M-DCPS: Department of Social Sciences

Agenda Sample EOC Questions Sample EOC Questions Using Plickers MYA Data Content Focus Reports- Mini Assessments and MYA DI- Resources Review Camps- Proof They Work! Review Camps- Structure Student Data Scenarios Set Up Your Review Camp- Guide Sheet

What is the Plan? Best Practice Approach to Content/Skill Mastery= EOC Success Read the benchmarks and know them. Focus on the wording of each benchmark. Read and review carefully the benchmark clarifications and content limits for each and every benchmark Use best practices. Obtain great resources for your classroom! Invest in professional development and proven materials(Gateway Book, Escambia County resources, FLREA wheel, iCivics, Reading Like a Historian, CER and others) Don’t become too reliant on a textbook.

Sample Civics Content? Skills? The diagram to the right shows that the colonists formed some of their political views from some historical documents. Which phrase completes the diagram? Separation of powers Economic freedom Self-government Individual rights Content? Skills?

Sample 11th grade U.S. Content? Skills? The table to the right provides information about the African-American population in several cities after the Civil War. Which condition in society was primarily responsible for the changes in urban population? Absence of agricultural employment in Southern communities. Lack of political representation in Southern communities. Availability of job opportunities in Northern cities. Prevalence of racial equality in Northern cities. Sample 11th grade U.S. Content? Skills?

Engaging-Simple-App to Track Performance- QUICKLY Plickers Engaging-Simple-App to Track Performance- QUICKLY

M-DCPS: Department of Social Sciences Content Focus Reports Where do I find them? How are they to be used? M-DCPS: Department of Social Sciences

U.S. History MYA Content Focus Chart Civics MYA Content Focus Chart Reports U.S. History MYA Content Focus Chart http://attachmentManagerFiles.dadeschools.net/getFile.ashx?id=oxcBePQ4AVI1e0cCbL/0pu9aI1r8hACxpODXHR1FK75xfM95W5NCpj9OYx~!e8YsmcQiODNZhPqFgzx85gZbf1A==&app=AttachmentManager Content? Skills? Civics MYA Content Focus Chart http://attachmentManagerFiles.dadeschools.net/getFile.ashx?id=gmFMhQhI1cGAAgVdv3ir1D~!MErA/YappILX8r29bvw66a4wC8/zDOJ01rKlcuwl/fY24Ht0aGE2JYzZuy3Bvmg==&app=AttachmentManager

M-DCPS: Department of Social Sciences Now What? Reteach Content? Focus on Skills? We’ve Analyzed Data… M-DCPS: Department of Social Sciences

Continue to teach content aligned to pacing guide. ANSWER: Focus on Skills Continue to teach content aligned to pacing guide. Note: Review Period Embedded in Pacing Guides Now What? Reteach Content? Focus on Skills? We’ve Analyzed Data… M-DCPS: Department of Social Sciences

Department of Social Sciences Existing Differentiated Instruction Resources M-DCPS: Department of Social Sciences

Click on Either Civics/US History Support Then Module 3 Data and DI In module 3- Teacher and Student Data Analysis Forms are Available In module 3- Tic Tac Toe DI- Per Reporting Category

In-house Review Camps for Civics and U.S. History Civics: There are 4 weeks of review allocated in the pacing guides, one week per reporting category. US History: There are 3 weeks of review allocated in the pacing guides, one week per reporting category Speak to Test Chair to find out exact date of the EOC so you can plan for the Review. Ideally- EOC for Social Sciences is scheduled towards the end of the testig window. Review Camps should take place a few days before the test. There are multiple models of how to set up review camps during or after school. Camps are ideal on dates when other grade levels/subject areas are being tested. Create multiple review sessions throughout school. Work with other teachers in your department (Collaborative planning). These benchmark clarifications also are reflected in the content portion of the pacing guides.

Review Camps They work! Here’s proof.

Review Camps They work! Here’s proof

Review Camps…… Resources to use: Gateway Book: Review Cards Concept Maps Full Maps Guided Maps (best for Review) Blank Maps 3. Practice MC items at the end of each chapter **If you don’t have the Gateway book use the Tic Tac Toe resources in Module 3 of Civics or U.S. History.

Using the Gateway Book as the main source for reviewing or creating Review Camps.

Concept Maps Concept map—non-linguistic representation Emphasizes concepts and relationships Can be used in many ways

Concept Maps Students should study the concept map to see how different information in the chapters are related. Then they can try to draw the concept map on their own from memory, or fill in a blank concept map provided by the teacher. Students can also use the concept map to prepare for each unit test and for self-monitoring. Students should review those items on the map they cannot recall, or ask their teacher for additional help. Emphasize the importance of World History teachers’ role in assisting student in preparing for the EOC Exam in U.S. History; not only from a content perspective (e.g., imperialism to modern history) but also from a skills perspective (e.g, analyzing primary source documents).

Review Cards at the End of Each Chapter Summarization, Reinforcement and Resources for Different Learning Styles Study cards can be used in many ways Review Cards at the End of Each Chapter

Practice Items based on the EOC Specifications

Model A 4 days, 2 blocks of review sessions per day (2 hr. 40 min.) Targeted “bubble” students Targeted ALL benchmarks Students rotated through teachers (7 teachers/7 sessions going on at same time) Each teacher assigned 2 benchmarks to review – use Escambia practice questions, Gateway review cards and blank concept maps, and an activity Final day (day 4) – culminating activity in afternoon, wrap up activity ( Auditorium)  

Model B 3 days All students invited to attend for one full day   3 days All students invited to attend for one full day Targeted ALL benchmarks Each teacher responsible for reviewing 2 benchmarks in ~50 minutes Teachers rotated through rooms, while students remained in the same room all day, even during lunch

Model C One full day, selected students Targeted 3 or 4 benchmarks (three lowest Benchmark of School) Students assigned to one of two classrooms, and one teacher facilitated one classroom review session all day Used Gateway materials (review cards and concept maps), Escambia practice questions, online videos Students did activities and worked in groups Break for lunch with school providing incentives (pizza lunch, cookies)  

Evaluating these models Questions to consider… What are the pros / cons of each model? What will work for your school? What won’t work for your school? What changes would you make to adapt the model(s) to your school’s needs?

Other Resources to use Escambia County: Focus on CER: Claim Evidence Reasoning. What the student CLAIMS is the answer to a given question; What EVIDENCE the student can provide to support said claim; and What REASONING the student can provide to support that the claim and evidence are accurate. C-E-R: Claim, Evidence, Reasoning This practice is essential for correcting MISINFORMATION and strengthening analytical skills.

MYA- Post Assessment Item Analysis SAMPLE: Correct Answer C-E-R: Claim, Evidence, Reasoning I CLAIM that F- Separation of Powers- is the correct answer. The REASON that this evidence supports the answer is that separation of powers is a key part of the Constitution which divides power among the 3 branches of government. The EVIDENCE I have is that in the box, it says that if all power is in one place, NO liberty or freedom exists.

MYA- Post Assessment Item Analysis SAMPLE: Wrong Answer C-E-R: Claim, Evidence, Reasoning Teacher or Student Feedback: Choice I is incorrect- Federalism refers to shared powers between levels of government- local, state, federal. I CLAIM that choice I- Federalism- is the correct answer. The EVIDENCE I have is that in the box, it mentions all 3 branches of government- legislative, executive, judicial. The REASON that this evidence supports the answer is that Federalism refers to the three branches of government.

Use Data from MYA to differentiate Use primary source documents from: McGraw-Hill Library of Congress National Archives Reading/Thinking Like a Historian lesson plans Escambia Social Sciences Tic Tac Toe DI Activities Use Data from MYA to differentiate Form Groups of 4-5 , discuss different models that will work for your particular school and/or situation.

M-DCPS: Department of Social Sciences Let’s Make It Real! Student Scenarios 1. Remember your # 2. Go to Poster with your # 3. Discuss Intervention 4. Write Best Suggestions Debrief Whole Group M-DCPS: Department of Social Sciences

Teacher A- Analysis and Best Suggestions MYA Data Weakest benchmark: 7th Grade Civics #1 Teacher A- Analysis and Best Suggestions MYA Data Weakest benchmark: SS.7.C.1.7: Describe how the Constitution limits the powers of government through separation of powers and checks and balances. M-DCPS: Department of Social Sciences

Teacher B- Analysis and Best Suggestions MYA Data Weakest benchmark: 11th Grade U.S. #1 Teacher B- Analysis and Best Suggestions MYA Data Weakest benchmark: SS.912.A.2.1: Review the causes and consequences of the Civil War. M-DCPS: Department of Social Sciences

Teacher C- Analysis and Best Suggestions MYA Data Weakest benchmark: 7th Grade Civics #2 Teacher C- Analysis and Best Suggestions MYA Data Weakest benchmark: SS.7.C.2.2: Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries. M-DCPS: Department of Social Sciences

Teacher D- Analysis and Best Suggestions MYA Data Weakest benchmark: 11th Grade U.S. #2 Teacher D- Analysis and Best Suggestions MYA Data Weakest benchmark: SS.912.A.5.10: Analyze support for and resistance to civil rights for women, African Americans, Native Americans, and other minorities. M-DCPS: Department of Social Sciences

Teacher E- Analysis and Best Suggestions MYA Data Weakest benchmark: 7th Grade Civics #3 Teacher E- Analysis and Best Suggestions MYA Data Weakest benchmark: SS.7.C.3.8: Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. M-DCPS: Department of Social Sciences

Teacher F- Analysis and Best Suggestions MYA Data Weakest benchmark: 11th Grade U.S. #3 Teacher F- Analysis and Best Suggestions MYA Data Weakest benchmark: SS.912.A.6.10: Examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact). M-DCPS: Department of Social Sciences

Teacher G- Analysis and Best Suggestions MYA Data Weakest benchmark: 7th Grade Civic #4 Teacher G- Analysis and Best Suggestions MYA Data Weakest benchmark: SS.7.C.2.4: Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. M-DCPS: Department of Social Sciences

Teacher H- Analysis and Best Suggestions Several weak benchmarks 11th Grade U.S. #4 Teacher H- Analysis and Best Suggestions Several weak benchmarks Common Skill weakness PC (Political Cartoon) Political Cartoon: usually a web level 2 or 3 question- requires a student to extract meaning regarding content from a political cartoon. M-DCPS: Department of Social Sciences

Teacher I- Analysis Suggestions Several Weak Benchmarks 7th Grade Civic #5 Teacher I- Analysis Suggestions Several Weak Benchmarks Common Skill Weakness SA (Stimulus Application) Stimuli Application: usually a web level 2 or 3 question- requires a student to analyze a stimulus, such as a graph, timeline, chart, image etc, and extract meaning from the stimuli. M-DCPS: Department of Social Sciences

Teacher J- Analysis and Best Suggestions Several weak benchmarks 11th Grade U.S. #5 Teacher J- Analysis and Best Suggestions Several weak benchmarks Common Skill weakness QA (Quote Analysis) Text Analysis/Application & Quote Analysis/Application: usually a web level 2 or 3 question- requires a student to read and analyze or apply an excerpt from a text. This category also includes analyzing quotes which is usually a web level 2 or 3 type of question, and requires a student to read and analyze or apply meaning from a quote. M-DCPS: Department of Social Sciences

Review Camp Guide Sheet for Department Chairs Next Steps? Review Camp Guide Sheet for Department Chairs M-DCPS: Department of Social Sciences

Department of Social Sciences Main # Any Questions? Department of Social Sciences Main # 305 995 1982 M-DCPS: Department of Social Sciences