This document provides information about social studies assessments in Kansas for grades 6-12. It discusses the structure of the assessments, including the subjects and cognitive levels covered at each grade. It also addresses accommodations for English language learners and special education students. Suggestions are provided for preparing students, such as aligning curriculum to state standards and using various online and print resources.
The WISC-IV is an individually administered intelligence test for children published in 2003 as an update to previous versions. It yields an overall intelligence score and index scores in verbal comprehension, perceptual reasoning, working memory, and processing speed based on 10 core subtests. The test was standardized on a stratified sample of 2,200 children aged 6 to 16. It addresses some limitations of previous versions through improved sample representation, updated materials, and a focus on the CHC model of intelligence while still incorporating a general intelligence factor. Comparisons to other tests like the SB5 show many similarities in approach but some differences in subtests and composite scores.
The WISC-IV is an intelligence test for children that was updated in 2003 to address limitations of previous versions. It incorporates new subtests and indexes to better assess constructs like fluid reasoning and working memory. The changes aim to make it a more useful clinical tool by providing more diagnostic information through analysis of error patterns and strategies. It was also updated to align with newer achievement tests and address outdated norms and content. Validity and reliability were improved in most areas compared to prior versions through larger norming samples and correlations with other tests.
The document provides an overview of an algebra 1 class, including expectations, topics that will be covered, prerequisites, and vocabulary. It states that the class will cover the real number system, properties of real numbers, variables and expressions, the Cartesian coordinate system, linear equations and inequalities. It emphasizes that students should be proficient with fractions and know their multiplication tables.
This document is a table of contents and introduction to basic math topics including addition, subtraction, multiplication, division, and geometry. It provides examples of math problems for each topic and walks through the steps to solve them. Practice problems and answers are provided at the end to reinforce the concepts covered.
The document outlines an agenda and objectives for a session on data inference. The session will cover descriptive statistics, dispersion, aggregate data, asking the right questions and using the right graphics, and data inference. It will compare basic descriptive statistics and identify limitations, describe mistakes in analyzing average data, explain the purpose of data narratives, and evaluate research questions. The document provides examples of bad inferences from average data and outlines five points to consider in data inference, including that descriptive statistics don't tell the whole story, cutting the data can reveal more, statistical concepts require context, small samples can confound trends, and research questions shape inferences.
The WISC-IV is an individually administered intelligence test for children published in 2003 as an update to previous versions. It yields an overall intelligence score and index scores in verbal comprehension, perceptual reasoning, working memory, and processing speed based on 10 core subtests. The test was standardized on a stratified sample of 2,200 children aged 6 to 16. It addresses some limitations of previous versions through improved sample representation, updated materials, and a focus on the CHC model of intelligence while still incorporating a general intelligence factor. Comparisons to other tests like the SB5 show many similarities in approach but some differences in subtests and composite scores.
The WISC-IV is an intelligence test for children that was updated in 2003 to address limitations of previous versions. It incorporates new subtests and indexes to better assess constructs like fluid reasoning and working memory. The changes aim to make it a more useful clinical tool by providing more diagnostic information through analysis of error patterns and strategies. It was also updated to align with newer achievement tests and address outdated norms and content. Validity and reliability were improved in most areas compared to prior versions through larger norming samples and correlations with other tests.
The document provides an overview of an algebra 1 class, including expectations, topics that will be covered, prerequisites, and vocabulary. It states that the class will cover the real number system, properties of real numbers, variables and expressions, the Cartesian coordinate system, linear equations and inequalities. It emphasizes that students should be proficient with fractions and know their multiplication tables.
This document is a table of contents and introduction to basic math topics including addition, subtraction, multiplication, division, and geometry. It provides examples of math problems for each topic and walks through the steps to solve them. Practice problems and answers are provided at the end to reinforce the concepts covered.
The document outlines an agenda and objectives for a session on data inference. The session will cover descriptive statistics, dispersion, aggregate data, asking the right questions and using the right graphics, and data inference. It will compare basic descriptive statistics and identify limitations, describe mistakes in analyzing average data, explain the purpose of data narratives, and evaluate research questions. The document provides examples of bad inferences from average data and outlines five points to consider in data inference, including that descriptive statistics don't tell the whole story, cutting the data can reveal more, statistical concepts require context, small samples can confound trends, and research questions shape inferences.
Standards provide expectations for student learning. Benchmarks indicate what students should know at specific times. Indicators are measurable statements of skills or knowledge. Delta and star indicators refer to items that may be on state assessments. Codes like H7B3I5 refer to specific indicators for history at grade 7, benchmark 3, indicator 5. Deconstructing an indicator involves analyzing its main concept, cognitive demand, and embedded concepts to design lessons and assessments.
Measuring what we value - lyons and niblock presentationJonathan Martin
1) The document discusses ways to identify and measure qualities that are valued by educators and the public in schools, and suggests new ways to report achievement of these measures.
2) It provides a quick preview of new assessment tools designed to measure 21st century skills and describes the assessment practices of schools recognized as "Schools of the Future."
3) The document discusses challenges in using standardized test data and presents alternatives like developing "replica tests" based on released test items to allow international benchmarking and comparison.
This document discusses trends and implications for the future of education, including:
1) The world is becoming more digital, globalized, and unpredictable, making skills like critical thinking and adaptability more important.
2) Competition for spots at top colleges is intense, with acceptance rates under 5%. Colleges seek well-rounded students who excel academically.
3) The amount of information is doubling increasingly quickly, changing the nature of learning from acquiring discrete facts to developing lifelong skills and the ability to learn independently.
The document discusses developing a coherent assessment system that balances instructional needs with limitations of time, funding, and mandates. It aims to create an assessment matrix using the minimum necessary assessments to inform instruction across grades and subjects. Challenges include balancing teaching time with diagnostic needs, limited funding, identifying an affordable data system, and addressing state requirements. The document provides frameworks and principles for developing a coherent assessment approach focused on student learning.
The document discusses continuous and comprehensive evaluation (CCE) in education. It provides 3 key points about CCE:
1. CCE aims to evaluate students in both scholastic and non-scholastic areas throughout the instructional period rather than just at the end. It assesses academic as well as life skills, attitudes, and co-curricular activities.
2. Formative and summative assessments are used to provide feedback and summarize student achievement. Formative assessments are more frequent and guide teaching, while summative assessments are less frequent and summarize learning.
3. CCE follows a structured format with school-based evaluation comprising academic performance, work experience, attitudes, life skills
The document provides an overview of the Kindergarten Observation Form (KOF) and its use in assessing kindergarten readiness. It discusses how the KOF measures readiness across four domains using teacher observations and a parent survey. Results from multiple studies show the KOF is a valid predictor of later school performance. Data from the KOF have been used to identify factors linked to readiness, evaluate programs, and inform policies and investments to improve outcomes for children.
This document provides an overview of an ACT preparation course. It begins with an introduction and table of contents. It then covers what the ACT is, the different sections of the ACT, how the ACT is scored, and what will be covered in this preparation course. The course aims to improve scores through full-length practice tests, PowerPoint slides on content and strategies, and targeted exercises. Students are advised to take thorough notes, complete all assignments, and practice frequently in order to maximize their preparation.
This document discusses establishing priority expectations or "power standards" to focus instruction. It notes that trying to teach all standards and benchmarks would take 22 years. Instead, priority expectations should represent essential knowledge and skills students need for success. Criteria for identifying priority expectations include whether they provide enduring and transferable knowledge, readiness for the next grade, and success on state tests. Once established, priority expectations can be unpacked into clear learning targets to guide assessment and instruction.
Assessment in the Curriculum Design Process Peter Gow
This is a (longish) PPT deck (in PDF form here) has been my evolving script for school workshops on what assessment is, how to do it, and how to think about it. The slides by themselves are not so long a read and serve as kind of an intro–to–intermediate-level text.
This document presents on personalized learning through inquiry-based learning and McRel's 6-phase model in mathematics. It discusses how personalized learning enhances the learning process through goal setting, working on curiosities, and thinking creatively. The presentation covers goal setting, sharing curiosities, brainstorming goals, and symbiotic learning. It demonstrates stages of the learning process including becoming interested, committing to learning, focusing on new knowledge, practicing and rehearsing, and extending and applying knowledge. Examples discussed include concept mapping, research, statistics such as standard deviation, z-scores, correlation, and linear regression. Reflection on the learning process is also emphasized.
The Program for the International Assessment of Adult Competencies (PIAAC) is an international survey that measures adults' proficiency in key information-processing skills - literacy, numeracy, and problem solving in technology-rich environments. It is coordinated by the OECD and involved over 20 countries in its first round. PIAAC provides data on adults' skills and how they relate to social and economic outcomes. It assesses skills through background questionnaires and measures of literacy, numeracy, problem solving, and other domains. Results are reported by the OECD and participating countries to further understanding of adult skills and inform policy.
The Common Core State Standards were developed by the National Governors Association and the Council of Chief State School Officers to provide consistent, clear educational standards across states. They are designed to ensure students are prepared for college and careers. The standards focus on developing critical thinking, problem solving, research, and writing skills. Assessments will be administered throughout the school year via the Partnership for Assessment of Readiness for College and Careers to provide feedback on student progress. States adopting the Common Core Standards will work together on common assessments and performance standards.
International Longitudinal Study of Skills Development in CitiesEduSkills OECD
Social and emotional skills are powerful drivers of well-being and social progress. Children can learn some of these skills which would help them achieve long-term goals, work better with others and manage their emotions. While international research has come up with some measures that can help to improve teaching and parenting practices, they can be better conceptualised and validated.
Mathematics assessment in junior high school should focus on assessing student mastery of key standards through formative assessment. Formative assessment provides feedback to students to help them improve, and guides teacher instruction, rather than just checking learning. It is important to clearly communicate learning targets to students and use multiple, ongoing measures to evaluate student understanding over time.
The document provides a short guide for parents on assessment in the MYP at Mesa Middle School. It discusses the MYP philosophy of assessment, which focuses on what students know and can do with their knowledge. Assessments are criterion-referenced and aim to be performance-based and authentic. Formative assessments provide feedback to support learning, while summative assessments measure growth. At Mesa, assessments use 8-point scales instead of percentages, and progress is reported every 6 weeks instead of by quarter. Subject criteria are defined by the IB and converted to letter grades on semester reports. Rubrics are developed from grade descriptors to ensure consistent application. Final grades incorporate criteria levels from various assessment tasks completed over the course.
1) More than eight in ten young people (83%) have a video game console at home, and over half (56%) have two or more consoles.
2) Projections estimate the video game market will grow from $52 billion in 2009 to $86 billion in 2014, an increase of 9.4% growth per year.
3) Preliminary research suggests that playing video games may improve recall and problem solving compared to reading text or watching video, especially when the game emphasizes sensorimotor experience and identifying causal relationships.
This document provides resources and strategies for online learning. It discusses characteristics of effective online learning environments, including student choice, collaboration, and immediate feedback. Topics addressed include authentic problems, relevancy, mobile usability, feedback loops, microlearning, and essential elements. Assessment strategies, engaging students, and using technology to enhance lessons are also covered.
This document discusses how games and play can be used to create effective learning environments that are aligned with how the brain works. It notes that effective learning involves student choice, collaboration, problem-solving, and feedback. Games inherently include these elements and can help increase literacy and problem-solving skills. The document provides examples of educational games and simulations that engage students in authentic scenarios and sophisticated research. It encourages talking to students and learning more about how play can be incorporated into classrooms.
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Standards provide expectations for student learning. Benchmarks indicate what students should know at specific times. Indicators are measurable statements of skills or knowledge. Delta and star indicators refer to items that may be on state assessments. Codes like H7B3I5 refer to specific indicators for history at grade 7, benchmark 3, indicator 5. Deconstructing an indicator involves analyzing its main concept, cognitive demand, and embedded concepts to design lessons and assessments.
Measuring what we value - lyons and niblock presentationJonathan Martin
1) The document discusses ways to identify and measure qualities that are valued by educators and the public in schools, and suggests new ways to report achievement of these measures.
2) It provides a quick preview of new assessment tools designed to measure 21st century skills and describes the assessment practices of schools recognized as "Schools of the Future."
3) The document discusses challenges in using standardized test data and presents alternatives like developing "replica tests" based on released test items to allow international benchmarking and comparison.
This document discusses trends and implications for the future of education, including:
1) The world is becoming more digital, globalized, and unpredictable, making skills like critical thinking and adaptability more important.
2) Competition for spots at top colleges is intense, with acceptance rates under 5%. Colleges seek well-rounded students who excel academically.
3) The amount of information is doubling increasingly quickly, changing the nature of learning from acquiring discrete facts to developing lifelong skills and the ability to learn independently.
The document discusses developing a coherent assessment system that balances instructional needs with limitations of time, funding, and mandates. It aims to create an assessment matrix using the minimum necessary assessments to inform instruction across grades and subjects. Challenges include balancing teaching time with diagnostic needs, limited funding, identifying an affordable data system, and addressing state requirements. The document provides frameworks and principles for developing a coherent assessment approach focused on student learning.
The document discusses continuous and comprehensive evaluation (CCE) in education. It provides 3 key points about CCE:
1. CCE aims to evaluate students in both scholastic and non-scholastic areas throughout the instructional period rather than just at the end. It assesses academic as well as life skills, attitudes, and co-curricular activities.
2. Formative and summative assessments are used to provide feedback and summarize student achievement. Formative assessments are more frequent and guide teaching, while summative assessments are less frequent and summarize learning.
3. CCE follows a structured format with school-based evaluation comprising academic performance, work experience, attitudes, life skills
The document provides an overview of the Kindergarten Observation Form (KOF) and its use in assessing kindergarten readiness. It discusses how the KOF measures readiness across four domains using teacher observations and a parent survey. Results from multiple studies show the KOF is a valid predictor of later school performance. Data from the KOF have been used to identify factors linked to readiness, evaluate programs, and inform policies and investments to improve outcomes for children.
This document provides an overview of an ACT preparation course. It begins with an introduction and table of contents. It then covers what the ACT is, the different sections of the ACT, how the ACT is scored, and what will be covered in this preparation course. The course aims to improve scores through full-length practice tests, PowerPoint slides on content and strategies, and targeted exercises. Students are advised to take thorough notes, complete all assignments, and practice frequently in order to maximize their preparation.
This document discusses establishing priority expectations or "power standards" to focus instruction. It notes that trying to teach all standards and benchmarks would take 22 years. Instead, priority expectations should represent essential knowledge and skills students need for success. Criteria for identifying priority expectations include whether they provide enduring and transferable knowledge, readiness for the next grade, and success on state tests. Once established, priority expectations can be unpacked into clear learning targets to guide assessment and instruction.
Assessment in the Curriculum Design Process Peter Gow
This is a (longish) PPT deck (in PDF form here) has been my evolving script for school workshops on what assessment is, how to do it, and how to think about it. The slides by themselves are not so long a read and serve as kind of an intro–to–intermediate-level text.
This document presents on personalized learning through inquiry-based learning and McRel's 6-phase model in mathematics. It discusses how personalized learning enhances the learning process through goal setting, working on curiosities, and thinking creatively. The presentation covers goal setting, sharing curiosities, brainstorming goals, and symbiotic learning. It demonstrates stages of the learning process including becoming interested, committing to learning, focusing on new knowledge, practicing and rehearsing, and extending and applying knowledge. Examples discussed include concept mapping, research, statistics such as standard deviation, z-scores, correlation, and linear regression. Reflection on the learning process is also emphasized.
The Program for the International Assessment of Adult Competencies (PIAAC) is an international survey that measures adults' proficiency in key information-processing skills - literacy, numeracy, and problem solving in technology-rich environments. It is coordinated by the OECD and involved over 20 countries in its first round. PIAAC provides data on adults' skills and how they relate to social and economic outcomes. It assesses skills through background questionnaires and measures of literacy, numeracy, problem solving, and other domains. Results are reported by the OECD and participating countries to further understanding of adult skills and inform policy.
The Common Core State Standards were developed by the National Governors Association and the Council of Chief State School Officers to provide consistent, clear educational standards across states. They are designed to ensure students are prepared for college and careers. The standards focus on developing critical thinking, problem solving, research, and writing skills. Assessments will be administered throughout the school year via the Partnership for Assessment of Readiness for College and Careers to provide feedback on student progress. States adopting the Common Core Standards will work together on common assessments and performance standards.
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Social and emotional skills are powerful drivers of well-being and social progress. Children can learn some of these skills which would help them achieve long-term goals, work better with others and manage their emotions. While international research has come up with some measures that can help to improve teaching and parenting practices, they can be better conceptualised and validated.
Mathematics assessment in junior high school should focus on assessing student mastery of key standards through formative assessment. Formative assessment provides feedback to students to help them improve, and guides teacher instruction, rather than just checking learning. It is important to clearly communicate learning targets to students and use multiple, ongoing measures to evaluate student understanding over time.
The document provides a short guide for parents on assessment in the MYP at Mesa Middle School. It discusses the MYP philosophy of assessment, which focuses on what students know and can do with their knowledge. Assessments are criterion-referenced and aim to be performance-based and authentic. Formative assessments provide feedback to support learning, while summative assessments measure growth. At Mesa, assessments use 8-point scales instead of percentages, and progress is reported every 6 weeks instead of by quarter. Subject criteria are defined by the IB and converted to letter grades on semester reports. Rubrics are developed from grade descriptors to ensure consistent application. Final grades incorporate criteria levels from various assessment tasks completed over the course.
1) More than eight in ten young people (83%) have a video game console at home, and over half (56%) have two or more consoles.
2) Projections estimate the video game market will grow from $52 billion in 2009 to $86 billion in 2014, an increase of 9.4% growth per year.
3) Preliminary research suggests that playing video games may improve recall and problem solving compared to reading text or watching video, especially when the game emphasizes sensorimotor experience and identifying causal relationships.
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This document presents strategies for integrating historical thinking skills into social studies education. It discusses characteristics of effective learning environments that require students to solve problems, make choices, become experts, and receive ongoing feedback through collaborative and failure-tolerant means. Reading, writing, communicating, and standards/assessments have changed. Strategies include using frameworks like C4 to collect, collaborate, create and communicate; tools like Google Maps and Street View; and having students ask compelling questions and make evidence-based claims.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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18. cognitive demand main concept
(K) describes the reasons for the Exoduster movement from the South to
Kansas (e.g., relatively free land, symbol of Kansas as a free state, the rise
of Jim Crow laws in the South, promotions of Benjamin “Pap” Singleton.
embedded concepts
19. Deconstructing the Indicator
Indicator:
Main Concept(s): Embedded Concept(s):
Three Story Intellect What researched based classroom activities will be used to
GATHER (1) PROCESS (2) APPLY (3)
-describes -compares -evaluates
teach the cognitive demand and concept?
-recalls -contrasts -imagines
-tells -interprets -predicts
-lists -explains -speculates
how/why
-identifies -hypothesizes
-classifies
-defines -generalizes
-cause/affect
-recognizes -concludes What research based reading strategies can you use to teach the
-infers
-knows -problem solves indicator?
-distinguishes
-observes -uses
What assessment questions will you ask to see if students have mastered the cognitive
demand and knowledge? Does this assessment question match the cognitive demand
category?
20. Deconstructing the Indicator
(A) compares characteristics of traditional, command, market, and mixed economies on the
Indicator: basis of property rights, factors of production and locus of economic decision making (e.g.,
what, how, for whom).
Main Concept(s): Embedded Concept(s):
Impact of economic systems;
•Owner v. worker; market policies; lotus of control;
tenants of each system
Level of Cognitive Demand required by the
2 What researched based classroom activities will be used to
GATHER (1) PROCESS (2) APPLY (3) teach the cognitive demand and concept?
-describes -compares -evaluates
-recalls -contrasts -imagines Hold a Socratic seminar debating pros and cons of each market
-tells -interprets -predicts system
-lists -explains -speculates
how/why
-identifies -hypothesizes What research based reading strategies can you use to teach the
-classifies indicator?
-defines -generalizes
-cause/affect
-recognizes -concludes Create a word wall with vocabulary terms found in reading
-infers passages related to each type of market system.
-knows -problem solves
-distinguishes
-observes -uses
What assessment questions will you ask to see if students have mastered the cognitive
demand and knowledge? Does this assessment question match the cognitive demand
category?
Performance Assessment: Create political cartoons that humorously depict two of the economic systems.
Formative: which statement best exemplifies a command economy?
21. Five levels of performance
• Exemplary
• Exceeds Standards
• Meets Standards
• Approaches Standards
• Academic Warning
30. Perceived purpose
Measure individual students
Measure individual teachers
31. Perceived purpose
Measure individual students
Measure individual teachers
Original purpose
Measure district ability to improve student
learning
Encourage focus on standards
35. All students in 6th / 8th / 11th
grade will take assessment
• General Assessment
• General Assessment with
Modifications
• Alternate Assessment
• KAMM
36. All students in 6th / 8th / 11th
grade will take assessment
• General Assessment
• General Assessment with
Modifications
• Alternate Assessment
• KAMM
37. Assessment will consist of Multiple
Choice / Single correct answer
questions
Civics/Gov 15%
Economics 15%
Geography 15%
All History Areas 50%
39. 6th Grade
24 tested indicators / 48 questions
Civics/Gov 8 questions
Economics 8 questions
Geography 8 questions
All History Areas 24 questions
40. 8th Grade
30 tested indicators / 60 questions
Civics/Gov 10 questions
Economics 10 questions
Geography 10 questions
All History Areas 30 questions
41. High school
30 tested indicators / 60 questions
Civics/Gov 10 questions
Economics 12 questions
Geography 10 questions
All History Areas 28 questions
42. High school
Two assessments
• US & Kansas focus
• World focus
• 30 questions per assessment
• Can give as one test
46. Questions will assess
• Knowledge base
“recognize & recall”
• Application base
“interpret, analyze, problem solve,
make informed decisions, & impact
civic participation”
47. . . . at different percentages
Knowledge Application
6th grade 65% 35%
8th grade 50% 50%
High School 35% 65%
48. • Four forms of test at each grade
level
• More primary sources at every
level
• More graphic organizers
• Focus on global economics
74. Future
May take test only once
• Score probably travels with student if
banked
• “Traveling” score will probably NOT
count for QPA or Standard of
Excellence
75. Future
• Will probably count for
participation
• “Mobility” issues are being
discussed / final guidelines out in
May 2008
88. G r ade F oc us
K Self
1 Families
2 Then and Now (Past and Present)
3 Communities (Local History )
4 Kansas and Regions of the United States
5 United States History (Beginnings to 1800)
6 World History (Ancient and Medieval
C i v i l i z ati o ns )
7 Semester 1 – World Geography
Semester 2 – Kansas History and
G o v e r n m e nt
8 United States History (1800 – 1900)
High Schoo l World History (Re n a is sa n c e to present)
-and -
United States History with Kansas History
integrated into coursework (1900 to
present)
-and-
Civics-Governmen t
89. “Was the New
Deal really
new?”
“How does where “Why are some
we live impact The Great Depression people poor and
who we are?” others rich?”
“Can the
government
really impact
society?”
90. History “Was the New Geography
• leaders • drought
Deal really
• New Deal • soil conservation
• “Grapes of Wrath”
new?” • migration
“How does where “Why are some
we live impact who The Great Depression people poor and
we are?” others rich?”
Government “Can the Economics
• social reforms government • supply/demand
• public policy really impact • subsidies
• “court packing” society?” • welfare
91.
92. Use KSDE Social Studies
page
www.ksde.org
Flip charts,
resources,
standards,
assessment info
93. Use Flip Charts
to align
instructional
Bloom’s levels
to indicator
levels
94. • Focus on verbs in indicators / what
are kids’ brains doing?
• Primary sources
• Mental maps / Google Earth
• Word walls