A Statewide Model of Collaboration: Social Studies and - - PowerPoint PPT Presentation

A Statewide Model of Collaboration: Social Studies and Disciplinary Literacy

NICHOLAS BAKER, ED.D. – COLONIAL SCHOOL DISTRICT, DELAWARE REBECCA REED – RED CLAY CONSOLIDATED SCHOOL DISTRICT, DELAWARE NCSS CONFERENCE, NOVEMBER 2015

Compelling Question

How can pooling resources in a competitive environment be successful?

Supporting Questions

• What organizational structure

should be used?

• What resources can be shared?
• How will success of the program be

measured?

Rationale

 The Social Studies

Coalition of Delaware is a partnership striving to improve the teaching and learning of K-12 social studies in Delaware public schools and to help its students reach the Delaware Social Studies Standards.

Delaware Standards for Social Studies

Born from the

Standards Based Education Movement

 Released June 1995  Rests on the

foundation of the four core social sciences: Civics, Economics, Geography, History

 K-3, 4-5, 6-8, 9-12  16 Benchmarks per

grade cluster

History – Signature Lessons

Redesign of

Lessons

 62 Signature Lessons with a focus

• n one specific benchmark

 Written by teachers from all

districts

 Teachers received:  Professional Development  Summer collaborative time  Stipends for completion

History – Sample Assessment Items

From DDOE

 DDOE released a few sample

items with student samples and explanations

 Item Writers shared the methods

and templates for writing items

From SSCD

 Vocabulary was stressed  Use of primary sources,

graphics, photos, authentic text

 Multiple Choice  Constructive Response

History – Clarifications Document

Standards are broad and lacked definition

 Geography 4 - 9-12a:

Students will apply knowledge of the types of regions and methods of drawing boundaries to interpret the Earth's changing complexity. Clarifications Document

 Provided detailed

explanation of content

 Sample items were

included

 Linked samples and

definitions

History – Role of Affiliates

Who are the SSCD Affiliates?

From the four content areas:

 Delaware Center for Economic

Education

 Delaware Geographic Alliance  Delaware Law Related Education

Center

 Delaware Public Archives  Delaware Social Studies Education

Project

 Democracy Project (Univ of DE)

How Do Non-Public School Affiliates Contribute?

 Non-voting members  Provide content support through

specialized projects and professional development

 Distribute materials to schools  Provide opportunities for teachers

to attend conferences, present materials, create units, receive awards

History – District Alignment

District Turnaround

 Disseminate information from

affiliates

 Create a cohort of teacher

leaders for each district/charter school

 Share information from Professional

Development sessions

 Larger districts formed district

social studies curriculum councils

Other practices

 Created common assessments for

use in schools

 Formed committees to develop

new curriculum units, plans, assessments

 Participate in statewide activities:

 Law Day  Teach Your Child to Save Day  National Geography Awareness  Mock Election  National History Day  Project Citizen  We the People

History – Prioritization of Standards

Standards were Clustered

 Assessments were implemented at

the end of the grade level cluster, but pressure to alleviate testing burden from all stakeholders

 Developed a system of grade

level prioritization

Use of Prioritized Standards

 Statewide Assessments given in “off

year” cluster (Grade 4, 7, and 11).

 Created a Delaware

Recommended Curriculum based

• n Grade Level Prioritization

 Teachers held accountable for

Grade Level Prioritized Standards through assessments that measured student growth

Document Based Performance Task: Gerrymandering (Gr. 9)

DESIGNED BY: JULIE ALEXANDER, INSTRUCTIONAL COACH-COLONIAL NICHOLAS BAKER, ED. D., SUPERVISOR OF CURRICULUM AND INSTRUCTION-COLONIAL REBECCA REED, SUPERVISOR OF SOCIAL STUDIES-RED CLAY THANKS TO DENISE WEINER, PRIVATE CONSULTANT WITH UNIVERSITY OF DELAWARE’S PROFESSIONAL DEVELOPMENT CENTER FOR EDUCATORS (UD-PDCE)

How it all began…

 Project start: November 2014  Field test Classroom Activity: December 2014  Development/Division of labor: November-February 2015  Feedback and corrections: January-February 2015  Final touches: late February 2015

Power of Performance Tasks

 Modeled after SmarterBalanced Assessments  Measure complex assessment targets  Demonstrate the ability to think and reason  Allow for higher-order skills  Produce fully developed writing or speeches  Provide evidence of College and Career Readiness

Slide Source: Fran O'Malley & Denise Weiner, University of Delaware

Components of a SmarterBalanced Performance Task

Classroom Activity

*1-3 days prior to assessment task *All grades no more than 30 minutes

Part 1: Student reads sources and responds to 3 research questions Grades 3–8 – approximately 35 minutes Grade 11 – approximately 35–40 minutes Part 2: Student plans, writes, revises and edits his or her full essay Grades 3–8 – approximately 70 minutes Grade 11 – approximately 75–85 minutes

Slide Source: Fran O'Malley & Denise Weiner, University of Delaware

Delaware Social Studies Standard

• Delaware State Standard Geography 4 (9-12): Students will apply

knowledge of the types of regions and methods of drawing boundaries to interpret the Earth's changing complexity.

Common Core Connections

 RH 1 (11-12): Cite specific textual evidence to support

analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

 W8/WHST-8 (11-12): Gather relevant information from multiple

authoritative print and digital sources; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source.

C3 Connections

 D2.Geo.2.9-12. Use maps, satellite images, photographs, and other

representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.

 D2.Geo.8.9-12. Evaluate the impact of economic activities and political

decisions on spatial patterns within and among urban, suburban, and rural regions.

 D4.6.9-12. Use disciplinary and interdisciplinary lenses to understand the

characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.

 D4.7.9-12. Assess options for individual and collective action to address local,

regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.

Part 1: The Classroom Activity

• Introduces vocabulary
• Provides practice in creating regions
• Utilizes multimodal text sources

Video

Plan A - Very uniform districts (same shape). Each district will

have a 3Xs and 2Os. In each district the Xs are the majority.

Plan B - Packed District. Create three contiguous districts with

• ne minority district “packed” by two majority districts.

This solution was suggested by Brianna during field testing.

Plan C - Cracked District. Create three contiguous districts with

two minority districts “cracked”, so that only one majority district is formed. These solutions were suggested by Alex and Anthony during field testing.

Part 2: Research and Questions

 Every 10 years, the Delaware State Senate is tasked with redrawing

the 21 senatorial districts based on the federal census results. According to a press release from the Delaware State Senate, there is currently a four-week comment period in which residents may submit their plans, suggestions, and requests in writing to the Delaware State Senate. Proposals will then be circulated to the media and reviewed at a public hearing in the spring. During that hearing, officials will collect opinions on the proposal, which will be taken into account as the state senate revises its final redistricting plan.

 You are intrigued and decide to do some research about

• redistricting. During your own research, you found five sources about

gerrymandering including the current state law regarding redistricting.

 Resources – Gerrymandering

4-5 Sources DE Criteria, 1 Pro, 2 Con, 1 Neutral

 Part 1 - Research Questions:

Choose the two answers below that correctly paraphrase information about gerrymandering found in both Source #2 and Source #3. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source…(WHST-8)

a. Gerrymandering gives one political party an advantage over another

• b. Gerrymandering does not allow third party options

c. Legislators gerrymander to benefit some districts over others

• d. Legislators in some districts gerrymander to favor their party leadership
• e. Gerrymandering ensures that ethnic groups earn majority status

f. Legislators gerrymander to ensure other parties have no influence

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a

• whole. (RH 1)

Some of the sources suggest problems with

• gerrymandering. Provide two pieces of evidence,
• ne piece of evidence from each of two different

sources, and explain how each piece of evidence supports this claim. Identify the source of each piece

• f evidence by title or number.

Question 2

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source…(WHST-8)

Explain which source most likely has the most credible information about the negative effects of gerrymandering . Support your explanation using two pieces of evidence from the most credible source. Identify the source of the evidence by title or number.

Question 3

Part 3 – Gerrymandering: Right or Wrong? Explanatory Writing Task

Using the map, identify ten senatorial districts based on the state regulations. Write a proposal to the Delaware State Senate justifying how you designed your districts.

Explanatory Response

Rubric (partial SmarterBalanced)

Next Steps

 Professional Development Cohort: 2015-2016  Content Experts: Geography, Economics, Civics, History  Disciplinary Literacy Experts (performance tasks, close reading,

evidence based writing, text dependent questioning

 New Assessment System  Grade 5, 8, and 10  Question style modeled after Smarter  State emphasis on Instructional Technology, Learning Management

Systems

 Increased collaboration, 21st century instruction, and goal setting

Compelling Question

How can pooling resources in a competitive environment be successful?

Contact Information

• Ms. Rebecca Reed

Supervisor of Social Studies Red Clay Consolidated School District, Delaware rebecca.reed@redclay.k12.de.us

• Dr. Nicholas Baker

Supervisor of Curriculum and Instruction Colonial School District, Delaware nicholas.baker@colonial.k12.de.us