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Social Studies Classroom-Based Assessments (CBAs) and Grade Level Expectations (GLEs)

Social Studies Classroom-Based Assessments (CBAs) and Grade Level Expectations (GLEs). Preparing Students for Engaged, Informed Citizenship. 2008-09 = The Year of Social Studies?. Release of Social Studies GLEs CBA Law in Effect in 2008-09 Presidential Election (2008)

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Social Studies Classroom-Based Assessments (CBAs) and Grade Level Expectations (GLEs)

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  1. Social Studies Classroom-Based Assessments (CBAs)and Grade Level Expectations (GLEs) Preparing Students for Engaged, Informed Citizenship

  2. 2008-09 = The Year of Social Studies? Release of Social Studies GLEs CBA Law in Effect in 2008-09 Presidential Election (2008) Preparing “Global Citizens” - climate change, nuclear proliferation, pandemics, etc… Social Studies Initiatives from: Washington Library Media Association Washington State History Museum YMCA Youth in Govt World Affairs Council We The People Numerous museums, non-profits, etc… • 2

  3. CBAOverview How do the CBAs fit with our efforts to promote engaged, informed citizenship?

  4. What are CBAs? Social Studies CBAs are multi-stepped tasks or projects aligned to specific state standards (Social Studies EALRs), which target skills and knowledge necessary for engaged, informed citizenship.

  5. Why CBAs? • 8

  6. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. National Council for the Social Studies • 9

  7. How should students learn civics? - CIRCLE Exposure to civics-related coursework is not enough to make more than a marginal difference for the vast majority of students. Far more important to predicting knowledge and discussion is whether students acquire a liking for the subject matter. • 10

  8. Goals of the CBAs = Authentic Intellectual Work Construction of Knowledge Disciplined Inquiry Value Beyond School • 12

  9. What is the state of social studies education?

  10. Recent Research on Civic Education (2008) • Students who are more academically successful or white and those with parents of higher socioeconomic status receive more classroom-based civic learning opportunities. • Schools appear to be exacerbatinginequality by not providing equal civic preparation to students in most need of civic skills and resources. (Kahne & Middaugh)

  11. Effects of No Child Left Behind – Center on Education PolicySurvey - July 24, 2007 • Average change in instructional time in elementary schools since 2002 (minutes per week): • Reading: +140 • Math: +87 • Social Studies: - 76 • Science: - 75 • Art: - 57 • Gym: - 40

  12. WSCSS & CPLE Survey – Fall 2006 • "To your knowledge, has there been a change in the amount of social studies teaching over the last 10 years in your school district?" (n = 684) • 52% = reported decrease • 17% = reported increase • 31% = reported no change

  13. Key Questions on the CBAs What does the law require districts to do with regards to the CBAs? What are OSPI’s recommendations to districts regarding how many CBAs to do? What choices do districts need to make when implementing the CBAs? How long does a CBA take? What is one good way to implement a CBA? What can a final response to a CBA look like? What help can students receive when working on a CBA? Who scores the CBAs? What does “passing a CBA” mean? How will districts have to report their use of CBAs? Next year? In the future? Where are the best places to look for CBA resources? What is the most common question teachers will ask about the CBAs? • 17

  14. CBAUpdate How and why have the CBA rubrics been refined?

  15. Refined CBA Rubrics • Common Elements • Position • Background • Reasons and Evidence • Sources • Focus on Quality • Accurate, Clear, Cohesive, Explicit

  16. How well do the CBAs promoteAuthentic Intellectual Work? • Do the CBAs ask students to construct knowledge? • Do the CBAs require that students engage in disciplined inquiry? • Does work from the CBAs have value beyond school for students?

  17. How are districts using the CBAs? • 21

  18. The Law • By 2008-09, school districts shall have in place in elementary schools, middle schools, and high schools assessments or other strategies to assure that students have an opportunity to learn the EALRs in social studies, the arts, and health and fitness … school districts shall annually submit an implementation verification report… • Beginning with the 2008-09 school year, school districts shall require students in the • fourth or fifth grades, the • seventh or eighth grades, and • eleventh or twelfth grades to each complete at least one classroom-based assessment in civics.

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  20. OSPI’s Recommendations • One Social Studies Classroom-Based Assessment (CBA) per grade level or per social studies course (3rd-12th grade) including one Civics CBA at the 4th or 5th, 7th or 8th, and 11th or 12th grade levels.

  21. One Possible K-12 Scope & Sequence for Social Studies with CBAs • 25

  22. Recommended Scope & Sequence for Social Studies with CBAs • 26

  23. CBAReporting What is the state of social studies education? What accountability for social studies education do we need? Can reporting on the CBAs accomplish this goal?

  24. Required Reporting – 2008-09 Online reporting form In 2008-09, districts: required to report what “assessments or other strategies” number of students who participated at the elementary, middle, and high school levels. Results from the verification report will be posted for all districts on the OSPI website. Optional surveys will also be developed to collect additional information but the results from these surveys will not be publicly reported. • 28

  25. Reporting, Continued • OSPI recommends that each district designate a staff member to be responsible for ensuring that the assessment and reporting requirements in RCW 28A.230.095 are met. • In subsequent years, an expansion of the reporting system will include online tools for districts to report student scores and provide samples of scored student work.

  26. Reporting After 2008-09 – Sampling?

  27. How will the implementation of the CBAs be supported?

  28. CBAs’ Big Tent: Partnerships! • The flexibility of the CBAs allows teachers to use well-established, high-quality programs to help their students complete these assessments. These programs include We The People, History Day, Mock Trial, YMCA Youth in Government, Street Law, Youth Court, and several others.

  29. CBA Resources – Where to look? • WLMA: www.wlma.org/cbas • District Models: Stanwood-Camano, Evergreen, Anacortes, etc… • Wikispaces: http://cbas.wikispaces.com/ • OSPI CBA site: http://www.k12.wa.us/assessment/WASL/SocialStudies

  30. CBA Training Cadre of CBA Trainers ESD – based Trainings (e.g., ESD 101 – October 27th & November 7th) OSPI Conferences WSCSS Conferences October 11th – Edmonds February – Seattle – K-8 March – Lake Chelan Other: WERA, ASCD, etc… • 34

  31. Update on the GLEs • 35

  32. Goals for GLE Development • Inclusiveness • Manageability • Clarity & Consistency • Accountability to what is essential • Building off Positive Momentum • 36

  33. GLEs for Civics 1.1.1 Key Ideals & Principles 1.1.2 Application of Ideals & Principles 1.2.1 Structure of Government 1.2.2 Function of Government 1.2.3 Types of Governments 1.2.4 Political Systems 1.3.1 International Relations & US Foreign Policy 1.4.1 Civic Involvement • 37

  34. GLEs for Economics 2.1.1 Costs & Benefits of Choices 2.2.1 Economic Systems 2.2.2 Trade 2.3.1 Government Economic Policy 2.4.1 Economic Issues & Problems: Sustainability & Distribution of Resources • 38

  35. GLEs for Geography 3.1.1 Maps & Geographic Tools 3.1.2 Characteristics of Places & Regions 3.2.1 Human-Environmental Interaction 3.2.2 Migration 3.2.3 Culture 3.3.1 Role of Geography (Geographic Lens/Perspective) • 39

  36. GLEs for History 4.1.1 Concept of Timelines/Chronology 4.1.2 Chronological Eras 4.2.1 Individuals & Movements as factors 4.2.2 Culture & Cultural Groups as factors 4.2.3 Ideas & Technology as factors 4.3.1 Constructing Interpretations 4.3.2 Multiple Causation 4.4.1 History’s Influence on the Future • 40

  37. GLEs for SS Skills 5.1.1 Analyze Reasoning 5.1.2 Evaluate Reasoning 5.2.1 Form Questions 5.2.2 Find & Analyze Sources 5.3.1 Discussion 5.4.1 Create Product/Position 5.4.2 Citing Sources • 41

  38. Understanding the GLE Document • What is required? • EALRs, EALR components, GLEs (within grade bands, K-5, 6-8, 9-12) • What is recommended? • Exact grade-by-grade sequence, CBA placement • What is merely suggested? • Examples, Unit Outlines • Is this the right balance between state and local control? • 42

  39. Other Resources On-line Grade Level Resources: https://eds.ospi.k12.wa.us/ealrs/default.aspx OSPI Reporting Form from iGrants • 43

  40. Ideas? Feedback? Contact Information Caleb.Perkins@k12.wa.us (360) 725-6351 www.k12.wa.us/curriculuminstruct/SocStudies Washington State Council for Social Studies: www.wscss.org

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