Transcript Washington State’s Social Studies Assessment System

Preparing Students for
Engaged, Informed Citizenship
SOCIAL STUDIES STANDARDS
&
CLASSROOM BASED ASSESSMENTS (CBAs)
Kelly Martin
Program Supervisor
Social Studies & International Education
EFFECTS OF NO CHILD LEFT BEHIND –
CENTER ON EDUCATION POLICY
SURVEY - 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
PURPOSE
To provide an overview of the Social Studies
standards and assessments so that Cadre
members are able to confidently provide
statewide training.
BASIC EDUCATION ACT

“Provide students with the opportunity to
become responsible and respectful global
citizens, to contribute to their economic wellbeing and that of their families and
communities, to explore and understand
different perspectives, and to enjoy productive
and satisfying lives.”
RCW 28A.150.210
GOALS
(1)
(2)
(3)
(4)
Read with comprehension, write effectively, and communicate
successfully in a variety of ways and settings and with a
variety of audiences;
Know and apply the core concepts and principles of
mathematics; social, physical, and life sciences; civics and
history, including different cultures and participation in
representative government; geography; arts; and health and
fitness;
Think analytically, logically, and creatively, and to integrate
different experiences and knowledge to form reasoned
judgments and solve problems; and
Understand the importance of work and finance and how
performance, effort, and decisions directly affect future
career and educational opportunities.
Adopted May 2008
SOCIAL STUDIES STANDARDS
WASHINGTON STATE STANDARDS
AT GLANCE
EALRs
•Civics
•Economics
•Geography
•History
•Skills
Component
•Further
defines the
EALR
GLE
•Specific
expectations
based on
grade level
3rd Grade
EALR
Component
GLE
Example(s)
Suggested
Unit/CBA
•4 (HISTORY): The student understands and applies knowledge of historical thinking,
chronology, eras, turning points, major ideas, individuals, and themes in local,
Washington State, tribal, United States, and world history in order to evaluate how
history shapes the present and future.
• 4.2: Understands and analyzes the causal factors that have shaped major events in
history.
• 4.2.2: Understands how contributions made by various cultural groups have shaped
the history of the community and world.
• Explains the technology, art, and music contributions made by the Southwest native
tribes and the Eastern Woodland native tribes.
• Compare the contributions that people from Mexico, Canada, or other countries have
made to art, food, music, literature, and sports in your community.
• Cultures in our community
• Cultural Contributions
UNDERSTANDING THE STANDARDS DOCUMENTS
Multiple online formats:
1. K-12 Social Studies Grade Level Expectations
Manual (8 ½ x 11)
2. Additional formats also available


8 ½ x 14 manual
Online Grade Level Standards and Resources
ASSESSMENTS: IT’S THE LAW
THE LAW – RCW 28A.230.095

By the end of the 2008-09 school year, school districts shall have in
place in elementary schools, middle schools, and high schools
assessments or other strategies chosen by the district to assure
that students have an opportunity to learn the essential academic
learning requirements in social studies, the arts, and health and
fitness.

Beginning with the 2008-09 school year, school districts shall
annually submit an implementation verification report to the Office
of the Superintendent of Public Instruction.

Beginning with the 2008-09 school year, school districts shall
require students in the following grades to complete at least one
classroom-based assessment in CIVICS:



7th or 8th grade, and
11th or 12th grade
Beginning with the 2010-11 school year, school districts shall
require students in the fourth or fifth grade to complete at least one
classroom-based assessment in CIVICS.
OSPI’S RECOMMENDATIONS
Grade
OSPI Recommendation
Elementary
(K-5 or K-6)
•At least one CBA in social studies by the end of 5 th grade.
•9 CBAs are available at the elementary level.
•The requirement to administer a civics CBA has been delayed until 20102011.
•Recommended civics CBAs are Whose Rules? and You Decide.
Middle
School
(6-8 or 6-9)
•At least one CBA in social studies by the end of the 8th grade.
•A Civics CBA must be administered at the 7th or 8th grade.
•10 CBAs are available at the middle school level.
•Recommended civics CBAs are Constitutional Issues and Checks &
Balances.
High School
(9-12)
•At least one CBA in social studies by the end of high school.
•A Civics CBA must be administered at the 7th or 12th grade.
•10 CBAs are available at the high school level.
•Recommended civics CBAs are Constitutional Issues and Checks &
Balances.
Any assessment or other strategy on which a
district is reporting should be:




Rigorous,
Based in research,
Aligned closely to the Washington State
Standards, and
Able to measure individual student
achievement.
WHY CBAS?
WHY ARE CBAS BEING USED?



Valid way to assess
standards and help
students gain
knowledge & skills for
citizenship
Coherence through
grade levels across the
district
Balance of social
studies standards

Integration of reading
and writing standards

Research shows
assessments, like the
CBAs, increase student
achievement (Cathy
Taylor and Fred Newman)
WHAT ARE CBAS?
SOCIAL STUDIES CBAS ARE:
1.
2.
3.
multi-stepped tasks or projects
aligned to specific state
standards (Social Studies
EALRs/GLEs),
target skills and knowledge
necessary for engaged,
informed citizenship.
K-12 MENU OF CBAS
Recommended Scope & Sequence
for Social Studies with CBAs
Note the common elements
1.
2.
3.
4.
Takes a position
Provides background
Support for position: reasons
and evidence
Lists sources
A.C.C.E




Accurate
Clear
Cohesive
Explicit
“YOU DECIDE” MEETS ELEMENTARY CIVICS REQUIREMENT (5 H GRADE)
YOU DECIDE RUBRIC
SCORING GUIDE: CRITERION A
Score
Rubric Language
Sample Response
4 – Excellent
(Exceeding
Standard)
States a position on a public
issue and concludes with a
call to action.
I believe that we should not
have to say the Pledge of
Allegiance because of the
“under God” part. We
should write our school
board so that they will tell
teachers to tell students
that they do not have to say
the pledge.
3 – Proficient
(Meeting
Standard)
States a position on a public
issue.
I believe that we should not
have to say the Pledge of
Allegiance because of the
“under God” part.
2 (and below)
Partial (Not
Meeting
Standard)
States a position on a public
issue that is unclear.
I believe the Pledge of
Allegiance should be said
but not all parts and not by
everybody.
COMMON QUESTIONS

Can CBAs be used to meet the requirements of
multiple disciplines?

How can CBAs be modified for bilingual or
special education students?
RESOURCES
RESOURCES
BRIDGING DOCUMENTS
The flexibility of the CBAs allows
teachers to use well-established, highquality programs to help their students
complete these assessments.
 These programs include We The
People, History Day, Mock Trial, YMCA
Youth and Government, Street Law,
Youth Court, and several others.




OSPI CBA site:
http://www.k12.wa.us/Social
Studies/CBAs/default.aspx
WLMA: www.wlma.org/cbas
Washington State Historical
Museum:
http://stories.washingtonhisto
ry.org/education/teachers/
CBA RESOURCES:
WHERE TO LOOK?

District Models





Mead
Spokane
Central Valley
Seattle
Vancouver
SOCIAL STUDIES
ASSESSMENT DATA
2008-09
2009-10
iGrants
Form
Package
408
Reporting
Form
WHAT IS THE DATA SAYING…
As of November 25, 2009
258 districts reported and 1 “other”
 205 out of 259 districts reported optional data
 346,796 Social Studies CBAs were
administered in the 2008-09 school year

HOW MANY DISTRICTS REPORTED COMPLETING ASSESSMENTS IN SOCIAL STUDIES?
ELEMENTARY
MIDDLE SCHOOL
HIGH SCHOOL
TABLE GROUPS
1.
2.
Identify the 3 most commonly used CBAs at
each academic level
Discuss the following:
•
•
•
Why do you think those CBAs are used most often?
Should other CBAs be used more frequently?
How can this information help you as a Cadre
member?
•199
districts reported
optional information at
the elementary level
•Total
CBAs administered
107,013
ELEMENTARY OPTIONAL DATA
•205
districts
reported optional
information at the
middle school level
•Total
middle school
CBAs administered:
121,138
MIDDLE SCHOOL OPTIONAL DATA
•198
districts reported
optional information at
the high school level
•Total
high school CBAs
administered: 118,645
HIGH SCHOOL OPTIONAL DATA
HOW CAN I GET MORE
INVOLVED?
HOW CAN OTHERS GET INVOLVED?
Submit Samples of Proficient Student
Responses
 Stay Informed of Legislative Activity
(www.leg.wa.gov)
 Join the Washington State Council for the
Social Studies (www.wscss.org)
 Sign up for OSPI Updates and Share them
with Colleagues ([email protected])

Nominate a student that
demonstrates understanding
of civics standards!




Student has successfully
completed a civics
Classroom-Based
Assessment (CBA)
Student is active in civic
leadership within the school
and/or the community
Completed nomination form
Copy of CBA (may include
rubric and/or grading sheet,
but not necessary)
DANIEL J. EVANS AWARD
Contact Kelly Martin
(360) 725-6351
[email protected]
QUESTIONS, IDEAS OR FEEDBACK?