�����������������������������

�����������������������������������������������������������

Report to the School District

of Upper Moreland Township

Report to theSchool District of Upper Moreland Township

K-12 Social Studies Evaluation

December 7, 8 and 14, 2005Framework for Continuous Improvement

TABLE OF CONTENTS

Introduction 3

Program Evaluation Team 4

Answers to Key Questions - I. Curriculum 5

Answers to Key Questions - II. Instruction 8

Answers to Key Questions - III. Assessment 11

Answers to Key Questions - IV. Materials and Resources 13

Answers to Key Questions - V. Professional Development and Planning 14

Answers to Key Questions - VI. Communication, Community, Connections, Reporting to Parents

16

Primary School (K-2) Strengths, Needs, Recommendations 18

Intermediate School (3-5) Strengths, Needs, Recommendations 21

Middle School (6-8) Strengths, Needs, Recommendations 24

High School (9-12) Strengths, Needs, Recommendations 28

Resources 31

January 2006

To the entire Upper Moreland Township School District Community:

The K-12 social studies program evaluation team would like to extend a “thank you” to those who participated in this evaluation. We greatly appreciate the positive and professional attitude displayed by staff and administration.

The visiting team found the administration, teachers, staff and students of the District to be most cooperative and willing to discuss the social studies program. Special thanks goes to the Upper Moreland School District administrative staff who made arrangements, adapted to changing circumstances, and put together much of the background material for the evaluation. Graciousness, openness and hospitality were evident throughout our visit, making our jobs run smoothly and allowing us to collect much useful information.

The team members collected information through a variety of methods from many different sources, and used this information to write a detailed report about the current social studies program. Data was collected from over 200 interviews conducted with teachers, administrators, parents, students and Board members. In addition, the visiting team observed over 100 teachers working with their students in social studies classes at all levels. District documents were read and examined to help us understand the nature of the social studies program.

The team, using the data collected and its wealth of experience in social studies education, developed a set of strengths, needs and recommendations for each level of schooling in the District – the Primary, Intermediate, Middle and High Schools. The team also developed detailed answers to a set of questions in six categories developed by the District, including recommendations. The results attempt to provide a “snapshot in time” of the social studies program and a set of suggestions for improving this program. We hope that our analysis acts as a catalyst for wide-ranging discussions about the strengths and needs of the social studies program, and that you find our report to be of value when formulating plans for educating Upper Moreland Township students in the future.

We thank Upper Moreland for this opportunity to learn about your district and to experience the program evaluation process, and we are pleased to share the results of our efforts with the school community. We wish you continued success in what is probably the most underrated yet most significant activity of today and tomorrow – educating our children.

The Social Studies Program Evaluation Team

SOCIAL STUDIESPROGRAM EVALUATION TEAM

Jim LoGiudice, Co-ChairElliott Seif, Co-Chair

Steve Glaize, Hatboro-Horsham School DistrictDean Hentz, Council Rock School District

Alonna Johnson, Methacton School DistrictWilliam Kirk, Methacton School DistrictBill McRae, Springfield School District

Shawn Messmer, Souderton School DistrictTom Morris, Lower Moreland School DistrictSusan Myers, Upper Dublin School DistrictRich Parkin, Upper Dublin School District

Bobbi Portnoy, Perkiomen Valley School DistrictMatt Rohrbach, Perkiomen Valley School DistrictAlthea Tomlinson, Council Rock School District

ANSWERS TO QUESTIONS RAISED BY THE SCHOOL DISTRICT OF UPPER MORELAND TOWNSHIP

I. CURRICULUM

To what extent is the curriculum aligned to National, State and local standards?The School District of Upper Moreland Township took the initiative to create local standards prior to the development and approval of the State standards for the social studies. These standards, however, are not clearly articulated K through 12. For example, the abilities standard component of the document does not differentiate among student development levels. The same standard – “Students are able to conduct and present research” – is stated as both a kindergarten and high school requirement. At the high school level, the local standards are written more as course requirements as opposed to “standards of learning” for the social studies.

There is also little evidence that the National standards were aligned with the local standards as part of the development process. Therefore, the current social studies program does not provide the opportunity for students to meet and master the local, State and National standards. However, it should be noted that students do have the opportunity, at the high school, to meet the local standards if they take specific courses. Are there a set of clear goals and a scope and sequence that drive the social studies program K-12? While there is currently no clear set of goals and scope and sequence that drives the social studies program K through 12, the Framework for Continuous Improvement, has developed a timetable to address this issue. The social studies committee, comprised of teachers and administrators at all levels, has already created a draft mission statement and statement of beliefs in September 2005. The draft mission statement and statement of beliefs address some of the shortcomings – a lack of in-depth learning, the need for a strong academic focus, coordination and articulation of the K through 12 social studies program.

The social studies committee is also to be commended for recently agreeing to an overall charge as part of its purpose: “To develop, design and implement a cohesive K-12 social studies curriculum that is both standards and research-based and well articulated”. This purpose is connected to one other key charge this committee has also agreed to address: “Effective teaching of social studies can happen only within a system of learning that is supported by consistent, articulated K-12 curriculum, sufficient resources, continuous improvement and universal responsibility for achieving the vision.”

To what extent does the high school elective program offer students the opportunity to explore various disciplines within the social sciences?The high school elective program offers a range of topics for students to explore. However, they are limited due to the three (3) credit social studies requirement for graduation (in other words, the lack of a required fourth year of social studies at the high school level). In addition, the electives appear to be generated as a result of teacher interest and not driven by an overarching scope and sequence.

Due to the fact that many students who are in Advanced Placement social studies courses do not have the prerequisite skills, the teachers find it difficult to maintain high academic standards in the Advanced Placement social studies courses.

Recommendations

1. The District needs to develop an aligned and articulated K-12 social studies curriculum with consistent content and skills. The already developed mission and belief statements, local standards, and Social Studies Framework Committee charges provide the foundation for the development of a strong, coherent social studies program. The newly developed social studies curriculum should:

• Align with agreed upon State, National and local social studies standards.

• Connect the curriculum changes with the social studies mission and belief statements and with the District’s overall strategic goal that students at all levels will achieve academic excellence.

• Avoid content and skill overlaps and gaps across grade levels.

• Use the local and State social studies standards and selected themes from the National social studies standards to stress the following areas: civics and government, economics, geography, history, cultural diversity, and global studies.

• Create a coherent framework of big ideas and essential questions from the key areas suggested above for the program as a whole and for each course and unit at appropriate grade levels.

• Create a scope and sequence framework that has less content coverage at each level and allows for in-depth learning experiences.

• Develop an essential skills continuous progress scope and sequence using the National Council for Social Studies essential skills as a guide.

• Insure that all teachers understand how to incorporate the Big6 information literacy skills at all grade levels.

• Incorporate a current events program at all levels to insure that students understand current American and global issues and problems.

• Encourage greater integration of all subjects with social studies with special emphasis on English/reading/language arts and the related arts.

2. The District should provide greater opportunities at the middle and high school level for Framework leaders to communicate the results of the social studies committee’s work and lead the middle and high school social studies teachers towards a new curriculum scope and sequence K-12.

3. The District should review its screening procedures for admitting students to Advanced Placement social studies courses in order to insure a rigorous academic program leading to increased success on the Advanced Placement test for all students.

II. INSTRUCTIONHow effectively are best practices being used to implement instruction in social studies K-12?

The documents produced by the Upper Moreland Township School District are inconsistent in their definition of “best practices.” According to the Upper Moreland Differentiated Teacher Evaluation: Intensive Observation Cycle the “Essential Elements of Instruction” are: to teach to an objective, to select an objective at the correct level of difficulty for students, to monitor the students and adjust teaching, and to use effective principles of learning. The document also outlines a best lesson design that includes an anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice and independent practice. The Upper Moreland Social Studies Program Evaluation Questions sought to discover to what extent “best practices” are utilized. The questions highlighted cooperative learning, inquiry and problem solving, in-depth study, small group instruction, and simulations as examples of “best practice.” However, the Upper Moreland High School Faculty Handbook states that “best practices” of teaching include be on time, maintain classroom control, use varied activities, be visible in the hallway between classes, document all activities, foster mutual respect with students, be accessible, and be a professional role model. The Induction Program Manual lists the following areas of training provided to new teachers in the areas of best practice Overview of Essential Elements of Instruction, Lesson Design and Planning, Technology as a Teaching Tool, Best Practices in Specific Subject Areas, Differentiated Instruction, Incorporating Problem Solving and Higher Order Thinking Skills, and Cooperative Learning. This inconsistency was also evident in teacher knowledge of best practice and implementation of best practice at all grade levels.

At the primary (K-2) level, there is evidence of varied instructional strategies. Although there were some attempts to incorporate varied instructional strategies at the intermediate and middle levels, most of the instruction observed in grades 3-12 was whole class, direct instruction. When varied instructional strategies were used (such as cooperative learning, “think-pair-share,” jigsaws, small group activities, and discussions), the teachers did not make roles and responsibilities of the students explicit nor did they identify the goals of the lesson. The use of technology as an extension of learning, for classroom instruction, or as a showcase of student understanding was not observed. The design of lessons observed at all grade levels lacked focus and continuity, and the objectives of the lesson were not always clear.

The District has provided staff development for differentiated instruction at all levels. Teacher interviews and observations suggest that the information presented did not provide a model for practical use but was more theory based. Student interviews in the Middle School indicate that teachers use little differentiated instruction. Any differentiated instruction used is created by special education teachers or aides within the inclusion classroom. The gifted program is inconsistent among grade levels and enrichment instruction is provided outside of the regular education classroom. The special education department is responsible for meeting the needs of the IEP in the inclusion setting. Support for English as Second Language students is limited or non-existent.

Some integration of social studies with literacy occurs at the primary level, although this too appears limited. Attempts to integrate the social studies curriculum with reading strategies, such as a shared reading lesson according to the tenets of Four Blocks, was observed in a majority of classrooms at the intermediate level.

Although limited to the textbook, some teachers integrated newspapers, picture books, and biographies into their lessons. Cross-curricular ties at the secondary level are hindered by time and communication constraints because of the subject specific secondary model. Any interdisciplinary activities are mainly isolated to individual classrooms.

Recommendations:

1. Once a social studies curriculum framework K-12 is in place, a key next step, through the Framework for Continuous Improvement, will be to identify a range of best practice learning strategies that support content and skill achievement and also insure increased student engagement. Long-range staff development, inservice and study groups should focus on providing teachers with both the knowledge about and skills for classroom application of engaging and sound instruction. Examples include:

• How to use graphic organizers

• How to use reading in the content area strategies

• Reflective and other forms of writing

• Interactive notebooks

• Inquiry and problem-based learning

• Designing research and project based learning

• Using big ideas, enduring understandings and essential questions in the classroom

• Socratic questioning and discussions

• Developing and using performance and authentic assessments

• Debate and simulation strategies

• Using learning style and brain research strategies

The District might want to examine the possibility of bringing “History Alive!” staff development workshops to the District or county to further support the implementation of best practice strategies and to also examine and, if found helpful, purchase their curriculum materials for this purpose.

2. Continue to use the study group process as a means to not only read and learn about proven best practices like differentiated instruction but also to extend this model to include opportunities for classroom practice, observation and feedback from peers and instructional leaders. Study groups should also support specific building or district level inservice programs. These opportunities should be extended to the high school.

3. Use study group time to facilitate cross-curricular development and to discuss strategies and content for meeting the needs of individual students (gifted, special education, ESL).

4. The District should set up a system that enables teachers to visit classrooms in other school districts (or even within the District) where they can observe exemplary curriculum and instructional practices.

5. The Framework leaders and committee members should be provided with the opportunity to develop best practice knowledge and skills and share these with teachers at all levels.

III. ASSESSMENT

How is student data assessment used to assess student achievement and modify instruction/curriculum?The National Council for the Social Studies states that “Powerful social studies teaching and learning include assessment components [that are] designed to inform instructional planning…” (p. 171). Effective social studies teaching and learning should include a variety of formative and summative assessments that go well beyond paper and pencil tests. For example - performance assessments, portfolios of student work, essays that focus on higher level thinking, and other demonstrations that measure student understanding and skill development should be incorporated into the social studies instructional process.

In the Upper Moreland School District, social studies assessments are mainly teacher driven and inconsistent in terms of type and quality. Our data indicate that student assessments show a propensity for using the textbook publisher’s derived assessments. Students at the high school report that multi-day, multi-period tests are common. Open-book tests are frequently used in seventh and eighth grade. Teacher-made assessments, generally traditional in nature, often require students to write short answer responses to questions, fill in the blank and matching, or defining vocabulary. There were few observed examples of performance assessments.

Assessments seem to lack formative goals that help to guide teaching and learning throughout the school year. Assessments do not seem to affect future instruction through the school year or from one year to the next. Teacher monitoring and adjusting of instruction is uncoordinated and generally does not check for student understanding of lesson objectives.

There is a lack of uniformity in assessment within each grade level and course, particularly at the high school. Student interviews reveal that students generally feel that grading standards or expectations are inconsistent. What is considered an “A” in one class may not be the same in another class. There are no district wide assessments in the form of mid-term and final exams.

Rubrics are underutilized, although some teachers state that rubrics are used. In many cases they do not include specific or measurable criteria to aid students in assignment completion. In most cases, the rubrics are teacher generated grading sheets. However, in the middle school humanities program, students generate rubrics for use on all projects.

Recommendations

1. As the K-12 social studies curriculum is revised through the Framework for Continuous Improvement, a review of assessment practices at all levels is necessary. We recommend that a common core of assessments, including performance assessments, should be developed in order to assure that core ideas and essential skills for social studies are mastered. This common core should include a variety of quality assessments as well as benchmarks within each grade level, including mid-term and final exams at the high school level.

2. Provide professional development opportunities for teachers on how to design and use effective formative assessments in evaluating student understanding within each lesson and creating quality assessments, both traditional and performance, at all levels. Professional development that supports the creation of clear and measurable standards through the use of rubrics should be emphasized.

3. Integrate the Pennsylvania System of School Assessment (PSSA) writing rubric into the social studies curriculum.

4. Provide the opportunity for Framework and district leaders to examine assessment and rubric issues and solutions and then communicate and share these with social studies teachers.

5. An effective method of assessment is through the analysis of student work in social studies classes. With the use of more open-ended assignments, projects, and performance tasks, student work will help to determine how well students are learning social studies, suggest ways to improve instruction, and help students to improve and revise their work. We recommend that all teachers of social studies should be trained in how to analyze student work to help improve student learning and instruction

IV. MATERIALS AND RESOURCES

To what extent do the current materials, resources and technology meet the needs of the social studies curriculum?There is no clear statement of material, resource or technology needs in the area of social studies curriculum because there are no clearly articulated written K-12 social studies scope and sequence or planned course statements at any level. Since the needs are not clearly articulated, it is not reasonable to expect that current materials, resources or technology meet the current instructional needs for the social studies program.

There is little evidence of consistent availability or equitable distribution of instructional materials for social studies K-12. However - where there are resources, such as computer labs and library materials, they appear to be significantly under-utilized. Social studies materials that have been purchased by the District in the past are primarily limited to student texts. There has been insufficient funding for purchasing supplemental student or teacher materials. Teachers often spend their own money to purchase instructional materials for their social studies units.

Not only does there appear to be a lack of adequate social studies materials, but there has also been a lack of a clearly defined process for cyclical review and replacement of materials for a K-12 social studies curriculum.

Recommendations

1. As a new curriculum is developed through the Framework for Continuous Improvement, the District should purchase appropriate resources and materials for the revised program, including texts, trade books, maps and globes, supplemental materials, and adequate hardware and software.

2. Efforts should be made to increase the use of existing resources for social studies instruction - including technology hardware and software. Library resources will need to be increased so that they are consistent and equitable across building levels and to assure that research access is up to date and data is current.

V. PROFESSIONAL DEVELOPMENT AND PLANNING

To what extent are planning and staff development opportunities available and used to keep teachers and administrators current with best practices, research and exemplary resources?

The Upper Moreland Township School District has developed a schedule for meetings, staff development, and study groups. At the primary, intermediate, and middle school levels, teachers have a dedicated block of time for professional development several mornings a week prior to the arrival of the students. Currently, this time is being used for other subjects that have recently gone through the curriculum review framework cycle or for the study and discussion of educational best practices. Social studies is not part of the morning rotation of staff development as other curriculum areas are in their review cycles. At the high school level, if teachers have a similar prep, they can meet as a study group to discuss social studies curriculum issues.

Interviews with teachers indicate that the Framework for Continuous Improvement is a force for positive change but is creating challenges and problems at the elementary level. Teachers in grades K-5 feel overwhelmed by the amount of change required by the frequent evaluations of curriculum areas. Because teachers at the elementary level teach multiple subjects, they are required to make significant changes to their instructional practice and materials in a relatively short period of time. Therefore, they need time to analyze and reflect upon their practice. K-5 teachers have indicated a concern with the curriculum review process and the amount of change that needs to be addressed.

Through interviews, it was found that attendance at professional development conferences were approved only when they directly related to the subject area currently under review. There has been a lack of attendance at professional development conferences related to social studies.

There is a social studies committee (the Social Studies Framework Committee) that is responsible for making curriculum revision decisions for the District. In general, teachers who are a part of this committee feel that they have valuable input into the review process. However, it must be noted that some teachers at the middle school level believe that their views are marginalized and that the high school representatives dominate the process. Among staff members at the middle and high school levels, framework leaders do not have a recognized leadership role in their respective buildings.

There is a newly revised teacher mentor program to assist new teachers in what skills and concepts need to be taught in social studies.

Recommendations

1. As part of the Framework for Continuous Improvement change process, teachers need to be given a dedicated staff development time block for social studies in order to review the scope and sequence, explore best instructional practices, and develop student assessments. Some of this staff development can occur as part of the scheduled morning study groups at the elementary and middle schools. There is an urgent need at the high school for a dedicated time for study groups to meet, similar to the way this occurs at other building levels. This could be accomplished through study groups in the morning and/or a common prep time for all high school social studies teachers.

2. The District should review current timelines spelled out in the Framework for Continuous Improvement in order to insure that identified changes in the social studies curriculum can be successfully implemented at all levels. There needs to be flexibility in the timeline for K-5 teachers in any improvement plan for social studies. Consideration should be given to increasing the time between the Framework for Continuous Improvement cycles at the elementary level in order to allow elementary teachers the necessary time to learn about and develop the tools necessary to implement curriculum in many different subject areas.

3. Staff development sessions related to the development and use of multiple types of assessments should be

offered. Specific sessions related to the development of common assessments for each course, upgrading the nature and types of formative and summative classroom assessments, developing benchmark social studies projects (such as at the end of grades, 2, 5 and 8), creating portfolios of student work, and analyzing student work should be considered.

4. More opportunities should be given for Upper Moreland teachers to attend social studies conferences and workshops and visit other districts. One example – selected teachers should be given the opportunity to attend the National Council for Social Studies annual conference (November) and the Pennsylvania Council for Social Studies conference (October) in order to learn about new approaches to social studies education, best practices, curriculum issues, and assessment practices. Teachers should also have the opportunity to lead inservice programs where they share what works in their social studies classrooms.

5. The District should consider ongoing staff development training that supports best practice curriculum and instruction in social studies such as training from the Teachers Curriculum Institute (History Alive!).

6. When a revised essential skills social studies core curriculum is completed, staff development sessions and study group topics should focus on how to incorporate these at each grade level and how to build upon previous skill learnings at other grade levels.

7. Framework leaders at the middle and high school level should be given the time, opportunity and appropriate resources necessary to enable them to share the results of their committee work and to provide leadership through meetings of the social studies teachers on a regular basis.

VI. COMMUNICATION, COMMUNITY, CONNECTIONS, REPORTING TO PARENTS

To what extent is there communication about and coordination of the social studies program?

The Upper Moreland School District has developed a communication program with stated objectives for “effective communication with and among stakeholders for a successful school community.” Classroom observations also reveal a lack of communication and coordination among sections of the same subject. For example, Global Studies I in one section may not teach the same material as another Global Studies I section. Further, no apparent evidence exists to suggest effective communication about the social studies program between the various schools within the District. The roles and responsibilities of the social studies leaders that have been created provide a foundation for increased leadership within the District, but these roles and responsibilities have not always been fully realized at the building level. The evaluators determined that weaknesses exist with respect to the leaders’ ability to communicate the results of the Social Studies Framework Committee. There seems to be a lack of coordination between the curriculum framework committee and the rest of the social studies staff, especially at the middle and high school levels.The Upper Moreland School District does have a program to report student progress via quarterly report cards and interim progress reports. The communication of grades seems adequate to facilitate basic student and parent needs. The High School is implementing an electronic grade report system that will eventually allow parents web access to their children’s grades on a full-time basis. However, teachers expressed frustration with the existing web based computer program since full reports were difficult to print, thus limiting the communication value of the program.

Recommendations

1. An accountability infrastructure needs to be developed to allow for ongoing, consistent communication of student progress. For instance, the requirement of a parent signature on report cards and/or interim reports could be implemented at the high school level.

2. The District should consider developing and instituting plans that enable more effective use of the current web-based grade reporting system.

3. The social studies Framework leaders should have more opportunities at every grade level to share the social studies mission statement and beliefs as it is developed by the committee, to get feedback to take back to the committee, and to communicate discussions and decisions made by the social studies Framework committee on a regular basis.

4. The District needs to investigate the use of web-based curriculum writing programs such as Westjam Curriculum Mapper. Along with this recommendation, teachers need access to computers and other technology to enhance communication - teacher to teacher and teacher to parent.

5. The District should create a regular feature in the UM Journal that communicates the social studies goals and mission, and other information about ongoing curriculum revision. This feature should contain information gleaned from all grade levels K-12.

6. The District should facilitate the development of student-driven communication vehicles. Student-created newsletters, news broadcasts, or web pages could assist in integrating communication, technology, and social studies skills.

7. The District should create a brochure for parents that briefly overviews the goals of every subject area of curriculum at each level. The brochure should include a brief overview of the new scope and sequence of the social studies curriculum K-12 when it is completed.

8. The Upper Moreland community should be viewed as a resource for social studies education; links between the school and the community need to be forged. For instance, business leaders in the community might be utilized for instruction in economics. Local government officials might become a resource for civics education. The American Bar Association’s education outreach should be viewed as a resource for both teachers and students. These are only few suggestions to enhance connections and communication between the Upper Moreland School District and the Upper Moreland community and should be viewed as a starting point for enhanced community outreach and collaboration.

PRIMARY SCHOOL STRENGTHS, NEEDS, RECOMMENDATIONS

STRENGTHS

1. Blocks of time are set aside in the weekly schedule for social studies instruction.

2. Teachers are creative and innovative in designing activities and finding resources when teaching social studies.

3. Teachers welcome the opportunity to focus on social studies curriculum and instructional change, and acknowledge the effectiveness of the Framework for Continuous Improvement as the way to create change.

4. Teachers are to be commended for the efforts they are making to integrate literacy and instruction with social studies topics and activities.

5. Teachers make effective and regular use of the Weekly Reader and connect it to a variety of social studies related topics.

NEEDS

1. To develop an aligned and articulated K-2 social studies curriculum with consistent content and skills that is linked with the K-12 curriculum.

2. To purchase and make available appropriate instructional materials, texts/big books/trade books, up-to-date maps and globes and other resources for curriculum implementation K-2.

3. To increase knowledge about and use of best practice strategies for social studies instruction.

4. To improve coordination with and integration of the literacy program and other subject areas with social studies curriculum and instruction.

5. To improve student assessment practices.

RECOMMENDATIONS

Need 1: To develop an aligned and articulated K-2 social studies curriculum with consistent content and skills that is linked with the K-12 curriculum.

Recommendations

1. Develop written planned course statements for each grade level K-2 to include purpose, specific standards/thematic strands (see NCSS standards), key topical units through which selected skills and standards will be addressed, examples of products, traditional and performance assessments, and a listing of specific resources for implementation. Areas of emphasis should include basic geography skills, cultural diversity, citizenship education, basic and beginning research and communication skills, and an introductory focus on history and economics. Through curriculum mapping and other means, the District should insure that the same topics (such as holidays) are not repeatedly taught at different grade levels. The District should also insure that My Weekly Reader and the Pro-Social Skills Program remain intact as an important part of the social studies curriculum.

2. Plan ways to appropriately integrate the reading/language arts program with the social studies program (see recommendation #4).

3. Plan ways to appropriately integrate the related arts curriculum with the social studies program at each grade level.

Need 2: To purchase and make available appropriate instructional materials, texts/big books/trade books, up-to-date maps and globes and other resources for curriculum implementation K-2.

Recommendations

1. The District needs to make available K-2 a variety of up-to-date materials and resources tied to planned courses, units of instruction and a skill development sequence. Decisions need to be made as to what resources to purchase at each grade level. These resources may include texts (or Big Books), trade books, pull down wall maps, up to date maps and globes and other materials that supplement core materials.

2. The District needs to consider how technology might be better used as part of the social studies program K-2. The use of classroom and lab computers to support the social studies program will be enhanced by embedding technology strategies into the social studies curriculum for use by classroom teachers on a regular basis.

Need 3: To increase knowledge about and use of best practice strategies for social studies instruction K-2.

Recommendations

1. The District should give selected teachers an opportunity to learn research-based instructional practices for primary social studies and then prepare a series of mini-workshops to present to the staff either prior to the beginning of the school day or after school.

2. The District should establish a schedule that enables teachers to visit classrooms in other school districts, or even within the school district, where they can observe exemplary social studies instruction.

3. The District should continue to use the study group process as a means to not only read and learn about proven best practices but should also extend this model to include opportunities for classroom practice, observation and feedback from peers and instructional leaders, and specific building or District level inservice programs.

Need 4: To improve coordination with and integration of the reading/language arts program and other subject areas with social studies curriculum and instruction K-2.

Recommendations

1. Because there is a limited amount of time for social studies instruction, the District should explore ways to integrate social studies into the literacy program. For example, a core of required trade books might be purchased for each grade level that enables students to learn key concepts and skills. The use of “Big Books” during reading/language arts might also be a way to integrate the two subjects. Where appropriate, social studies lessons should incorporate multiple writing strategies. Efforts should also be made to integrate other subjects (such as art, music, and science) with social studies.

Need 5: To improve student assessment practices.

Recommendations

1. The District should provide opportunities for K-2 teachers to expand the variety of formal and informal assessments that are used for assessing student learning during social studies instruction. Diagnostic, formative and summative assessments - especially those that emphasize performance - should be examined and implemented.

INTERMEDIATE SCHOOL STRENGTHS, NEEDS, RECOMMENDATIONS

STRENGTHS

1. The staff is to be commended for currently integrating reading and literacy strategies into the content area through the use of non-fiction texts and current periodicals.

2. The students are enthusiastic about learning and willing to engage in performance tasks.

3. The building leadership has a clear sense of the strengths of and problems with the existing social studies program and is ready and willing to assist in its improvement through the Framework for Continuous Improvement.

4. Movement towards a less traditional approach for staff development (i.e. study groups) for all staff members will help facilitate collaboration as the next steps for social studies program improvement takes place.

NEEDS

1. To develop a clear and coherent scope and sequence for grades 3-5 that is linked with the K-12 curriculum, not overlapping, and is connected to the National, State and local standards.

2. To reduce the fragmented results caused by the current model of curriculum implementation used at the elementary grades.

3. To increase knowledge about and use of best practice strategies for social studies instruction.

4. To differentiate instruction in order to better meet all student learning styles and levels in the classroom.

5. To improve student assessment practices.

RECOMMENDATIONS

Need 1: To develop a clear and coherent scope and sequence for grades 3-5 that is linked with the K-12 curriculum, not overlapping, and is connected to the National, State and local standards.

Recommendations

1. Create a scope and sequence so that there is minimal amount of overlap in skills and content knowledge across the grade levels taught in a sequential manner through a newly developed social studies curriculum K-12. Use State, National and local standards to focus the curriculum on key concepts in such areas as history, geography, civics and government, economics, cultural diversity and global studies. Current events should also be included as a regular part of the program. Develop an essential skills curriculum tied to a K-12 sequence that includes the Big6 information literacy skills taught through library studies.

2. Purchase supplemental materials at different reading levels in order to meet the various needs of students in the intermediate grades.

Need 2: To reduce the fragmented results caused by the current model of curriculum implementation used at the elementary grades.

Recommendations

1. Create a vertical, cross grade level committee to agree upon and communicate what skills and content knowledge are currently being taught in the classrooms. The purpose of this is to make teachers aware of content and skills at each level so that they avoid repetition in subsequent years.

2. Problems arise because special education students are only mainstreamed for a specified block of time in social studies. Therefore, special education students have limited time available for them to participate in and complete extended social studies activities, projects, and assessments that are incorporated into language arts and reading time. The District needs to reexamine the current mainstreaming model in order to find ways to enable special education students to work on extended projects, activities and assessments.

3. Increase time between the Framework for Continuous Improvement cycles to allow elementary level teachers the necessary time to learn about, develop and hone the tools necessary to implement new and revised curriculum. This extended time and flexibility is especially important at the elementary level, where most teachers are responsible for teaching many content areas.

4. Grade levels should design at least one extended social studies unit based on the Understanding by Design curriculum approach to promote collaboration among staff and integration of the different subject areas. This will increase student participation and meaningful involvement.

5. Make use of Understanding by Design, or some similar inter-disciplinary model, to increase integration of language arts and social studies.

Need 3: To increase knowledge about and use of best practice strategies for social studies instruction.

Recommendations

1. Provide additional staff development opportunities for such topics as the use of graphic organizers, reading in the content areas, cooperative learning, problem-solving and decision-making, small group instruction, and hands-on activities.

Need 4: To differentiate instruction in order to better meet all student learning styles and levels in the classroom.

Recommendations

1. Revisit, build upon, and reinforce the differentiated instruction/‘best practices” research and instructional examples from past staff development initiatives. Focus on specific strategies that are appropriate for elementary age students – specifically those that increase student engagement and connect to agreed on National Council for Social Studies (NCSS) or district-level standards and skills.

2. Purchase new, updated materials for each grade level that relate to and support tiered activities embedded within the program.

Need 5: To improve assessment practices.

Recommendation

1. Assessment practices in grades 3-5 should be further examined so as to determine the variety and types of assessments used at this level by all teachers. Efforts should be made to increase the number of assessments in grades 3-5 social studies that help students apply knowledge - including an array of student projects, writing tasks, and performance assessments. Diagnostic and formative assessments should also be used more frequently during social studies. This assessment and achievement data should be used to both plan and adjust instruction.

MIDDLE SCHOOL STRENGTHS, NEEDS, RECOMMENDATIONS

STRENGTHS

1. The middle level social studies teachers are hardworking, creative, professional educators.

2. There is a willingness and desire to attend to and make changes in social studies content and instruction through the Framework for Continuous Instruction.

3. The social studies teachers demonstrate a commitment to their students through the use of personal resources to provide quality instruction.

4. The teachers are involved in study groups at the beginning of the school day.

5. Social studies classrooms generally demonstrate an atmosphere conducive to learning.

NEEDS

1. To develop and implement an appropriate scope and sequence, including planned course revisions.

2. To purchase appropriate resources and materials.

3. To improve instructional strategies.

4. To increase the use of existing resources for social studies instruction with special emphasis on technology and the library.

5. To increase intra- and inter-department communication and collaboration.

6. To improve procedures for assessing student achievement.

7. To improve building leadership for the middle level social studies program.

RECOMMENDATIONS

Need 1: To develop and implement an appropriate scope and sequence, including planned course revisions.

Recommendations

1. Review the Middle School social studies scope and sequence to insure continuity with the elementary and high school. Use the following questions as helpful guides:

a. Are appropriate concepts and themes from the State and National standards being addressed, such as concepts and themes from history, geography, civics and government, economics, cultural diversity and global studies?

b. Are essential skills defined for each grade level? Are the Big6 information literacy skills being integrated into the program?

c. Is there curriculum alignment between grade levels? Does the program align with elementary and high school programs and courses?

d. Are timelines appropriate? Does the program allow for in-depth learning?

e. Does the program provide an appropriate balance between Western Civilization, American history, and global studies?

f. Is there historical continuity?

g. Does the program include both historical study and the study of current events?

Planned courses for social studies should reflect the local, State and National standards, with strong emphasis on concepts from geography, civics, economics, history, cultural diversity, and global studies. The District should also define the essential skills to be taught at the Middle School (as part of a K-12 skills sequence), and current events should also be included as part of the program on a regular basis.

Need 2: To purchase appropriate resources and materials.

Recommendation

1. As a new curriculum is developed, the District should purchase appropriate resources and materials for the revised program. The purchases should include texts and trade books, maps and globes and essential supplementary materials, including software.

Need 3: To improve instructional strategies.

Recommendation

1. Improve instructional strategies through staff development, with a focus on such areas as “best practices” in social studies instruction, use of technology, inclusion and differentiated instruction, interdisciplinary teaching and learning, and ways to support special education and ESL students.

Need 4: To increase the use of existing resources for social studies instruction with special emphasis on technology and the library.

Recommendations

1. Create a system for fair and equitable distribution of technology resources.

2. Seek ways to better incorporate the library and its resources into daily social studies instruction (such as through better integration of the Big6 program with social studies).

3. Design and utilize specific thinking and learning tasks that make use of technology and computer software.

Need 5: To increase intra- and inter-department communication and collaboration.

Recommendation

1. Use morning meeting time for social studies department meetings, grade level meetings, and study groups. Use these and other staff development time to discuss common issues and challenges, plan interdisciplinary units of study, share grade-level activities, and learn about best practices.

Need 6: To improve procedures for assessing student achievement.

Recommendation

1. Review assessment practices at the middle school level. Conduct staff development programs on how to develop quality assessments, both traditional and performance. Incorporate a variety of performance assessments and encourage grade level collaboration to insure a set of core common assessments for each course and also to create similar criteria and achievement expectations for each course.

Need 7: To improve building leadership for the middle level social studies program.

Recommendation

1. It is important that all social studies staff feel connected to district-wide social studies initiatives and assume responsibility and accountability for implementing a revised social studies program. Therefore, the District should provide time, a structure, and appropriate resources for the social studies middle school leader to share information about actions taken by the Framework committee with other social studies teachers. The District needs to insure that the social studies staff understands the role of the Framework leader and that this leader is able to follow through on job responsibilities.

The leader should also be given the time, resources and opportunity to mentor new teachers, create model lessons, meet with social studies faculty on a regular basis, and generally oversee and coordinate the program so that curriculum revisions are put into practice.

HIGH SCHOOL STRENGTHS, NEEDS RECOMMENDATIONS

STRENGTHS

1. Teachers have a strong desire to strengthen and update the social studies curriculum using the Framework for Continuous Improvement as the model for change.

2. Students and teachers have a good rapport that fosters mutual respect.

3. Teachers are dedicated to maximizing the capabilities of limited resources.

4. Library has many social studies specific resources.

NEEDS

1. To create consistent, coherent high school social studies curriculum with a clear scope and sequence.

2. To provide professional development geared toward best practices in social studies.

3. To improve the current methods and/or create new methods of assessment.

4. To provide and make better use of technology in order to deliver a quality, 21st century social studies program.

5. To improve building leadership for social studies.

RECOMMENDATIONS

Need 1: To create a consistent, coherent high school social studies curriculum with a clear scope and sequence.

Recommendations

1. The social studies program should prepare students to meet the challenges presented by an increasingly integrated global community.

2. The high school program should reflect local, State, and National standards and emphasize such areas as historical themes, civics and government, geography, economics, cultural diversity, global studies and current world problems and issues.

3. District inservice initiatives need to be geared toward developing curricular uniformity within the same courses. Existing gaps in content and delivery of content within the same courses need to be closed.

4. A range of courses needs to be offered so that all students have equitable opportunities for meeting local, State, and National standards.

Need 2: To provide professional development geared toward best practices in social studies instruction.

Recommendations

1. Delivery of material needs to reflect best practices in social studies education.

2. Best practices need to be communicated to all department members with the expectation that these strategies will be used on a regular basis.

3. Adapt the well-designed District mentoring program to include an accountability system that insures the use of best practices.

Need 3: To improve the current methods and/or create new methods of assessment.

Recommendations

1. Greater emphasis should be placed on performance assessments that challenge students to apply what they have learned.

2. Formative assessments that help teachers to guide instruction and help students to revise their work should be used more frequently.

3. Summative assessments should be developed that are uniform for the same course.

Need 4: To provide and make better use of technology in order to deliver a quality, 21st century social studies program.

Recommendations

1. The staff needs to clarify how technology can be used to support the social studies program as a whole and each course within the social studies curriculum. Consideration should be given to the power of technology to support the program through such activities as simulations using spreadsheets for economics, the use of technology to find and interpret tables and graphs, conducting research and the use of PowerPoint for presentations.

2. Use technology more effectively to help develop and/or reinforce specific research and evaluation skills taught through the social studies program.

3. Opportunities should be provided for teachers to utilize current technology resources more effectively. Technology resources need to be assessed in order to determine whether current technology can adequately meet the needs of the high school social studies program (and other programs as well).

Need 5: To improve building leadership for social studies.

Recommendations

1. The District needs to facilitate the implementation of the job description for social studies Framework leader and emphasize curriculum and instruction leadership over “department manager.”

2. The leader should be given the opportunity and time to mentor new teachers, create model lessons, meet with social studies faculty on a regular basis, and generally oversee and coordinate the program so that curriculum revisions are put into practice.

RESOURCES

National Council for the Social Studies (2004). Curriculum Standards for Social Studies. Silver Spring, MD: National Council for the Social Studies.

Association for Supervision and Curriculum Development (2005). Understanding by Design, Expanded 2nd Edition. Alexandria, VA: Association for Supervision and Curriculum Development.

Association for Supervision and Curriculum Development (2004). Understanding by Design Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development.