social sciences standards review and revision february 2009-june 2011 presentation to the state...
TRANSCRIPT
SOCIAL SCIENCES STANDARDS REVIEW AND REVISION
February 2009-June 2011
PRESENTATION TO THE STATE BOARD OF EDUCATION
WHY ARE WE DOING THIS?
329.045 Revision of Common Curriculum Goals, performance indicators, diploma requirements, Essential Learning Skills and academic content standards; instruction in academic content areas. (1) In order to achieve the goals contained in ORS 329.025, the State Board of Education shall regularly and periodically review and revise its Common Curriculum Goals, performance indicators and diploma requirements. This includes Essential Learning Skills and rigorous academic content standards in mathematics, science, English, history, geography, economics, civics, physical education, health, the arts and second languages. School districts and public charter schools shall maintain control over course content, format, materials and teaching methods. The regular review shall involve teachers and other educators, parents of students and other citizens and shall provide ample opportunity for public comment.
WHAT ARE THE “GIVENS”?
Federal required content areas include Economics, Civics and Government, Geography, and History.
Oregon Statute and Administrative Rules require standards in History, Geography, Economics, and Civics.
ADDITIONALLY . . . Oregon Statute requires instruction in: The Constitution, United States History, and Oregon Studies
WHAT ARE THE “GIVENS”?
SBE DIRECTIVE ON STANDARDS 2008: Creation of CORE STANDARDSCore standards = big ideas/ lasting
understandings/key generalizations Standards = indicators that get students to the big
ideas
Based on Reeves’ criteria of: Endurance, Leverage, andReadiness for next level of learning
WHAT ARE THE “GIVENS”?
Oregon’s New Core Standards Structure New generation of standards that focus on big
ideas and key concepts at each grade level Standards that are fewer, more focused, and
coherent Standards that allow teachers to see learning
progression within and between grade levels Standards that help teachers design more
effective lessons, focus instruction, and develop formative assessments
Challenges and Opportunities
Challenges for Social Sciences Four subject areas: geography, history,
economics, civics, and government Multiple perspectives regarding content and
level of importance Tendency for teachers to “own” a favorite unit Limited time and resources for content areas
without mandated assessment
Challenges and Opportunities
Opportunities for Social Sciences • Math and Science work complete, can serve
as models • New standards structure may alleviate some
of the content debate• New standards structure can focus on
outcomes • New structure will renew focus on content
areas through professional development around the new core standards
THE REVIEW AND REVISION PROCESS
2007 WestEd review of Oregon Standards
Fordham Institute Review of Standards
Civics and Financial Education Task Force Report, October 2008.
THE REVIEW AND REVISION PROCESS
Content and Assessment Panel Review ofNational Standards in Geography, Economics,
Financial Literacy (Jump$tart Coalition), Civics and Government, U.S. History, World History
National Council for the Social Studies Standards (current and draft)
National Assessment of Education Progress (NAEP ) Frameworks in U.S. History, Economics, Geography, and Civics.
Other States’ Standards: Colorado, Indiana, Washington, California, South Carolina
Standards for Success (college readiness standards)
THE REVIEW AND REVISION PROCESS
“Prepared Graduate” statements created to articulate outcomes (Core Standards)
Learning progressions constructed to reach “Prepared Graduate” outcomes (Grade Level Standards)
THE REVIEW AND REVISION PROCESS
COLLABORATION with Stakeholders• Oregon Heritage Commission• Government to Government• Oregon Jump$tart Coalition• Oregon Secretary of State• Oregon State Treasurer• Oregon Civics Education organizations• Oregon Social Studies organizations
THE REVIEW AND REVISION PROCESS
ELECTRONIC SURVEY
WRITTEN FEEDBACK ON DRAFTS• Classroom Law Project• Oregon Environmental Literacy Taskforce• The Advocates for Human Rights• 21stCenturyEducation.org• Advocates for Personal Financial Education• Numerous concerned citizens
THE REVIEW AND REVISION PROCESS
HEARING THE COMMENTS OF THE STATE BOARD AND OTHER CONSTITUENTS• Grade-specific standards provide clear responsibilities for
instruction• Fewer standards provide focus and clarity• Standards connect to the Essential Skills of Civic and
Community Engagement and Global Literacy• Standards align to the Common Core State Standards for
English/Language Arts and Literacy in History/Social Studies
• Standards provide opportunities to study sustainability, poverty and race, and many other current issues.
NEXT STEPS
STANDARDS ADOPTION
Instructional Materials Evaluation
Focus on Teaching and Learning• Instructional best practices• Curriculum models• Support resources
• “cross-walk documents” between current and new standards
• resource lists and contacts
Thank you for the opportunity to develop the new standards
Andrea Morgan, Education Specialist
Oregon Department of Education
503.947.5772