1. BPS Social Studies CAT
March 9, 2016

2. Today’s Connector Quick Conversations Choose one or more…
What are the big take-aways from the C3 Framework that you want us to include in our work?
Why use common assessments? How can they be used creatively?
What are two or three of the most critical things that students learn in your social studies classroom? How do you assess them?

3. Our 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!

4. Curriculum Action Team Tasks
Tasks Completed
Tasks Remaining
Draft Vision
Review of K-12 Programs
Review of C3 Framework (Standards)
Review of Data
Draft Content Standards Prioritization
Draft Assessment Plan
Revise Content Standards Prioritization
Revise Assessment Plan
Draft Unit Overviews
Materials Review
Professional Learning Plan
Presentations and Approvals (by Nov. 2016)
Goals for Today

5. Refining the Vision

6. Draft Assessment Plans
As you review the draft for each level…what do you notice? What do you wonder?
To what level is there consistency in assessment approaches across the grades? How will this impact students?
How would you like to address the C3 Framework in our assessment plan?

7. Draft Assessment Plans

8. Unit Design and Assessment Models
Templates for Unit Design with C3 in Mind

9. Inquiry Design Model http://www.c3teachers.org/
Find models from other states that look interesting.
What do you notice and wonder?
What could this look like at our district level?
What recommendations do you have for work groups regarding inquiry units?

10. Inquiry Design Model

11. Inquiry Design Model

12. Inquiry Design Model

13. Unit and Assessment Options
Visit Websites to Explore Options Links for C3 Inquiry Units C3 Models New York C3 Inquiries (look at multiple grades for relevant content) PBL in Kindergarten gives.html

14. Kahoot Quiz
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15. Determining C, I, or F IMPORTANT (Less Time & Focus)
CRITICAL (Most Time & Focus)
Mastering this standard is critical for success in future coursework and in life.
This standard is a major part of a larger conceptual picture, essential question, and/or big idea in social studies.
Achieve the highest depths of knowledge with this standard (build inquiry) and design quality, authentic assessment tasks around it.
IMPORTANT (Less Time & Focus)
This standard supports a big idea or concept, but does not require the same depth of knowledge as a critical standard.
Not as much is required to demonstrate mastery of this concept or skill.
FAMILIAR (Least Time & Focus)
This standard can be addressed through reading, viewing, and exposure.
This standard will not be assessed as rigorously as critical and important standards.

16. Standards Prioritization Trajectories
Build consistency across content strands/disciplines within Social Studies.
Ensure that standards that are foundational to critical and important standards are critical.
Check the state assessable standards, if we marked them as important or familiar then review them for consensus.
Teams:
K-4 (HS Econ and Gov’t First)
US History Grades (HS Econ and Gov’t Second)
World History and Geography Grades (HS Econ and Civics Third)

17. Units of Study (Overviews)
Without considering what you currently do, review your standards and determine possible unit titles.
Will there need to be a sequence for the units or are they free flowing?
Will there be thematic, chronological, or other formats for units? What is ideal?
What is the possible pacing? (rough ideas)

18. Unit Design What are the Essential Understandings 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

19. Selecting Standards
Select the standards that could fit into this unit. Which are critical, which are important, and which are worth being Familiar?
Consider the C3 Standards.
Consider Social and Emotional Learning Standards

20. Assessment Plans (for workgroups)
What assessment recommendations would you like to make for each unit?
Any good formative resources for work groups to consider?
What additional assessments will be needed? (Essays, Portfolios, Performance Tasks, etc.)
Be specific with a name for the assessment, when the assessment would be given and how the data will be collected/used.
Consider common final exams, interim assessments, or even formative assessments.
They can be very targeted and small or comprehensive.

21. Our 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!

22. Curriculum Action Team Tasks
Tasks Completed
Tasks Remaining
Draft Vision
Review of K-12 Programs
Review of C3 Framework (Standards)
Review of Data
Draft Content Standards Prioritization
Draft Assessment Plan
Revise Content Standards Prioritization
Revise Assessment Plan
Draft Unit Overviews
Materials Review
Professional Learning Plan
Presentations and Approvals (by Nov. 2016)
Goals for Today

23. Next Steps May 12th Review of Resources
Let Bill, Laura, and Mike know if you have leads on products.
After School?
Summer?