org • Discovery videos • Bozeman science • Khan Academy • HHMI.org • pHETcolorado • Escambia county • Hippocampus.org • Etoscience.org • Remind101 Text reminders

  49. Strategies/Tools for next year: edGenuity (formerly e2020)

  50. Strategies/Tools for next year: (Create a Class- (FCAT EXPLORER) http://www.fcatexplorer.com/ • Log in using username and password (Provided) • Click on “My Classes” • Click “Create” • Choose “Science mission-biology” from the pull down menu and name your class. Example; “1st period” • Type student last name into search box, then click the correct student name for that class • Do this for all students in that period • When completed go back to “My classes” and repeat for all periods • Go back to the Home page • Click “View All my classes”; click “select” for a particular period and click on “Student Log in Handouts”. PRINT THIS PAGE TO GIVE TO EACH STUDENT • Repeat for all classes

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