Civics and U.S. History End-of-Course (EOC) Review Camps The Specifications is a resource that defines the content and format of the test and test items for item writers and reviewers.

Civics and U.S. History EOC 30% of the student's final course grade & 100 Points towards “School Grade” What does this mean? If your school has, for example 60% student proficiency (scoring a 3, 4, or 5), your school earns 60 out of 100 points The Specifications is a resource that defines the content and format of the test and test items for item writers and reviewers.

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 ahead. Review Camps should take place a few days before the test. Speak to your administration about offering after school review sessions. If funds are an issue, work with administration to offer review sessions during school hours. This is ideal on dates when other grade levels 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.

continued…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.

Summarization/ Reinforcement Study cards can be used in many ways Review Cards at the End of Each Chapter

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

Practice Items based on the EOC Specifications

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.

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?

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)  

I’m so glad my school had a Review Camp!