Social Studies Essential Standards, Common Exams (MSLs) and Classroom Assessments

1. Social Studies Essential Standards, Common Exams (MSLs) and Classroom Assessments Social Studies Webinar #3 In A 4 Part Series January 22, 2013 3:30 – 5:00 PM

2. The NCDPI K-12 Social Studies Team Section Chief Fay Gore fay.gore@dpi.nc.gov Program Assistant Bernadette Cole bernadette.cole@dpi.nc.gov K-12 Consultant Ann Carlock ann.carlock@dpi.nc.gov K-12 Consultant Steve Masyada stephen.masyada@dpi.nc.gov K-12 Consultant Michelle McLaughlin michelle.mclaughlin@dpi.nc.gov NCDPI Instructional Technology Partner Gail Holmes gail.holmes@dpi.nc.gov

3. Attendees will: • Gain a greater understanding of the topics, facts and expectations of the Common Exams for Social Studies. • Acquire answers to questions posed concerning the Common Exams for Social Studies. • Gain a greater understanding of the important elements that need to be considered when teaching the standards. • Gain a greater understanding of the connection between the teaching of the standards and the assessing of the standards.

4. Measures of Student Learning (MSLs): NC's Common Exams Race to the Top Project Coordinator for Teacher and Leader Effectiveness Jennifer Preston Email Address:educatoreffectiveness@dpi.nc.gov

5. Focusing on the “Why” So why have statewide Measures of Student Learning/Common Exams? North Carolina has a statewide evaluation system to ensure that every teacher receives a fair and consistent evaluation, regardless of his or her employing LEA. Teachers in all content areas should receive a Standard Six rating based on the growth of their own students on their content-specific standards. Most LEAs do not have the capacity to design their own assessments for all non state-tested grades and subjects. 9/14/2014 • page 5

6. Principles for Administration 1. Every English Language Arts, Science, Mathematics, and Social Studies teacher in grades 4 – 12 has a value-added score. 2. Teacher growth values will be calculated based on all students a teacher teaches and, when multiple assessments are required, on all data generated through the assessments. 9/14/2014 • page 6

7. Decision Tree for Administration 9/14/2014 • page 7

8. Reviewing the Resources • Implementation Guide • Administration Timelines • Assessment Specifications • Guide to Measuring Student Growth • Local Planning Template • Educator Effectiveness Website • Scoring Module 9/14/2014 • page 8

9. Assessment Specifications To follow along, please download the High School Social Studies Specifications available at: http://www.ncpublicschools.org/docs/educatoreffect/measures/specifications/hs-socialstudies.pdf 9/14/2014 • page 9

10. Assessment Specifications Purpose of the Common Exams Curriculum Cycle and Standards 9/14/2014 • page 10

11. Assessment Specifications Description of item types and point values Details on Exam Makeup 9/14/2014 • page 11

12. Assessment Specifications Information on Timing and Administration 9/14/2014 • page 12

13. Scoring Module • Strongly recommended as required training for scorers • Accessible to anyone who has NC Education account • Navigate to http://center.ncsu.edu/nc/ • Log in with User Name and Password • Search “MSL” in the Search box 9/14/2014 • page 13

14. Questions?

15. Thank You Jennifer! Please remember this contact information for additional assistance. Race to the Top Project Coordinator for Teacher and Leader Effectiveness Jennifer Preston Email Address:educatoreffectiveness@dpi.nc.gov

16. Stay Connected http://ssnces.ncdpi.wikispaces.net/Assessment+Samples+%26+Assessment+Information

17. Attendees will: • Gain a greater understanding of the topics, facts and expectations of the Common Exams for Social Studies. • Acquire answers to questions posed concerning the Common Exams for Social Studies. • Gain a greater understanding of the important elements that need to be considered when teaching the standards. • Gain a greater understanding of the connection between the teaching of the standards and the assessing of the standards.

18. What Are The Important Elements That Need To Be Considered When Teaching The Standards?

19. Let’s Consider The Question Just Posed By Looking At A Standard A Generalization Summarize Facts & Topics

20. What Is The Connection Between Teaching The Standards And Assessing The Standards?

21. First, All Things Must Be Aligned! “Alignment is an even stronger predictor of student achievement on standardized tests than are socioeconomic status, gender, race, and teacher effect.” ~ Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989

22. Learning Occurs Best When There Is A Purposeful Process That Creates Complete Alignment.

24. What If, During Instruction This Was The Work You Were Given To Support What Was Taught About The 13 Colonies? The Directions: Classify the 13 original colonies according to which were New England, Middle or Southern.

25. …Then You Were Given An Assessment That Looks Like This Directions: Using this map label the 13 colonies by matching each with the correct alphabet. Then list the chronological order each was established/settled 1 to 13. Key: Middle Colonies New England Colonies Southern Colonies

26. Revised Bloom’s Taxonomy A defined taxonomy helps to ensure alignment. Without a defined taxonomy, learning, instruction and assessment would be all over the place.

28. Understand Constructing meaning from instructional messages, including oral, written and graphic communication Cognitive Processes: • 2.1 Interpreting • 2.2 Exemplifying • 2.3 Classifying • 2.4 Summarizing • 2.5 Inferring • 2.6 Comparing • 2.7 Explaining Understand • Understand cognitive processes are the most represented in state standards • More cognitive processes are associated with this category than any other category • The learner grasps the meaning of information by interpreting and translating what has been learned.

29. A Classroom Assessment Example

30. Clarifying Objective: CE.PFL.2.2 Summarize various types of fraudulent solicitation and business practices. In a case brought against Johnson and Johnsonthe company advertised one of its drugs by comparing its side effects to those of a similar drug produced by another company. In the advertising Johnson and Johnson left out a few of the side effects that might occur as a result of using their product. The court ruled the advertisement misleading because of the potential health risks it posed to consumers. Hypothetical item: Summarize the type of fraudulent business practice described in the information provided about Johnson and Johnson. Be sure to tell why the company’s business practice was considered deceptive.

31. Cognitive Processes: 4.1 Differentiating [e.g. the relevant from the irrelevant parts.] 4.2 Organizing [Identifying the elements of a communication or situation and recognizing how they fit together in a coherent structure. The student builds systematic and coherent connections among pieces of presented information.] 4.3 Attributing [the underlying purpose or perspective – reading between the lines.] Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall purpose.

32. Classroom Assessment Examples After reading a historical account of the Chinese Revolution of 1911 distinguish the major and minor effects of the conflict. 7.H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions, and groups (e.g. war, genocide, imperialism and colonization). Differentiating Write an outline that shows which facts in a passage on the Age of Discovery support and which facts do not support the conclusion that the decline of native populations in the New World was caused by disease. Organizing Determine if a report on Amazon rain forests was written from a pro-environmental or pro-business point of view. Attributing

33. Clarifying Objective: 7.H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions, and groups (e.g. war, genocide, imperialism and colonization). The Third Major Schism (1521): The Protestant Reformation Corruption was widespread in the clergy of the Roman Catholic Church in medieval Europe. Simony (buying priestly offices for money) was practiced. Some priests sold sacraments for money. Many of the clergy were publicly drunken, adulterers, and not worthy of their office. Some priests committed major crimes such as murder and got mild punishment because of the privileges of their office. The people despised the pervasive corruption of the Roman Catholic clergy and resented the authority of the Pope. The Roman Catholic Popes used to raise large sums of money by issuing indulgences and selling them through the clergy for a variety of purposes—to finance Crusades, build huge cathedrals, etc. Martin Luther strongly opposed the doctrine of indulgences. In October 1517 Luther posted 95 theses refuting the doctrine of indulgences on the door of the castle church at Wittenberg. It marked the beginning of the Protestant movement. Luther’s goal was purifying the Roman Catholic Church. In December 1520 Luther burnt the papal bull along with many Catholic books in a public ceremony. This led to his excommunication from the Roman Catholic Church in 1521, which completed the breach. Luther translated the New Testament into German, and produced a German hymnal book. He allowed the monks and nuns to leave, allowed married pastors, simplified the Catholic mass, and reduced the sacraments from seven to two (Baptism and Eucharist). Germany was divided. The princes and cities that favored the reformation formed a confederacy determined to resist any Roman Catholic aggression. In his preaching, Luther emphasized spiritual life, and fought to bring the Gospel of Christ into the hearts, homes and daily lives of the people. The successes of Luther could be summarized in four achievements: the German Bible, German mass, German hymns, and German catechisms. All those were done in the Latin language in the Roman Catholic Church—a language that no one understood except scholars and some of the clergy. The Lutheran Church is the largest Protestant Church today. All the Protestant Churches reject the Holy Tradition (the Creed, decisions of the Ecumenical Councils, writings of the early Church Fathers, Liturgy, icons, etc.). They depend solely on the Holy Bible. Adapted from the following source http://3lotus.com/en/Reflections;%20Misc/Christian-schisms.htm#IV The Third Major Schism (1521): The Protestant Reformation Corruption was widespread in the clergy of the Roman Catholic Church in medieval Europe. Simony (buying priestly offices for money) was practiced. Some priests sold sacraments for money. Many of the clergy were publicly drunken, adulterers, and not worthy of their office. Some priests committed major crimes such as murder and got mild punishment because of the privileges of their office. The people despised the pervasive corruption of the Roman Catholic clergy and resented the authority of the Pope. …….Luther posted 95 theses refuting the doctrine of indulgences on the door of the castle church at Wittenberg. It marked the beginning of the Protestant movement….The successes of Luther could be summarized… (Click to read whole passage.) Hypothetical item: According to the passage what were the main issues involved in the conflict that led to the Protestant Reformation. What were its major political implications? Be sure to include at least two issues and at least one implication in your response.

34. Cognitive Processes: 5.1 Checking [testing for internal consistencies or fallacies in an operation or product – check as you go along] 5.2 Critiquing [judging a product or operation based on externally imposed criteria and standards.] Evaluate Make judgments based on criteria and standards. Evaluate

35. Classroom Assessment Examples Examine a painting/picture of a key historical event and point out any flaws in the message it is trying to promote. Checking Read several statements that describe the interaction of the European explorers and the American Indians and evaluate each in terms of its accuracy. Critiquing

36. Clarifying Objective: 5.H.1.1 Evaluate the relationships between European explorers (French, Spanish and English) and American Indian groups, based on accuracy of historical information. Hypothetical item: Using either France, England or Spain, evaluate ways the European explorers interacted with the American Indians by judging the effectiveness of the types of relationships they formed. Be sure to use at least one example in your explanation.

37. We Must Remember That The Connections Between The Teaching Of The Standards And The Assessing Of The Standards Are Centered In… • Ensuring the use of a balanced assessment system. • Providing opportunities in the classroom for students to… • work and think at the level of RBT written in the clarifying objectives. • participate in experiences that are similar to the parameters of the assessments. • Knowing the standards. • Understanding the standards. • Understanding RBT. • Knowing that the verb and the type of knowledge come together to drive the planning of instruction and assessment. • Teaching to the essential standards and clarifying objectives. Which means… • teach to the generalizations that unpack the clarifying objectives. • teach using the concepts of the standards. • use the facts and topics to deliver the content.

38. Attendees will: • Gain a greater understanding of the topics, facts and expectations of the Common Exams for Social Studies. • Acquire answers to questions posed concerning the Common Exams for Social Studies. • Gain a greater understanding of the important elements that need to be considered when teaching the standards. • Gain a greater understanding of the connection between the teaching of the standards and the assessing of the standards.

40. Join us on March 19th for our final webinar in this series. Tentative Topic – Classroom Performance Tasks