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Cultivating Strong Civic Purpose

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Presentation on theme: "Cultivating Strong Civic Purpose"— Presentation transcript:

1 Cultivating Strong Civic Purpose
Bellevue School District Patty Shelton – K-12 Social Studies Developer Amber Anderson – Elementary Instruction Technology and Curriculum Leader

2 Back Story Collective district vision for students to engage with community District Positive & Productive Life Initiative Academic shift with the C3 Framework “Students need the intellectual power to recognize societal problems; ask good questions and develop robust investigations into them… and communicate and act upon what they learn.” State and District Graduation Requirements Change WA State Civics Initiative endorsed and affirmed mission Multiple initiatives: Equity & SEL Inspiration for C to C District initiative of “Positive and Productive Life” District Level Team: Counselors, Teachers, Principals, Developer & Community members to create vision Graduation Requirements increased from 2.5 Years of SS to 3.0. WA State Civics Initiative provided endorsement and affirmation of our goal

3 Bellevue School District Instructional Initiatives
Preparing students for a positive and productive life through the development of interpersonal skills and a commitment to the community. Three years ago, the life piece was introduced; that is where SEL lives. These are the district initiatives and where SEL lives in BSD.

4 Cultivating Civic Purpose Journey
Defined district mission for K-12 Program Examined existing curriculum for untapped civics learning opportunities Crafted essential questions themed to existing curriculum Facilitated teacher conversations Connected with local, national and international communities and service organizations for authentic engagement Collected civics learning data Fostered a sense of agency in students Embedded manageable service learning into instruction Critically examined existing curriculum for untapped civics learning opportunities Developed civics focused essential questions themed to existing curriculum Facilitated teacher conversations for building civics focused instruction Developed connections with the local, national and international communities and service organizations for authentic engagement Collected data of student learning of civics Fostered a sense of agency in students Embedded manageable service learning into instruction

5 Bellevue School District Commitment to the Community Mission Statement
Progressing developmentally from elementary to high school, each and every student will understand the elements, interdependence and connectivity of their personal and broader communities. (Civics Knowledge) Furthermore, each and every student will responsibly serve their personal and broader communities by committing their energy, time and talents. (Civics Engagement) A team consisting of administrators, teachers, counselors and community drafted and redrafted this definition over the period of a year specifically for Bellevue School District students.

6 Necessary Instructional Shifts
C3 Framework – Civics Standards Teach teachers to use the C3 Framework for developing student goals and examining how the Inquiry Arc leads to students taking action. This is critical as the C3 Framework will become our state standards. Inquiry Arc

7 Cultivating Untapped Civics Learning Opportunities
EQUITY Civics Curriculum-knowledgeable teachers studied the C3 Framework to critique current curriculum Teacher teams developed civics focused lessons from current lesson using the C3 Framework & Inquiry Arc Teacher teams incorporated Service Learning Facilitate through release days and paid summer work

8 Primary Essential/Driving Questions
Grade Kindergarten Grade 1 Grade 2 Social Studies Theme Me and My World My School & Family My Community Question What feelings can I have each day? How can I help my school and family? What makes a community? How can I work and play with others? What positive civic behaviors do I see in myself? How can we improve our community?

9 Intermediate Essential/Driving Questions
Grade Grade 3 Grade 4 Grade 5 Social Studies Theme My Community & Beyond Washington State History US History Through Founding Documents Question What do I bring to my community? What is essential for communities to thrive while protecting individual freedoms? What qualities does an upstanding productive citizen possess? What are the benefits of our cultural contributions? What makes a community successful? What impact can individual citizens make in their community? Why is it important for me to be involved in my community? What can collective citizenship accomplish?

10 Essential/Driving Questions
Grade 6 7 8 Course Content Western World Eastern World U.S. History thru Civil War Driving Questions What does it mean to be an informed global citizen? What challenges do communities face? How can being an informed global citizen help to improve sustainability?  How do communities address the challenges that affect their water systems in a sustainable way? What does it mean to be an American citizen? Additional Essential Questions under development.

11 Kindergarten: What’s in my neighborhood?
Essential/Driving Question: How can I work and play with others? Evolved To This! Started With This . . Inviting Students to Solve Problems Taking on a Role Note: Explain how the SEL & SS curriculms connect with the Driving Questions. Celebrating Civic Learning Collaborating to Solve Problems

12 Grade 1 - School Rules Lesson
Essential/Driving Question: What positive, civic behaviors do I see in myself? Evolved To This! Started With This . . .

13 Grade 6 – Human Geography
Essential/Driving Questions: What does it mean to be an informed global citizen? What challenges do communities face? Started With This . . Evolved To This! Culminating Field Trip

14 Grade 7 Driving/Essential Question: How do communities address the challenges that affect their water systems in a sustainable way? Started With This . . Evolved To This! 1 Secondary School Raised $3000 for Water 1st International

15 Building Agency Kindergarteners see themselves having a responsibility to a community. 3rd Grade students are leading Cultural Nights at their Schools 6th Grade students are positively contributing to local and global communities. Quotes from Tyee 6th Graders: I am most proud that we worked together to inspire change! I hope this project continues for years to come so more 6th graders can make a change and so I can help my younger sister with it. I am proud that even though I lost my USB with my project, I still remembered everything about my goal and my project so I could teach the adults last night. I am proud that I taught an adult about Amazon Smile and he is going use that to continue to support Global Goals.    Quotes from Tyee 6h Graders: I am most proud that we worked together to inspire change! I hope this project continues for years to come so more 6th graders can make a change and so I can help my younger sister with it. I am proud that even though I lost my USB with my project, I still remembered everything about my goal and my project so I could teach the adults last night. I am proud that I taught an adult about Amazon Smile and he is going use that to continue to support Global Goals.

16 High School Service Opportunities
Started With This . . . Evolved To This! All community service hours are for non-profit organizations Students must use X2VOL to register for hours; perform service; service is verified by provider

17 High School Service Reflection
Agency Contact Reflection Student Reflection Prompts

18 Authentic Engagement and Service
Elementary Middle High Work with community members to improve school community: Improve school rules School grounds improvement Letters to community members Individual and collective citizenship study Middle school students work with local service organizations with wider impact: Medical Teams International Cascade Water Alliance Students learn about the 17 Global Goals for Sustainable Development through: Global Giving Living on One Salam Neighbors AND serve one of the 17 Sustainable Goals. Students self-select service opportunities, how they can give and feel fulfilled through X2VOL 9th Grade Social Studies teachers help students reflect on their self-selected service commitment three times a year. Build connections to the local, national and international communities for authentic engagement and service

19 Engaging ALL Teachers in the Instructional Shift (How)
Invited all teachers to engage in pilot – Everyone can join, at any point Reached out to Site-Based Curriculum Leaders to cultivate interest and leadership in their schools Developer provided personalized support to ensure Civics lessons were accessible Professional Development focused on C3 and Inquiry Arc Developer visited classrooms piloting civics lessons Teachers piloted and provided feedback Teacher teams revised based on feedback

20 Journey…. Not the Destination
Goals Consistent Pre- and Post-Civics Assessments with Essential Questions Developing greater opportunities for Student Voice Worked to incorporate Social Emotional Learning, Culturally Responsive Teaching and Learning and Equity Continued Challenges Instructional Shift – getting everyone on board Technical aspects of changing Student Information Systems Goals: Currently have drafts of Pre and posts for K-8, but would like to continue to refine/review

21 Community Partnerships

22 Next Steps Thread service component throughout school year instead of culminating event Civics standards integrated through all social studies learning Shift from what do we want them to know? to Who do we want them to be?

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