Joseph T. Doyle, MD, EdS, MBA, MPH, MPA Dr. Doyle, a resident of Naples since 2001, is a former executive with the Aetna Life Insurance Company, where he served as Chairman of the Medical Department for the Group Insurance business from 2006 until 2011. Born and raised in Central New York State, Dr. Doyle was the valedictorian of his high school class of 333 students. He achieved a perfect score on six New York State Regents examinations in Biology, Chemistry, Latin, Algebra, Geometry, and Trigonometry as well as the Advanced Placement Examinations in Biology and American History and was inducted into the National Honor Society. After earning a Bachelor of Science degree in Biology at Tufts University (Medford, MA), graduating magna cum laude and inducted into Phi Beta Kappa, Dr. Doyle received his initial medical training at Bellevue Hospital and his medical degree from the New York University School of Medicine. He completed an internship in Internal Medicine at the Orlando (FL) Regional Medical Center and finished his residency in Public Health at the Palm Beach County Health Department. Dr. Doyle is board certified in Public Health/General Preventive Medicine; board certified in Utilization Review, Managed Care, and Workers’ Compensation with the American Board of Quality Assurance and Utilization Review Physicians (ABQAURP); and is a Certified Physician Executive (CPE) from the American Association for Physician Leadership. He also maintained the Certified Procedural Coder (CPC) designation from 2000 to 2003. Dr. Doyle holds the following advanced degrees and honors: Master of Business Administration in Marketing and Human Resources from the Crummer Business School at Rollins College (Winter Park), Beta Gamma Sigma Honor Society; Master of Public Health in Environmental and Occupational Medicine from the University of South Florida College of Public Health (Tampa); Master of Public Administration with a major in Public Policy, Pi Alpha Alpha Honor Society and an Education Specialist in Educational Leadership, Kappa Delta Pi Honor Society, both from the Florida Atlantic University (Boca Raton). He also completed the coursework for a Doctor of Philosophy (PhD) in Public Policy at FAU. Dr. Doyle is a charter member of the Public Health Leadership Institute of Florida (USF), holds a Certificate in Gerontology (FAU), and was an At-Large Delegate to the 2005 White House Conference on Aging. Dr. Doyle is the proud uncle of three nieces and two nephews, all of whom are honors students in the State University System. He serves on the New York University School of Medicine Alumni Board of Governors where he is Chairman of the Dean’s Club; the University of South Florida Occupational Medicine Residency Advisory Committee (RAC); and is involved in various philanthropic and community projects.

 

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1006.28 Duties of district school board, district school superintendent; and school principal regarding K-12 instructional materials.—

(1) DEFINITIONS.—(a) As used in this section, the term:1. “Adequate instructional materials” means a sufficient number of student or site licenses or sets of materials

that are available in bound, unbound, kit, or package form and may consist of hardbacked or softbacked textbooks,electronic content, consumables, learning laboratories, manipulatives, electronic media, and computer coursewareor software that serve as the basis for instruction for each student in the core subject areas of mathematics,language arts, social studies, science, reading, and literature.

2. “Instructional materials” has the same meaning as in s. 1006.29(2).(b) As used in this section and s. 1006.283, the term “resident” means a person who has maintained his or her

residence in this state for the preceding year, has purchased a home that is occupied by him or her as his or herresidence, or has established a domicile in this state pursuant to s. 222.17.

(c) As used in this section and ss. 1006.283, 1006.32, 1006.35, 1006.37, 1006.38, 1006.40, and 1006.42, theterm “purchase” includes purchase, lease, license, and acquire.

(2) DISTRICT SCHOOL BOARD.—The district school board has the constitutional duty and responsibility to selectand provide adequate instructional materials for all students in accordance with the requirements of this part. Thedistrict school board also has the following specific duties and responsibilities:

(a) Courses of study; adoption.—Adopt courses of study, including instructional materials, for use in the schoolsof the district.

1. Each district school board is responsible for the content of all instructional materials and any othermaterials used in a classroom, made available in a school library, or included on a reading list, whether adoptedand purchased from the state-adopted instructional materials list, adopted and purchased through a districtinstructional materials program under s. 1006.283, or otherwise purchased or made available. Each district schoolboard shall maintain on its website a current list of instructional materials, by grade level, purchased by thedistrict.

2. Each district school board must adopt a policy regarding an objection by a parent or a resident of the countyto the use of a specific instructional material, which clearly describes a process to handle all objections andprovides for resolution. The process must provide the parent or resident the opportunity to proffer evidence to thedistrict school board that:

a. An instructional material does not meet the criteria of s. 1006.31(2) or s. 1006.40(3)(d) if it was selected foruse in a course or otherwise made available to students in the school district but was not subject to the publicnotice, review, comment, and hearing procedures under s. 1006.283(2)(b)8., 9., and 11.

b. Any material used in a classroom, made available in a school library, or included on a reading list containscontent that is pornographic or prohibited under s. 847.012, is not suited to student needs and their ability tocomprehend the material presented, or is inappropriate for the grade level and age group for which the material isused.

If the district school board finds that an instructional material does not meet the criteria under sub-subparagrapha. or that any other material contains prohibited content under sub-subparagraph b., the school district shalldiscontinue use of the material for any grade level or age group for which such use is inappropriate or unsuitable.

3. Each district school board must establish a process by which the parent of a public school student or aresident of the county may contest the district school board’s adoption of a specific instructional material. Theparent or resident must file a petition, on a form provided by the school board, within 30 calendar days after theadoption of the material by the school board. The school board must make the form available to the public andpublish the form on the school district’s website. The form must be signed by the parent or resident, include therequired contact information, and state the objection to the instructional material based on the criteria of s.1006.31(2) or s. 1006.40(3)(d). Within 30 days after the 30-day period has expired, the school board must, for allpetitions timely received, conduct at least one open public hearing before an unbiased and qualified hearingofficer. The hearing officer may not be an employee or agent of the school district. The hearing is not subject tothe provisions of chapter 120; however, the hearing must provide sufficient procedural protections to allow eachpetitioner an adequate and fair opportunity to be heard and present evidence to the hearing officer.

The school board’s decision after convening a hearing is final and not subject to further petition or review.(b) Instructional materials.—Provide for proper requisitioning, distribution, accounting, storage, care, and use

of all instructional materials and furnish such other instructional materials as may be needed. Instructionalmaterials used must be consistent with the district goals and objectives and the course descriptions established inrule of the State Board of Education, as well as with the applicable Next Generation Sunshine State Standardsprovided for in s. 1003.41.

(c) Other instructional materials.—Provide such other teaching accessories and aids as are needed for theschool district’s educational program.

(d) School library media services; establishment and maintenance.—Establish and maintain a program of schoollibrary media services for all public schools in the district, including school library media centers, or school librarymedia centers open to the public, and, in addition such traveling or circulating libraries as may be needed for theproper operation of the district school system. Upon written request, a school district shall provide access to anymaterial or book specified in the request that is maintained in a district school system library and is available forreview.

(3) DISTRICT SCHOOL SUPERINTENDENT.—(a) The district school superintendent has the duty to recommend such plans for improving, providing,

distributing, accounting for, and caring for instructional materials and other instructional aids as will result ingeneral improvement of the district school system, as prescribed in this part, in accordance with adopted districtschool board rules prescribing the duties and responsibilities of the district school superintendent regarding therequisition, purchase, receipt, storage, distribution, use, conservation, records, and reports of, and managementpractices and property accountability concerning, instructional materials, and providing for an evaluation of anyinstructional materials to be requisitioned that have not been used previously in the district’s schools. The districtschool superintendent must keep adequate records and accounts for all financial transactions for funds collectedpursuant to subsection (4).

(b) Each district school superintendent shall notify the department by April 1 of each year the state-adoptedinstructional materials that will be requisitioned for use in his or her school district. The notification shall include adistrict school board plan for instructional materials use to assist in determining if adequate instructional materialshave been requisitioned.

(4) SCHOOL PRINCIPAL.—The school principal has the following duties for the management and care ofinstructional materials at the school:

(a) Proper use of instructional materials.—The principal shall assure that instructional materials are used toprovide instruction to students enrolled at the grade level or levels for which the materials are designed, pursuantto adopted district school board rule. The school principal shall communicate to parents the manner in whichinstructional materials are used to implement the curricular objectives of the school.

(b) Money collected for lost or damaged instructional materials; enforcement.—The school principal shallcollect from each student or the student’s parent the purchase price of any instructional material the student haslost, destroyed, or unnecessarily damaged and to report and transmit the money collected to the district schoolsuperintendent. The failure to collect such sum upon reasonable effort by the school principal may result in thesuspension of the student from participation in extracurricular activities or satisfaction of the debt by the studentthrough community service activities at the school site as determined by the school principal, pursuant to policiesadopted by district school board rule.

(c) Sale of instructional materials.—The school principal, upon request of the parent of a student in theschool, shall sell to the parent any instructional materials used in the school. All such sales shall be made pursuantto rule adopted by the district school board, and the principal shall annually provide information to parents thatthey may purchase instructional materials and how to purchase the materials.

(d) Disposition of funds.—All money collected from the sale, exchange, loss, or damage of instructionalmaterials shall be transmitted to the district school superintendent to be deposited in the district school boardfund and added to the district appropriation for instructional materials.

(e) Accounting for instructional materials.—Principals shall see that all instructional materials are fully andproperly accounted for as prescribed by adopted rules of the district school board.

History.—s. 303, ch. 2002-387; s. 18, ch. 2009-59; s. 1, ch. 2009-222; s. 17, ch. 2010-154; s. 18, ch. 2011-55; s. 1, ch. 2013-237; s. 1,ch. 2014-15; s. 60, ch. 2014-39; s. 2, ch. 2017-177.

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1006.283 District school board instructional materials review process.—(1) A district school board or consortium of school districts may implement an instructional materials program

that includes the review, recommendation, adoption, and purchase of instructional materials. The district schoolsuperintendent shall certify to the department by March 31 of each year that all instructional materials for corecourses used by the district are aligned with applicable state standards. A list of the core instructional materialsthat will be used or purchased for use by the school district shall be included in the certification.

(2)(a) If a district school board chooses to implement its own instructional materials program, the school boardshall adopt rules implementing the district’s instructional materials program which must include its processes,criteria, and requirements for the following:

1. Selection of reviewers, one or more of whom must be parents with children in public schools.2. Review of instructional materials.3. Selection of instructional materials, including a thorough review of curriculum content.4. Reviewer recommendations.5. District school board adoption.6. Purchase of instructional materials.(b) District school board rules must also:1. Identify, by subject area, a review cycle for instructional materials.2. Specify the qualifications for an instructional materials reviewer and the process for selecting reviewers; list

a reviewer’s duties and responsibilities, including compliance with the requirements of s. 1006.31; and providethat all instructional materials recommended by a reviewer be accompanied by the reviewer’s statement that thematerials align with the state standards pursuant to s. 1003.41 and the requirements of s. 1006.31.

3. State the requirements for an affidavit to be made by each district instructional materials reviewer whichsubstantially meet the requirements of s. 1006.30.

4. Comply with s. 1006.32, relating to prohibited acts.5. Establish a process that certifies the accuracy of instructional materials.6. Incorporate applicable requirements of s. 1006.31, which relates to the duties of instructional materials

reviewers.7. Incorporate applicable requirements of s. 1006.38, relating to the duties, responsibilities, and requirements

of publishers of instructional materials.8. Establish the process by which instructional materials are adopted by the district school board, which must

include:a. A process to allow student editions of recommended instructional materials to be accessed and viewed

online by the public at least 20 calendar days before the school board hearing and public meeting as specified inthis subparagraph. This process must include reasonable safeguards against the unauthorized use, reproduction,and distribution of instructional materials considered for adoption.

b. An open, noticed school board hearing to receive public comment on the recommended instructionalmaterials.

c. An open, noticed public meeting to approve an annual instructional materials plan to identify anyinstructional materials that will be purchased through the district school board instructional materials reviewprocess pursuant to this section. This public meeting must be held on a different date than the school boardhearing.

d. Notice requirements for the school board hearing and the public meeting that must specifically state whichinstructional materials are being reviewed and the manner in which the instructional materials can be accessed forpublic review. The hearing must allow the parent of a public school student or a resident of the county to profferevidence that a recommended instructional material does not meet the criteria provided in s. 1006.31(2), takinginto consideration course expectations based on the district’s comprehensive plan for student progression under s.1008.25(2) and course descriptions in the course code directory.

9. Establish the process by which the district school board shall receive public comment on, and review, therecommended instructional materials.

10. Establish the process by which instructional materials will be purchased, including advertising, bidding, andpurchasing requirements.

11. Establish the process by which the school district will notify parents of their ability to access theirchildren’s instructional materials through the district’s local instructional improvement system and by which theschool district will encourage parents to access the system. This notification must be displayed prominently on theschool district’s website and provided annually in written format to all parents of enrolled students.

(3)(a) The school board may assess and collect fees from publishers participating in the instructional materialsapproval process. The amount assessed and collected must be posted on the school district’s website and reportedto the department. The fees may not exceed the actual cost of the review process, and the fees may not exceed$3,500 per submission by a publisher. Any fees collected for this process shall be allocated for the support of thereview process and maintained in a separate line item for auditing purposes.

(b) The fees shall be used to cover the actual cost of substitute teachers for each workday that a member of aschool district’s instructional staff is absent from his or her assigned duties for the purpose of rendering service asan instructional materials reviewer. In addition, each reviewer may be paid a stipend and is entitled toreimbursement for travel expenses and per diem in accordance with s. 112.061 for actual service in meetings.

(4) Instructional materials that have been reviewed by the district instructional materials reviewers andapproved must have been determined to align with all applicable state standards pursuant to s. 1003.41 and therequirements in s. 1006.31. The district school superintendent shall annually certify to the department that allinstructional materials for core courses used by the district are aligned with all applicable state standards and havebeen reviewed, selected, and adopted by the district school board in accordance with the school board hearing andpublic meeting requirements of this section.

(5) A publisher that offers instructional materials to a district school board must provide such materials at aprice that, including all costs of electronic transmission, does not exceed the lowest price at which the publisheroffers such instructional materials for approval or sale to any state or school district in the United States.

(6) A publisher shall reduce automatically the price of the instructional materials to the district school board tothe extent that reductions in price are made elsewhere in the United States.

(7) The school district shall make available, upon request for public inspection, sample copies of allinstructional materials that have been purchased by the district school board.

History.—s. 2, ch. 2013-237; s. 2, ch. 2014-15; s. 3, ch. 2017-177.

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1006.31 Duties of the Department of Education and school district instructional materials reviewer.—Theduties of the instructional materials reviewer are:

(1) PROCEDURES.—To adhere to procedures prescribed by the department or the district for evaluatinginstructional materials submitted by publishers and manufacturers in each adoption. This section applies to boththe state and district approval processes.

(2) EVALUATION OF INSTRUCTIONAL MATERIALS.—To use the selection criteria listed in s. 1006.34(2)(b) andrecommend for adoption only those instructional materials aligned with the Next Generation Sunshine StateStandards provided for in s. 1003.41. Instructional materials recommended by each reviewer shall be, to thesatisfaction of each reviewer, accurate, objective, balanced, noninflammatory, current, free of pornography andmaterial prohibited under s. 847.012, and suited to student needs and their ability to comprehend the materialpresented. Reviewers shall consider for recommendation materials developed for academically talented students,such as students enrolled in advanced placement courses. When recommending instructional materials, eachreviewer shall:

(a) Include only instructional materials that accurately portray the ethnic, socioeconomic, cultural, religious,physical, and racial diversity of our society, including men and women in professional, career, and executive roles,and the role and contributions of the entrepreneur and labor in the total development of this state and the UnitedStates.

(b) Include only materials that accurately portray, whenever appropriate, humankind’s place in ecologicalsystems, including the necessity for the protection of our environment and conservation of our natural resourcesand the effects on the human system of the use of tobacco, alcohol, controlled substances, and other dangeroussubstances.

(c) Include materials that encourage thrift, fire prevention, and humane treatment of people and animals.(d) Require, when appropriate to the comprehension of students, that materials for social science, history, or

civics classes contain the Declaration of Independence and the Constitution of the United States. A reviewer maynot recommend any instructional materials that contain any matter reflecting unfairly upon persons because oftheir race, color, creed, national origin, ancestry, gender, religion, disability, socioeconomic status, oroccupation.

(3) REPORT OF REVIEWERS.—After a thorough study of all data submitted on each instructional material, tosubmit an electronic report to the department. The report shall be made public and must include responses toeach section of the report format prescribed by the department.

History.—s. 306, ch. 2002-387; s. 103, ch. 2004-357; s. 23, ch. 2011-55; s. 3, ch. 2013-237; s. 4, ch. 2014-15; s. 61, ch. 2014-39; s. 4,ch. 2017-177.

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1006.40 Use of instructional materials allocation; instructional materials, library books, and referencebooks; repair of books.—

(1) On or before July 1 each year, the commissioner shall certify to each district school superintendent theestimated allocation of state funds for instructional materials, computed pursuant to the provisions of s. 1011.67for the ensuing fiscal year.

(2) Each district school board must purchase current instructional materials to provide each student inkindergarten through grade 12 with a major tool of instruction in core courses of the subject areas of mathematics,language arts, science, social studies, reading, and literature. Such purchase must be made within the first 3 yearsafter the effective date of the adoption cycle unless a district school board or a consortium of school districts hasimplemented an instructional materials program pursuant to s. 1006.283.

(3)(a) Except for a school district or a consortium of school districts that implements an instructional materialsprogram pursuant to s. 1006.283, each district school board shall use the annual allocation only for the purchase ofinstructional materials that align with state standards and are included on the state-adopted list, except asotherwise authorized in paragraphs (b) and (c).

(b) Up to 50 percent of the annual allocation may be used for:1. The purchase of library and reference books and nonprint materials.2. The purchase of other materials having intellectual content which assist in the instruction of a subject or

course. These materials may be available in bound, unbound, kit, or package form and may consist of hardbackedor softbacked textbooks, novels, electronic content, consumables, learning laboratories, manipulatives, electronicmedia, computer courseware or software, and other commonly accepted instructional tools as prescribed bydistrict school board rule.

3. The repair and renovation of textbooks and library books and replacements for items which were part ofpreviously purchased instructional materials.

(c) District school boards may use 100 percent of that portion of the annual allocation designated for thepurchase of instructional materials for kindergarten, and 75 percent of that portion of the annual allocationdesignated for the purchase of instructional materials for first grade, to purchase materials not on the state-adopted list.

(d) Any materials purchased pursuant to this section must be:1. Free of pornography and material prohibited under s. 847.012.2. Suited to student needs and their ability to comprehend the material presented.3. Appropriate for the grade level and age group for which the materials are used or made available.(4) Each district school board is responsible for the content of all materials used in a classroom or otherwise

made available to students. Each district school board shall adopt rules, and each district school superintendentshall implement procedures, that:

(a) Maximize student use of the district-approved instructional materials.(b) Provide a process for public review of, public comment on, and the adoption of instructional materials that

satisfies the requirements of s. 1006.283(2)(b)8., 9., and 11.

(5) District school boards may issue purchase orders subsequent to February 1 in an aggregate amount whichdoes not exceed 20 percent of the current year’s allocation, and subsequent to April 1 in an aggregate amountwhich does not exceed 90 percent of the current year’s allocation, for the purpose of expediting the delivery ofinstructional materials which are to be paid for from the ensuing year’s allocation. This subsection does not applyto a district school board or a consortium of school districts that implements an instructional materials programpursuant to s. 1006.283.

(6) In any year in which the total instructional materials allocation for a school district has not been expendedor obligated prior to June 30, the district school board shall carry forward the unobligated amount and shall add itto the next year’s allocation.

(7) A district school board or a consortium of school districts that implements an instructional materialsprogram pursuant to s. 1006.283 may use the annual allocation to purchase instructional materials not on thestate-adopted list. However, instructional materials purchased pursuant to this section which are not included onthe state-adopted list must meet the criteria of s. 1006.31(2), align with state standards adopted by the StateBoard of Education pursuant to s. 1003.41, and be consistent with course expectations based on the district’scomprehensive plan for student progression and course descriptions adopted in state board rule.

History.—s. 315, ch. 2002-387; s. 10, ch. 2009-3; s. 19, ch. 2009-59; s. 21, ch. 2010-154; s. 31, ch. 2011-55; s. 14, ch. 2012-133; s. 6,ch. 2013-237; s. 5, ch. 2014-15; s. 63, ch. 2014-39; s. 62, ch. 2017-116; s. 5, ch. 2017-177.

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Jennifer Kincaid <kincaije@collierschools.com> 4/4/2018 8:06 AM

RE: Instructional Materials Work Group Recommendation- MiddleSchool Science/AdvancedTo Joseph Doyle <naplespatriots@comcast.net>

Good morning, Dr. Doyle, Is there a number where I can call you?

Jennifer KincaidExecutive Director, Elementary Programs Collier County Public Schools5775 Osceola Trail | Naples, FL 34109p: 239.377.0107 | f: 239.377.0081

Greatness is not in where we stand, but in what direction we are moving. We must sail sometimes withthe wind and sometimes against it - but sail we must and not drift, nor lie at anchor.

- Oliver Wendell Holmes

From: Joseph Doyle <naplespatriots@comcast.net> Sent: Wednesday, April 4, 2018 8:02 AM To: Kincaid, Jennifer <KincaiJe@collierschools.com> Subject: Instruc�onal Materials Work Group Recommenda�on- Middle School Science/Advanced Jennifer,I am not certain how much of the discussion you heard near the end of the meeting onTuesday, but I have some concerns about the final recommendation of the Amplify programgoing to the School Board for the Advanced Classes. As you know, this problem-basedlearning (PBL) approach appears new and exciting, but do we know its track record forresults? We may need to do some more due diligence on Amplify and its outcomes in otherstates since they are only entering Florida for this school year. A few points to consider: 1. Is PBL appropriate for 11 to 13 year olds? Is it better for high school and college level?2. Will CCPS teachers be comfortable with this approach? Can the trainers get them "up andrunning" for August?3. Britt, the CCPS Tech Support, gave the the lowest rating for compatibility--score of 26/36.4. There are scanty print materials--even fewer than Accelerate/STEMscopes, which the workgroup rejected over Pearson for the basic science courses. I realize that honors students maybe able to handle an internet platform better than regular students, but technology could beproblematic nonetheless.

5. What is Amplify's track record in other states? We need a list of references of other schooldistricts to contact regarding customer service, tech support, test scores, etc. I know that you understood my concern, especially for 11 and 12-year-olds, yesterdayafternoon. The 13-year olds in physical science/advanced may be able to handle PBL, andthat may be the place to do a "pilot" project with Cambridge students or similar honors level. Iam not sure how that fits in with Florida Assessments and if the school district wants to "rollthe dice" with a new program in regards to testing outcomes. We can discuss further during a break or over lunch if you are in the Life work group meetingon Thursday. Joseph T. Doyle, MDCommunity Member -----------------------------------------------------------------------------------------------------------------------On March 29, 2018 at 12:58 PM "Kincaid, Jennifer" <KincaiJe@collierschools.com> wrote:

Good afternoon,

We are looking forward to seeing you on Tuesday, April 3nd for the Middle School Science WorkGroup meeting. The meeting will include publisher presentations, and is scheduled to begin at noon. Please plan to have lunch before you arrive or to bring your lunch as we will not break for lunch onTuesday due to the later start time Best wishes for a restful weekend. We will see you on Tuesday! Kind regards, Jennifer

Jennifer KincaidExecutive Director, Elementary Programs Collier County Public Schools5775 Osceola Trail | Naples, FL 34109p: 239.377.0107 | f: 239.377.0081

Greatness is not in where we stand, but in what direction we are moving. We must sailsometimes with the wind and sometimes against it - but sail we must and not drift, nor lie atanchor.

- Oliver Wendell Holmes

Pursuant to School Board policy and administra�ve procedures, this e-mail system is the property of the School District of Collier County and to be used for

official business only. In addi�on, all users are cau�oned that messages sent through this system are subject to the Public Records Law of the State of

Florida and also to review by the school system. There should be no expecta�on of privacy.

image003.jpg (3 KB)image001.jpg (3 KB)

Joseph Doyle <naplespatriots@comcast.net> 6/11/2018 9:31 AM

New Genetic Discovery Turns 'Settled' Evolution Science on ItsHeadTo naplespatriots@comcast.net

New Genetic Discovery Turns ‘Settled’ Evolution Scienceon Its HeadBY BENJAMIN ARIE JUNE 8, 2018 AT 2:31PM

The left seems obsessed with touting “settled science.” From the theory ofevolution to global warming, or its newer replacement “climate change,”liberals frequently pound textbooks with fanatical enthusiasm, smuglydismissing anyone who dares question pre-approved narratives.As any true scientists understand, however, “settled science” is anoxymoron. Science is an ongoing process — not a set of perfect answers.Just don’t tell Al Gore.

Over the last several weeks, that point was made once again when one ofthe core assumptions about evolution was shown to be untrue. Twoscientists just published a discovery that calls into question many of thetenets of Darwin, and seems to vindicate people who have been pointingout flaws in evolution theories for decades.

“Mark Stoeckle from The Rockefeller University in New York and DavidThaler at the University of Basel in Switzerland […] together publishedfindings last week sure to jostle, if not overturn, more than one settled ideaabout how evolution unfolds,” reported Phys.org, a major research newssite. “It is textbook biology, for example, that species with large, far-flungpopulations—think ants, rats, humans—will become more geneticallydiverse over time,” the source explained. To the chagrin of many, it turnsout those textbooks were wildly wrong.A study of widespread DNA samples conducted by Stoeckle and Thalerfound that genetic diversity among billions of humans and millions of birds“is about the same,” in the words of the lead researcher.

That flies in the face of what evolutionary science has taught for years —namely that genetic diversity increases dramatically over time, setting upthe conditions for natural selection, described by Darwin, to occur.

Do you believe that the left has exaggerated so-called "settledscience?"

For years, scientists have assumed that animals have evolved at hugelydifferent periods in time, each essentially on its own developmental“path.” It has also been long assumed that many animals roamed the earthlong before human arrived. But the new study found something amazing:The animals on earth today seem to have come into being at the same timeas humans. “In analyzing the (DNA) barcodes across 100,000 species, theresearchers found a telltale sign showing that almost all the animalsemerged about the same time as humans,” Phys.org explained. 90 percentof the species on earth, including human beings, all came to be in the last100,000 or 200,000 years, a relatively short time span toevolutionists. “This conclusion is very surprising, and I fought against it ashard as I could,” David Thaler, one of the scientists behind the study,declared.

Think about that for a moment: While he eventually concluded that his pastassumptions were wrong, this scientist has just admitted that instead offollowing the data to their conclusion, he “fought against” evidence thatdidn’t fit an existing narrative. So much for the claim that scientists areimpartial. “How does one explain the fact that 90 percent of animal life,genetically speaking, is roughly the same age?” Phys.org asked. “Was theresome catastrophic event 200,000 years ago that nearly wiped the slateclean?”

The science news site specifically steered clear of mentioning faith, but it’sworth noting that many religious people have long believed that acataclysmic event like a flood took place in the not-so-distant past. There’s

also the possibility that creationist theories would answer the “clean slate”question. Almost everyone has heard the term “missing link.” This is thefabled “in-between” stages that link different species, such as ape-likeanimals and humans.

If evolution theories are correct, there should be numerous examples ofthese missing links. In a puzzle that has perplexed theorists for decades,however, there is little evidence of these in-between creatures. The recentDNA study came to a similar conclusion: The “missing links” are stillmissing, even at the genetic level. “Another unexpected finding from thestudy (is that) species have very clear genetic boundaries, and there’snothing much in between,” explained Psy.org. “The absence of ‘in-between’ species is something that also perplexed Darwin.”

The major takeaway from all of this isn’t that every piece ofevolutionary theory is wrong, but rather that “settled science” isa myth.

Every time someone is mocked for raising legitimate questions aboutglobal warming, evolution, or even modern medicine, it’s worthremembering that science is always wrong more times than it isright. That’s the point — in order to be effective, the scientific processmust keep correcting itself, and find past assumptions that turn out to beincorrect. The science is never settled, and anyone who says otherwise is asnake-oil salesman with an agenda.

https://www.westernjournal.com/ct/new-genetic-discovery-turns-settled-evolution-science-on-its-head/

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Greens are inviting famine, humanity's ancient enemy, into our cities via the green door

How to Foster Famine

By Viv Forbes (/members/1/VivForbes/115) —— Bio and Archives (/members/1/VivForbes/115) June 7, 2018

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Famine has haunted humans for most of their history.

In the days of the Pharaohs, whenever the Nile River failed to flood, Egypt starved. Joseph was called in and he organised stockpilingof grain for famine relief.

Even mighty Rome suffered famines—in 436 BC thousands of starving people threw themselves into the Tiber.

The cold Middle Ages in Europe were haunted by famines. In the 11th and12th century, famines averaged one in 14 years. Even in England there were22 recorded famines in the 13th century. In 1235, 20,000 people died inLondon and people ate horse flesh, bark and grass. There were greatfamines in India, Bengal, France, China and Russia.

In more recent times, man-made famines were more common in theComrade Societies—some wit once remarked that “Soviet agriculture hasjust suffered its 23 consecutive year of unseasonal weather”. Some famineswere deliberate policy such as Stalin’s liquidation of the Kulaks in 1918 andhis starvation of Ukraine in the 1932-33, while other dictators like Mao inChina and Pol Pot in Cambodia caused famine with destructive collectivistfarm policies.

Famines eased in Europe and North America from about 1860, partlybecause crops improved with warmer weather and also because of the great

increases in land opened up in the Americas for farming and grazing.

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But the biggest expansion in food production started with the invention of the coal-powered steam engine—the iron and steel smeltedwith coal, and the engines, generators and machines powered by coal and then oil, created a food and population explosion.

First were the steam-powered traction engines which pumped water and pulled iron ploughs, planters, harvesters, freight wagons andforest logs. Millions of crop-eating draught horses and oxen went to the butchers and no longer consumed half of the farm cropsproduced.

Then hunters armed with carbon-powered gunpowder decimated the wildherds of bison, antelope and deer grazing the prairies of the Americas,replacing them with barbed wire and beef cattle. (Most people todayprobably disapprove of such species slaughter; but it happened, and thefood produced on that land now supports farmers, towns and millions ofpeople.)

The cumbersome steam tractors were replaced by internal combustionengines burning kerosene, petrol and diesel.

The model T utility and Fordson tractors created another farming revolutionwith more food produced with fewer food-consuming draft animals and farmlabourers.

Coal-powered trains and petrol-powered trucks and buses moved food, andmotorised artillery, cavalry, baggage trains and ambulances moved armies.

Millions of ever-hungry and ever-thirsty horses, mules and oxen were removed from the food and water queues.

The vast crop-lands which had been used to produce food for draft animals now produced meat, eggs, milk, butter and grains forhumans.

Galvanised iron, steel and concrete (all made using two carbon emitting raw materials, coal and limestone) became invaluable for haysheds, dairies, cold rooms and silos allowing farmers to store farm produce for droughts and winters.

Continued below...

Engines were soon powering refrigerated trucks, road trains, trains and ships that moved food quickly from farms, factories, abattoirsand mills to refrigerated storage in distant cities, thus greatly reducing the amount of food wasted. (But some stupid/green Frenchpolitician wants an end to the internal combustion engine by 2040, and some foolish Australians want to put a carbon emissions tax onvehicles.)

The next revolution in food production was the discovery and manufacture of nitrate fertilisers and urea using the natural gasesnitrogen, methane and carbon dioxide. These fertilisers, assisted by vast irrigation schemes, gave a huge boost to crop growth.

This stunning food revolution based on combustion engines, hydro-carbon fuels, natural gas fertilisers, irrigation and refrigeration hasbanished famine from the first world.

But every system has its limits. Famine is always just a season or two away. It bides its time, waiting for a failure in the complexcarbon-fuelled agricultural, transport and storage network that supports every city.

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When hunter-gatherers experienced food shortages, they followed the rains, scavenged for food and largely survived. When farmersand fences replaced hunter-gathers they cultivated large areas of land to grow grasses and grains for poultry, cattle, goats, sheep andpigs. This created a huge increase in food production, but it also tied the farmers to the land—when drought struck, they could notfollow the storms.

As farming grew, so too did the dependent cities of factory workers, merchants, tax collectors, rulers, bureaucrats, policemen andsoldiers, none of whom produced food. More recently this hungry overhead has been joined by a growing army of welfare and aidrecipients, political immigrants and refugees. However, when drought or severe cold threatens the food supply, the cities cannot moveaway.

Continued below...

News from idealmedia.com (http://idealmedia.com/)

Just one thing is now required to create a modern famine—widespread crop failure.

What causes crop failures? Unsuitable conditions in one or more of just three key atmospheric conditions: temperature (unseasonalfrost, snow or heat); moisture (extreme floods or droughts); and carbon dioxide (too little to sustain healthy plant growth).

The Little Ice Age ended around the start of the 20 century. Today’s warm climate is very farm-friendly and tends to have most effecton the cold lands of the northern hemisphere, thus increasing the acreage and productivity of the vast crop lands there. Warmth alsodrives moisture and carbon dioxide plant food out of the oceans into the atmosphere, creating a much more crop-friendly environment.The extra moisture shows up as more precipitation and the extra carbon dioxide we see today makes plants grow faster and stronger.Extra warmth, moisture and carbon dioxide help greatly to increase crop yields and banish famine.

However, Earth’s climate is always changing, and there is significant evidence that we are past the warm peak of this climate cycleand are on the road to the next advance of the ice.

“Every source of climate information in the Northern Hemisphere shows that the Earth experienced the warmest climate of the last100,000 years about 6,000 years ago and since then (especially over the past 4,000 years) the Northern Hemisphere has beenexperiencing a gradual cooling.

That does not mean that each century is colder than the one before, but it means that each millennium is colder than the one before.”

—John Kehr, “The Inconvenient Skeptic” (http://theinconvenientskeptic.com/2012/04/himalaya-glaciers-are-growing/)

All we hear from the climate industry and the dark green media are the claimed dangers of global warming. However it is globalcooling that poses a dire threat to world food supplies.

First the frosts and snow come earlier and stay later—the growing season gets shorter. Then winter snow persists into summer, icesheets and glaciers advance and boreal forests and tundra invade grasslands - the great northern crop lands are forced to movesouth. The cold also reduces evaporation from oceans, lakes and streams, thus reducing rainfall. Growing ice sheets cause falling sealevels, dewatering coastal fish farms and breeding grounds. And, in the final blow, cold oceans and lakes absorb more carbon dioxidefrom the atmosphere, further reducing plant growth. Icy eras reinforce all three crop destroyers: cold, drought and carbon-dioxidestarvation.

Continued below...

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In addition to climate dangers, foolish green zealots in the comfortable western democracies are also nibbling away at the area of landand sea allowed for harvesting food.

They are also seeking global powers in an anti-life campaign to encourage global cooling by reducing the carbon dioxide content ofEarth’s atmosphere. Luckily their costly anti-carbon goals will have no effect on the grand cycles of global climate, but they will harmthe cost, capacity and reliability of our complex energy-dependent food production storage and distribution system.

The Green energy they idolise is intermittent and unreliable—it breeds network instability and power failures.

The fierce dog of famine is tethered outside the city gate. Our abundant supplies of reliable energy for the production, harvesting,transport, processing, storage and distribution of food have kept him at bay. But still he waits patiently for foolish politicians or dreadfulweather to let him loose.

A natural disaster affecting key Asian oil refineries or a naval blockade of the fleet of tankers carrying petroleum products to Australiawould stop road transport of food to Australian cities in a few days.

Just one decent regional blackout would empty supermarket shelves and create long queues at every service station; two frigidwinters would see food prices soar; and a return of the Little Ice Age or worse will see starvation stalking the cities.

Greens are inviting famine, humanity’s ancient enemy, into our cities via the green door.

Viv Forbes -- Bio and Archives (/members/1/VivForbes/115) | CommentsViv Forbes, Chairman, The Carbon Sense Coalition (http://www.carbon-sense.com), has spent his life working in exploration, mining,farming, infrastructure, financial analysis and political commentary. He has worked for government departments, private companiesand now works as a private contractor and farmer.

Viv has also been a guest writer for the Asian Wall Street Journal, Business Queensland and mining newspapers. He was awardedthe “Australian Adam Smith Award for Services to the Free Society” in 1988, and has written widely on political, technical andeconomic subjects.

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Identity Warriors Have Infiltrated theSciences. Here’s the Damage They’reDoing.Walter E. Williams / June 13, 2018

In conversations with most college officials, many CEOs, many politicians, and race hustlers, it’snot long before the magical words “diversity” and “inclusiveness” drop from their lips.

Racial minorities are the intended targets of this sociological largesse, but women are included,as well. This obsession with diversity and inclusion is in the process of leading the nation todecline in a number of areas. We’re told how it’s doing so in science, in an article by HeatherMac Donald, a senior fellow at the Manhattan Institute, titled “How Identity Politics Is Harmingthe Sciences.”

Mac Donald says that identity politics has already taken over the humanities and socialsciences on American campuses. Waiting in the wings for a similar takeover are the STEMfields—science, technology, engineering, and math.

In the eyes of the diversity and inclusiveness czars, the STEM fields don’t have a pleasingmixture of blacks, Hispanics, and women. The effort to get this “pleasing mix” is doing greatdamage to how science is taught and evaluated, threatening innovation and Americancompetitiveness.

Universities and other institutions have started watering down standards and requirements inorder to attract more minorities and women.

Some of the arguments for doing so border on insanity. A math education professor at theUniversity of Illinois wrote that “mathematics itself operates as whiteness.” She says that theability to solve algebra and geometry problems perpetuates “unearned privilege” among whites.

A professor at Purdue University’s School of Engineering Education published an article in apeer-reviewed journal positing that academic rigor is a “dirty deed” that upholds “white maleheterosexual privilege,” adding that “scientific knowledge itself is gendered, raced, andcolonizing.”

The National Science Foundation and the National Institutes of Health are two federal agenciesthat fund university research and support postdoctoral education for physicians. Both agenciesare consumed by diversity and inclusion ideology.

The National Science Foundation and National Institutes of Health can yank a grant when itcomes up for renewal if the college has not supported a sufficient number of “underrepresentedminorities.”

Mac Donald quotes a UCLA scientist who reports: “All across the country the big question nowin STEM is: How can we promote more women and minorities by ‘changing’ (i.e., lowering) therequirements we had previously set for graduate level study?”

Mac Donald observes, “Mathematical problem-solving is being deemphasized in favor of morequalitative group projects; the pace of undergraduate physics education is being slowed downso that no one gets left behind.”

Focusing on mathematical problem-solving and academic rigor, at least for black students at thecollege level, is a day late and a dollar short. The 2017 National Assessment of EducationalProgress, aka the nation’s report card, reported that only 17 percent of black students testedproficient or better in reading, and just 7 percent reached at least a proficient level in math. Insome predominantly black high schools, not a single black student scored proficient in math.

The academic and federal STEM busybodies ought to focus on the academic destruction ofblack youngsters between kindergarten and 12th grade and the conferring of fraudulent highschool diplomas. Black people should not allow themselves to be used at the college level tohelp white liberals feel better about themselves and keep their federal grant money.

Mac Donald answers the question of whether scientific progress depends on diversity. Shesays: “Somehow, [National Science Foundation]-backed scientists managed to rack up morethan 200 Nobel Prizes before the agency realized that scientific progress depends on ‘diversity.’Those ‘un-diverse’ scientists discovered the fundamental particles of matter and unlocked thegenetics of viruses.”

She might have added that there wasn’t even diversity among those white Nobel laureates.Jews constitute no more than 3 percent of the U.S. population but are 35 percent of AmericanNobel Prize winners.

One wonders what diversity and inclusion czars might propose to promote ethnic diversityamong Nobel Prize winners.

Collier County Public Schools Science Textbook Adoption Rubric

Publisher: Book Title:

Course: 3-5 Science Group Member:

Review Criteria Comments: Specific Examples (pg. #) Points

STANDARDS (NGSSS, not NGSS) 0 1 2 3 No Evidence Poor Adequate Good

Does the product align to the NGSSS Florida Science Standards?

Does the content scaffold instruction according to the NGSSS Florida Science Standards? From one grade level to the next, is the content appropriately scaffolded?

Properties of Matter Example SC.3.P.10.1 – Identify some basic forms of energy such as light, heat, sound, electrical and mechanical. SC.4.P.10.1 – Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. SC.5.P.10.1 – Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical and mechanical.

No point value

Does this product utilize the 5E lesson model? (engage, explore, explain, elaborate, evaluate)

SCIENCE CONTENT

Does the product demonstrate scientific accuracy? If not, please indicate specifics.

Are there real-world and cross-curricular applications? (literacy, math and career)

Are the illustrations and diagrams aligned to the content?

Is the content engaging for students?

TEACHER RESOURCES

Is the product user friendly? Intuitive? Easy to navigate?

Do ancillary materials provide ample resources for teachers? Are they available as part of the adoption or will they need to be purchased as a supplement?

Are there lesson supports embedded in the teacher text? (frontloading for teachers)

Does this product utilize the 5E lesson model? (engage, explore, explain, elaborate, evaluate)

STUDENT RESOURCES

Does the product accommodate all learning styles? (different ways to interact with content)

Does the text have appropriate readability? (Different reading levels, languages)

Are there supports for English Language Learners? For ESE students?

Does the product provide enrichment for gifted learners?

Is the text supported by quality visuals (illustrations, graphs, charts, diagrams, articles, etc.)?

Does this product use the 5E Lesson Model? (engage, explore, explain, enrich or extend, evaluate)

ASSESSMENT

Does the program provide quality formative assessments embedded within the chapters/units?

Does the program provide quality summative assessments at the end of chapters/units?

Do the assessments align with the NGSSS Florida Science Standards? Are the questions identified by standard?

Does the program provide an assessment-generating platform?

Does the program provide a progress-monitoring tool?

Additional Comments:

SIGNATURE__________________________________________________ Total Points __________

Elementary School Science Master Ranking Sheet 2nd Round Page 1

Course Title Publisher Textbook Total Points

Accelerate Learning STEMscopes Florida 2.0 Grades K-2 556

Cengage Learning National Geographic Science Florida Edition, Grades K-2 525

Discovery Communications, LLC Discovery Education Science Techbook Florida Edition - Grades K-2 515

Houghton Mifflin Harcourt HMH Florida Science, Grades K-2 598

McGraw-Hill School Education, LLC Inspire Science, Grades K-2 565

Pearson Education, Inc. Pearson Elevate Science, Florida Edition, Grades K-2 606

Accelerate Learning STEMscopes Florida 2.0 - Grades 3-5 554

Cengage Learning National Geographic Science Florida Edition, Grades 3-5 526

Discovery Communications, LLC Discovery Education Science Techbook Florida Edition - Grades 3-5 583

Houghton Mifflin Harcourt HMH Florida Science, Grades 3-5 611

McGraw-Hill School Education, LLC Inspire Science, Grades 3-5 545

Pearson Education, Inc. Pearson Elevate Science, Florida Edition, Grades 3-5 599

Grade K-2

Grade 3-5

Master Sheet Voting Tabulation

2nd Round

Instructional Materials K-5 Elementary Science

Elementary

Middle School Science Master Ranking Sheet 1st Round Page 1

Course Title Publisher Textbook Total Points

Accelerate Learning STEMscopes Florida 2.0 MS Earth Space Science 236

Amplify Education, Inc. Amplify Science: Florida Edition - Earth Science 229

Discovery Communications, LLC Discovery Education Science Techbook (Florida) - M/J Earth & Space Science 234

Houghton Mifflin Harcourt HMH Florida Science, Earth 229

Lab-Aids, Inc. Issues and Earth Science 91

Learning Bits Inc. / Science Bits Science Bits - M/J Earth/Space Science 122

Pearson Education, Inc. Pearson Elevate Science, Florida Edition Earth Science 229

Accelerate Learning STEMscopes Florida 2.0 MS Earth Space Science Advanced 239

Amplify Education, Inc. Amplify Science: Florida Edition - Earth Science, Advanced 229

Learning Bits Inc. / Science Bits Science Bits - M/J Earth/Space Science, Advanced 146

Accelerate Learning STEMscopes Florida 2.0 MS Life Science 235

Amplify Education, Inc. Amplify Science: Florida Edition - Life Science 229

Discovery Communications, LLC Discovery Education Science Techbook (Florida) - M/J Life Science 235

Houghton Mifflin Harcourt HMH Florida Science, Life 226

Lab-Aids, Inc. Issues and Life Science 90

Learning Bits Inc. / Science Bits Science Bits - M/J Life Science 121

Pearson Education, Inc. Pearson Elevate Science, Florida Edition Life Science 228

Accelerate Learning STEMscopes Florida 2.0 MS Life Science Advanced 235

Amplify Education, Inc. Amplify Science: Florida Edition - Life Science, Advanced 229

Learning Bits Inc. / Science Bits Science Bits - M/J Life Science, Advanced 121

Accelerate Learning STEMscopes Florida 2.0 MS Physical Science 236

Amplify Education, Inc. Amplify Science: Florida Edition - Physical Science 229

Discovery Communications, LLC Discovery Education Science Techbook (Florida) - M/J Physical Science 236

Houghton Mifflin Harcourt HMH Florida Science, Physical 232

Lab-Aids, Inc. Issues and Physical Science 101

Learning Bits Inc. / Science Bits Science Bits - M/J Physical Science 122

Pearson Education, Inc. Pearson Elevate Science, Florida Edition Physical Science 229

Accelerate Learning STEMscopes Florida 2.0 MS Physical Science Advanced 236

Amplify Education, Inc. Amplify Science: Florida Edition - Physical Science, Advanced 229

Learning Bits Inc. / Science Bits Science Bits - M/J Physical Science, Advanced 122

M/J Life Science Advanced 2000020

M/J Physical Science 2003010

M/J Physical Science Advanced 2003020

Master Sheet Voting Tabulation

1st Round

Instructional Materials Middle School Science

6-8 Middle School

M/J Earth/Space Science 2001010

M/J Earth/Space Science Advanced 2001020

M/J Life Science 2000010

1

Instructional Materials Review Work Group Middle School Science Meeting Three

Meeting attended by: Teachers: Cynthia Howard, Michelle Condo, Victoria Ruiz

Community/Parents: Joseph Doyle, & Ann Hartley

Academic Coaches/Administrators/Coordinator: Kandi Follis, Emily

Grady & Melissa Coleman

District Staff : Ryan Westberry

Absent from meeting: Amanda McLean

Date: April 3,2018

Time: 12:00PM

Facilitator: Mary Marshall, Coordinator & Julie Lorenzo, Instructional Materials

Manager

Recorder: Kathleen Romano, Instructional Materials Specialist

Agenda Topic #1: Opening and Welcome

Notes: Julie Lorenzo

Opening & Welcome

o Julie spoke to the review process along with the guidelines they should keep in mind when

rating the materials

Reading of the minutes from session two

o Minutes were unanimously accepted

Action Items:

Agenda Topic #2: Presentations

Notes:

Publisher Presentations were as follows:

Accelerate Learning

Amplify Education

Discovery Communications

Houghton Mifflin Harcourt

Pearson Education

Action Items:

Agenda Topic #3: Recommendations

2

Notes: Brett Reynolds – Technology feedback and rubric score

Accelerate Learning – Total Technology Score 32 Simple layout, all in one platform

No unnecessary popups

IMS Global, One Roster & SAML

HTML5 minimal flash

MP4 videos

Responsive design, limited small devices

Spanish, English, no Creole

Google Translate

Highlights, comments, print PDF, on screen reader

Built in Assessments & Assignments

Amplify Education – Total Technology Score 25 Teacher layout – flow is one way

ADFS & Clever

Works on larger devices

Limited Responsive

Updates online

Google translate only

Standards not linked

Monitor, built in grade book for assigments

LTI not available – till next SY

Downloadable

Discovery Communications – Total Technology Score 33 Simple layout & navigation

Popups different domains

HTML5, MP4 videos

Responsive design, all sizes

English, Spanish, Google Translate

Highlights, notes, onscreen reader, comments save

Built in assessments and assignments

Deep integration on certain LMS

3

Houghton Mifflin Harcourt – Total Technology Score 22 Simple layout

Navigation and popups not straight forward

ADFS & One Roster

HTML5

Not resizable

Responsive, larger devices only (limited devices)

Basic articles

No translation, no Google translate

Some gradable items

Luminosity not enabled

Not built in assessment

Assignments limited

PDF not interactive

McGraw-Hill School Education – Total Technology Score 28 Simple layout

One Roster & SAML

Works on small & large devices

HTML5 & MP4 videos

eBook responsive

No articles

Limited new content

Google translate only

Notebook, highlights, feedback in ConnectEd

Common Cartridge

LearnSmart separate APP

Pearson Education – Total Technology Score 29

Simple Layout

Basic views, extra popups on resources

ADFS & One Roster

MP4 videos

Offline mode APP

English only, Google translate

Limited feedback tools

Highlights, comments, readers & tools

Build in assignments & assessments

4

Work Group feedback and comments:

Accelerate Learning – Total Score 513 / Advance 513 Website is updated

Group did not like that there was not textbook

Teacher friendly

Very few graphics and not of good quality

Editable Google Docs

Compatible with all platforms

A lot of text

Amplify Education, Inc. – Total Score 501 / Advance 512 Standards are found under the lesson brief tab

Articles are digital and on a student spiral book

Math & ELA standards embedded in each lesson

Videos are closed captioned

Web base, does not adapt well to hand held devices

LTE access coming in the near future

Most Marzano aligned

Assessments at the end of each chapter

Interactive for teachers

Better suited for our advanced students

Easy to navigate, but not user friendly for ELL students

Discovery Education – Total Score 489 They are still updating content on Techbook

Too much for new teachers to navigate

A good supplemental resource

Houghton Mifflin Harcourt – Total Score 452 No resources for other languages

Group members were not able to access all of the features

Interactive eBook

Dated materials

Not many changes from what they already have

It is a good resources, but not as a standalone

Pearson Education, Inc. – Total Score 496 ELL component very good

Good quality pictures

Hardcover textbook

Heavy on reading

5

Members were given time to complete their rubrics

Points were totaled with several group members tabulating the total points to ensure accuracy

After carefully reviewing the materials, discussions and tabulation of points, the work group’s

recommendation for Middle School Science is as follows:

M/J Earth/Space Science Regular: Pearson – Pearson Elevate Science, Florida Edition Earth Science

Advanced: Amplify Education – Amplify Science: Florida Edition – Earth Science

M/J Life Science

Regular: Pearson – Pearson Elevate Science, Florida Edition Life Science

Advanced: Amplify Education – Amplify Science: Florida Edition – Life Science

M/J Physical Science

Regular: Pearson – Pearson Elevate Science, Florida Edition Physical Science

Advanced: Amplify Education – Amplify Science: Florida Edition – Physical Science

Action Items:

Notify publisher of the outcome.

Agenda Topic #4: Closing – Questions and Answers

Note:

Julie Lorenzo & Mary Marshall

Explained the recommendation process and what happens after the process is complete

Explained the recommendation does not become final until the process is complete and the Board

approves the recommendation

5:30 – meeting adjourned

Action Items:

Next Meeting:

From: Joseph Doyle [mailto:naplespatriots@comcast.net]

Sent: Wednesday, June 13, 2018 3:08 PM To: Turchetta, Greg (Gregory)

Subject: Supplementals for DOYLE--Part 3

Mr. Turchetta:

In accordance with the Hearing Management Plan, I am submitting the following statement as supplemental evidence to the objections on the science instructional materials.

The Submission ID 6906908 for Elevate Science, 4th Grade, needs a clarification regarding the page number. The flip book page is 340 and the electronic version page is 358.

Please confirm receipt.

Thank you,

Joseph T. Doyle, MD

Suggested Warning Labels for Biology Textbooks From Wells, Jonathan. Icons of Evolution: Science or Myth? 2000. Appendix II, pp. 259-260. WARNING: The Miller-Urey experiment probably did not simulate the Earth’s early atmosphere; it does not demonstrate how life’s building-blocks originated. WARNING: Darwin’s tree of life does not fit the fossil record of the Cambrian explosion, and molecular evidence does not support a simple tree-branching pattern. WARNING: If homology is defined as similarity due to common ancestry; it cannot be used as evidence for common ancestry; whatever its cause may be, it is not similar genes. WARNING: These pictures make vertebrate embryos look more similar than they really are; it is not true that vertebrate embryos are most similar in their earliest stages. WARNING: Archaeopteryx is probably not the ancestor of modern birds, and its own ancestors remain highly controversial; other missing links are now being sought. WARNING: Peppered moths do not rest on tree trunks in the wild, and photos showing them on tree trunks have been staged; Kettlewell’s experiments are now being questioned. WARNING: The Galapagos finches did not inspire Darwin with the idea of evolution, and oscillating natural selection on their beaks produces no observable net change. WARNING: Four-winged fruit flies must be artificially bred, and their extra wings lack muscles; these disabled mutants are not raw materials for evolution. WARNING: Theories about human origins are subjective and controversial, and they rest on little evidence; all drawings of “ancestors” are hypothetical.