1. 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.

2. Civics and U.S. HistoryEOC
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.

3. Suggestions for Reviewing for Civics & US History
Reviewing for the EOC
Suggestions for Reviewing for Civics & US History
There are 3-4 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 that you can plan accordingly.
Plan review camp for days immediately prior to EOC if possible.
Speak to your administration about offering after school or Saturday review sessions.
Conduct pull-out intervention during non-core class time or homeroom, if possible.
Work with other teachers in your department (COLLABORATE!)
These benchmark clarifications also are reflected in the content portion of the pacing guides.

4. What is a “Review Camp”?
Targeted in-house review in which students rotate through various sessions to review essential content prior to the EOC exam.
Targeted to specific students
Which students to target?
How to find out who these students are?
Targeted to specific benchmarks
Which benchmarks to target?
How to find this data?
Use active and engaging strategies and provide incentives

5. Model A What are the pros & cons of this model?
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)

6. Model B What are the pros & cons of this model? 3 days
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

7. Model C What are the pros & cons of this model?
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)

8. Sample - Review Camp Instructional Framework
These benchmark clarifications also are reflected in the content portion of the pacing guides.

9. How to Determine “Bubble” Students
Use the “proficiency report” in G2D
These benchmark clarifications also are reflected in the content portion of the pacing guides.

10. How to Select Benchmarks to Target
Use the “standard analysis” for the MYA and post-MYA mini-assessments
These benchmark clarifications also are reflected in the content portion of the pacing guides.

11. Types of Interventions
Review Camp
Pull-out interventions
Saturday school sessions
After school tutoring
Other?
Action plan – time to brainstorm what will be the best course of action based on pros/cons, past experience, and needs of your school
These benchmark clarifications also are reflected in the content portion of the pacing guides.