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Sebastian Oddone District Supervisor

Yoly McCarthyCurriculum SpecialistDepartment Chair MeetingSession #1Goals for This SessionReview State updatesCourse Description ReviewCommon Core Standards/ NGSSMiami Dade County Department Chair InformationData and interim assessmentsReading in ScienceReflections222IntroductionsTell 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

3Senate Bill 4- Revises s. 1003.428, F.S., General Requirements for HS Graduation Think Pair ShareIn your group, read the Senate Bill 4 Implementation UpdateChoose 5 important highlights to report outWrite them down on chart paper and present.

State UpdatesThe 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 graduationIf the EOCs are not passed, students will be able to retake until a passing grade is achieved.You may refer to seven year timeline for the new legislative requirements5Senate 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. Can be viewed in its entirety at http://archive.flsenate.gov/data/session/2010/Senate/bills/billtext/pdf/s0004er.pdf

6Senate 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.

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. State UpdatesAverages for Biology

Information comes from: http://fcat.fldoe.org/mediapacket/2012/pdf/Biology1StateSummary.pdfNote the percentages of what they consider lower thirds, middle thirds, and upper thirds.Lower grade levels had more students in upper thirds; this is do to course acceleration students being higher performers. % in the upper third goes down as grade level goes upNo passing score yet.Levels to be determined in the springLow Third: 20-45Mid Third: 46-56Top Third: 57-809State UpdatesCut scores/ LevelsCut scores/ ALDS (Achievement Level descriptions) for biology EOC have not been determined as of yetAt 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

Source: http://fcat.fldoe.org/fcat2/pdf/achlevel.pdf10Trends 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.

Trend for Dade County:Questions for the group-What might this information imply about the biology EOC?/ Do you believe this is a trend throughout State or other schools?Wait for responsesTotal of upper and second thirds are higher than the 10th grade and 9th grade Reading averages.This is most likely indication of high content in the 9th and 10th grade classesMost likely only some of second thirds would be considered passing. Need to keep that in consideration when looking for patterns. When this breaks into levels 1-5, the patterns may changeHence if11Top Schools in FL

Comparing to the rest of the state. Data results follow the same trend in the top ten counties. Reading become a good predictor ? (possibly) for Bio EOC success, but content depth very obvious in these top school districts.Also helpful to use to either focus more on content or including reading in classes.For example; upcoming 10th graders have low reading FCAT (2012 9th reading scores), focus should include understanding the reading of questions and passages on EOC

12Broken Down by Grade Level 9th

Trend holds true when seen at the different grade levels.

13Broken Down by Grade Level 10th

Trend holds true when seen at the different grade levels.

14Bottom Schools in FL

The reading/ Biology is actually reversed in the lower performing schools. Reading is higher than the Biology EOC scores. Content at these schools are most likely the big concern.A few cases the content is closer to the reading (Hendry, Gadsen, Jefferson) but in some cases very high discrepancy!! (Union, Gulf, Suwanee, Dixie, Franklin, Glades)Reading would still be high predictor of EOC success due to the on grade level reading required on the test, so therefore why are many Districts performing so low on EOC when Reading so high?Also need to remember that in these cases the second thirds may have a high percentage of lower scorers. Mean scores would have to be comparedCONTENT!!!!!

15County Comparisons with Miami Dade

Comparison of similar counties with Dade and noting the similar trends. Broward is the exception, which may be having content or teacher issues? No idea.Ask the group in they have any ideas why trend may not hold in every county?W16More Evidence for Trend Use

Miami Dade comparison to state averages.Trend is the same. 17Break.Course Description ReviewNEW 2012-2013 Course Descriptions for all courses found online at CPALMS:http://www.cpalms.org/Courses/CourseDescriptionSearch.aspx68 benchmarks have been grouped according to 22 Annually Assessed (AA) benchmarksNature of Science benchmarks are embedded throughout the AA benchmarksCommon Core Embedded throughoutCPALMS is the new site. Redirection occurs at the FLDOE website.New course descriptions have common core embedded in them.19Pacing Guides: The District CurriculumReview of Pacing Guides (Year at a Glance)The outline of the Pacing GuidesCorrelation to the course descriptionsDiscuss with your group your findingsPresent back the Aha moments from your groupsGROUP ACTIVITY20Pacing Guides: The District CurriculumREVISED to reflect the new course descriptionsBiology now built around the 22 annually assessed benchmarks and the item specificationsAvailable through the Learning Village in the teacher portalAligned to new textbooks adopted for this yearPacing Guides: The District CurriculumBiology RevampResearch based (Framework for K-12 Science Education, Project 2061, etc.)Based on concrete to abstract progression and macro (real world) to micro (abstract) sequenceContent in Biology all review from middle school but more in depthBenchmarks and Item SpecificationsNGSSS Benchmarks adopted in 2008 for all science coursesSeparated 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 creatorsGood tool for Biology teachersItem Specifications

Middle School Foundational BenchmarksPreviously learned content knowledge from K-8 will be considered Fair GameStudents could be tested in any previous content knowledge K-8Teachers must be aware on what knowledge is considered Fair Game http://science.dadeschools.net/highSchool/ScienceEOC.htm

Middle School Foundational Benchmarks

Student Progression in High SchoolPhysical 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 SchoolMake 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 intendAddress 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 classEncourage communication and sharing of best practices among teachers in your departmentHigh 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 VillageScience 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.29Academic FreedomSection 2. Academic Freedom Guidelines (http://www2.dadeschools.net/employees/labor_union/UTD/Art_XXII.pdf)

Teachers shall be guaranteed freedom in classroom presentations and discussions and mayintroduce political, religious, or other controversial material whenever, in teachers' professionaljudgment, 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.Source:http://www2.dadeschools.net/employees/labor_union/UTD/Art_XXII.pdf

This section in the contract refers to style and methodology (system of methods, discipline) and styles (lecture, presentations, etc.) 30Biology EOC Reporting CategoriesMolecular 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)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 ScienceDifficulty 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 ComplexityThe cognitive complexity of a test item describes the demand an item makes on a based on Dr. Norman L. Webbs Depth of Knowledge (DOK) levelsPercentage points on the EOC will be distributed as follows:Low Complexity - 10%20%Moderate Complexity - 60%80%High Complexity - 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 GrassC. 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 timePlease be back an hour from nowTry to carpool to avoid congestionFast food restaurants around

CPALMSPresentation on the use of CPALMS as a resource for lessons and content for Florida teachershttp://www.cpalms.org

iCPALMS (individualized platform)visualizer to analyze dataProgression MapCMAPDiscovery Education ResourcesPresentation by Amy GroperFor Title I and Non-Title I SchoolsCommon Core StandardsThe 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/LiteracyComplexity: The standards require regular practice with complex text and its academic languageEvidence: The standards emphasize reading and writing grounded in evidence from text, both literary and informationalKnowledge: The standards require building knowledge through content rich non-fiction

Common Core Shifts for MathematicsFocus: The standards focus in on the key content, skills and practices at each grade levelCoherence: Content in the standards builds across the grades, and major topics are linked within gradesRigor: In major topics, the standards highlight conceptual understanding, procedural skill and fluency, and applicationCommon Core StandardsQuestions 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 MathEmbedded into science course descriptions and now pacing guidesGroup 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 groupCommon Core StandardsCCSS 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 ownIntegration of Math and Language Arts benchmarksPARCC (Partnership for Assessment of Readiness for College and Careers)PARCC AssessmentsAssessed in years 3-10Will replace the FCAT 2.0CCSS will not be tested on the Biology EOCTimeline2010-11 School Year: Launch and design phase2011-12 School Year: Development begins2012-13 School Year: First year pilot/field testing and related research and data collection2013-14 School Year: Second year pilot/field testing and related research and data collection2014-15 School Year: Full operational administration of PARCC assessmentsSummer 2015: Set achievement levels, including college-ready performance levelsNGSS(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.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.Source: http://www.nextgenscience.org/

50NGSS(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.

Source: http://www.nextgenscience.org/

51Department Chair General InformationScience Leaders HandbookSafety HandbookGuideline Use of AnimalsSchool InformationTeacher InformationProfessional DevelopmentMake 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.

Provide a current schedule53Textbook UpdatesProfessional development for Biology and Chemistry in October at three different locationsAccess codes have been sent out to all department chairsPhysical Science on the Learning VillageExamView resource of each textbook posted on the networkhttp://it.dadeschools.net/examview.htm

Biology Interim Assessments Baseline, Fall and Winter InterimTool to monitor student progress and to target instruction (page 18 of guide)Have been reviewed with data and questions revised or deleted accordinglyAll benchmarks are addressed in each test66-70 questions per test, with each question tagged to a specific benchmarkPerformance bands tagged to reporting categorieshttp://oada.dadeschools.net/IAP/IAProgramGuide2012-%202013.pdf Biology Interim AssessmentsGreat to use by benchmark for intervention groups or remediation activity assignments for students (through EduSoft)Meant to assess content knowledge not necessarily EOC practiceData shows interim assessments are a good predictor of EOC success (passing not determined yet)QSBAPretest / Posttest, and Quarterly (QSBA): Earth/Space, Chemistry, and Physical ScienceFound on EdusoftBenchmark Exams TabAssessments Link2012-2013 District Science Folder2012-2013 Senior High Science Sub-folderBenchmark Groups Revisions been made. Send email if you see a mistake in an answer

Be prepared to give Benchmark groupings57Data and the Interim AssessmentsData 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 benchmarksData and the Interim AssessmentsBuilding intervention GroupsBy benchmark, NOT overall scoreUse group activity time to target those students as small groupsCreating remediation activitiesDevelop activities for students to work onCan create portfolio of different weakest benchmarks for each student (student accountability)E2020 online resourceDiscovery EducationExplore Learning (GIZMOS)Data and the Interim Assessment: Weaknesses for Miami Dade

60Benchmark Comparison All SchoolsOverall Biology Baseline

61Weakest Benchmarks By DescriptionsBiology Fall 2012 CountySC.912.L.14.131%Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of scienceSC.912.L.14.727%Relate the structure of each of the major plant organs and tissues to physiological processesSC.912.L.14.3633%Describe the factors affecting blood flow through the cardiovascular systemSC.912.L.15.131%Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary changeSC.912.L.15.625%Discuss distinguishing characteristics of the domains and kingdoms of living organismsSC.912.L.16.334%Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic informationSC.912.L.16.1731%Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variationSC.912.L.18.128%Describe the basic molecular structures and primary functions of the four major categories of biological macromoleculesSC.912.L.18.1228%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.Strongest Benchmarks By DescriptionsBiology Fall 2012 CountySC.912.L.14.339%Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cellsSC.912.L.14.2636%Identify the major parts of the brain on diagrams or modelsSC.912.L.14.5235%Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibioticsSC.912.L.15.835%Describe the scientific explanations of the origin of life on Earth.SC.912.L.15.1344%Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive successSC.912.L.16.135%Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritanceSC.912.L.16.1336%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.17.539%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.17.942%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.17.2038%Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainabilitySC.912.L.18.937%Explain the interrelated nature of photosynthesis and cellular respirationIndividualized Student Benchmark Progress Monitoring Tool

EdusoftMake sure you and all your colleagues have a current username and password to EdusoftMost 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 ScienceUse of Article for content reading in scienceHigh interestProvides high expectations for readingCan 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 unitMagazines, textbook resources, Discovery, etc.Reading StrategiesNeed to be ACTIVE strategiesStudents reading on own not an effective wayNeed to engage themUse prediction strategiesOne chunk at a timeDo a little everyday incorporated into daily content activitiesWhats Toxic in Toyland?Predict- what do you think this article will be about?Read aloud/ jump inFive words- choose five words from reading that are important or that you dont understandContinue reading a few more paragraphsChoose 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 QuestionsFollow up activity:Send evidence of presenting information from this professional development to your department.Needs principal signature**Thank youFeedback