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. 2

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

History and Social Science Standards of Learning Review

Code of Virginia § :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.

review, and revision as may be necessary Code of Virginia § :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, History and Social Science Standards of Learning Review

History and Social Science Review Process January 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 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. 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. 8

Overview of the Revisions 2015 History and Social Science Standards of Learning by Grade Level/Course

Revisions Social science skills were added to strengthen career and college performance expectations. 10

Revisions Restructuring of K-3 content – Kindergarten: Community – Grade One: Virginia – Grade Two: United States – Grade Three: Ancient cultures in World History 11

Revisions Virginia Studies and United States History courses Virginia Studies and United States History courses – clarity, specificity, rigor, and alignment of skills and content to reflect current academic research and practice 12

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 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 13

Revisions Virginia and United States Government Virginia and United States Government – Removed redundancy of content presented in the mandatory Economics and Personal Finance course. 14

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History and Social Science Standards of Learning and Local Alternative Assessments

Legislative Mandate: House Bill 930 and Senate Bill 306 Legislation in the 2014 General Assembly amended § :3.C of the Code of Virginia to eliminate several Standards of Learning (SOL) tests: –G–Grade 3 History, –G–Grade 3 Science, –G–Grade 5 Writing, –U–United States History to 1865, and –U–United States History: 1865 to the Present. 17

Guidelines for Local Alternative Assessments for Developed in Response to 2014 Acts of Assembly Approved by the Virginia Board of Education on September 18,

Guidelines for Local Alternative Assessments for

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. 20

Use of Authentic Performance Assessments Authentic performance assessments often include tasks that mirror those that might occur in a “real-life” situation. 21

“…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 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?

1. The addition of social science skills at every course were strengthened to prepare students for career and college readiness The addition of social science skills at every course were strengthened to prepare students for career and college readiness 24

Social Science Skills A: Using Information sources B: Applying geographic skills C: Organizing information D: Questioning and critical thinking E: Comparing and contrasting 25

Social Science Skills F: Determining cause and effect G: Making connections H: Making economic decisions I: Exercising civic responsibility J: Demonstrating comprehension 26

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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. Provides an opportunity for teachers to develop instructional lessons and activities that engage students with the content using the essential skills. 29

Active Engagement Best Way to Infuse the Essential Skills into Instruction

Active Engagement ARTIFACT BOXES Information Sources Organize information Ask appropriate questions and summarize points and evidence Compare and Contrast Make 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 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. Online Article Primary Source

Active Engagement Synthesize Evidence Document Based Questions

Active Engagement

3. Provides an opportunity for teachers to teach for understanding rather than memorization. Provides an opportunity for teachers to teach for understanding rather than memorization. 36

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. Provides an opportunity to effectively collaborate and integrate. 38

Reading Chronological/Sequential Comparison/Contrast Cause & Effect Enumeration/Listing Problem/Solution Concept/ Definition Process Order of Importance Spatial Classification Question/Answer Explanation/Generalization History and Social Science Using Informational Sources Applying Geographic Skills Organizing Information Questioning Comparing and Contrasting Determining Cause & Effect Making Connections Exercising Civic Responsibility Demonstrating comprehension History and Social Science Using Informational Sources Applying Geographic Skills Organizing Information Questioning Comparing and Contrasting Determining Cause & Effect Making Connections Exercising Civic Responsibility Demonstrating comprehension Collaboration and Integration

Text Types Found on the Reading SOL TESTS Informational Functional Narrative

flexibility content has been taught, and that students come to them prepared to learn 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. 41 Finally... content has been taught, and that students come to them prepared to learn. … 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 43

Superintendent’s Memo #163-15: 2015 History and Social Science Standards of Learning Implementation Timeline 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 # 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

Adoption of the Curriculum Framework 48

Resources and Training Creation of Resources (Spring/Summer 2016) 49 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 Training External Partners 50 Access to Information Sources Train the Trainers Demonstrate Instructional Strategies Provide Resources External Partners

Resources and Training Format of Resources 51 Webinars Exemplars

History and Social Science Communication

Communications Superintendent's Memos Teacher Direct Department of Education History and Social Science Monthly Newsletter VCSSSCE Virginia Consortium of Social Studies Supervisors and College Educators 53

Questions? 54

Thank you! Betsy Barton, Elementary, History and Social Science Specialist Christonya Brown, K-12, History and Social Science Coordinator