1. CKEC SSTLN Central Kentucky Educational Cooperative Social Studies Teacher Leader Network
ckecss.weebly.com

2. Making Meaning Protocol (KASSS Draft Standard)
October 27th Agenda:
Making Meaning Protocol (KASSS Draft Standard)
Peer Feedback / Self-Reflection of Inquiry Based Units
Formative Assessment QFT
Analyze Inquiry Based Unit Formative Assessments (using Target Method Match)
ISLN vs. SSTLN Perception of DLTs
Brainswarm / Strategy Profile for DLT Next Steps
8:30-8:50 Jacqueline

3. Norms of Collaboration
Pausing
Paraphrasing
Providing Data
Posing Questions
Presume Positive Intentions
Putting Ideas on the Table
Paying Attention
8:30-8:50 Jacqueline
Norms of Collaboration

4. Year at a Glance
8:30-8:50 Jacqueline

5. The Adaptable Mind

6. Table Discussions…
What excites you most about the message of the adaptable mind?
How does social studies fit into 21st Century skills?
What lingering questions do you still have?

7. 8:50-10:00 Lauren

8. Making Meaning Protocol
Table: review the architecture of KASSS Draft (5 min)
Individual: Make sense of the overall intent of the anchor. Look at the assigned anchor standard. Notice the other anchors within the DCC to distinguish the intent of this anchor from others. (5 min) DCC = Disciplinary Core Concepts (Civics, History, Econ, Geo)
Consider other anchors in the same DCC, progressions, narrative
Consider these questions:
What are the key words and/or key concepts for learning?
What is the relationship between the concepts?
What will students need to know or do to show mastery?
What is the intent of the standard/learning?
8:50-10:00 Lauren

9. Making Meaning Protocol, con…
Table: Use the table copy of the MMP to make meaning of the ANCHOR standard. (5 min)
Consider key vocabulary related to concepts, rigor, what students need to know or do, etc.
Individual: Read the narrative page at the beginning of the assigned grade level. (5 min)
Individual: Examine the standard at the top of your MMP. (5 min)
On your individual MPP, ask as many questions as possible about this standard. Questions should get to the heart of what we want students to answer in order to master the standards. Think about these to generate questions:
Key words and/or key concepts for learning
What students need to know or do to show mastery
Intent of the standard/learning?
8:50-10:00 Lauren

10. Making Meaning Protocol, con…
Table: Share out your questions and decide on the best ones (10min)
*These questions, if answered by students, would demonstrate mastery of this standard*
Table: From each set of questions generated for the grade level standards, make a list of big ideas or concepts/strands. Document final decisions on your individual MPP (15 min)
Ex: community, rules, collaboration, cause and effect, relationships, interdependency, etc.
Continually look back to narrative page as well as other standards within the DCC. Also, think about how a particular concept develops from elementary to middle to high school.
Check it: Do the big ideas/concepts meet the intent of the anchor and narrative?
8:50-10:00 Lauren

11. Making Meaning Protocol, con…
Table: Discuss suggested CONTEXT for teaching the big ideas within the grade level. (10 min)
This is a suggested list representing an early attempt to determine content/context.
Table: Connect your grade-level standard to potential grade-level standards in other DCC, or even other content areas. (10 min)
What other standards could you logically cluster in order to plan curriculum? Document suggestions on table copy of your MPP.
8:50-10:00 Lauren

12. Part I: What is good practice?
EQUIP Rubric
Your Inquiry
New York Toolkit
Feedback Protocol (group of 4)
Exchange Inquires with partners
Person A facilitates as C and D discuss B’s IBU
Person B facilitates as C and D discuss A’s IBU
Person C facilitates as A and B discuss D’s IBU
Person D facilitates as A and B discuss C’s IBU
Tools
Equip Rubric
Facilitation Rubric
Facilitation Questions
Self-Reflection from facilitation feedback and Making Meaning Protocol for your own Inquiry Based Unit A C B D
10:05-11:15 Jacqueline (overview) / Move in to grade bands

13. Let’s Move! Elem Middle High Main Room (Lauren & Rebecca)
Hallway (Terry)
Classroom (Jacqueline)
10:05-11:15
Break 11:15-11:25 and back to main room

14. PRODUCE Your Questions: Ask as many questions as you can
Independent, silent reading of the Dylan Wiliam Article on Using Minute-by-Minute and Day-to-Day Assessments (5 min)
PRODUCE Your Questions:
Ask as many questions as you can
Do not stop to discuss, judge, or answer any questions
Write down every question exactly as it is stated (number them!)
Change any statement into a question
11:25-11:45 Jacqueline (whole group)

15. Q-Focus
“There is, however, evidence that sustained professional development focused on minute-by-minute and day-by-day formative assessment can improve students’ engagement, enrich the daily experience of educators, and produce substantial increases in students’ achievement.”
11:25-11:45 Jacqueline (whole group)

16. IMPROVE Your Questions
Label your closed questions with a “C” and your open questions with an “O”
Changed one closed question to open
Change one open question to closed
PRIORITIZE Your Questions
Mark your three strongest questions with an “X”
Star your group’s favorite question
Share out
11:25-11:45 Jacqueline (whole group)

18. Matching Assessment Methods to Learning Targets
The accuracy of ANY classroom assessment depends on selecting the APPROPRIATE assessment method that matches the achievement target to be assessed.
Mismatches occur when the assessment method is not capable of yielding accurate information about the learning target.
Terry

19. Classroom Assessment Selected Response Multiple Choice True/False
Matching
Fill in-the-blank
Students scores on selected response assessments are usually figured as the number or proportion of questions answered correctly.
Page 1

20. Classroom Assessment Performance Assessment Performance task
Performance criteria
Assessment is based on observation and judgment; used to judge both real-time performances (demonstrations) and products (or artifacts) that students create. It has two parts: the task and the criteria for judging the quality of the response (rubric) pps 2-3

21. Classroom Assessment Personal Communication
Questions during instruction
Interviews and conferences
Participation
Oral exams
Student journals and logs
Finding out what students have learned through structured and unstructured interactions with them. Usually formative, but can also be summative pps 3-4

22. For your scenario, decide whether each assessment is:
Strong- works well for all learning targets of this type
Good- works for many learning targets of this type
Partial-works in some instances for learning targets of
this type
Poor-never works for learning targets of this type
To make your choices, ask yourself, which methods will provide the “most accurate information with the highest degree of efficiency?”

23. Hand out seperately

24. Analyzing Your Formative Assessment
Target-Method Match
Selected Response
Written Response
Students select the correct or best response from a list provided
Short-answer = very brief response having one or a limited range of possible right answers.
Extended written response = a response that is at least several sentences in length.
Multiple choice
True/false
Matching
Fill-in-the-blank questions
Short-answer examples:
List three causes of the Spanish-American War.
Extended written response examples:
Which candidate has the best chance to win KY’s 2015 Governor’s race? Interpret polling data and defend your conclusions.
Right vs. wrong
Points awarded for specific info or use rubric
12:30-1:15 Terry

25. Analyzing Your Formative Assessment Target-Method Match
Performance Assessment
Personal Communication
Assessed based on observation and judgment. Two parts: the task and the criteria for judging quality. We evaluate by judging the level of quality using a rubric.
We find out what students have learned through interacting with them.
Demonstrations (skill targets) examples:
Reading aloud with fluency
Working productively in a group
Products (product targets) examples:
Term paper
Work of art
Asking questions during instruction
Interviewing students in conferences
Listening to students as they participate in class
Giving examinations orally
 The rubric we use to judge the demonstration or product can award points for specific features that are present, or it can describe levels of quality.
Because these kinds of classroom assessments lead to immediate insights about student learning, they can reveal misunderstandings and trigger timely corrective action. This is why we usually think of them as formative, rather than summative assessments.
12:30-1:15 Terry

26. 12:30-1:15 Terry

27. Work with a grade band partner to analyze your own formative assessment using the Target-Method Match
12:30-1:15 Terry

28. Self-Reflection of Instructional and Assessment Practices
Assessment Reflection:
What’s there?
What will this tell you about what kids know?
What evidence does this assessment type provide that informs instruction tomorrow?
Instruction Reflection:
Continue Making Meaning Protocol of your own Inquiry-Based Unit Standard…
Does your interpretation of the standard change? If so, how does this change your instruction/assessment practices?
Lauren 1:15-1:45

29. Perception is Reality
ISLN
SSTLN
Jaqueline 1:45-2:45

30. With Your District…
Why do you think there is such a discrepancy between the two groups?
Share at your table. Share out.
What are three steps that you, as teacher leaders, can take to address this disconnect?
Jaqueline 1:45-2:45

31. WRITE YOUR DISTRICT NAME, HERE
Brainswarm:
Individually think and jot thoughts on post-its (5 min)
Group synthesis: eliminate duplicates, group similar ideas, reach consensus (5 min)
Strategy Profile:
Follow the steps to create a strategy for your district leadership team to ensure quality instruction and assessment in the classroom
Write your district name at the bottom of the paper
Jaqueline 1:45-2:45
WRITE YOUR DISTRICT NAME, HERE

32. Unpack the Day: What is good practice? How do you know?
Take-backs for PLCs: Making Meaning Protocol, IBU Design & Analysis, Target- Method Match, Brainswarm, and Strategy Profile
Next meeting: Nov 24th
Register on the CKEC SS Network homepage by clicking on the date!
Evaluations
Have a fantastic evening!
Rebecca 2:45-3:00