Transcript The New GLCE for Social Studies: What does it mean for

Social Studies
Curriculum-Assessment
Alignment Project
School Improvement Conference
December 2, 2009
Ruth G. Isaia & Susan K. Codere
Michigan Department of Education
MDE Social Studies
Curriculum and Assessment
Alignment Project
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Office of Educational Assessment and Accountability
(OEAA) and Office of Education Improvement and
Innovation (OEII); work began in early 2008
Clarify expectations and select expectations to be tested
every year
K-8 Drafts posted 10-08
Expectations for Success with MME posted 9-09
Final versions of K-8 and HS documents posted 11-09
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Many Hands 2008-2009
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Written and reviewed by experts
Various rounds of review
Final review by classroom teachers
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Separate Documents for Each
Grade (K-8) and HS Credit
All use same 5-column format
 Column
1 – GLCE/HSCE
 Column 2 – State Assessable (S or C)
 Column 3 – Assessment Category (CC, Cc, M)
 Column 4 – Focus Question
 Column 5 – Suggested Response
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Column 1
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The standards and expectations as approved
in October 2007
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Column 2
C
Classroom/Building/School District
Assessable
S
Classroom/Building/School District/State
Assessable
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Column 3
Assessment Categories
CC – Common Core - Blue
Expectation assessed on every test form, every year
Cc – Common - Green
Expectation assessed on at least one form every year
M – Matrixed - Pink
Expectation assessed on a matrix design over two to
three years
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Column 4
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A focus question to help teachers move to big
ideas and build units
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Column 5
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Sample Response to the focus question
Identifies the scope of the expectation
 Reflects the intent of the standard
 Acknowledges grade appropriateness
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ALL sample responses were reviewed by a task
force of educators/experts from across the state
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Available online
michigan.gov/socialstudies
Select: Social Studies
Alignment Project
michigan.gov/hsce
Curriculum
Social Studies
Social Studies Alignment Project
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REVIEW
For each content expectation (CE)
 Assessment Designation (State or Classroom)
 State Assessment Category (Matrix Design)
 Scope of Expectation
Focus Question
 Sample Response/Answer to Question
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REVIEW
C =Classroom Assessed Expectation
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Assessed at classroom and district levels
Assessed as part of
Regular classroom instruction and assessment
 Common/comprehensive district tests
 Secondary Credit Assessment (SCAS)
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Target: mastery of expectation
by all students
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Review
S =State Assessed Expectation
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Assessed at classroom and district levels as in “C”
Assessed at state level
May be assessed on the MEAP/MME/Secondary
(SCAS)
Target: mastery of expectation
by all students
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Plan for State Assessment
National Standard Lens
For each “S” State Assessed Expectation
 National Standard Lens for assessment and
reporting
 History, Geography, Economics, Civics
 See K-12 Organizational Chart
(GLCE and HSCE, p. 6)
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See History and Geography Lens
Descriptions
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Plan for State Assessment
National Standard Lens
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H – History
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G – Geography
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C – Civics
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E – Economics
(H1.1, H1.2, H1.3, H1.4, H1.5)
(G1, G2, G3, G4, G5, G6)
(C1, C2, C3, C4, C5, C6)
(E1, E2, E3)
See K-12 Organizational Chart
(GLCE and HSCE p. 6)
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Plan for State Assessment
National Standard Lens
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H – Historical Thinking Standards
 H1.1
– Temporal Thinking
 H1.2 – Historical Analysis and Interpretation
 H1.3 – Historical Inquiry
 H1.4 – Historical Understanding
 H1.5 – Historical Issues Analysis and Decision
Making
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Plan for State Assessment
National Standard Lens
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G – Geography Standard Categories
 G1
– The World in Spatial Terms
 G2 – Places and Regions
 G3 – Physical Systems
 G4 – Human Systems
 G5 – Environment and Society
 G6 – Global Issues Past and Present
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World History and Geography Examples
High School
World History and Geography
W8.1.1 S (CC – G6) - State Assessed
W8.1.3 C - Not State Assessed
See WHG Document p. 23-25
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Assessment Information
W8.1.1 S (CC – G6) - State Assessed
 CC – Common Core; Common items
for all forms; Assessed Each Year
 Items written through the G6 Lens
 G6
Global Issues Past and Present
W8.1.3 C - Not State Assessed
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The Expectation
8.1.1 - Origins of the Cold War – Describe
the factors that contributed to the Cold War
including the differences in ideologies and
policies of the Soviet bloc and the West;
political, economic, and military struggles in the
1940s and 1950s; and development of
Communism in China. (See 7.2.3)
(National Geography Standard 13, p. 210)
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The Expectation
8.1.3 End of the Cold War – Develop an
argument to explain the end of the Cold War
and its significance as a 20th-century event, and
the subsequent transitions from bi-polar to
multi-polar center(s) of power.
(National Geography Standard 13, p. 210).
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The Focus Question (W8.1.1,W8.1.3)
How did Cold War ideologies shape
geopolitics?
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World History and Geography Examples
7th Grade
World History and Geography
7-W3.1.2 C – Not State Assessed
7-W3.1.6 S (CC-G1) - State Assessed
See 7th Grade Document p. 5-6
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Assessment Information
7-W3.1.6 S (CC-G1) - State Assessed
CC – Common Core; Common items
for all forms; Assessed Each Year
 Items written through the G1 Lens
 G1
– The World in Spatial Terms
7W3.1.2 C - Not State Assessed
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Expectation and Focus Question
7-W3.1.2 – Using historic and modern maps, locate
three major empires of this era, describe their
geographic characteristics including physical features
and climates, and propose a generalization about the
relationship between geographic characteristics and the
development of early empires.
Focus Question – What were the characteristics of
empires in the Eastern Hemisphere?
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Expectation and Focus Question
7-W3.1.6 – Use historic and modern maps to locate
and describe trade networks among empires in the
classical era.
Focus Question – What were the characteristics of
classical civilizations in the Eastern Hemisphere?
Note focus of questions in Standard 7-W3.1
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Review Sample Response
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Identifies the scope of the expectation
Reflects the intent of the standard
Acknowledges grade appropriateness
ALL sample responses were reviewed by a task force of
educators/experts from across the state.
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Focus is always
the Content Expectation
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Assessment items will assess the
expectations. The details of the Sample
Response may provide the context for the
item.
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Document Review Activity
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Grouped by SS assessment level
Grade 6 – Review documents for Grades 3-5 GLCE
 Grade 9 – Review documents for Grades 6-8 GLCE
 HS/MME – Review documents for HSCE
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Work in groups of 3 or 4
 Choose ONE document to review
 Find examples of CC, Cc, and M
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Document Review Activity
Identify/Discuss 2 - 3 BIG ideas for grade
or course/credit
 Find GLCE identified to be assessed every
year (CC and Cc)
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Are BIG ideas reflected in CC and Cc?
Are BIG ideas reflected in Focus Questions?
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Document Review Activity
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Mark at least one example for sharing with your
colleagues
Read through the GLCE/HSCE and Focus
Questions for ONE Standard.
Before reading the Sample Response to each
Focus Question, think about how YOU would
answer the question.
Then read the Sample Response.
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Activity Reflections
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Are ALL BIG idea GLCE/HSCE
designated as State Assessable (S)?
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What is the “take-home message”
regarding the teaching of GLCE/HSCE
designated as “C” (Assessable at
Classroom, Building, District levels, but
NOT at State level)?
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Alignment Overview Documents
Summarize assessment information
contained in alignment documents
 Color-coded to indicate CC (Blue), Cc
(Green), M (Pink), SCAs only (Yellow)
 For H/G expectations, indicate the
national standard History or Geography
Lens for assessment and reporting
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Teachers and Educators:
In what work should I be engaged?
Unpack Content Expectations for
students to provide instruction
and practice in vocabulary and
skill development.
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In what work should I be engaged?
Investigate what supplemental
materials are currently available
and what kinds are still needed?
Engage in making book lists
of both read-aloud and trade books and
chapter books for independent reading.
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Create image files as well as
books and online sources
NATO Cold War Operations Room
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In what work should I be engaged?
Monitor classroom
assessments to make
sure that they align
to the content expectations.
This:
How does the opinion
expressed by these
servicemen reflect the
geopolitics of the 21st
century?
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Not this…
These opinions would be
expressed during the:
a. 1940s
b. 1960s
c. 1980s
d. 2000s
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In what work should
I be engaged?
Engage in collaborative work
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to ensure that every student
is taught, has practiced, and is
tested on all standards and
expectations.
to create meaningful units
that teach expectations in
related clusters.
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Your instruction/assessment should
match
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The standard – national standard
The expectation
A big idea
The response
to the focus
question
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Future Webinars
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OEII will host webinars introducing
 The
Social Studies Curriculum-Assessment
Alignment Documents
 Alignment Overview Documents
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Dates TBD – January/February 2010
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Contact Us
Ruth G. Isaia, Ph.D., HS ELA/SS Consultant
[email protected]
Susan Codere Kelly, HSCE Project Coordinator
[email protected]
John VanWagoner, HS Instructional Specialist
[email protected]
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