Mapping Out a Plan for STAAR/EOCs

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Mapping Out a Plan for STAAR/EOCs

• Tina Melcher
• Lead Curriculum Specialist Social Studies K-12
• Renee Blackmon
• Instructional Coach Secondary- Social Studies

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Objective Today

• To share Round Rock ISDs implementation plan for
  new
• Social Studies TEKS and STAAR/EOCs
• http//tinamelcher.wikispaces.com/TSSSA

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Challenges

• Are you?

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Welcome to ROUND ROCK ISD
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Relationship Building
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Social Studies Curriculum
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Alignment
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Curriculum Mapping

• Clarification of the TEKS
• Bundling of TEKS
• Conceptual View
• Essential Questions
• Vocabulary
• Lessons Resources
• Benchmarks
• Local Assessment
• Instruction

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Curriculum

• Clarifications
• Benchmarks
• Conceptual View

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ClarificationsLatin America Varying Levels of
Development

• (WG10)  Economics. The student understands the
  distribution, characteristics, and interactions
  of the economic systems in the world. The student
  is expected to
• (C)  compare the ways people satisfy their basic
  needs through the production of goods and
  services such as subsistence agriculture versus
  commercial agriculture or cottage industries
  versus commercial industries
•  
• COMPARE
• How do people satisfy their basic needs through
  the production of goods and services in Latin
  America?
• Such as
• Subsistence agriculture vs. commercial
  agriculture
• Cottage Industries vs. Commercial industries

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Latin America Varying Levels of DevelopmentHow
do people satisfy their basic needs through the
production of goods and services?

• Subsistence vs. Market Agriculture
• A large percentage of Latin America meets it most
  basic needs through subsistence agriculture (2/3
  in Central America).
• Larger commercial agriculture industries are
  often own by a small local elite or foreign
  business. Much of the resulting product is
  exported as a cash crop and not for local
  consumption.
• Cottage vs. Commercial Industries
• Much of the manufactured goods purchased within
  Latin America, especially within rural or poor
  regions are produced in cottage industries.
• For example, much of grocery and clothes shopping
  in Central America and the Andean region happens
  in local markets.
• Commercial industries (latifundios) have grown
  over the past few decades. However many of the
  goods are exported to other nations or to
  expensive for the average citizen.
• Economies that are too dependent on export cash
  crops suffer greatly when there is a poor season
  or prices on those items fall.

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Benchmarks

• Benchmarks are designed to provide a snapshot of
  student learning so that instructional
  adjustments can be made to ensure students have
  opportunities to engage with and master the
  curriculum.

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Conceptual View

• Conceptual Title
• Objective Statements
• 5 10 Vocabulary Terms

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Instructional Support

• Planning/sharing sessions and cadres
• modeling Backwards Design
• shifting from activity gatherers to construction
  of units/ lessons

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Our Journey

• Scrapbook
• Knowledge of TEKS and not just content
• Lack of support and training in assessment
• Inconsistent planning procedures on campuses
• Relating a conceptual focus in their instruction

• Next Journey
• TEKS Knowledge
• Moving away from activity gathering
• Improvement in alignment Curriculum,
  Assessment, and Instruction
• Use of Performance Task and Project Based
  Assessment

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Where Are We At?

• Meeting with the other World Culture teachers
  made such a difference in the rest of the year!
  By working together, we were able to share ideas,
  review our current lessons to make sure they
  matched the new TEKS, split up the work of
  creating new lessons to fit our new TEKS, and
  stopped us from re-creating the wheel over and
  over again.
• It also kept me from chewing my nails, and made
  my hair shiny and manageable. Thanks for helping
  us to organize and plan together! You two are
  great!
• Chisholm Trail Middle School Teacher
• Liz De La Garza

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Round Rock ISDhttp//tinamelcher.wikispaces.com/
TSSSA
Tina Melcher Lead Curriculum Specialist K-12
Social Studies Tina_melcher_at_roundrockisd.org 512.4
64.5632 Renee Blackmon Instructional Coach
Secondary- Social Studies Renee_Blackmon_at_roundrock
isd.org 512-464-5926 .