ruth g. isaia & susan k. codere michigan department of education

Social Studies Social Studies Curriculum-Curriculum-AssessmentAssessment

Alignment ProjectAlignment Project

School Improvement School Improvement ConferenceConference

December 2, 2009December 2, 2009Ruth G. Isaia & Susan K. Ruth G. Isaia & Susan K. Codere Codere

Michigan Department of Michigan Department of EducationEducation

04/19/23 2Isaia/Codere Kelly

Office of Educational Assessment and Office of Educational Assessment and Accountability (OEAA) and Office of Education Accountability (OEAA) and Office of Education Improvement and Innovation (OEII); work began Improvement and Innovation (OEII); work began in early 2008in early 2008

Clarify expectations and select expectations to be Clarify expectations and select expectations to be tested every year tested every year

K-8 Drafts posted 10-08K-8 Drafts posted 10-08 Expectations for Success with MME posted 9-09Expectations for Success with MME posted 9-09 Final versions of K-8 and HS documents posted Final versions of K-8 and HS documents posted

11-0911-09

MDE Social Studies MDE Social Studies Curriculum and Assessment Curriculum and Assessment

Many Hands 2008-2009Many Hands 2008-2009

Written and reviewed by expertsWritten and reviewed by experts Various rounds of reviewVarious rounds of review Final review by classroom teachersFinal review by classroom teachers

Separate Documents for Separate Documents for Each Each

Grade (K-8) and HS CreditGrade (K-8) and HS CreditAll use same 5-column formatAll use same 5-column format

Column 1 – GLCE/HSCEColumn 1 – GLCE/HSCE Column 2 – State Assessable (S or C)Column 2 – State Assessable (S or C) Column 3 – Assessment Category Column 3 – Assessment Category

(CC, Cc, M)(CC, Cc, M) Column 4 – Focus QuestionColumn 4 – Focus Question Column 5 – Suggested ResponseColumn 5 – Suggested Response

Column 1Column 1

The The standardsstandards and and expectationsexpectations as as approved in October 2007approved in October 2007

Column 2Column 2

CC Classroom/Building/School Classroom/Building/School

District AssessableDistrict Assessable

S S Classroom/Building/School Classroom/Building/School

District/State AssessableDistrict/State Assessable

Column 3Column 3

Assessment CategoriesAssessment CategoriesCC – Common Core - BlueCC – Common Core - Blue

Expectation assessed on every test form, every yearExpectation assessed on every test form, every year

Cc – Common - GreenCc – Common - GreenExpectation assessed on at least one form every yearExpectation assessed on at least one form every year

M – Matrixed - PinkM – Matrixed - PinkExpectation assessed on a matrix design over two to Expectation assessed on a matrix design over two to

three years three years

Column 4Column 4

A A focus questionfocus question to help teachers to help teachers move to big ideas and build unitsmove to big ideas and build units

Column 5Column 5

Sample ResponseSample Response to the focus to the focus questionquestion Identifies the Identifies the scopescope of the expectation of the expectation Reflects the intent of the standard Reflects the intent of the standard Acknowledges grade appropriatenessAcknowledges grade appropriateness

ALL sample responses were reviewed ALL sample responses were reviewed by a task force of educators/experts by a task force of educators/experts from across the statefrom across the state

Available onlineAvailable online michigan.gov/socialstudiesmichigan.gov/socialstudies Select:Select: Social Studies Social Studies

michigan.gov/hscemichigan.gov/hsce CurriculumCurriculum

Social StudiesSocial Studies Social Studies Alignment ProjectSocial Studies Alignment Project

REVIEWREVIEW

For each content expectation (CE) For each content expectation (CE) Assessment Designation (State or Assessment Designation (State or

Classroom) Classroom) State Assessment Category (Matrix Design)State Assessment Category (Matrix Design) Scope of Expectation Scope of Expectation

Focus Question Focus Question Sample Response/Answer to Question Sample Response/Answer to Question

REVIEW REVIEW C =C =Classroom Assessed Classroom Assessed

ExpectationExpectation Assessed at classroom and district levelsAssessed at classroom and district levels Assessed as part of Assessed as part of

Regular classroom instruction and Regular classroom instruction and assessment assessment

Common/comprehensive district tests Common/comprehensive district tests Secondary Credit Assessment (SCAS)Secondary Credit Assessment (SCAS)

Target: mastery of Target: mastery of expectationexpectation

by all studentsby all students

Assessed at classroom and district levels Assessed at classroom and district levels as in “C”as in “C”

Assessed at state levelAssessed at state level May be assessed on the May be assessed on the

MEAP/MME/Secondary (SCAS)MEAP/MME/Secondary (SCAS)

Target: mastery of Target: mastery of expectationexpectation

by all studentsby all students

ReviewReviewS =S =State Assessed State Assessed

ExpectationExpectation

For each “S” State Assessed For each “S” State Assessed Expectation Expectation

National Standard Lens National Standard Lens for assessment and reporting

History, Geography, History, Geography, Economics, CivicsEconomics, Civics

See K-12 Organizational ChartSee K-12 Organizational Chart (GLCE and HSCE, p. 6)(GLCE and HSCE, p. 6)

See History and Geography See History and Geography Lens DescriptionsLens Descriptions

Plan for State AssessmentPlan for State AssessmentNational Standard LensNational Standard Lens

H – History H – History (H1.1, H1.2, H1.3, H1.4, (H1.1, H1.2, H1.3, H1.4, H1.5)H1.5)

G – Geography G – Geography (G1, G2, G3, G4, G5, (G1, G2, G3, G4, G5, G6)G6)

C – Civics C – Civics (C1, C2, C3, C4, C5, C6)(C1, C2, C3, C4, C5, C6)

E – Economics E – Economics (E1, E2, E3)(E1, E2, E3)

See K-12 Organizational Chart See K-12 Organizational Chart (GLCE and HSCE p. 6)(GLCE and HSCE p. 6)

H – Historical Thinking H – Historical Thinking Standards Standards H1.1 – Temporal ThinkingH1.1 – Temporal Thinking H1.2 – Historical Analysis and H1.2 – Historical Analysis and

InterpretationInterpretation H1.3 – Historical InquiryH1.3 – Historical Inquiry H1.4 – Historical UnderstandingH1.4 – Historical Understanding H1.5 – Historical Issues Analysis H1.5 – Historical Issues Analysis

and Decision and Decision Making Making

G – Geography Standard G – Geography Standard Categories Categories G1 – The World in Spatial TermsG1 – The World in Spatial Terms G2 – Places and RegionsG2 – Places and Regions G3 – Physical SystemsG3 – Physical Systems G4 – Human SystemsG4 – Human Systems G5 – Environment and SocietyG5 – Environment and Society G6 – Global Issues Past and PresentG6 – Global Issues Past and Present

High School High School

World History and GeographyWorld History and Geography

W8.1.1 S (CC – G6) - State W8.1.1 S (CC – G6) - State AssessedAssessed

W8.1.3 C - Not State AssessedW8.1.3 C - Not State Assessed See WHG Document p. 23-25See WHG Document p. 23-25

World History and Geography World History and Geography ExamplesExamples

W8.1.1 S (CC – G6) - State AssessedW8.1.1 S (CC – G6) - State Assessed CC – Common Core; Common items CC – Common Core; Common items

for all forms; Assessed Each Yearfor all forms; Assessed Each Year Items written through the G6 LensItems written through the G6 Lens

G6 Global Issues Past and PresentG6 Global Issues Past and Present

W8.1.3 C - Not State AssessedW8.1.3 C - Not State Assessed

Assessment InformationAssessment Information

The ExpectationThe 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)

The ExpectationThe 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).

The Focus Question The Focus Question (W8.1.1,W8.1.3)(W8.1.1,W8.1.3)

How did Cold War ideologies shape geopolitics?

77thth Grade Grade

World History and GeographyWorld History and Geography

7-W3.1.2 C – Not State 7-W3.1.2 C – Not State AssessedAssessed

7-W3.1.6 S (CC-G1) - State 7-W3.1.6 S (CC-G1) - State AssessedAssessed

See 7See 7thth Grade Document p. 5-6 Grade Document p. 5-6

World History and Geography World History and Geography ExamplesExamples

7-W3.1.6 S (CC-G1) - State 7-W3.1.6 S (CC-G1) - State AssessedAssessed CC – Common Core; CC – Common Core; Common items for all forms; Common items for all forms; Assessed Each YearAssessed Each Year

Items written through the G1 Items written through the G1 LensLens G1 – The World in Spatial TermsG1 – The World in Spatial Terms

7W3.1.2 C - Not State Assessed7W3.1.2 C - Not State Assessed

Assessment InformationAssessment Information

Expectation and Focus Expectation and Focus QuestionQuestion

7-W3.1.27-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 QuestionFocus Question – What were the – What were the characteristics of characteristics of empiresempires in the Eastern in the Eastern Hemisphere?Hemisphere?

Expectation and Focus Expectation and Focus QuestionQuestion

7-W3.1.67-W3.1.6 – Use historic and modern Use historic and modern maps to locate and describe trade maps to locate and describe trade networks among empires in the classical networks among empires in the classical era. era.

Focus QuestionFocus Question – What were the – What were the characteristics of characteristics of classical civilizationsclassical civilizations in the Eastern Hemisphere?in the Eastern Hemisphere?

Note focus of questions in Standard 7-W3.1Note focus of questions in Standard 7-W3.1

Review Sample ResponseReview Sample Response

Identifies the Identifies the scopescope of the of the expectationexpectation

Reflects the intent of the Reflects the intent of the standard standard

Acknowledges grade Acknowledges grade appropriatenessappropriateness

ALL sample responses were reviewed by a ALL sample responses were reviewed by a task force of educators/experts from task force of educators/experts from across the state.across the state.

Focus is always Focus is always the Content Expectationthe Content Expectation

Assessment items will assess the expectations. The details of the Sample Response may provide the context for the item.

Document Review Document Review ActivityActivity

Grouped by SS assessmentGrouped by SS assessment level level Grade 6 – Review documents for Grades 3-5 Grade 6 – Review documents for Grades 3-5

GLCEGLCE Grade 9 – Review documents for Grades 6-8 Grade 9 – Review documents for Grades 6-8

GLCEGLCE HS/MME – Review documents for HSCEHS/MME – Review documents for HSCE

Work in groups of 3 or 4 Work in groups of 3 or 4 Choose Choose ONEONE document to review document to review Find examples of CC, Cc, and MFind examples of CC, Cc, and M

Identify/Discuss 2 - 3 Identify/Discuss 2 - 3 BIG ideasBIG ideas for grade or course/creditfor grade or course/credit

Find GLCE identified to be Find GLCE identified to be assessed every year (assessed every year (CC and CcCC and Cc))

Are BIG ideas reflected in CC and Cc?Are BIG ideas reflected in CC and Cc? Are BIG ideas reflected in Focus Are BIG ideas reflected in Focus

Questions?Questions?

Mark at least one example for sharing Mark at least one example for sharing with your colleagueswith your colleagues

Read through the GLCE/HSCE and Read through the GLCE/HSCE and Focus Questions for Focus Questions for ONE StandardONE Standard. .

BeforeBefore reading the Sample Response reading the Sample Response to each Focus Question, think about to each Focus Question, think about how YOU would answer the question. how YOU would answer the question.

Then read the Sample Response.Then read the Sample Response.

Activity ReflectionsActivity Reflections

Are Are ALLALL BIG idea GLCE/HSCE BIG idea GLCE/HSCE designated as designated as State Assessable (S)State Assessable (S)?

What is the “take-home message” What is the “take-home message” regarding the teaching of regarding the teaching of GLCE/HSCE designated as “C” GLCE/HSCE designated as “C” (Assessable at Classroom, Building, (Assessable at Classroom, Building, District levels, but NOT at State District levels, but NOT at State level)?level)?

Alignment Overview Alignment Overview DocumentsDocuments

Summarize assessment information Summarize assessment information contained in alignment documents contained in alignment documents

Color-coded to indicate Color-coded to indicate CCCC (Blue), (Blue), CcCc (Green), (Green), MM (Pink), SCAs only (Pink), SCAs only (Yellow)(Yellow)

For H/G expectations, indicate the For H/G expectations, indicate the national standard national standard History or History or Geography LensGeography Lens for assessment for assessment and reportingand reporting

Teachers and Educators:Teachers and Educators:In what work should I be In what work should I be

engaged?engaged?

Unpack Content Expectations Unpack Content Expectations for for

students to provide students to provide instructioninstruction

and practiceand practice in vocabulary and in vocabulary and

skill developmentskill development..

In what work should I be In what work should I be engaged?engaged?

Investigate what supplemental Investigate what supplemental

materials are currently availablematerials are currently available

and what kinds are still needed?and what kinds are still needed?

Engage in making book listsEngage in making book lists

of both read-aloud and trade books of both read-aloud and trade books and chapter books for independent and chapter books for independent

reading.reading.

NATO Cold War Operations NATO Cold War Operations RoomRoom

Create image files as well as books and online sources

In what work should I be In what work should I be engaged?engaged?

Monitor classroom Monitor classroom assessments to makeassessments to make

sure that they sure that they alignalign

to the content expectations.to the content expectations.This:This: How does the opinion How does the opinion

expressed by these expressed by these servicemen reflect the servicemen reflect the geopolitics of the 21geopolitics of the 21stst century?century?

Not this…Not this…

These opinions These opinions would be would be expressed expressed during the:during the:

a.a. 1940s1940s

b.b. 1960s1960s

c.c. 1980s1980s

d.d. 2000s2000s

In what work shouldIn what work should I be engaged? I be engaged?

Engage in collaborative Engage in collaborative workwork

to ensure that every to ensure that every student is taught, has student is taught, has practiced, and is tested practiced, and is tested on all standards and on all standards and expectations.expectations.

to create meaningful to create meaningful units that teach units that teach expectations in related expectations in related clusters.clusters.

Your Your instruction/assessment instruction/assessment

should matchshould match The standard – national standardThe standard – national standard The expectationThe expectation A big ideaA big idea The responseThe response

to the focus to the focus

questionquestion

Future WebinarsFuture Webinars

OEII will host webinars OEII will host webinars introducingintroducing The Social Studies Curriculum-The Social Studies Curriculum-

Assessment Alignment DocumentsAssessment Alignment Documents Alignment Overview DocumentsAlignment Overview Documents

Dates TBD – January/February Dates TBD – January/February 20102010

Contact UsContact UsRuth G. Isaia, Ph.D., HS ELA/SS ConsultantRuth G. Isaia, Ph.D., HS ELA/SS Consultant

IsaiaR@michigan.govIsaiaR@michigan.gov

Susan Codere Kelly, HSCE Project Susan Codere Kelly, HSCE Project Coordinator Coordinator

CodereS@michgian.govCodereS@michgian.gov

John VanWagoner, HS Instructional John VanWagoner, HS Instructional SpecialistSpecialist

VanWagoner@michigan.govVanWagoner@michigan.gov

ruth g. isaia & susan k. codere michigan department of education

s state

state levelmay

assessment category

state assessable s

mastery of expectation

years isaiacodere kellycolumn

unitsisaiacodere kellycolumn

regular classroom instruction

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