Social Studies ClassroomBased Assessments CBAs and Grade Level Expectations GLEs

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Social Studies Classroom-Based Assessments
(CBAs)and Grade Level Expectations (GLEs)
Preparing Students for Engaged, Informed
Citizenship
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What are CBAs?
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K-12 Menu of CBAs
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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.

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Why CBAs?
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• 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

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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.

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Goals of the CBAs Authentic Intellectual Work

• Construction of Knowledge
• Disciplined Inquiry
• Value Beyond School

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Authentic Intellectual Work (Newmann)

• Construction of Knowledge using or manipulating
  knowledge as in analysis, interpretation,
  synthesis, and evaluation, rather than only
  reproducing knowledge in previously stated forms.
  
• Disciplined Inquiry gaining in-depth
  understanding of limited topics, rather than
  superficial acquaintance with many, and using
  elaborated forms of communication to learn and to
  express one's conclusions.
• Value Beyond School the production of discourse,
  products, and performances that have personal,
  aesthetic, or social significance beyond
  demonstration of success to a teacher.

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What is the state of social studies education?
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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 exacerbating inequality by
  not providing equal civic preparation to students
  in most need of civic skills and
  resources. (Kahne Middaugh)

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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

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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

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• How and why have the CBA rubrics been refined?

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Refined CBA Rubrics

• Common Elements
• Position
• Background
• Reasons and Evidence
• Sources
• Focus on Quality
• Accurate, Clear, Cohesive, Explicit

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How are districts using the CBAs?
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The Law RCW 28A.230.095

• 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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OSPIs Recommendations

• One Social Studies Classroom-Based Assessment
  (CBA) per grade level (3rd 8th grade) or per
  required social studies course (9th 12th
  grade), including one Civics CBA at the 4th or
  5th, 7th or 8th, and 11th or 12th grade levels.

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Recommended Scope Sequence for Social Studies
with CBAs
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One Possible K-12 Scope Sequence for Social
Studies with CBAs
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How will districts report on the use of CBAs and
other strategies?
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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.

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Reporting 2008-09, 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.
• Any assessment or other strategy on which a
  district is reporting should be
• Rigorous,
• Based in research,
• Aligned closely to the Washington State Essential
  Academic Learning Requirements (EALRs), and
• Able to measure individual student achievement.

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Sample Page from 2008-09 Reporting Form
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Reporting After 2008-09

• In subsequent years, the plan is to expand the
  reporting system to include online tools for
  districts to report student scores and provide
  samples of scored student work. The more
  fully-developed reporting system will enable OSPI
  to report on the state of education in social
  studies, the arts, and health and fitness.
  However, this expansion is dependent on funding.

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Possible Reporting After 2008-09 Sampling from
Electronic Portfolios
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How will the implementation of the CBAs be
supported?
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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.

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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/WAS
  L/SocialStudies

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CBA Training

• Cadre of CBA Trainers
• ESD based Trainings
• OSPI Conferences
• WSCSS Conferences
• October Edmonds
• February Seattle K-8
• March Lake Chelan
• Other WERA, WSASCD, WALA, WASA/AWSP, etc

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Brief Overview ofthe GLEs
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Goals for GLE Development

• Inclusiveness
• Manageability
• Clarity Consistency
• Accountability to What is Essential
• Building off Positive Momentum

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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

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Ideas? Feedback?

• Contact Information
• Caleb.Perkins_at_k12.wa.us
• [phone]
• www.k12.wa.us/curriculuminstruct/SocStudies
• www.k12.wa.us/assessment/WASL/SocialStudies
• Washington State Council for Social Studies
• www.wscss.org