BPS Social Studies Curriculum Action Team January 13, 2016

Introductions and Connector: Think, Pair, Share Hello! Introductions and Connector: Think, Pair, Share What is/are the biggest shift(s) that we need to make regarding our social studies curriculum/pedagogy?

Goals For Today Review the role of our Curriculum Action Team/Timeline Complete HS sharing of our K-12 narrative Review our draft vision statements/Core values Develop a deep and comprehensive understanding of the C3 Framework and standards Review assessment data Determine what student data would we like and develop an assessment plan for our new curriculum implementation (Work groups will create them if necessary)

Norms Listen fully and respectfully. Balance your perspectives (K-12 and grade specific). Hold confidentially the experiences and revelations of others with care. Monitor your personal technology. Be responsible for your impact on the room. Work to build consensus. Have Fun!

Let’s review our work from last time. 1. Reminders Let’s review our work from last time.

Timeline

Core Values Strategic Plan BPS Learner Profile C3 Framework Character Education 11 Principles Social Emotional Learning Standards

Our BPS Narrative K-8 Shared the experience of students as they complete social studies each year HS share What do you notice and wonder?

A Draft Vision for BPS Social Studies

Vision How well do these vision statements reflect our core values and beliefs? What revisions are needed?

What is the status of standards development? 2. New Standards What is the status of standards development?

Michigan SS Standards Update

C3 Framework Dimension 1. Developing Questions and Planning Inquiries Dimension 2. Applying Disciplinary Concepts & Tools Dimension 3: Evaluating Sources and Using Evidence Dimension 4: Communicating Conclusions & Taking Informed Action

Activity 1 Appendix E: Scholarly Rationale for the C3 Framework (p.82-91) Table Jigsaw Everyone at the table reads p. 82-83 (stop at Importance of Questions) #1 Reads p. 83- top of 85 (The Importance of Questions & Questions as Problem Solving Spaces) #2 Reads p. 85-86 (Investigative Practices and Problem Solving & Economic Thinking) #3 Reads p. 86-88 ( Geographic Thinking & Historical Thinking) #4 Reads p. 88-89 (Civic-Minded Thinking & Evidence as Understanding) #5 & #6 Read p. 89-91 (Working Collaboratively to Show Understanding, Progressions in Socio-Cultural Understanding, & Understanding Civic Engagement As you read, identify the core ideas in your section to share with the table. Also, ponder the questions… How well are currently addressing these ideas? What implications will this have on our program? Take turns discussing each section as each member shares out, don’t forget to discuss the first section that everyone read.

Activity 2 Dimension 1: Developing Questions and Planning Inquiries (p.23-27) Take 5 minutes to read and 10 minutes to discuss. What are we doing well? What will be new or will need a new focus or shift?

Activity 3 Dimension 2: Applying Disciplinary Concepts & Tools Two tables will review one content area (Civics, Econ, Geography, History) The tables will coordinate to design a poster presentation highlighting the similarities to what we are currently doing and anything new or different that will require a change in focus.

Activity 4 Dimension 3: Evaluating Sources & Using Evidence (p. 53-57) Take 5 minutes to read and 10 minutes to discuss. What are we doing well? What will be new or will need a new focus or shift?

Activity 5 Dimension 4: Communicating Conclusions & Taking Informed Action (p. 59-64) Take 5 minutes to read and 10 minutes to discuss. What are we doing well? What will be new or will need a new focus or shift?

C3 Conclusion Activity 5 Dimension 4: Communicating Conclusions & Taking Informed Action (p. 59-64) Take 5 minutes to read and 10 minutes to discuss. What are we doing well? What will be new or will need a new focus or shift?

What does our current data tell us? 3. DATA What does our current data tell us?

M-STEP 5th Grade Social Studies Proficiencies

M-STEP 5th Grade Social Studies Demographic Proficiencies

M-STEP 8th Grade Social Studies Proficiencies

M-STEP 8th Grade Social Studies Demographic Proficiencies

M-STEP 11th Grade Social Studies Proficiencies

M-STEP 11th Grade Social Studies Demographic Proficiencies

ACT SS Reading Proficiency

ACT SS Reading Demographic

BPS SS AP % Participation

BPS AP % Taking Test

BPS SS AP % Proficient on Test

BPS SS AP Demographic

Assessment Dialogue: A conversation to gain insight and understanding, but doesn’t result in decisions. Versus Discussion: A focused conversation to build consensus towards making a decision. What means currently exist to provide evidence of learning in Social Studies? What would we most like to know about student understanding of Social Studies? What might be some new ways for students to demonstrate Social Studies proficiency? How are we currently using data to improve learning? What improvements might we make?

Assessment Article Jigsaw What three points in this article resonated with you or left you with questions? How might ideas presented in the articles guide our thinking around Social Studies related assessments?

Assessment What baseline data might we collect this year and or next year in preparation of implementing a new/revised curriculum? What data could we bring to our next meeting? What should the role of formative data be in social studies?

Templates for Unit Design with C3 in Mind 4. Inquiry Design Model Templates for Unit Design with C3 in Mind

Inquiry Design Model http://www.c3teachers.org/

Inquiry Design Model

Inquiry Design Model

Inquiry Design Model

Did we meet our goals for today? How did we do with the norms? 5. Reflections Did we meet our goals for today? How did we do with the norms?

Goals For Today Review the role of our Curriculum Action Team/Timeline Complete HS sharing of our K-12 narrative Review our draft vision statements/Core values Develop a deep and comprehensive understanding of the C3 Framework and standards Review assessment data Determine what student data would we like and develop an assessment plan for our new curriculum implementation (Work groups will create them if necessary)

Norms Listen fully and respectfully. Balance your perspectives (K-12 and grade specific). Hold confidentially the experiences and revelations of others with care. Monitor your personal technology. Be responsible for your impact on the room. Work to build consensus. Have Fun!

Thanks! Any questions? Next Meetings… February 11 8:30-3:30 @ EAC-Hawthorn/Sycamore March 9 8:30-3:30 @ EAC-Hawthorn/Sycamore