PowerPoint Presentation

Guide to the Social Studies SampleUsing LDC to Measure and Support Student Growth

Thank you for taking time to review the Social Studies Sample. As you explore how LDC can be used to support student growth, I hope the resources that have been provided will support you and your students. 1

Social Studies Scenario

In the Social Studies Scenario, Mr. Diamond has identified 6 Enduring Skills for his 10th grade World History. To determine which Enduring Skill should be the focus of his Student Growth Goal, Mr. Diamond worked with his colleagues to develop an instructional module using the tools provided by the Literacy Design Collaborative. After teaching this module and reviewing data gathered from the mini-tasks, Mr. Diamond believed that the greatest need for his students was to grow in the skill of using evidence to support a claim. The data gathered informed his selection of this enduring skill.his next step is to determine a baseline for the enduring skill. 2

LDC Classroom Assessment

Next, Mr. Diamond developed an LDC Classroom Assessment that required students to gather evidence from provided primary and secondary sources to support a claim. In this scenario, Mr. Diamond uses documents from a released AP World History Document-Based Question (DBQ) to guide his development of the baseline assessment. 3

The Social Studies Rubric for Discussion document provides a glimpse of how Mr. Diamond used the LDC Argumentation Rubric, 6-12 to score student work. After deciding that the Enduring Skill, Use Evidence to Support a Claim, could best be measured using 3 of the 7 elements of the LDC Rubric, Mr. Diamond used his grade-band literacy standards to inform how he applied this rubric to student products. The use of LDC Demands, the scoring elements, and grade-level standards are noted in the blue boxes. The class scores for each of the three elements that comprise the enduring skill are provided in the green boxes. For example, in this scenario, 30% of students scored at a level 1 on Controlling Idea. 4

Baseline Data

Also provided in the Social Studies Scenario is a sample of baseline data from the LDC Classroom Assessment. This information was used to develop the Student Growth Goal for this teacher. 5Student Growth GoalFor the current school year, all of my 10th grade world history students in my 3rd block class will make measurable progress in the enduring skill, use evidence to support a claim. All students will move up at least 1 level in each of the three scoring elements and 75% of students will achieve at the 3 or higher level on the controlling idea, reading/research, and development areas of the LDC Argumentation Rubric.

As indicated in the Student Growth Goal, all students are expected to experience growth in the three elements of the rubric that support the identified enduring skill. In addition, 75% of students will obtain a level three or higher in each of these elements. 6

This scenario also provides a sample of scored work for student #18. The purpose of this sample is to demonstrate how the LDC rubric, after being modified and informed by content-specific standards, was applied to student work. As with the application of any rubric, this process should involve periodic calibration among colleagues. 7

Student #18

The Sample Rubric that was used to score student work and provide feedback to students in this scenario simply removes the 4 elements of the rubric that are not directly related to the enduring skill. This rubric is highlighted to indicate the baseline for student #18 in this scenario.8

As indicated on this rubric, student #18 scored a 2 in Controlling Idea, a 2 in Reading/Research, and a 3 in Development. Based on the student growth goal, this student would expect to grow at least 1 level in each of the elements during the 2014-15 school year.

Using this information, the student could begin the process of tracking their progress toward reaching proficiency for this enduring skill. As the teacher provides instruction and assessments throughout the year, this student could monitor progress through the collection of artifacts as part of their data notebook. 9