1. M-DCPS: Department of Social Sciences

2. 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

3. 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.

4. 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The diagram to the right shows that the colonists formed some of their political views from some historical documents.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?

6. 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?

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

11. 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

12. U.S. History MYA Content Focus Chart Civics MYA Content Focus Chart
Reports
U.S. History MYA Content Focus Chart
Content?
Skills?
Civics MYA Content Focus Chart

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

14. 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

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

16. 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

17. 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.

18. Review Camps
They work! Here’s proof.

19. Review Camps
They work! Here’s proof

20. 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.

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

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

23. 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).

24. 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

25. Practice Items based on the EOC Specifications

26. 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)

27. 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

28. 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)

29. 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?

30. 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.

31. 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.

32. 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.

33. 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.

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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

42. 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

43. 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

44. 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

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

46. Department of Social Sciences Main #
Any Questions?
Department of Social Sciences Main #
M-DCPS: Department of Social Sciences