1. Turn to a partner and discuss!
What are you eating?
When do you think the dessert you are eating was created/invented?
Where do you think your dessert was invented?

2. Created by Smith Kendon
Ice Cream on a Stick
Created by Pharmacy Owner Chris Nelson- 1920, Pantened by Good Humor in 1923
United States
Mint Candy
Late 1780’s
Created by Smith Kendon
London, England
Neopolitan Style
Late 1880’s
Italian-American Immigrants from Naples, Italy
Drumstick
1931
Texas
Ice Cream Sandwich
1905: Jersey Shore
1963: Patened in NJ

3. Turn to a partner and discuss!
What else do you think was going on when your dessert was created/invented?
What was life like back then? Does this dessert bring back memories for you personally?
Do you prefer the type of dessert you are eating or that someone else is eating in the room?
What other pieces of evidence do you think you need in order to find out information about your dessert that is reliable?
What do you think these types of desserts look like in other parts of the world if they exist?

4. What did I just do?
Turn discuss and then share!

5. Secondary Social Studies for Building Leaders

6. Why are we meeting today?
To clearly articulate a vision for teaching and learning social studies as aligned to SCSD focus areas and assist building leaders in understanding the fundamental changes to social studies instruction and assessment that the RLH curriculum provides for student success. .
How are we going to obtain the information today?
Perform a basic task from the RLH Secondary SS Curriculum to understand what should be taking place in a social studies classroom and collaborate together to find common understandings of "Look For's“ in social studies classrooms across all grade 6-12 classrooms.  
What are we going to do today?
Examine the RLH curriculum and how it is aligned to the greater initiatives of the school district and identify best practices as aligned to the Danielson Rubric and new assessments in social studies.

7. OUR VISION
SCSD Social Studies students will empathize, analyze, and organize, in order to realize positive change in our community, our country, and the world.

8. THE SCSD SOCIAL STUDIES GRADUATE WILL BE ABLE TO:
Understand their own history and culture and the history and culture of others
Value and respect the perspectives of others
Examine the past to understand the present
Investigate community and world issues analytically, thoroughly, and objectively
Express informed opinions and perspectives confidently
Participate actively in our social, political, and economic systems to achieve positive change
Create innovative solutions to personal, community and world problems
Take informed action to promote political, economic, and social justice

9. Social Studies Today

11. Social Studies Practices

12. SOCIAL STUDIES INSTRUCTIONAL SHIFTS OF PRACITCE
Asking Compelling Questions
Shift 2: Evaluating Primary and Secondary Sources
Shift 3: Communicating Conclusions
Shift 4:
Taking Informed Civic Action
Student Friendly
Relevant
Requires students to make an argument
Close Reading
Sourcing
Contextualization
Corroboration
Essay writing
Multimedia presentations
Digital technologies (PL)
Action includes something measurable that has impact on society
Common Core Learning Anchor Standards addressed:
 R1-10, W1,2,7-10, SL1
Common Core Learning Anchor standards addressed: R1, W7, SL1.
Common Core Learning Anchor Standards addressed:
  R1, W1-8, SL1-6

13. The RLH Curriculum as a tool for student engagement, content literacy and disciplinary literacy….

14. Student Engagement & Relevance Disciplinary Literacy
Social Studies Instructional Focus, RLH Curriculum
and Danielson “Look For’s”
Core Instructional Action 1:
Student Engagement & Relevance
Core Instructional Action 2:
Content Area Literacy
Core Instructional Action 3:
Disciplinary Literacy
Purpose
We aim to foster student engagement through inquiry, relevant content, and taking informed action.
We aim to engage students in analyzing sources and using evidence to create social studies claims and arguments.
We aim to support student development of specific social studies disciplinary practices.
Action
We will create relevant learning experiences that promote student engagement, critical thinking, and students taking action to effect positive change.
We will create learning experiences that engage and support students in analyzing authentic sources to create and defend arguments.
We will create learning experiences that overtly integrate specific Social Studies Practices into instruction.
“Look Fors” in lesson planning and instruction
Plan lessons centered on compelling and essential questions in lesson plans. (1e)
Use compelling and essential questions
to drive class activities. (2b, 3a, 3b)
Use culturally relevant examples and current events to fuel engagement and connect to student interest. (1a, 1b)
Engage students in collaborative work groups. (1e, 3c)
Create opportunities for students to generate questions. (3c)
Use higher order questioning techniques. (3b)
Ask students to apply their knowledge and skills to current issues and situations. (3a, 3c)
Use a variety of high quality source(s)/text(s) in class activities (maps, charts, audio/video, text, etc.). (1a, 1d)
Engage students in the analysis of authentic sources. (1a, 1c)
Employing district-wide content-area literacy strategies and protocols. (3c, 3e)
Create activities that ask students to draw meaning from documents and authentic sources. (1e, 3c,)
Ask students to create social studies- based claims and arguments based on evidence. (1c, 1f, 3d)
Use rubrics to assess and to guide student self-assessment. (1f, 3d)
Engage students in complex instructional tasks and student activities that target specific social studies practices and skills. (1a, 1c, 1e, 3a, 3c)
Use and unpack learning targets that incorporate specific social studies practices. (1c, 3a)
Assess students’ mastery of specific social studies practices (skills) as well as social studies content. (1f, 3d)
Social Studies Practices defined by NYS include: Gathering, Using, and Interpreting Evidence; Chronological Reasoning & Causation; Comparison & Contextualization; Geographic Reasoning; Economics and Economic Systems; Civic Participation

15. Why RLH; and how do I as a Building Leader benefit from this?
The work that we do here today helps you become Highly Effective Building Leaders!
Instructional Leadership 1: Establish and implement a shared vision for success
Big Concept
Highly Effective
Develop and implement vision of shared success
Partners with stakeholders to develop, review, and adjust vision of success that includes:
Vision of high expectations
College/career readiness
Close alignment with district’s vision
Collective Capacity and Buy-In
Builds capacity of staff to align plans, actions and behaviors with vision of success and aligned goals
Creates structures for educators to assess quantitative and qualitative data to adjust vision of success and goals at key moments throughout the year
Accountability
Creates and maintains a climate where staff and students hold staff and students hold self and others accountable to the vision of success
Partners with staff to co-create shared accountability system that is defined, agreed to, understood and monitored
Instructional Leadership 2: Drive high-quality rigorous, student-centered instructional programs
Big Concept
Highly Effective
Knowledge and application of standards and assessment
Evidence of deep understanding of standards and assessment and innovative ideas for application to practice
Partners with instructional coaches, lead teachers, department heads and others to lead planning, learning communities and peer-to-peer learning to increase instructional rigor
Focus on teaching and learning
Collaborates to create, maintain, and share structures for accountability in a learning environment with a focus on teaching and learning where:
Students have access to challenging work
Students engage in high-interest and relevant learning
College and career readiness skills and knowledge are supported and reinforced
Staff and students demonstrate high expectations in goals, learning activities, behavior, and accountability
Observations and Evaluation Data
Uses observation/evaluation data to support monitoring and adjusting the school vision related/in response to student growth
Ensures that educators use observation outcomes as a self-reflection tool for support and growth
Rich in content and standards
RLH is completely aligned to CCLS and focuses on Literacy
RLH is on grade level and is rigorous
SS Teachers all have been trained in RLH and 50% already use it in their instruction
RLH promotes self ownership of learning and student discourse
RLH is aligned to Danielson and District Assessments

16. Our Task

18. THIS HELPS ALL YOUR ELA SCORES GO UP TOO!
Common Core Learning Anchor Standards addressed:R1-10, W1,2,7-10, SL1
Common Core Learning Anchor Standards addressed: R1, W1-8, SL1-6
If you can talk about it, then your chances of writing about it increase by 75%
By students using such prompts you promote student discourse and analysis
You need all these skills to be successful on parts I and II of the new assessments
THIS HELPS ALL YOUR ELA SCORES GO UP TOO!

19. Student Engagement & Relevance Disciplinary Literacy
Social Studies Instructional Focus, RLH Curriculum
and Danielson “Look For’s”
Core Instructional Action 1:
Student Engagement & Relevance
Core Instructional Action 2:
Content Area Literacy
Core Instructional Action 3:
Disciplinary Literacy
Purpose
We aim to foster student engagement through inquiry, relevant content, and taking informed action.
We aim to engage students in analyzing sources and using evidence to create social studies claims and arguments.
We aim to support student development of specific social studies disciplinary practices.
Action
We will create relevant learning experiences that promote student engagement, critical thinking, and students taking action to effect positive change.
We will create learning experiences that engage and support students in analyzing authentic sources to create and defend arguments.
We will create learning experiences that overtly integrate specific Social Studies Practices into instruction.
“Look Fors” in lesson planning and instruction
Plan lessons centered on compelling and essential questions in lesson plans. (1e)
Use compelling and essential questions
to drive class activities. (2b, 3a, 3b)
Use culturally relevant examples and current events to fuel engagement and connect to student interest. (1a, 1b)
Engage students in collaborative work groups. (1e, 3c)
Create opportunities for students to generate questions. (3c)
Use higher order questioning techniques. (3b)
Ask students to apply their knowledge and skills to current issues and situations. (3a, 3c)
Use a variety of high quality source(s)/text(s) in class activities (maps, charts, audio/video, text, etc.). (1a, 1d)
Engage students in the analysis of authentic sources. (1a, 1c)
Employing district-wide content-area literacy strategies and protocols. (3c, 3e)
Create activities that ask students to draw meaning from documents and authentic sources. (1e, 3c,)
Ask students to create social studies- based claims and arguments based on evidence. (1c, 1f, 3d)
Use rubrics to assess and to guide student self-assessment. (1f, 3d)
Engage students in complex instructional tasks and student activities that target specific social studies practices and skills. (1a, 1c, 1e, 3a, 3c)
Use and unpack learning targets that incorporate specific social studies practices. (1c, 3a)
Assess students’ mastery of specific social studies practices (skills) as well as social studies content. (1f, 3d)
Social Studies Practices defined by NYS include: Gathering, Using, and Interpreting Evidence; Chronological Reasoning & Causation; Comparison & Contextualization; Geographic Reasoning; Economics and Economic Systems; Civic Participation

20. DISTRICT FOCUS RLH CURRICULUM IS: Aligned to NYS SS Standards & CCLS
Adaptable for personalized learning instruction and aims to foster key interventions in content literacy at teacher led stations.
Supportive of ENL and Special Ed. needs as key scaffolds are provided
Culturally Responsive as lessons are taught through multiple perspectives and give student voice
Promotes Academic Discourse and Student Collaboration
Allows for opportunity to take informed action in local community

21. Model, Model, Model!

22. NEW SOCIAL STUDIES ASSESSMENTS
Part Stimulus MC Questions
Part 2: Short Answer Constructed Response Answers
Part 3: Extended Essay on Enduring Issue

23. These are skills asked of our ELA Counterparts as well

24. Part 3: Extended Essay
You can adapt and use 2 point and 4 point ELA Rubrics in Middle Schools for consistency and all you have to do is add components for content knowledge

25. Part 3: Extended Essay Enduring Issues Anchor Charts

26. Common District Wide Roadmaps to Support Historical Thinking by Grade Band

30. High School Grades 9-11 Mid Term Examination Period December 14-19
Principal Meetings with Supervisor & DDI Meetings January 3-12

31. Let’s Take a Look at a Sample RLH Lesson

32. Student Engagement & Relevance Disciplinary Literacy
Social Studies Instructional Focus, RLH Curriculum
and Danielson “Look For’s”
Core Instructional Action 1:
Student Engagement & Relevance
Core Instructional Action 2:
Content Area Literacy
Core Instructional Action 3:
Disciplinary Literacy
Purpose
We aim to foster student engagement through inquiry, relevant content, and taking informed action.
We aim to engage students in analyzing sources and using evidence to create social studies claims and arguments.
We aim to support student development of specific social studies disciplinary practices.
Action
We will create relevant learning experiences that promote student engagement, critical thinking, and students taking action to effect positive change.
We will create learning experiences that engage and support students in analyzing authentic sources to create and defend arguments.
We will create learning experiences that overtly integrate specific Social Studies Practices into instruction.
“Look Fors” in lesson planning and instruction
Plan lessons centered on compelling and essential questions in lesson plans. (1e)
Use compelling and essential questions
to drive class activities. (2b, 3a, 3b)
Use culturally relevant examples and current events to fuel engagement and connect to student interest. (1a, 1b)
Engage students in collaborative work groups. (1e, 3c)
Create opportunities for students to generate questions. (3c)
Use higher order questioning techniques. (3b)
Ask students to apply their knowledge and skills to current issues and situations. (3a, 3c)
Use a variety of high quality source(s)/text(s) in class activities (maps, charts, audio/video, text, etc.). (1a, 1d)
Engage students in the analysis of authentic sources. (1a, 1c)
Employing district-wide content-area literacy strategies and protocols. (3c, 3e)
Create activities that ask students to draw meaning from documents and authentic sources. (1e, 3c,)
Ask students to create social studies- based claims and arguments based on evidence. (1c, 1f, 3d)
Use rubrics to assess and to guide student self-assessment. (1f, 3d)
Engage students in complex instructional tasks and student activities that target specific social studies practices and skills. (1a, 1c, 1e, 3a, 3c)
Use and unpack learning targets that incorporate specific social studies practices. (1c, 3a)
Assess students’ mastery of specific social studies practices (skills) as well as social studies content. (1f, 3d)
Social Studies Practices defined by NYS include: Gathering, Using, and Interpreting Evidence; Chronological Reasoning & Causation; Comparison & Contextualization; Geographic Reasoning; Economics and Economic Systems; Civic Participation

33. Personalized Learning, RLH & Danielson

35. Student Engagement & Relevance Disciplinary Literacy
Social Studies Instructional Focus, RLH Curriculum
and Danielson “Look For’s”
Core Instructional Action 1:
Student Engagement & Relevance
Core Instructional Action 2:
Content Area Literacy
Core Instructional Action 3:
Disciplinary Literacy
Purpose
We aim to foster student engagement through inquiry, relevant content, and taking informed action.
We aim to engage students in analyzing sources and using evidence to create social studies claims and arguments.
We aim to support student development of specific social studies disciplinary practices.
Action
We will create relevant learning experiences that promote student engagement, critical thinking, and students taking action to effect positive change.
We will create learning experiences that engage and support students in analyzing authentic sources to create and defend arguments.
We will create learning experiences that overtly integrate specific Social Studies Practices into instruction.
“Look Fors” in lesson planning and instruction
Plan lessons centered on compelling and essential questions in lesson plans. (1e)
Use compelling and essential questions
to drive class activities. (2b, 3a, 3b)
Use culturally relevant examples and current events to fuel engagement and connect to student interest. (1a, 1b)
Engage students in collaborative work groups. (1e, 3c)
Create opportunities for students to generate questions. (3c)
Use higher order questioning techniques. (3b)
Ask students to apply their knowledge and skills to current issues and situations. (3a, 3c)
Use a variety of high quality source(s)/text(s) in class activities (maps, charts, audio/video, text, etc.). (1a, 1d)
Engage students in the analysis of authentic sources. (1a, 1c)
Employing district-wide content-area literacy strategies and protocols. (3c, 3e)
Create activities that ask students to draw meaning from documents and authentic sources. (1e, 3c,)
Ask students to create social studies- based claims and arguments based on evidence. (1c, 1f, 3d)
Use rubrics to assess and to guide student self-assessment. (1f, 3d)
Engage students in complex instructional tasks and student activities that target specific social studies practices and skills. (1a, 1c, 1e, 3a, 3c)
Use and unpack learning targets that incorporate specific social studies practices. (1c, 3a)
Assess students’ mastery of specific social studies practices (skills) as well as social studies content. (1f, 3d)
Social Studies Practices defined by NYS include: Gathering, Using, and Interpreting Evidence; Chronological Reasoning & Causation; Comparison & Contextualization; Geographic Reasoning; Economics and Economic Systems; Civic Participation

36. Professional Development
* K-8 Social Studies Institute November 4th