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Social Studies ClassroomBased Assessments CBAs and Grade Level Expectations GLEs

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eleventh or twelfth grades. to each complete at least one classroom-based assessment in civics. ... We The People, History Day, Mock Trial, YMCA Youth in ... – PowerPoint PPT presentation

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Title: Social Studies ClassroomBased Assessments CBAs and Grade Level Expectations GLEs


1
Social Studies Classroom-Based Assessments
(CBAs)and Grade Level Expectations (GLEs)
Preparing Students for Engaged, Informed
Citizenship
2
What are CBAs?
2
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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.

8
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

9
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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.

14
What is the state of social studies education?
15
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)

16
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

17
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

18
  • How and why have the CBA rubrics been refined?

19
Refined CBA Rubrics
  • Common Elements
  • Position
  • Background
  • Reasons and Evidence
  • Sources
  • Focus on Quality
  • Accurate, Clear, Cohesive, Explicit

20
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.

22
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.

23
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?
26
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.

28
Sample Page from 2008-09 Reporting Form
29
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.

30
Possible Reporting After 2008-09 Sampling from
Electronic Portfolios
31
How will the implementation of the CBAs be
supported?
32
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.

33
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

34
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
  • (360) 725-6351
  • www.k12.wa.us/curriculuminstruct/SocStudies
  • www.k12.wa.us/assessment/WASL/SocialStudies
  • Washington State Council for Social Studies
  • www.wscss.org
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