A brief summary/overview of the SBE Agenda. As before, commentary will be in Italics. Please share back comments, observations, objections, etc.
This board meeting's agenda is relatively short and includes a larger than the usual number of waiver requests coming from districts or charter school applications that have been rejected by districts and county offices for various reasons.
Most of the rest of the agenda deals with work continuing on the new 'dashboard' accountability system, and on making that 'fit' Federal legislative requirements (from the latest iteration of Elementary and Secondary Education Act, known as the Every Student Succeeds Act, which replaces No Child Left Behind...which was everyone's favorite). At present, test scores in English and math are the main basis for accountability calculations on the dashboard, especially for K-8 schools. History-Social Science is not included in statewide accountability. Student achievement is measured by test scores on the Smarter Balanced Assessment Consortium (SBAC) tests in English language arts and math. Other criteria include attendance and for high schools, graduation rates, Advancement Placement/ International Baccalaureate enrollments and pass rates, and classes required for college admission grades are used to show student achievement.
Various aspects of accountability dominates this SBE agenda. Work continues on determining criteria for 'local measures' in some of the LCAP state priority areas. Precisely how accountability will work may impact social studies education substantially, as was the case during the roughly 15 years of the Academic Performance Index, and the national Annual Yearly Progress (report). Hence the close attention to that ongoing discussion at the SBE provided here.
Item 01 is the 8th update explaining to the SBE how the work designing external support for schools and districts is falling short on the new state accountability report, the 'Dashboard', is coming along. The SBE will hear how the new system is impacting districts so far. At present, there are three levels of 'assistance' for schools and districts, depending on how much orange and red coloring shows up on the 'dashboard' reports and for how many years those colors have not changed much. At present, SBE is told here, 43 County Offices of Education are 'providing support' to 223 districts statewide, apparently at the second 'assistance' level. The California Department of Education (CDE) explains that California has 528 elementary districts, 76 high school districts (some of which include middle schools), and 344 unified school districts. Thus about a fourth of all districts are receiving some degree of external 'assistance' at present. This number could dramatically increase when the 'school growth' measure reports are added to the accountability Dashboard reports currently planned for the fall of 2018.
Item 02 explains the recommendations from Educational Testing Service (ETS), the SBAC's testing company, regarding adding a measure of the legislatively required 'school growth' measure to the Dashboard reporting system, the 'school growth' on test scores. The SBE is being shown three ways ETS suggests calculating growth from scores, each of which is called 'very complex' and which will require SBE study over the next several SBE meetings. ETS shows that one of those methods ETS calls 'residual gain' seems to be the most accurate reporting system.
Reporting 'growth' in test scores presents a hurdle in part because tests are different at each grade level (for the most part) in both ELA and math. Scaled score reports (which are used for SBAC test score reports) show how a student scored compared to the other test takers on bell curves of each test. So a fifth grader earning a scaled score at the mean of all test takers who also scored at the mean when in 4th grade has made a normal year's growth even though the scaled score point is the same each year.
ETS's 'residual growth' model explained in Attachment 1 to Item 02 calculates the difference between an individual student's scaled test score and a 'expected' test score for that student, which is determined (ready for this?) by calculating the difference (or distance) from a current year
student score and a linear regression line relating the prior year test scores and the current year test scores for each grade level in each tested subject for all students tested in the two years. (Whew. Clear, huh? Who will explain THAT to parents...? Go to SBE Agenda for May 2018, Attachment 1 for Item 02 to examine several scatter plot charts provided by ETS showing how this would work for an individual student. Mercifully, the ETS scatter plot charts sent to SBE would not paste into this email.)
The average (mean) of these differences would show a school's growth or lack of it, and determine the colors on the school's dashboard 'school growth' report.
In the ETS modeling scatter plot chart provided to SBE using real test result information, of note is that roughly as many scores fall below the regression line as above it in both of the tested years. Many many students will thus show 'negative' growth in this measure, and many schools and districts will see orange and red colors on their dashboard 'school growth' reports, both for 'school wide' and subgroup results, leading to more intervention 'support'. As mentioned above, curricular narrowing can be expected over time. In the past, content areas not included in accountability were the ones 'narrowed.'
Including HSS student learning measures in several LCAP state priority areas is a way to keep HSS in accountability, and one way to avoid having HSS be' narrowed'. Whether or not to add these measures to LCAPs remains as of now a district level decision.
Governmental Relations Committee (member)
California Council for the Social Studies
Tracy Middleton posted this experience in her eighth-grade history class on her personal Facebook page. Her experience as a classroom social studies teacher provided a model for excellence in social studies teaching. Thank you, Tracy, for sharing this glimpse into your classroom.
Today's Public School Eighth-Grade History Class
by Tracy Middleton
Inside the classroom, there is chaos. The room is noisy, as students are talking, arguing with one another, and some are roaming around the room while others stay at their tables and focus on the task at hand. The teacher is bouncing from table to table putting out fires and asking students questions that are forcing them to think more deeply.
Another project: creating Constitution Alphabet Books
An outsider walking into the room for the first time might believe the teacher has no classroom control, and for a moment, the teacher may think she has little classroom control. But when the teacher gets a time to step back and take a breath, she sees what is happening. The room is chaotic, but not because students are off task, but rather, the chaos is constructive chaos as all students are on task and thinking beyond what they ever thought they could.
They are arguing their points, asking each other questions, getting frustrated with one another because their partner can't seem to find the words to express him/herself. Some were wandering around the room to get their brains thinking, and some were visiting other tables to see other people's work.
Zeal for history displayed in another Constitution Alphabet Book
Creation, the Highest Level of Thinking and Learning
That was my classroom today as my students were on day 2 of creating illustrative metaphor posters on the different principles of the Constitution. Yesterday was the research day, and it was quiet as students were watching short videos related to their assigned task and taking notes. It was so quiet and peaceful, but today was so different as kids were asked to do some deep thinking to find a metaphor.
It was fun listening to them try to explain their thinking to teammates, watching the frustration turn to "Ohhh, now I get it," and seeing some of the metaphors begin to take shape. Kids who typically struggle were engaged in some high-level thinking conversations and finding success for the first time in a long while. Kids were encouraging their team members.
It was hectic and noisy, but the room was full of thinking 8th graders. My favorite part of the day was listening to two special ed boys discuss what kind of metaphor they were going to use to explain the separation of powers. They understood their principle.
It was the perfect teacher day!
Tracy has a B.A. in Liberal Studies with a minor in social science, and an M.A. in Education in the area of Leadership, Learning, and Instruction. She currently teaches 8th-grade social studies at Del Dios Academy of Arts and Sciences in Escondido. She also provides professional development in the areas of historical thinking and the C3 Framework for Social Sciences. Mrs. Middleton has presented at both the National Council for Social Studies and the California Council for Social Studies annual conferences. Tracy has served on the CCSS Board of Directors for over six years, first serving as a Region Director before serving as the Southern Area Vice President.
Everything at OUR District Is Language Arts or Math!
Professional Development IS available for history-social studies educators. California Council for the Social Studies is the prime source of PD for all branches of social studies, and that is in March. National Council for the Social Studies is an amazing conference for teachers across the nation and will be in CA in 2018. That is a fall conference.
What about locally and at home?
San Joaquin Valley Council for the Social Studies (SJVCSS) meets regularly and schedules tours across the county. We had a teacher meet-up in Visalia which inspired all of us. We will be scheduling more of these. Tulare County Office of Education has a broad assortment of Common Core Social Studies Professional Development (PD), that your district would approve.
But have you considered a webinar?
Here at SJVCSS central, we get notices all the time - opportunities for teachers to educated themselves with top experts across the country. This one from the Library of Congress caught my eye scheduled December 7 at 4:00 EST, 7:00 PST.
Join reference specialist Abby Yochelson, of the Library of Congress Humanities and Social Sciences Division, as she discusses “Books Go to War: Armed Services Editions in World War II” based on the Library’s America Reads exhibition.
When the United States entered World War II in 1941, it opposed nations that had banned and burned books. In 1943, the Council on Books in Wartime, working with the War Department, began distributing pocket-sized volumes to every theater of war. Approximately 123 million copies of 1,300 titles in every genre were printed and distributed. The program rescued from obscurity such now-classic books as F. Scott Fitzgerald’s The Great Gatsby. Betty Smith’s A Tree Grows in Brooklyn became a national favorite.
Today, the books are loved by collectors, and the Library of Congress Rare Book and Special Collections Division has the only complete set. Join us to learn more about this fascinating collection. Register here .
Individuals requiring accommodations for this event are requested to submit a request at least five business days in advance by contacting (202) 707-6362 or ADA@loc.gov.
Attend a webinar on your own or with friends
Have your considered having your own meet-up and inviting us? SJVCSS members are all over the Central Valley. If you email us at firstname.lastname@example.org and send us the info, we can create a simple flyer and share it with our Facebook, Linkedin, and Twitter followers and our paid CCSS members by email.
Does your principal want you to be a better social studies teacher?
Does the school or district have money to bring big speakers to you?
No, they don't, so if you can substitute something else that would meet all of their needs including Common Core, will they support you? You'll never know until you ask. If you want Professional Development that makes sense for YOU, sometimes you have to take an active role to find it. And we can help.
SJVCSS is here to help meet your professional development needs in social studies.
Please help get the word out about the LOC webinar and share this post on your timeline and to your groups. Thanks! 🙂
SJVCSS received this email from CCSS affiliate member, Mimi Stephens.
Introductory workshop for secondary level social studies teachers. Engaging Students in International Issues: The Choices Approach Walnut Creek, CA Thursday, December 8, 2016 8:30 am - 3:00 pm Co-sponsored by Acalanes Union High School, CA Units Provided: The Middle East in Transition: Questions for U.S. Policy & The Origins of the Cold War: U.S. Choices after World War II OR Mountain House, CA Friday, January 27, 2017 8:30 am - 3:00 pm Units Provided: Immigration and the U.S. Policy Debate & Freedom Now: The Civil Rights Movement in Mississippi More info: choices.edu/pd/intro-workshops.php
If you expected some great ideas, you'd be right!
San Joaquin Valley Council for the Social Studies hosted a meet-up in Visalia, CA at Cafe 225. Exciting ideas burst simultaneously around the table. Teachers shared how they taught students before and after the election, keeping the students civil in the process. Brinkley Abercrombie shared that she had the students think about what they felt about this election and type on their computers how THEY would vote in 2020 based on what they learned from this election. Gina Nelson focused on the propositions. She held a mock election. Each student had to research on a proposition.
iPhones came out as Chris Cumiford showed the group his classroom. You will read more about it soon. I'd like to go to class here, wouldn't you?
"Physical environment is just as important in student learning as assessment.
Notice the screen in the front. There are actually three of them, and students have access to a multi-media slide show and actual artifacts as they study a unit.
What motivated these social studies teachers to attend a meet-up in the middle of the week?
- Money, a stipend?
- Nothing else to do?
- Close to home
- None of the above
According to Chris, money or location would not make him give up time with his little daughter to attend a meeting. He wanted to share with other excited teachers. And share they all did.
Do you want to see a picture of that?
Ideas about future meet-ups flourished as Chris shared about what programs the Tulare County Historical Society is planning. Marsha shared about the San Joaquin Towne Hall meetings in Fresno. Chris said that he enjoyed going to different places around the region because he had not been to all the historical spots. "It's nice to change it up."
"It would be helpful to have some online meetings, too."
"I'd love that. It is hard to get out at night. This is the third night out this week, but I'm glad I came."
"I agree that online meetings work but it's not the same as face to face."
These teachers want to expand what they know in order to become better teachers.
Teachers teaching teachers began spontaneously.
Chris brought an amazing book written by and author and movie producer. The double plot was like a classic book with student writing and notes in the margins. "Impressively smart, engaging . . . Filled with secrets and stories that are endlessly beguiling and inviting . . . Reading S., and trying to decode everything [was] an incredibly enjoyable, fun experience, as well as a particularly immersive one. . . . For all its mysteries and intrigues, this is a book about the value of books, and what they can offer us that other storytelling mediums cannot." --Wired
This is the coolest book. Have you heard of it? "S? See the student's notes in the margins."
As he opened the book and told us about it, artifacts fell out of the book. Not pictures on a page of a document - an actual document or post card.
"Wouldn't that be cool if textbooks were like that?"
"They will make it into a movie soon."
"JJ Abrams said he did not want it to become a movie."
The story is about two kids that share a library book. See the bar code?
The Business Part of the Meet up
"So what about the SJVCSS awards for excellent teachers?"
"Wouldn't it be cool if we could get donations from stores for cool stuff for their classrooms?" (Like Chris's 3 screens?)
"That would be awesome!"
What about other meet-ups for social studies teachers?
"Did you hear about the last Fox last event, Nosferatu? It was a silent movie. Someone came out and told the history. It originally aired in a deserted zoo. Everyone at the Fox was dressed up in period costumes. They decorated the theater to look like the original setting. This is what it looked like. And the coolest thing was the organ music."
The original location of the silent horror film Nosferatu.
"The Tower Theater in Fresno does the same thing!"
"I'd love to do things like that, especially if someone explains the history."
"Listen to what the Tulare County Historical Society is planning."
"That sounds interesting, too. I wonder if Visalia teachers would come to things in the Visalia area?"
"We can try it."
"Yeah, we could."
All they need now is you.
Would you be interested in social studies teachers' meet-ups?
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Reach Out to History for Examples of Similar Policies
Need just the right story? Donald Trump wants to build a wall. Here's a book, The Tunnels by Greg Mitchell about Berlin, the media that tried to fund a tunnel under it, and the government who tried to stop the tunnel. Sounds fascinating.
The Tunnels: Escapes Under the Berlin Wall...
Focus on Behavior of the Followers as Well as the Candidates
Do we have a part to play in politics? Should it be violent or reasoned?
"I just watched a video on a homeless woman getting attacked and cussed at, and degraded for defending a the Trump Hollywood Star.
And then I started to wonder when did it become acceptable to verbally and physically bash each other over who the heck is running for president? When did we stop teaching our children to have love and compassion for each other? When did we stop teaching our children that disagreement should not be acted in the form of belittlement or hate or even violence? Somewhere this negative energy has to stop, it will either build and escalate or we each can do our part to help dissolve this negativity. How? I think it starts with us not being part of the problem, we can stand up for injustice, we can teach our children love and respect, and most of all we can model our values and what we were brought up with. We CAN change the world one person at time or at least we ourselves can share compassion and understanding." Gina Skov Hansen
Compare Current Debates with Former Debates
One television network aired the 1960 debates the other night. What a difference! We were in an alternate universe. The Republican defended the status quo much like Hillary defends the greatness of status-quo America. The Democrat pushed for change asking people to do for their country rather than the other way around - possibly to "Make America Great Again." Here's an eight-minute youtube clip of the first debate.
Check Out PBS
Peter Paccone wrote an article, Teaching the Election in an Age of Hate for PBS that you should read.
Teach Argument Writing
TCOE Professional Development
How are you teaching the election? Does it come up in conversations in the classroom? Tell us what you think. Comment here or on Valley Social Studies Teachers. Share this link.