OSPI Social Studies Assessment Training Classroom Based Assessments Social Studies Cadre

PURPOSE STATMENT The purpose of this training is to provide educators with the tools to effectively implement the OSPI Social Studies Assessments (CBAs) with their students.

Learning Outcomes & Objectives As a result of this training participants will be able to: Understand the intent of the OSPI Social Studies Assessments. Better understand the rubrics used to grade the CBAs. Have tools, resources, and sites to assist in teaching the CBAs. Have time to collaborate and create lessons/unit plans. Match the learning objectives to the district outcomes/objectives if necessary.

District Goals—Feedback from District re. CBAs What has the district stressed is important to discuss?

Discussion Answer the following questions: How are CBAs helpful in the classroom? What important skills can students learn from the CBA process? What do you find is the most challenging part of CBA implementation? Discussion-

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 Some type of data to discuss why we do CBAs. Can take directly from Kelly’s slide

Basic Education Act “Provide students with the opportunity to become responsible and respectful global citizens, to contribute to their economic well-being and that of their families and communities, to explore and understand different perspectives, and to enjoy productive and satisfying lives.” RCW 28A.150.210

Why are CBAs being used? Integration of reading and writing standards 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 Allows students to learn researched based skills

Social Studies CBAs are: multi-stepped tasks or projects aligned to specific state standards (Social Studies EALRs/GLEs), target skills and knowledge necessary for engaged, informed citizenship.

Elements of a Classroom Based Assessments Common Rubric Position Background Reasons and Evidence Citation of Sources Accurate, Clear, Cohesive and Explicit

K-12 Menu of CBAs 11

Recommended Scope & Sequence for Social Studies with CBAs 12

District/School CBA Scope and Sequence Insert District Scope and Sequence

Understanding By Design Planning Backwards “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that steps you take are always in the right direction.” - Steven Covey, 7 Habits of Mind

Understanding By Design Stage 1: Identify Desired Results What will students know and be able to do? State Standards Essential Question Enduring Understanding Final Assessment (CBA Cover Sheet, Rubric & Anchor Papers) Stage 2: Determine Evidence of Understanding How will you know that students are learning? • Knowledge, skills and abilities • Transferable concepts and processes • Other Assessments & Scaffolding Exercises Stage 3: Design Learning Experiences and Instruction What are you teaching and why? • Guiding Questions and Statements • Scaffolding Exercises • Active Learning and Inquiry Lessons • Other Assessments Adapted from 2005 ASCD & Grant Wiggins & Jay McTighe

Insert Rubric to Analyze CBA rubrics to choose from: Causes of Conflict

What do Students Need to Do? 1. Identify the verbs 2. Identify the Evidence of Learning 3. Synthesize to develop a product for students Insert screenshot of rubric you are analyzing

Stage One- Identify Desired Results Choose a CBA rubric that you would like to use within your classroom 2. What do students need to do? Analyze and Unpack the Rubric & Standards a. Identify the verbs -What are students being asked to do? b. Identify the Evidence of Learning -What evidence will demonstrate student learning? -Create a checklist of student requirements. c. Synthesize to develop a product for students -What content and resources will you utilize to focus instruction? -Create a list of possible content/topics could drive the CBA. What resources will be necessary?

Stage Two-Determine Evidence of Understanding 3. How will you know that students are learning? a. Identify key skills -What skills will students need to complete the assessment? b. Identify necessary concepts and content -What ideas and knowledge should students have when the CBA is completed? c. Create a scaffolding -What activities and lessons will be necessary to guide students towards understanding? d. Design any additional formative assessments -How will you assess for learning to refine your plan?

Stage Three Design Learning Experiences & Instruction 4. What are you teaching and why? a. Develop key questions for each aspect of the rubric. -What key questions will guide student learning? b. Develop learning activities and lessons to assist students in gathering content and skills. \

Insert model lesson plan tied to rubric you’re unpacking Essential Question: How is America an innovation in History? Guiding Questions & Statements: To be “An American” represents a continuation of the ideals upon which our nation was founded. Beyond geographic characteristics, it is a unique combination of individual ingenuity and group action that determines the legacy of America. Product: You are to create a paper, website, documentary or museum exhibit which uses primary sources to look at an individual in history and their legacy. Necessary Skills Recognizing historical context, point-of-view, and bias. Identifying/analyzing primary & secondary sources Review citing evidence Creating an annotated bibliography Utilizing graphic organizers Using Quotes and Evidence (QUERY) Organizing an essay or argument Concepts & Content Growth of United States “Melting Pot” Emergence of United States as a World Power Growth of United States industry Define innovative Insert Sample Lesson Plan that is connected to the rubric you are unpacking

Sharing 1. Pair-Share: Select a partner(s) and discuss the CBA rubric you chose to analyze and the product you developed based upon the rubric. 2. Group-Share: Be prepared to share your work • How does your product align with the CBA rubric? 3. Pair-Share: Reflect upon the unpacking process with a new partner(s). • How can we use the CBAs to assist learners in “uncovering” the state standards?

Scoring a CBA Grading a CBA VS When scoring a CBA: Accuracy of the student generated content counts. Major inaccuracies count against the student. The student clearly states a position and explicitly supports it with evidence. The product must be cohesive. The score must follow the rubric. A student only “passes” a CBA when they meet Proficiency or above in all categories of the rubric. When grading a CBA: The teacher maintains control of the gradebook. Conventions, organization and style can be evaluated in your grading, not in the CBA. You may add additional categories for assessment.

What are we reporting? What assessments, or other strategies were employed? Number of students participated in elementary, middle and high school CBAs within the district. Optional survey to identify qualitative data. District support for curriculum & training Planning & Curriculum Alignment