1. Mr. Daniel Gangeri – Curriculum Support Specialist
Department of Science Science Instructional Leaders ICAD 5 – 02/13, 02/14, and 02/
Presented by
Mr. Daniel Gangeri – Curriculum Support Specialist
Dr. Millard Lightburn – Instructional Supervisor
Welcome to the Department of Science’s ICAD 5. The ICAD 5 meetings took place on February 13th, 14th, and 17th 2017.

2. Department of Science High School Team
Dr. Millard Lightburn – District Supervisor
(Office) and (Fax)
@MillardMdcps(Twitter)
Mr. Daniel Gangeri – Curriculum Support Specialist
(Office) and (Fax)
@dgangeri (Twitter)
As a reminder, the high school science team consists of Dr. Millard Lightburn, District Supervisor, and Mr. Daniel Gangeri, Curriculum Support Specialist.

3. Agenda Guiding Questions and Session Objectives
Framework for Effective Instruction
MYA Data
Effective Use of Data
Biology Tool Kit and Biology Monitoring Tool
Instructional Focus Calendar Presentation
IFC Development
Sharing IFC Best Practices
Announcements, Resources, and MLP Evaluation
During this ICAD we covered:
A review of the Framework for Effective Instruction and how it applies to teaching and learning in the classroom
Reviewing the MYA data and how to use to effectively drive instruction and interventions
Utilization of the Biology Toolkit and Biology Monitoring tools
Review, development, and sharing of best practices in developing instructional focus calendars for EOC review

4. Session Objectives Participants will be able to:
Utilize the process of developing an instructional focus calendar to plan more effectively
Value instructional time in Science through standards-based activities and learning goals
Practice effective feedback and reflection techniques with students, colleagues, and ourselves
Identify data tools and resources available in science to address achievement gaps
Infuse LAFS, MAFS, CS into the science curriculum
Our session objectives focused on developing and utilizing instructional focus calendars for EOC prep, utilizing appropriate data sources to drive instruction, focusing instruction on weak benchmarks, and utilizing effective feedback strategies with students.

5. Guiding Questions:
How can we incorporate the practice of developing an instructional focus calendar to improve our planning and delivery of instruction?
How can we utilize various science resources to teach biology content, nature of science, and cover the LAFS/MAFS/CS?
How can we effectively utilize assessment data to plan and deliver rigorous and standards-aligned science instruction?
How can we utilize the Framework for Effective Instruction to more effectively plan and deliver our instruction?
How can we utilize the Continuum of Reflection and Feedback to more effectively reflect on our own instruction and provide feedback to our students and colleagues?
Our guiding questions focus on the development of instructional focus calendars, utilizing various resources, utilizing appropriate assessment data, utilizing the Framework for Effective Instruction, and continuously reflecting on our craft as educators.

6. Framework of Effective Instruction:
We reviewed the Framework for Effective Instruction during this ICADs meeting. Our focus for this meeting was on Assessment via our MYA data and Instructional Planning and Instructional Delivery via the development and implementation of instructional focus calendars.

7. MYA Data
Utilize the FCIM model with MYA data, specifically the following G2D reports:
Proficiency Report (Satisfactory, Limited, Insufficient)
At Risk (Group students at risk by standards)
Distractor Analysis
Standard Analysis (Scores by standards)
Item Analysis (scores by test item)
Progress Report (Summary Reports)
Score Analysis Report (Rank students)
While reviewing the MYA data, we quickly reviewed the Florida Continuous Improvement Model (aka FCIM). The FCIM provides a solid framework utilizing MYA data to drive instruction. We asked teachers to use the MYA data to plan for instruction, deliver the instruction, formatively check the students’ progress, modify instruction as necessary, and review and revise the plan as necessary.
We also went through the use for the various G2D reports and how they fit into the FCIM process.

8. Effective Use of Data 2016 Biology PreTest DOs
Provide information on Knowledge of Learners (cohort strength)
May indicate areas of relative strength (OPE, MC, CHE)
DON’Ts
Utilize data to conduct intervention
Utilize data to assign homework
Biology Topic Assessments
Disaggregate data utilizing G2D (Proficiency, at Risk, Distractor Analysis, Progress Report)
Look for performance trends on benchmarks (Pretest to Unit 1)
Set up individualized remediation plan (Edgenuity)
Share plan with parents
It is important to understand how different assessment data should be used. The pretest data should be used to establish a baseline measurement and gain an understanding of the strengths and weaknesses of a specific cohort of students. Conversely, it should not be used to develop interventions or assign homework and remediation activities.
The Biology Topic Assessments were designed to only cover material that has been taught prior to the assessment. This means that Topic Assessments can be used for determine mastery of benchmark, identify performance trends, setup individual remediation plans like Edgenuity, and sharing progress data with parents.

9. Student Data Sheet
Data Chats are key!
Student data chats allow students to take ownership of their data
Allows teachers to more easily differentiate instruction
It is highly recommended the teachers have on-going data chats with students. Data chats allow students to better understand and track their progress throughout the year. It also allows teachers to more easily differentiate instruction.
The district has provided a student data chat sheet that teachers may utilize. The student data chat sheet contains boxes for all of the district assessments (Pre-test, Topic Assessments, QSBA’s, and MYA). The sheet also has space for students to identify their weakest benchmarks and note what they will be doing to address that benchmark.

10. Develop an Action Plan and IFC
Develop an action Plan to support Biology based
on MYA results:
Identify strongest benchmarks (50%+)
Identify weakest benchmarks (<50%)
Identify number of students: Satisfactory (41+),
Limited (35-40)(Bubble) and Insufficient Progress <35
How will you group your students for intervention and enrichment?
Develop an Instructional Focus Calendar (IFC) to address all deficient benchmarks including resources by benchmarks.
Participants were asked to develop an instructional focus calendar and action plan to address their individual MYA data.
Participants were asked to identify high and low performing benchmarks, bubble and low performing students, and begin to identify strategies for addressing the identified weaknesses. This information was used to develop an instructional focus calendar.

11. Develop an Action Plan and IFC
Participants were provided a template to use for their instructional focus calendars. The template provides room for the date range, the standard being addressed, group of students, resources and activities use for remediation, and what tool will be used for progress monitoring.

12. Biology Toolkit
The Biology Toolkit is a resource published by the state which includes:
Benchmark specific resources
Links to CPALMS activities
Information regarding prior knowledge needed for each benchmark
One of the resources available for teachers is the Biology Toolkit. This resource is published by the state and provides links to CPALMS activities for every benchmark covered in the Biology course.

13. Biology Monitoring Tool
The Biology Monitoring Tool has several key features:
Lists all the Biology Benchmarks
Identifies the Reporting Category
Identifies the benchmark as "Annually Assessed" or "Also assesses" (assessed through an annually assessed benchmark)
Description of the benchmark
A Benchmark Status menu that allows you to mark it as "Completed" or "Incomplete"
A Resource column that links a state- approved resource
A NGSSS Supplemental Science Resource column that links to a district-created resource
Column that indicate when the benchmark is being taught in the district recommended pacing guides
Another resource available for biology remediation and enrichment is the Biology Monitoring Tool. This document was created by the district science department and provides a list of all the benchmarks covered in the Biology course. The tool provides links to resources for all the annually assessed resources, both district resources and state resources.

14. Announcements Science Website STEM / STEAM School Designation
Edgenuity
Floridastudents.org
Student BYOD (Intervention and Student Success Centers)
Final ICADS – March 24th at West Miami MS
As reminder:
Various resources for teachers, students, and parents can be found at science.dadeschools.net
Information for the STEM/STEAM School Designation process can be found at stem.dadeschools.net
Edgenuity is an excellent resource for remediation of weak benchmarks and is free to all students and teachers
Floridastudents.org is a state produced online resource available to all students
Our Final ICAD meeting will be held on March 24th at West Miami MS.

15. State Statutes and Board Rules Updates:
Safety Goggles:  Eye-protective devices required in certain laboratory courses.
Board Rule: H7 (2015) Animal Dissection in Schools – eliminates cats.
Board Rule: H11 (2008) Science Fair Project entry requirement.
As a reminder, Florida Statute requires that students use proper eye protection during laboratory course and as per School Board rules animal dissections may not include cats and each secondary school is required to submit one science fair project each year.

16. MyLearningPlan Follow-Up
Please remember to complete your MyLearningPlan evaluation (all 3 steps)
The link for the evaluation is in the Team Room.
For more information please see the MyLearningPlan Overview PowerPoint in the Team Room
All participants wishing to receive master plan points for this meeting must complete the follow-up assignment and complete the MyLearningPlan evaluation in the allocated timeframe.
Department of Science

17. Dr. Ava D. Rosales - Executive Director
Science Department
Dr. Ava D. Rosales - Executive Director
Elementary
Middle School
High School
Mr. Richard Morera
Supervisor
Mr. Dane Jaber
Dr. Millard Lightburn
Ms. Mary Tweedy
Curriculum Support Specialist
Ms. Cindy Jolicoeur
Mr. Daniel Gangeri
Ms. Noreyda Casanas
Ms. Vanessa Baker
Ms. Yusimi Osteen
Ms. Mildred Farber
District Administrative Assistant
Phone:
For questions regarding other grade levels, please the science department personnel listed on this page.
If you have any questions, please do not hesitate to contact us at any time.
Thank you for your attention and have a great day.