BPS Social Studies CAT February 11, 2016

Today’s Connector Data Conversation 1.How does MEAP/M-Step and ACT/SAT data inform your instruction? How do you review this data at your school? 2.As you prepare for new students (fall/trimester), what incoming student data do you review as you prepare social studies instruction? 3.Do district (not state or national) common social studies assessments exist at your level? If not, how about school level common assessments? How is that data monitored and used collaboratively? 4.Are expectations for mastery/achievement the same in all classrooms teaching the same content? Why or why not?

Curriculum Action Team Tasks Tasks Completed Tasks Remaining  Draft Vision  Review of K-12 Programs  Review of C3 Framework (Standards)  Review of Data  Content Standards Prioritization  Draft Assessment Plan  Unit Overviews  Materials Review  Professional Learning Plan Goals for Today

Refining the Vision  January 13 th CAT  Each person selected the most important statements  Each table tallied the number of selections per table  Bill tallied all tables and rank ordered the statements based on the number of tallies.  Today (15 Minutes)  At your table, review the items assigned to you. Make sure each statement is clear and concise.  Combine or eliminate any repetitive items.  Have one master copy of edits at your table.  Turn in your edits to Bill.

Data Review  M-STEP Grades 5, 8, and 11  ACT Grade 11  AP (high School)

M-Step Same as MEAP Different from MEAP  Based on GLCEs and HSCEs  Items drawn from existing bank  Individual Student Reports  Accountability (2016)  No Item Analysis Report  No Released Items  No Standard’s Reports for District or School (only Individual)  No Accountability (2015)

M-Step Sample Items  Sample Booklets (5, 8, 11)  On-Line Practice Tests The M-STEP Spring 2016 Preview must be used in Google Chrome. Copy and paste this link into Google Chrome… Click on the 2016 Preview Link, you will then need to click to sign on. Once on the sign in page, use the username and password displayed on the screen to log in.

M-Step Sample Items  What surprised you?  What has you wondering?  What skills are needed to answer items successfully?  How well does our curriculum prepare students for these types of tasks?

Oakland County Top Performing Districts 5th Grade 1. Troy (53) 2. South Lyon (46) 3. Novi (45) 4. Berkley/ Bloomfield Hills (43) 5. Rochester (42) 6. Walled Lake (39) 7. OS (36) 8. Royal Oak (35) 9. BPS (34) Oakland Cty (31) 8 th Grade 1. Novi/ Rochester (58) 2. Lake Orion (53) 3. BPS (52) Oakland Cty (40) 11 th Grade 1. Novi (77) 2. South Lyon /Troy (69) 3. Bloomfield Hills (67) 4. Lake Orion (67) 5. Rochester (64) 6. Holly/Avondale (60) 7. Royal Oak (59) 8. BPS (58) Oakland Cty (52)

Number of Students taking Social Studies AP Exams GROVES SEAHOLM SS AP Exams Total AP Exams % SS % % % % SS AP Exams Total AP Exams % SS % % % %

Combined Data Students taking SS AP Exams %SSPercent Proficient (3 or above) National Average of Students scoring proficient (ALL SUBJECT AREAS) Percent Highly Proficient (4 or above) %77%60%50% %72%61%41% %71%61%41% %68%61%40%

AP Average Data 1

AP Average Data 2

AP Average Data 3

Are BPS Students Achieving? Think/Pair/Share  What part of this data review is helpful to you?  What kind of data are missing from this story?  Are BPS students achieving in SS? How do we know?

Assessment Options

Supporting SS Implementation 1. Describe what you will be able to observe in the district five years from now. (detailed and realistic) 2. Describe what you will be able to observe in the district a year from now. (connected to response from above) 3. What evidence will you collect? How will you collect it? When will you collect it? 4. What supports and structures need to be put in place in order for this system to be a reality?

Prioritizing Standards

Determining C, I, or F CRITICAL  Mastering this standard is essential for success in future coursework and life.  This standard is part of a bigger conceptual picture, essential question, and big idea in social studies.  Go deep with this standard (Inquiry) and design quality authentic assessment tasks around it. IMPORTANT  This standard supports a big idea or concept, but does not require the same depth of understanding.  It is easier to measure mastery of this concept/skill. FAMILIAR  This standard can be addressed through reading, viewing, and exposure.  This standard will not be assessed as rigorously as C and I standards.

Standards Prioritization  We will use the current Grade Level Content Expectations and High School Content Expectations.  Determine if a standard is C=Critical, I=Important, or F=Worth being Familiar  As a grade level or course, review each standard, discuss and assign a level of priority (C,I,or F)  Keep a master copy for your grade/course and give to Bill.

Inquiry Design Model Templates for Unit Design with C3 in Mind

Inquiry Design Model  Find models from other states that look interesting.  What do you notice and wonder?  What would this look like at our district level?

Inquiry Design Model

Unit Design  What are the big ideas for your course?  Big ideas are…  Major concepts  The most important ideas  Relevant to life  What are the essential questions for your course?  Essential questions are…  Timeless (kindergartener to 100 year old)  Relevant (why learn this)  Elicit curiosity (inquiry)  Not easily answered, and not yes or no questions