Science Plan - Miami-Dade County Public Schools
Miami-Dade County Public SchoolsOffice of Academics and TransformationMiami-Dade County Public SchoolsK–12ComprehensiveOffice of Academics and TransformationK – 12 ComprehensiveScienceSciencePlanPlan2019 - 2020i
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDAMs. Perla Tabares Hantman, ChairDr. Martin Karp, Vice-ChairDr. Dorothy Bendross-MindingallMs. Susie V. CastilloDr. Lawrence S. FeldmanDr. Steve Gallon IIIMs. Lubby NavarroDr. Marta PérezMs. Mari Tere RojasMr. Christopher BadilloStudent AdvisorMr. Alberto M. CarvalhoSuperintendent of SchoolsMs. Marie IzquierdoChief Academic OfficerOffice of Academics and TransformationMs. Lisette AlvesAssistant SuperintendentDivision of AcademicsMr. Cristian CarranzaAdministrative DirectorDivision of AcademicsDepartment of Mathematics and ScienceDr. Ava D. RosalesExecutive Director (Science)Department of Scienceii
Division of Academics – Department of Science K-12 Comprehensive Science PlanTable of ContentsChapter 1The Vision and Mission of the Science DepartmentPage 2Chapter 2Overview of the K-12 Comprehensive Science PlanPage 3Chapter 3The Science CurriculumPage 6Chapter 4Instruction Lesson Design 5E Instructional Model 5E Lesson Plan Templates Best Practices of Effective Science Classrooms Green InitiativesPage 17Page 17Page 19Page 29Page 27Page 32Chapter 5Scientific Literacy and Numeracy Reading and Writing in Science Scientific Writing Templates Rubric Templates for Writing on SciencePage 34Page 35Page 36Page 49Chapter 6Progress Monitoring and AssessmentPage 54Chapter 7Statewide Science Assessment and Biology EOC Resources Annually Assessed Standards/Benchmarks Science and Biology EOC GlossariesPage 57Page 67Page 77Chapter 8Professional Development Sample Yearly Professional Development Calendar Community Based OrganizationsPage 83Page 85Page 89Chapter 9Science Department STEM CompetitionsPage 92Chapter 10 Parental InvolvementPage 99Chapter 11 Community-based Informal Science InstitutionsPage 113Chapter 12 Closing the Achievement GapPage 115Chapter 13 AppendicesPage 121Appendix AAppendix BAppendix CAppendix D6-Year-STEM PlanScience Pacing Guides Year-at-a-GlanceReading ListScience Leaders HandbookM-DCPS Office of Academics and Transformation(Updated August 2019)Page 122Page 126Page 150Page 1791
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Division of Academics – Department of Science K-12 Comprehensive Science PlanChapter 1The Vision and Mission of the Science DepartmentVisionOur vision is to be at the forefront of STEM education creating a community of scientificallyliterate lifelong learners who are globally competitive.We have a commitment to improve science teaching and learning for all.MissionOur mission is to ensure the highest level of science teaching and learning by empoweringscience teachers through professional development, support from highly qualified sciencespecialists, and research-based resources that will provide all students with a high qualityscience education that will result in scientifically literate students achieving at globallycompetitive proficiency levels, who are college and/or career ready.Goals Train teachers to deliver a high-quality science instruction aligned to the Florida NextGeneration Sunshine State Standards with an emphasis on embedding the CommonCore State Standards. Provide all our schools with a science curriculum that offers the latest research basedinstructional strategies. Encourage scientifically rich classroom environments. Promote the rigor, relevance, and integration of other disciplines in the scienceclassrooms. Involve universities, informal science institutions, businesses, the community, andparents in supporting science competence throughout the District.Underlying Principles We support instructional programs and teaching strategies that serve all students andaccommodate diverse needs and learning styles to eliminate the achievement gap. Excellence in scientific teaching and learning grows from a commitment shared byadministrators, teachers, students, parents, and the community at large. Learning is a lifelong process. Successful learners are lifelong learners.M-DCPS Office of Academics and Transformation(Updated August 2019)3
Division of Academics – Department of Science K-12 Comprehensive Science PlanChapter 2Overview of the K – 12 Comprehensive Science PlanThe initial blueprint for a comprehensive plan occurred in 1999 with a Board mandate to preparestudents for the world via the Comprehensive Mathematics and Science Plan. The integration ofseveral District-wide initiatives involving the Literacy Plan, Secondary School Reform, EnhancedSummer School, Inclusion of Students with Disabilities, Increased Parental Choice Options, andthe Seamless PreK-12 instruction allowed this blueprint to be comprehensive in that it utilizedcommon resources, systemic actions, and the synergy of various District Initiatives.Miami-Dade County Public Schools (M-DCPS) faces daunting challenges involved in laying theblueprint to develop a knowledge base for science, technology, engineering, and mathematics(STEM) literacy for this community’s diverse student population. STEM literacy plays a vital rolenot only in the local economy, but in our nation’s standing in the global economy.This nation’s economic pre-eminence and competitive advantage in science, technology,engineering, and mathematics is quickly eroding. Many worldwide countries (India, China,Ireland, Finland.) currently have large populations with advanced knowledge, low-cost labor,modern communication, and other technological advances available to them, and they havebecome direct competitors to the American workforce. Based on a congressionally requestedcommittee, the May 2005 report by the National Academies, Rising Above the Gathering Storm:Energizing and Employing America for a Brighter Economic Future, four recommendations thatwould create high quality jobs and focus new science and technology efforts on meeting thenation’s needs, especially in the area of clean, affordable energy were outlined:1. “Increase America’s talent pool by vastly improving K-12 mathematics and scienceeducation;2. Sustain and strengthen the nation’s commitment to long-term basic research;3. Develop, recruit, and retain students, scientists, and engineers from both the U.S. andabroad; and4. Ensure that the United States is the premier place in the world for innovation.”This national outcry for increased science, technology, engineering, and mathematics (STEM)education called for a revision in the way states and school districts envisioned scienceeducation. Although the State of Florida was one of the first states to create and implement astate-wide system of science standards (Sunshine State Standards, 1996), in May 2007 theFlorida Department of Education (FLDOE) Office of Mathematics and Science convened acommittee to revise the standards based on current research in science and science education.This effort culminated in 2008 with development of the Next Generation Sunshine StateStandards (NGSSS, 2008).Today, the K-12 Comprehensive Science Plan embodies the District’s motto of “giving ourstudents the world” and continues to embrace an interdisciplinary approach to teachingconcepts and skills necessary to prepare our students to access a global workforce that isincreasingly interconnected and multicultural. The plan is based on a District-wide curriculumthat is framed from a standards-based instructional model that provides students with a deeperunderstanding of content rather than a broad base of knowledge. This approach focuses on the“less is more” concept (NSES, 1995). The M-DCPS district science curriculum is delineated inM-DCPS Office of Academics and Transformation(Updated August 2019)4
Division of Academics – Department of Science K-12 Comprehensive Science Planthe District Pacing Guides, which address grade level and course specific standards describedin the FLDOE course descriptions.In the K-12 Comprehensive Science Plan, teachers and administrators are providedprofessional development on the curriculum and the effective monitoring of student learningthrough data-driven instruction. The use of data and collaborative inquiry to review student workand student/teacher interaction is part of a continuous improvement process (Johnson, 2006).Assessment is also an essential part of classroom practices to improve student learning (Black& William, 1998).Various documents based on the District Pacing Guides, such as the Essential Laboratorydocuments, provide additional educational support needed to enhance classroom instructionand addresses the evolving needs of the District’s students.The M-DCPS K-12 Comprehensive Science Plan has also incorporated the six core principles ofthe Secondary School Reform Framework and adapted it to meet the needs of preK-12students: 1) Personalized learning environments are accomplished using differentiatedinstruction; 2) academic engagement of all students is incorporated through stimulating andrigorous, hands-on laboratory activities with real-world connections; 3) empowered educatorsare built through professional learning communities, extensive professional development, andthe effective utilization of the Continuous Improvement Model (CIM); 4) accountable leaders aredesignated as department chairpersons, coaches, and elementary lead teachers who provideequitable and democratic classroom environments that reach all students, especially historicallyunderrepresented groups (i.e., minorities, English Language Learners (ELL), and students withdisabilities); 5) community and its youth are engaged through on-going curricular initiatives andsummer outreach programs (e.g., SECME, and community/university partner programs); and 6)integrated system of high standards, curriculum, instruction, assessment, and support are foundin the K-12 District Pacing Guides that establish clear, rigorous, and relevant standards thatintegrate cross-curricular practices and global principles.Research and current education reform continue to be the backbone of the K-12Comprehensive Science Plan. The United States’ (U.S.) high quality of life and our nation’ssecurity are the inherited legacy and hope for the American children. Our nation’s challenge is tocontinue producing an American workforce that is capable of scientific and technologicalinnovations, that will lead to new discoveries and new technologies, and that will help improveour economy and maintain its global competitiveness. Therefore, a global education must allowstudents to view events from a variety of perspectives and utilize higher-order thinking skills tofind solutions to global issues (Ramussen, 1998; The American Forum for Global Education,2001; Uranek, 2002).M-DCPS Office of Academics and Transformation(Updated August 2019)5
Division of Academics – Department of Science K-12 Comprehensive Science PlanChapter 3The Science CurriculumThe Science Curriculum is described by the District Pacing Guides. They address the Bodies ofKnowledge (BOK) in science: the Nature of Science, Earth and Space Science, Life Science,and Physical Science. Each BOK meets the specified annually assessed and content-sampledbenchmarks found in the Florida Next Generation Sunshine State Standards. The benchmarkshave been grouped in nine-week clusters in order so that teachers may plan science instructionthat meets the standards. The Curriculum Pacing Guides have been designed to accommodateelementary grades (K-5) and middle school grades (6-8), which includes middle school sciencehonors courses. Additionally, Curriculum Pacing Guides for Physical Science, Biology,Chemistry, and Physical Science have been completed for senior high school science courses.The pacing guides are available to teachers, school-site administrators, and regional centerpersonnel at the Employee Portal portal in the Learning Village. In addition, the guides arelocated on the Office of Academics and Transformation Science website. The hard copies havenot been included in this document due to their size. Therefore, a sample of each CurriculumPacing Guides document (K-12) has been included for review.INTRODUCTION TO DISTRICT PACING GUIDESThe Office of Academics and Transformation, is committed to improving academic standardsand student performance throughout the District. Based on the varied levels of performancefound in schools, it is evident that support can no longer be isolated to only the schools with thelowest performance. The key to increased student achievement in all schools lies with theDistrict’s ability to maximize all resources towards a common goal. With that in mind,realignment of resources and collaboration among District, Regional Centers, and DifferentiatedAccountability (DA) staff in analyzing data and creating common action plans is critical toachieve this goal.To positively impact student achievement across all schools, the consistent implementation ofthe core curriculum within the context of the Florida Continuous Improvement Model (FCIM) isessential. To this end, District and Regional Center administrators collaborated on thedevelopment of the template for the Pacing Guides and Instructional Focus Templates, ensuringthe implementation of these materials District-wide. All of these materials support the Districtwide administration of the interim assessments and the Statewide Science Assessment (SSA) –formerly the Florida Comprehensive Assessment Test (FCAT 2.0) – and Biology EOC. Theconsistent implementation of the core curriculum will maximize the impact of professionaldevelopment provided and support personnel to schools.Development of District Pacing GuidesStaff, within the core content areas of Language Arts/Reading, Language Arts through ESOL,Mathematics, and Science, has aligned State Standards and essential curricular content toinstructional materials and resources. Each discipline has developed content-specific pacingguides which set expectations for student performance at K-12 levels. The District PacingGuides support the following goals:M-DCPS Office of Academics and Transformation(Updated August 2019)6
Division of Academics – Department of Science K-12 Comprehensive Science Plan assist teachers with transition to new standards;address issues of pacing to ensure that all State Standards are being addressed and thatcurriculum, in full, is being covered;improve usage of curriculum programs with fidelity and improve quality and continuity ofinstruction;provide consistency and uniformity at both school-site level and District-wide forincreased rigor and equity of instruction for all students;address issues which arise due to student mobility within the District;ensure that the necessary content included in the SSA and Biology End-of-Courseassessment is addressed;allow teachers to be in close instructional proximity of one another through the orderly,systematic use of Pacing Guides by grade levels, though styles and use of materials mayvary; and tofoster and encourage collaborative planning and increased rigor of instruction leading toimproved student achievement.Language Arts/Reading, Language Arts Through ESOL, Mathematics, and Science used acommon template to develop District Pacing Guides which are course specific by grade level.The guides can be accessed, downloaded, and printed through the teacher portal at /SitePages/Home.aspxMIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing GuideGrade Level or Course Title: (General Format for Language Arts/Reading, Language Arts Through ESOL,Mathematics, and Science)Course Code:BODY OF KNOWLEDGE:Specifies the CurriculumContent AreaTOPIC: Indicates specific content area to be addressedNext Generation EssentialSunshineState ContentStandard(S)ListstheinstructionalLists current State focus to be metStandards to be throughthecovered during the objectivesspecific date range te# of DateDays RangeObjectivesInstructional ToolsLists behavioralobjectives for thespecificdaterangewhichdemonstratelevel of masteryof the essentialcontentandbenchmarksLists a variety of resources andstrategies that support and enhanceeffective instructionM-DCPS Office of Academics and TransformationThe tools are suggested resourcesand are not required.(Updated August 2019)7
Division of Academics – Department of Science K-12 Comprehensive Science PlanAreas included in the guide are the appropriate pacing or time frame in which instruction is tooccur, the Body of Knowledge covered, main topic or theme, the instructional focus, NextGeneration Sunshine State Standards (NGSSS), Common Core State Standards (CCSS),Essential Content, Objectives, and Instructional Tools. Additional support for ELL and SPEDstudents are also aligned to the guides. Some variation occurs based on curriculum contentand timelines of the implementation of NGSSS.These guides are developed and updated through a collaborative effort by teachers, departmentchair persons, District and Differentiated Accountability curriculum support specialists, Districtsupervisors, and executive directors. Additionally, during the planning phase, the requiredelements and format of the District Pacing Guides were discussed at length with RegionalCenter Administrative Directors to ensure that school needs would be met through thisdocument and that all parties involved would be in agreement as to the function and use of theDistrict Pacing Guide.Research Supporting the Usage of the Pacing GuidesIn pacing the year’s curriculum, teachers have little control over the many variables that affectteaching and learning; however, they do have control over how they allocate time to teach thestandards and grade-level objectives that every student must master. Instructional pacing isdirectly linked to time allocation and must begin the first day of the new school year (McLeod,Fisher, Hoover, 2003).In a joint project between San Diego State University and the San Diego Unified School District,researchers from Stanford University worked with teachers in creating a four-step process forcreating a school-wide environment that fosters the precision needed in teaching and learning inorder to move all students along a continuum of learning experiences that allows them toachieve grade-level standards. Essential to this school-wide process is the development anduse of common pacing guides. “Pacing guides generally identify when the teacher will teachspecific content standards, which instructional materials are appropriate, and what types ofinstructional strategies teachers can deploy” (Fisher, Grant, Frey, Johnson, 2008, p. 64.)The use of common pacing guides not only provides teachers with these and other componentsbut they also foster collaborative planning and promote instructional conversations. “Talkingwith colleagues that teach the same content and see the same data results is foundational toinstituting improvements and helps teachers determine which instructional strategies areworking, which materials are effective, and which students still need help to master thestandards” (Fisher, et. al. 2008.)In a study conducted in an urban elementary school where 100% of students qualify for freelunch, a task force made up of researchers, teachers, parents, and administrators, agreed onthe following: learning is social and conversations are critical for learning. “Learning takes placewhen humans interact with one another: kids with kids, kids with teachers, teachers withteachers-everything related to learning is social” (Fisher & Frey 2007.) One of the core beliefsof this study is that, “it’s not just talk about anything, its talk that is focused and based on anagreed upon purpose.” Fisher & Frey (2007) stated that “we are flush with information aboutteaching students to read and write well. The challenge, it seems, is putting all of thisinformation into practice at the whole-school level” (Fisher & Frey 2007.) Additionally, guidingteachers’ instructional decisions was an essential component for achieving success. ByM-DCPS Office of Academics and Transformation(Updated August 2019)8
Division of Academics – Department of Science K-12 Comprehensive Science Plancreating a framework for pacing instruction, expectations were changed and established. Thetask force had essentially decided that every student should, and could, meet grade-levelexpectations. “If every teacher at a specific grade level were focused on specific contentstandards, then students could be assessed and interventions could be developed” (Fisher &Frey 2007.)District-wide pacing guides provide targeted action plans for teachers when planning lessons.Research on new teachers points to the need for curricular guidance. Kauffman, Johnson,Kardos, Liu, & Peske (2002) found that new teachers can benefit from resources such as pacingguides designed to help them determine what to teach and how to teach it. In Districts whereteacher and student mobility is high, the use of pacing guides steer and point all teachers,novice and veteran, to where they need to be at any stage in the academic year.In Science, Pacing Guides are available for grades K-5, Grades 6-8, Biology, Chemistry,Physical Science, and Physics. Pacing Guides are also available for the middle schooladvanced courses and the high school honors courses.All grade levels of the Science Pacing guides have fully transitioned to the Next GenerationSunshine State Standards (NGSSS) and have fully implemented the Language Arts andMathematics Florida Standards (LAFS and MAFS).The Instructional Tools column contains suggested materials, strategies, web sites, andtechnology. Using resources from the instructional tools column is at the teacher’s discretion.M-DCPS Office of Academics and Transformation(Updated August 2019)9
Division of Academics – Department of Science K-12 Comprehensive Science PlanAs a result of the “Fair Game” policy, in which benchmarks from Graded 3 and 4 will be tested inthe Grade 5 SSA, the Grade 5 Pacing Guides include prior grade level benchmarks assessedon SSA.M-DCPS Office of Academics and Transformation(Updated August 2019)10
Division of Academics – Department of Science K-12 Comprehensive Science PlanThe Science Pacing Guides promote the use of inquiry-based activities, cooperative learning,differentiated instruction, and integration of skills such as the use of graphic organizers. Theyinclude a Year-at-a-Glance document for preparation and effective instructional strategies forconcept development and pedagogical understanding. These documents list a variety ofinstructional tools such as the alignment with the adopted textbook, the Essential Labs,investigations, explorations, and hands-on activities from various sources.There is atechnology section which lists technology correlations such as Discovery Education,ExploreLearning Gizmo, PBS Learning Media, NBC Learn, the use of hand-held technologysuch as Pasco, Texas Instruments, Vernier, and other technology are included. For elementaryand senior high school, there is a more detail table which lists additional instructional tools.Pacing Guides for grades 5 – 8, and Biology also include learning goals with progression scalesthat “communicate to teachers and students what the student will understand and be able to doat the conclusion of instruction. Each goal is tied explicitly to a measureable behavior or set ofbehaviors that are supported by an accompanying scale” (Florida Department of Education).M-DCPS Office of Academics and Transformation(Updated August 2019)11
Division of Academics – Department of Science K-12 Comprehensive Science PlanInstructional Focus CalendarThe Instructional Focus Calendar (IFC) is a document that schools are encouraged to produceas an opportunity to personalize instruction based on school needs. This document shouldinclude the date-range, benchmarks, activities, assessment(s), and strategies, and is aligned tothe Florida Continuous Improvement Model (FCIM). A sample IFC planning template isprovided on the next page.This document includes the date-range, benchmarks, activities, assessment(s), and strategies,and is aligned to the Florida Continuous Improvement Model (FCIM). Regional Center staff, incollaboration with the Office of Academics and Transformation designed the calendar template,and intended it to be used by school-site leadership teams to customize data-driven instruction.For example, communities of instructional practice, such as Elementary Grade Level teams orSecondary Course-alike teams (Algebra I, Geometry, Comprehensive Science, PhysicalScience, Biology, etc.), use this calendar to collectively plan and customize learning to meet theneeds of their particular students.The course-alike/grade level communities of instructional practice meet regularly to develop theinstructional focus calendar, design lessons that focus on five (5) key elements of instructions:preparation, meaning, content, practice, and performance. Additionally these teams analyzestudent data and work product so as to research, discuss, design, and implement instructionalstrategies to improve student achievement.In preparing the IFC, course-alike/grade level communities of instructional practice teams cometogether to begin the work of planning their focus for the content to be studied. Teachers mustkeep in mind that the IFC is a calendar designed to target benchmarks in need of maintenance,enrichment, or remediation.Teachers utilize current FCAT data to include baselineassessments, interim assessments, and teacher-designed assessments in order to focus onselected benchmarks.M-DCPS Office of Academics and Transformation(Updated August 2019)12
Division of Academics – Department of Science K-12 Comprehensive Science PlanMIAMI-DADE COUNTY PUBLIC SCHOOLSInstructional Focus Template SampleDatePacing GuideBenchmark(s)Big Idea 18: Matter and Energy TransformationsSC.8.L.18.4 Cite evidence that living systemsfollow the Laws of Conservation of Mass andEnergy. AA Cognitive Complexity Level 3: StrategicThinking& Complex ReasoningBlock:Big Idea 8: Properties of MatterMonth/Day/Year SC.8.P.8.5 Recognize that there are a finitenumber of elements and that their atomstoMonth/Day/Year combine in a multitude of ways to producecompounds that make up all of the living andnonliving things that we encounter. AA CognitiveComplexityLevel 1: ir Game Benchmarks:SC.7.P.11.1 Recognize that adding heat to orremoving heat from a system may result in atemperature change and possibly a change ofstate. Cognitive Complexity: Level 1: RecallSC.6.E.7.2 Investigate and apply how the cyclingof water between the atmosphere andhydrosphere has an effect on weather patternsand climate. Cognitive Complexity: Level 3:Strategic Thinking & Complex ReasoningLAFS.68.RST.3.7 Integrate quantitative ortechnical information expressed in words in a textwith a version of that information expressedvisually (e.g., in a flowchart, diagram, model,graph, or table).Data DrivenBenchmark(s)Listsbenchmarks/standards from the previouscolumn that requireadditional or moretargeted instructionbased on availabledata (seeassessment ctionalactivitieswhich bestserve toaddress thebenchmarksIncludesassessmentswhich els, strengths,and/orweaknesses.These mayinclude FSA,SSA, EOC, ongoing progressmonitoring,Interims, MYA,In-programassessmentsListsstrategies tobe usedduring thisperiod of timeto ensure thatallbenchmarks/standardslisted areaddressedwith rigorThe hard copies of the District Pacing Guides have not been included in this document due totheir size and online interactive nature. Therefore, a sample of each Curriculum Pacing GuideYear-at-a-Glance for the assessed grade levels (grades 5, 8 and Biology) has been included forreview. The complete year-at-a-glance documents are accessible at the teacher portal under theCurriculum Resources tile.The District Pacing Guides for all grade levels can be accessed, downloaded, and ages/Home.aspxM-DCPS Office of Academics and Transformation(Updated August 2019)13
Division of Academics – Department of Science K-12 Comprehensive Science PlanSample Year-at-a-Glance: Elementary – Grade net/pacingguides/SitePages/Home.aspxM-DCPS Office of Academics and Transformationdownloaded,(Updated August 2019)andprintedthroughtheteacherportalat:14
Division of Academics – Department of Science K-12 Comprehensive Science PlanSample Year-at-a-Glance: Middle School – Grade 8M/J COMPREHENSIVE SCIENCE 3COURSE CODE: 2002100011ST Nine WeeksUNIT 1: THE PRACTICE OF SCIENCEI. The Practice of Science in Matter (SC.8.N.1.1;SC.8.N.1.2; SC.8.N.1.4; SC.8.N.1.5; SC.8.N.1.6)A. Methods in Science -Studying MatterB. Scientific Processes – Studying Matter2nd Nine WeeksVI.UNIT 2: MATTERII.III.Properties of Matter (SC.8.P.8.4; SC.8.P.8.2;SC.8.P.8.3; SC.8.N.1.1; SC.8.N.1.2; SC.8.N.1.6)A. Properties of MatterB. Review of Gravitational ForceC. Weight versus MassD. Ways to Measure MatterChanges in Matter (SC.8.P.8.1; SC.8.P.9.1;SC.8.P.9.2; SC.8.P.9.3; SC.8.N.1.1; SC.8.N.1.2)A. Particulate Nature of MatterB. Physical ChangesC. Chemical ChangesD. Law of Conservation of MassE. Temperature’s Influence on ChemicalChangesUNIT 3: ATOMS AND THE PERIODIC TABLEIV. Atoms (SC.8.P.8.7; SC.8.P.8.1; SC.8.N.1.4;SC.8.N.3.2; LAFS.68.WHST.1.2;LAFS.68.WHST.3.9)A. Atomic Theory- Scientific TheoriesB. Motion of Particles in States of Ma
honors courses. Additionally, Curriculum Pacing Guides for Physical Science, Biology, Chemistry, and Physical Science have been completed for senior high school science courses. The pacing guides are available to teachers, school-site administrators, and regional center personnel at the Employee Portal portal in the Learning Village.
Miami-Dade County Public Schools 6841-Shenandoah Middle G6-8 3 240 137 213 251755 1185 20% 88.9 0.1 Miami-Dade County Public Schools 5003-South Dade Middle G6-8 3 240 147 210 251755 1324 18% 87.6 0.1 Miami-Dade County Public Schools 6881-South Miami M
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