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Social Studies Social Studies Classroom-Based Classroom-Based

Assessments (CBAs)Assessments (CBAs)and Grade Level Expectations and Grade Level Expectations

(GLEs)(GLEs) Preparing Students for

Engaged, Informed Citizenship

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2008-09 = The Year of Social Studies?2008-09 = The Year of Social Studies?

Release of Social Studies GLEs CBA Law in Effect in 2008-09Presidential Election (2008)Preparing “Global Citizens” - climate change,

nuclear proliferation, pandemics, etc…Social Studies Initiatives from:

– Washington Library Media Association– Washington State History Museum– YMCA Youth in Govt– World Affairs Council– We The People– Numerous museums, non-profits, etc…

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CBACBAOverviewOverview

How do the CBAs fit with our efforts to promote engaged,

informed citizenship?

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What are CBAs?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.

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Why CBAs?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

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How should students learn civics? How should students learn civics? - CIRCLE- 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 = Goals of the CBAs = Authentic Intellectual WorkAuthentic Intellectual Work

Construction of KnowledgeDisciplined InquiryValue Beyond School

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What is the state of What is the state of social studies social studies

education?education?

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Recent Research on Civic Education Recent Research on Civic Education (2008)(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)

Effects of No Child Left Behind – Effects of No Child Left Behind – Center on Education PolicyCenter on Education Policy

Survey - July 24, 2007Survey - 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

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WSCSS & CPLE Survey – WSCSS & CPLE Survey – Fall 2006Fall 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

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Key Questions on the CBAs Key Questions on the CBAs What does the law require districts to do with regards to the

CBAs? What are OSPI’s recommendations to districts regarding how

many CBAs to do? What choices do districts need to make when implementing the

CBAs? How long does a CBA take? What is one good way to implement a CBA? What can a final response to a CBA look like? What help can students receive when working on a CBA? Who scores the CBAs? What does “passing a CBA” mean? How will districts have to report their use of CBAs? Next year? In

the future? Where are the best places to look for CBA resources? What is the most common question teachers will ask about the

CBAs?

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CBACBAUpdateUpdate

How and why have the CBA rubrics been refined?

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Refined CBA RubricsRefined CBA RubricsCommon Elements

–Position–Background–Reasons and Evidence–Sources

Focus on Quality–Accurate, Clear, Cohesive, Explicit

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How well do the CBAs promoteHow well do the CBAs promoteAuthentic Intellectual Work?Authentic Intellectual Work?

Do the CBAs ask students to construct knowledge?

Do the CBAs require that students engage in disciplined inquiry?

Does work from the CBAs have value beyond school for students?

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How are districts How are districts using the CBAs?using the CBAs?

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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.

The LawThe Law

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OSPI’s Recommendations OSPI’s Recommendations

One Social Studies Classroom-Based Assessment (CBA) per grade level or per social studies course (3rd-12th grade) including one Civics CBA at the 4th or 5th, 7th or 8th, and 11th or 12th grade levels.

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One One PossiblePossible K-12 Scope & Sequence K-12 Scope & Sequence for Social Studies with CBAsfor Social Studies with CBAs

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Recommended Scope & Sequence Recommended Scope & Sequence for Social Studies with CBAsfor Social Studies with CBAs

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CBACBAReportingReporting

– What is the state of social studies education?

– What accountability for social studies education do we need?

– Can reporting on the CBAs accomplish this goal?

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Required Reporting – 2008-09Required Reporting – 2008-09Online 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, ContinuedReporting, ContinuedOSPI 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.

In subsequent years, an expansion of the reporting system will include online tools for districts to report student scores and provide samples of scored student work.

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Reporting After 2008-09 – Reporting After 2008-09 – Sampling?Sampling?

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How will the How will the implementation of the implementation of the CBAs be supported? CBAs be supported?

CBAs’ Big Tent: Partnerships! 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.

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CBA Resources – CBA Resources – Where to look?Where to look?

WLMA: www.wlma.org/cbasDistrict Models: Stanwood-Camano, Evergreen,

Anacortes, etc…Wikispaces: http://cbas.wikispaces.com/ OSPI CBA site:

http://www.k12.wa.us/assessment/WASL/SocialStudies

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CBA TrainingCBA Training

Cadre of CBA TrainersESD – based Trainings (e.g., ESD 101 –

October 27th & November 7th)OSPI ConferencesWSCSS Conferences

– October 11th – Edmonds

– February – Seattle – K-8

– March – Lake ChelanOther: WERA, ASCD, etc…

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Update on Update on the GLEsthe GLEs

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Goals forGoals for GLE Development GLE Development

Inclusiveness Manageability Clarity & Consistency Accountability to what is essential Building off Positive Momentum

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GLEs for CivicsGLEs for Civics1.1.1 Key Ideals & Principles1.1.2 Application of Ideals &

Principles1.2.1 Structure of Government1.2.2 Function of Government1.2.3 Types of Governments1.2.4 Political Systems1.3.1 International Relations & US

Foreign Policy1.4.1 Civic Involvement

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GLEs for EconomicsGLEs for Economics2.1.1 Costs & Benefits of

Choices 2.2.1 Economic Systems2.2.2 Trade2.3.1 Government Economic

Policy2.4.1 Economic Issues &

Problems: Sustainability & Distribution of Resources

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GLEs for GeographyGLEs for Geography3.1.1 Maps & Geographic Tools3.1.2 Characteristics of Places &

Regions3.2.1 Human-Environmental

Interaction3.2.2 Migration3.2.3 Culture3.3.1 Role of Geography

(Geographic Lens/Perspective)

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GLEs for HistoryGLEs for History

4.1.1 Concept of Timelines/Chronology4.1.2 Chronological Eras4.2.1 Individuals & Movements as

factors4.2.2 Culture & Cultural Groups as

factors4.2.3 Ideas & Technology as factors4.3.1 Constructing Interpretations4.3.2 Multiple Causation4.4.1 History’s Influence on the Future

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GLEs for SS SkillsGLEs for SS Skills

5.1.1 Analyze Reasoning5.1.2 Evaluate Reasoning5.2.1 Form Questions5.2.2 Find & Analyze Sources5.3.1 Discussion5.4.1 Create Product/Position5.4.2 Citing Sources

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Understanding the GLE DocumentUnderstanding 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 OutlinesIs this the right balance between state and local control?

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Other ResourcesOther Resources

On-line Grade Level Resources: https://eds.ospi.k12.wa.us/ealrs/default.aspx

OSPI Reporting Form from iGrants

Ideas? Feedback?

Contact InformationCaleb.Perkins@k12.wa.us (360) 725-6351 www.k12.wa.us/curriculuminstruct/SocStudies

Washington State Council for Social Studies:– www.wscss.org