Mapping Out a Plan for STAAR/EOCs

1. Mapping Out a Plan for STAAR/EOCs Tina Melcher Lead Curriculum Specialist Social Studies K-12 Renee Blackmon Instructional Coach Secondary- Social Studies

2. Objective Today To share Round Rock ISD’s implementation plan for new Social and EOCs

3. Challenges Are you…?

4. Welcome to ROUND ROCK ISD

5. Relationship Building

6. Social Studies Curriculum

7. Alignment

8. Curriculum Mapping • Clarification of the TEKS • Bundling of TEKS • Conceptual View • Essential Questions • Vocabulary • Lessons & Resources • Benchmarks • Local Assessment • Instruction

9. Curriculum • Clarifications • Benchmarks • Conceptual View

10. 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

11. 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.

12. 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.

13. Conceptual View • Conceptual Title • Objective Statements • 5 – 10 Vocabulary Terms

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

15. 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

16. 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 Del Garza

17. Round Rock ISD Tina Melcher Lead Curriculum Specialist K-12 Social Studies Tina_melcher@roundrockisd.org 512.464.5632 Renee Blackmon Instructional Coach Secondary- Social Studies Renee_Blackmon@roundrockisd.org 512-464-5926 .