Mapping Out a Plan for STAAR/EOCs
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Transcript of Mapping Out a Plan for STAAR/EOCs
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Mapping Out a Plan for STAAR/EOCs
Tina MelcherLead Curriculum Specialist Social Studies K-12
Renee BlackmonInstructional Coach Secondary- Social Studies
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Objective Today
To share Round Rock ISD’s implementation plan for new
Social and EOCs
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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 TEKSBundling of TEKSConceptual ViewEssential QuestionsVocabularyLessons & ResourcesBenchmarksLocal AssessmentInstruction
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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 TeacherLiz Del Garza
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Round Rock ISD
Tina MelcherLead Curriculum Specialist K-12 Social Studies
Renee BlackmonInstructional Coach Secondary- Social Studies
.