VCSSSCE Meeting October 15, 2015 Virginia Department of Education History and Social Science Standards of Learning UPDATE.

VCSSSCE Meeting  October 15 , 2015

Virginia Department of Education

History and Social Science Standards of Learning

UPDATE

Goal of the History and Social Science

Standards of Learning

The study of history and social science is vital in promoting a civic-minded, democratic society.

All students need to know and understand our national heritage in order to become informed

participants in shaping our nation’s future.

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Discussion Standards of Learning Review Process Overview of the Revisions Local Alternative Assessments TEIs and the History and Social Science SOL

Assessments Resources and Training Communications

History and Social Science Standards of LearningReview

Code of Virginia§ 22.1-253.13:1. Standard 1. Instructional programs supporting the Standards of Learning and other educational objectives.

The Board of Education shall establish educational objectives known as the Standards of Learning, which shall form the core of Virginia's educational program, and other educational objectives, which together are designed to ensure the development of the skills that are necessary for success in school and for preparation for life in the years beyond.

Code of Virginia § 22.1-253.13:1-2. The Board of Education shall establish a regular schedule, in a manner

it deems appropriate, for the review, and revision as may be necessary, of the Standards of Learning in all subject areas. Such review of each subject area shall occur at least once every seven years. Nothing in this section shall be construed to prohibit the board from conducting such review and revision on a more frequent basis.

Timeline for the Review of the Standards of Learning

The History and Social Science Standards of Learning were reviewed and revised as necessary in 2014 and

adopted by the Virginia Board of Education on March 26, 2015.

History and Social Science Standards of Learning Review

History and Social Science Review ProcessJanuary 2014 – March 2015

Revised the 2008 History and Social Science Standards of Learning

March 2015: Virginia Board of Education approved 2015 History and Social

Science Standards of Learning

Fall 2015: The proposed History and Social Science Standards of Learning

Curriculum Framework goes to the Virginia Board of Education for first review. Public comment period follows.

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Overview of the Revisions

2015 History and Social Science Standards of Learning

by Grade Level/Course

RevisionsSocial science skills were added to

strengthen career and college performance expectations.

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RevisionsRestructuring of K-3 content

–Kindergarten: Community–Grade One: Virginia–Grade Two: United States–Grade Three: Ancient cultures in

World History

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Revisions• Virginia Studies and United States

History courses–clarity, specificity, rigor, and alignment

of skills and content to reflect current academic research and practice

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Revisions• World Geography, World History and

Geography to 1500 A.D. (C.E) and World History and Geography: 1500 A.D. (C.E.) to Present–Restructured the course content to

expand the global focus

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Revisions• Virginia and United States

Government–Removed redundancy of content

presented in the mandatory Economics and Personal Finance course.

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History and Social Science Standards of Learning

andLocal Alternative

Assessments

Legislative Mandate: House Bill 930 and Senate Bill 306

Legislation in the 2014 General Assembly amended § 22.1-253.13:3.C of the Code of Virginia to eliminate several Standards of Learning (SOL) tests:

– Grade 3 History, – Grade 3 Science, – Grade 5 Writing, – United States History to 1865, and – United States History: 1865 to the Present.

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Guidelines for Local Alternative Assessments for 2014-2015

Developed in Response to 2014 Acts of Assembly

Approved by the Virginia Board of Education on September 18, 2014

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Guidelines for Local Alternative Assessments for 2014-2015

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Use of Authentic Performance Assessments

Performance assessments generally require students to perform a task or create a product that is typically scored using a rubric.

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Use of Authentic Performance Assessments

Authentic performance assessments often include tasks that mirror those that might occur in a “real-life” situation.

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“…this [test replacement] should be viewed as an opportunity to engage in innovation that will provide new

opportunities for students to demonstrate their knowledge of the

curriculum.”

Guidelines for Local Alternative Assessments for 2014-2015 Developed in Response to 2014 Acts of Assembly

Approved by the Virginia Board of Education on September 18, 2014

How do the changes in the 2015 History and Social Science Standards of Learning support Local Alternative Assessments?

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The addition of social science skills at every course were strengthened to prepare students for career and college readiness

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Social Science Skills• A: Using Information sources• B: Applying geographic skills• C: Organizing information• D: Questioning and critical thinking• E: Comparing and contrasting

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Social Science Skills• F: Determining cause and effect• G: Making connections• H: Making economic decisions• I: Exercising civic responsibility• J: Demonstrating comprehension

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2.

Provides an opportunity for teachers to develop instructional lessons and activities that engage students with the content using the essential skills.

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Active Engagement

Best Way to Infuse the Essential Skills into

Instruction

Active Engagement

ARTIFACT BOXESInformation

SourcesOrganize information

Ask appropriate questions and summarize points and evidence

Compare and ContrastMake

Connections

Active Engagement

Best Way to Infuse Nonfiction into instruction

PAIRED PASSAGES

Active Engagement

Abraham Lincoln to Congress, January 12, 1848 (Speech regarding Mexican War)

The Mexican–American War, also known as the Mexican War, the U.S.–Mexican War or the Invasion of Mexico, was an armed conflict between the United States and the Centralist Republic of Mexico (which became the Second Federal Republic of Mexico during the war) from 1846 to 1848. It followed in the wake of the 1845 U.S. annexation of Texas, which Mexico considered part of its territory, despite the 1836 Texas Revolution. It was the fourth of the five major wars fought on American soil which was preceded by the Seven Years' War, the American Revolutionary War and the War of 1812 and succeeded by the American Civil War.

Mexican-American War

Online ArticlePrimary Source

Active Engagement

Synthesize EvidenceDocument Based

Questions

Active Engagement

3.

Provides an opportunity for teachers to teach for understanding rather than memorization.

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• Discourage teaching for memorization of FACTS• Ask questions that are open-ended and require

evidence to support arguments• Use of ‘cold reads’ • Make connections• Use of text-based vocabulary• Apply writing components

Understanding

4.

Provides an opportunity to effectively collaborate and integrate.

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Reading Chronological/Sequential

Comparison/ContrastCause & Effect

Enumeration/ListingProblem/Solution

Concept/ DefinitionProcess

Order of ImportanceSpatial

ClassificationQuestion/Answer

Explanation/Generalization

History and Social Science

Using Informational SourcesApplying Geographic SkillsOrganizing InformationQuestioning Comparing and ContrastingDetermining Cause & EffectMaking ConnectionsExercising Civic ResponsibilityDemonstrating comprehension

History and Social Science

Using Informational SourcesApplying Geographic SkillsOrganizing InformationQuestioning Comparing and ContrastingDetermining Cause & EffectMaking ConnectionsExercising Civic ResponsibilityDemonstrating comprehension

Collaboration and Integration

Text Types Found on the Reading SOL TESTS

InformationalFunctionalNarrative

These guidelines seek to ensure flexibility for local school divisions while

simultaneously reassuring content teachers in later grades that the content

upon which their own instruction is dependent has been taught, and that

students come to them prepared to learn.

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Finally . . . …reassuring content teachers in later grades that the content upon which their own instruction is dependent has been taught, and that students come to them prepared to learn.

TEIs and the History and Social

Science SOL Assessments

Superintendent’s Memo #163-15:2015 History and Social Science Standards

of Learning Implementation Timeline

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Superintendent’s Memo #163-15:2015 History and Social Science Standards

of Learning Implementation Timeline

Some of the items to be field-tested in the spring of 2016 for all online history tests will be technology-enhanced items (TEI) which assess the 2008 Standards.  Technology-enhanced items require students to indicate their answers in item formats other than the common multiple-choice format.  TEI field-tested in the spring of 2017 will assess the revised 2015 Standards.

A set of TEI practice items and accompanying guides will be released in the fall of 2015 on the Virginia Department of Education Web site to assist teachers as they prepare students for this new item type. Please note that the practice items will only be samples. They will not cover all history content for the course, nor will they provide examples of all item types or functionality that may be found in the field-test items.

Superintendent’s Memo #163-15

Please note that the practice items will only be samples. They will not

cover all history content for the course, nor will they provide examples of all item types or

functionality that may be found in the field-test items.

History and Social Science Standards of Learning

Resources and Training

Resources and TrainingAdoption of the Curriculum Framework

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Resources and TrainingCreation of Resources (Spring/Summer 2016)

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• Alignment to the Standard• Focus on Essential Skills by creating

opportunities for historical and critical thinking

• Relevant and Accessible External Resources

• Exemplars to support creation of Performance and Authentic Assessments

• Connect to other disciplines

Resources and TrainingExternal Partners

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Access to Information

Sources

Train the Trainers

Demonstrate Instructional Strategies

Provide Resources

ExternalPartners

Resources and TrainingFormat of Resources

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Webinars

Exemplars

History and Social Science Communication

CommunicationsSuperintendent's Memos

Teacher DirectDepartment of Education

History and Social Science Monthly Newsletter

VCSSSCE Virginia Consortium of Social Studies

Supervisors and College Educators53

Questions?

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Thank you!

Betsy Barton, Elementary, History and Social Science Specialist

E-mail: [email protected]

Christonya Brown, K-12, History and Social Science Coordinator

E-mail: [email protected]