1

MEMORANDUM

TO: Arlington School Board

FROM: Social Studies Advisory Committee

DATE: March 15, 2013

SUBJECT: Non-recommending Year Report

Current Year Activities

Social Studies in a STEM World: As both State and federal educational

mandates continue to increase emphasis on Science, Technology, Engineering,

and Math, the SSAC has discussed where and how Social Studies fit as an

important and unique educational tool (See Appendix A). In that effort, we have

increasingly focused on the specific higher-level thinking skills such as: creative

and cooperative thinking; forming and defending fact-based opinions;

understanding multiple perspectives; civil engagement on disputes where

opinions differ, and; multicultural awareness and sensitivity. These aspects

transcend content and instead help develop students with the kind of skill set that

are commonly noted as the most desired by employers in the 21st Century

marketplace.

Elementary Social Studies: While the SSAC believes that the Social Studies

Office has done outstanding work at every level, we strongly feel that more can

be done at the K-5 level to better integrate some examples of culturally and age

relevant higher-level Social Studies learning at the elementary school level in

order to help maximize the relevance and the benefits of Social Studies while

meeting the State’s content-heavy standards. The SSAC plans to focus on this

issue in its next reporting year, and will pick up on its productive meeting from

last year with the Science Advisory Committee in order to further discuss

instruction of these two subjects at the elementary level. SSAC also plans on

meeting with other committees, notably the Pupil Services and the Arts

Education ACs, to further help shape our perspective and form joint proposals

that may carry greater weight with the School Board.

2

Monitoring Implementation of the new Economics and Personal Finance

course: The Social Studies Office has received and discussed with the SSAC

results of this first year of implementation of the State-mandated Economics and

Personal Finance (EPF) course. An anecdotal survey of students by the Social

Studies Office has found that students are

o finding course content valuable,

o pleased with teacher interaction to explain abstract concepts, and

o surprised by the amount of mathematics needed for the course (a noted

example was charting fluctuating global currencies).

Teachers who have received professional development on course content and

resources continue to make “on the fly” adjustments to the course to ensure that

they can cover all the content in a relatable way to the students. Informal student

surveys on the idea of an online course in this subject prefer a “blended” course

because, as noted before, they feel they have benefitted by having face-to-face

interaction with teachers to help explain more abstract concepts. The Social

Studies Office has done extensive research on online options and found that

most are text heavy or difficult to manage without previous training. Three APS

teachers who have taught the EPF course will be examining other currently held

online courses, most notably those in Florida and Fairfax County, to see whether

parts of what is offered could be adapted to the APS curriculum to create an all

virtual course. Plans are under consideration for a pilot of such a course. Also

EPF will be given as an intensive 6 week for credit summer course this year.

The Social Studies Office is also investigating the possibility of adding EPF as a

dual enrollment course with NOVA.

Online Textbooks and Courses: The SSAC has also had an active discussion

over the intent and value of the State’s new online course requirement. If the

purpose of this mandate is to begin to familiarize students with the parameters

and expectations of online learning, we wonder whether courses on how to

manage a virtual course being developed by the APS Information Technology

Office might be needed to meet part of the overall requirement; this would allow

students and curriculum areas more freedom to offer online courses they deem

beneficial to student achievement. While we await additional State guidance on

the matter, we believe it is vital for all the Advisory Committees to think about and

weigh in on this matter. We therefore recommend that time be given at the next

Advisory Committee Chair and Vice Chair meeting be allotted to this subject, as

we believe if some consensus can be found among the ACs on this issue, it may

be very helpful in providing strong citizen guidance to the School Board moving

forward.

3

Performance Assessment Tasks & “Historical Thinking” Initiatives: In last

year’s report, SSAC lauded the Social Studies Office’s development of the

Performance Assessment Tasks (PATs) grades 6-12. This three-times-per-year

alternate testing tool helps teachers to track student progress on critical thinking,

understanding of higher historical concepts, and communication skills to get a

measure of academic growth well beyond the capacity of the State SOL. Wisely,

the Social Studies Office compiled essential learning skills mandated by the

State and incorporated those into the PAT structure as well. Teachers may

choose to include PATs in their assessments as part of the SMART goals they

develop as part of their evaluation process. The PATs are now in their first year

of full implementation in grades 6-12. The SSAC is a very strong supporter of the

PATs and is excited that three PATs will now been developed for 4th Grade

Virginia History. We also commend the Social Studies Office for developing the

Compendium of Historical Thinking for Grades 3-5. This resource for teachers

allows them to see how skill-based learning can draw from and reinforce any

Social Studies content and SOL test items. The SSAC believes that these

concepts can and should be extended to the K-2 level.

Legislation Impacting 3rd Grade Social Studies SOL: The SSAC has been

monitoring the legislative progress of bills that would either eliminate or permit

schools to waive the 3rd Grade History and Social Science and Science SOL’s.

Neither HB 2144 nor SJR 306 were passed to the Governor this legislative

session.

Achievement in SOL’s: The SSAC noted that overall pass rates on the History

and Social Science SOL’s continue to surpass the State pass rates with the

exception of grade 7 (See Appendix B). While the infusion of more language

objectives into social studies curricula is showing early signs of success for

Latino students, a gap still remains for Black students. The SSAC will continue

to address methods for closing the achievement gap with the Social Studies

Office.

Social Studies Program Evaluation: Three members of the SSAC are

participating in the three-year process of development and implementation of the

Social Studies Program Evaluation. The process is in its initial stages; currently

discussing initial design draft and literature review needs.

4

Advisory Committee Recruitment: SSAC members had a very productive

discussion with Tecla Murphy, who is serving as a facilitator for Advisory

Committee recruitment for ACI. We talked about our current agenda and gaps in

our small but dedicated group. Tecla and Scott are working together now to

bring more information and opportunities within SSAC to parents across the

county, as well as looking at county-based Social Studies specialists who may

add both to the diversity and expertise within the committee.

Update on Previous Recommendations

Recommendation #1: The SSAC supports the request of the Social Studies Office

for funds to acquire resources needed to implement the new economics and

personal finance graduation requirement and to provide the teacher training for

teachers of this new course. It is estimated that approximately 1,000-1,200 high

school students will be taking the course in any given year.

Recommendation #2: Funds should be available for teachers to purchase

additional copies of their social studies text, if needed. It is not anticipated that

every teacher would need additional texts, nor do we have a hard number for

additional texts, but we know that, based on one and one half years of

experience, feedback from teachers, and increased enrollment that additional

funds should be available to schools in their textbook accounts for both print and

digital licenses.

We are pleased to note that both recommendations were fulfilled.

Committee Members: Judy Collins Richard Easby Scott Nathanson, Chair Pat Spann Diana Hasuly-Ackman, Staff Liaison Cathy Hix, Staff Liaison Appendices

A. Op/Ed, The Washington Post: “We need more than technocrats.” Danielle Allen, 2/15/13

B. APS History and Social Science Pass Rates

5

6