Social Science: Curriculum Adoption Project Team

• Social Science Standards (2018), Ethnic Studies Standards (2020), Holocaust/Genocide Education (Senate Bill 664, 2020), Tribal History/Shared History in OR (Senate Bill 13, 2020)
• Connecting Social Identity (positionality) to Social Studies education (Chat activity)
• Implications & considerations for our work:  Breakout room activity (10 mins)

• Natalie, Sara, Apoorva, and Scott 
• Reflect: Large group

• Brian Sica - Admin for Secondary Curriculum, Instruction and Assessment
• Kayla Bell  - Admin for Elementary Curriculum, Instruction and Assessment
• Brad Parker - Social Studies Curriculum Specialist
• Matt Hiefield - Social Studies Curriculum Specialist
• Kacy Smith Paterson - ELA Curriculum Specialist
• Susan Ouellette - Team Support

• Social Studies Project Team access to info and goals of members - team slides
• Chat will be saved and entered into public record
• Meetings are open to the public as observers
• Small groups will be utilized throughout meeting work

• Special welcome to the four high school student team members!

• Just 3 weeks ago, the Beaverton School Board unanimously voted to declare the second Monday in October as Indigenous Peoples’ Day, and the month of November as Native American/Alaska Native Heritage Month. 
• BSD Resolution

• We acknowledge that it is impossible to understand Oregon or U.S. history, geography or government without having essential understandings of the rich culture and contributions of Native people in this state and nation.
• We acknowledge that the Portland area has the 9th largest urban Native American population in the U.S., and we acknowledge the 3,512+ BSD students who self identify as Indigenous.
• We acknowledge that the Beaverton School District, and all of our schools, rest upon the traditional village sites of the Tualatin Kalapuya. The Kalapuya, who are still present and influential today, are one of 30 tribes and bands who were forcibly removed and reorganized from western Oregon, southwest Washington and northern California to become the Confederated Tribes of Grand Ronde.
• We honor the Kalapuya for being the original care-takers and protectors of these lands since time immemorial, and for passing on their teachings and lifeways through past and present generations.  
• We are honored to learn from the many Native Nations, leaders, students, and families who demonstrate strength, resilience, resistance, healing and creativity. 
• As members of this team in BSD, we commit to educating ourselves and our peers on the accurate and authentic experiences of tribal peoples in Oregon, we commit to learning more about Tribal History/Shared History, and we commit towards continued learning and action in our schools and communities.

• Work will require a shift from “what is,” or “what has been,” to “what could be,” in a commitment towards transformational K-12 Social Studies education. This will include how we teach, not just what we teach. 
•  “Equity in education is about inclusiveness and social justice,” and Social Studies is a vehicle to build forward, it is an invitation, and a call to action to use new & historical knowledge and skills to inspire social change.

• K-12 Teacher Cadre
  • Elementary classroom teachers (13)
  • Middle School classroom teachers (11)
  • High School classroom teachers (13)
  • Social Studies content specialists (2)
  • Teaching Specialists (8): English Second Language & Multilingual Dept., Lang Arts & Literacy, AVID & Culturally Relevant Teaching, Teacher Mentors, Special Education, American Indian/Alaska Native Coordinator.
• Project Team
  • Elementary classroom teachers (2 cadre & 2 non-Cadre teachers) 
  • Middle School classroom teachers (2 cadre teachers)
  • High School classroom teachers (3 cadre teachers)
  • Social Studies content specialists (2)
  • Teaching Specialists: ESL & MLD, Lang Arts & Literacy, AVID & CRT, Teacher Mentor, SpEd, AI/AN Program Coordinator (6)
  • Students (4)
  • Parent/Community members (4)
  • School Administrators (2 elementary, 1 middle school, 1 high school) (4)
  • School Board representative (1)

• BSD Quality Curriculum Cycle
• Description and evaluation of the current program
• Review of current research on effective practices and programs
• Philosophy/Position Paper articulating a vision and direction for the program
• Recommendations for instructional and assessment practices
• Recommendations for instructional materials
•  Recommendations for professional development and implementation support
• Budget Implications

• 5 Fingers - Strong support
• 4 Fingers - Support
• 3 Fingers - Neutral
• 2 Fingers - Minimal support
• 1 Finger - No support, but won't block
• Fist - No support
• If a statement receives 3 fingers or more from all members, it is approved as is
• If not, members who voted with "0," "1," or "2" will be asked to share a revised proposal with the group.  Each proposal will be voted on in turn.  If no version of the statement gains a "3" or higher from all members, the facilitator will move to Robert's Rules processes for decision making
• Those members voting with a Fist or 1 will be asked to provide a minority report to be submitted in the project team recommendation to the School Board

• All Curriculum Adoption Project Teams have a BSD School Board member as a non-voting participant whose role is to communicate with the Board throughout the process and to provide information about final recommendations
• The Social Studies Project Team School Board representative is Susan Greenberg

• A Project Team is created at the direction of the School Board for the purpose of providing a thorough review of a current program or issue and making recommendations to the Board.  Depending on the Project Team, members agree to serve for up to one school year.
• The Project Team is supported by staff from the Department of Teaching & Learning. Background work and document drafts are provided by these support staff, along with other resources as needed.
• Project Team members are expected to attend meetings regularly.  Meetings are held once a month in the evening, generally from 4:30 – 6:30.  Virtual meetings are typically in Zoom, and in-person meetings are typically at the Central Office.
• Project Team members are expected to follow the community agreements throughout the process.  These agreements are reviewed at the first meeting and are intended to support open, honest, and respectful collaboration.  Honest and truthful Project Team work can involve disagreement.  The objective of the Project Team is to address these disagreements in a healthy, productive way so that the community and School Board are served well, and all voices are honored.  It is also an objective of the process to model for the entire community, and especially our students, what civic engagement looks like in a healthy democracy and educational system.  
• Project Team members are expected to fulfill multiple roles as they work to serve the community and the School Board and by providing recommendations that reflect research, a broad range of viewpoints, and careful consideration.  These roles are: LEARNER, COLLABORATOR, COMMUNICATOR, REPRESENTATIVE, and ADVOCATE. 
• As a LEARNER, the members will examine current practice, research, and issues relevant to the content area or topic.  Members will also learn from each other and those who provide input to the Project Team. In many ways, the Project Team will become a learning community and will attempt to help inform the entire school community in key aspects of the issues under consideration. 
• Members are expected to work as a COLLABORATOR with the other members of the Project Team. Collaboration means that members engage in meaningful and productive discourse, working with all other members of the team for the common good, recognizing that multiple viewpoints will be involved, and making commitment to approach disagreement as an opportunity to better understand each other, the issues, and the recommendations which will best serve the community and the School Board.
• Parents, Teachers and other Community Members on the Project Team will assist with all communication efforts, but will have a special role as COMMUNICATOR in gathering information and input from fellow parents, teachers and community members and disseminating information.  All voices in the community should have an opportunity to be heard in the process, and this requires a sustained effort. 
• Good communication will assist in the role of REPRESENTATIVE, assuring that an accurate and balanced version of the input gathered from the various constituencies is well represented.
• Finally, as an ADVOCATE, students, parents and family members, community members, teachers and district staff members will be expected to express personal views and positions, advocating for decisions that best reflect the individual's perspectives about what will best serve the students of the District.

• Focus on equity for ALL students
• Stay engaged, but also practice self and family care in our virtual setting
• Honor team members’ schedules.  Start and end meetings on time.
• Timely and accurate communication with members of the Project Team, and prepared participants and facilitators
• Equity of Voice-Opportunity for all to voice their opinions and ideas, encourage others to share, active listening, and honest dialogue
• Honor different styles of learning and processing (i.e., quiet reading time, breakout rooms, use of chat, think time, out loud thinking)
• Challenge to think outside the box and reach beyond the status quo
• Be solution oriented, but be okay with multiple solutions
• Warm, joyful, fun, creative, innovative, stimulating and supportive environment 
• Honor all team members’ opinions, backgrounds and contributions
• Recognize how your own social identity/positionality (e.g. race, class, gender, sexual orientation, ability, etc.) informs your perspectives and reactions to our shared work and learning.
• Identify where your learning edge is and push it. For example, whenever you think, I already know this, ask yourself, How can I take this deeper? Or, How am I applying in practice what I already know? Or, how am I involving and encouraging others?

• Oregon Department of Education Standards
• Listed by domains
• Will be referenced when creating Learning Targets 
• Passed in 2018
• Ethnic Studies
  • Ethnic Studies Standards
  • Oregon is the only state in the country that has mandated standards K-12
  • Sense of urgency  (article link)
  • Demanded by a group of students in 2017
  • Authentic and culturally relevant experience
  • Draft standards have been created by a group of teachers in Salem
  • Connected to the world in which students are living
  • HS standards will be woven throughout all courses
  • Ethnic studies course is being created for all comprehensive high schools in the BSD
  • Not just a course, but a paradigm switch
  • Ethnic and social groups included - history and contributions
  • Social Identity wheel (link) - each individual brings their own lens and perspective

• When we are able to locate and identify our own social identities, we are better able to locate and identify ourselves and others and our individual and collective roles in the greater study of society.
• 
This is a generational moment, perhaps. I hope that we rise to the moment.

• 
It's a great choice for an elective course and I would hope that these questions and approaches become more central especially in history classes.  Our students need to learn about the world that they live in and the people they will need to work alongside.

• 
It is imperative that we move away from the single narrative of what has traditionally been taught and provide entry points into history that have different narratives and inclusion of multiple voices and in the study of people, history, and culture.

• 
I wonder how we can use every social studies unit as an opportunity for students to learn more about themselves and their own identity and share their identities with others.  But I've never taught social studies this way, how would this work?

• 
Representation, inclusivity, amplifying voices that are marginalized based on social identities. Those are my priorities for engaging in this work!

• 
Well before social studies lessons and units are taught in the classroom, personal and professional learning of the educators in Beaverton must be a priority, so that teachers have an opportunity to reflect, discuss, collaborate, and reflect again.

• 
Social identity can be fluid and dynamic, interesting to think about how we and/or our student connect to the learning at different points in their lives and their own identity development
• 
I think of hierarchy and the construction of "Other." I think of how identity is often constructed as an individual's choice, but rarely discussed as a characteristic assigned to a group of people for the purposes of exploiting them.
• 
It makes me wonder how do people's intersecting identities play roles in how histories are not only taught but perceived? It also makes me think about how students will be able to connect these topics with their everyday lives.

• 
For me it is really important that our generations and us learn the importance that ethnicity has in the American culture
• 
Understanding the many different social identities within the world is crucial in order to have a more accepting and promising future. One concern: what happens to kids who have already passed those grade levels but didn’t get that education because it wasn’t established at the time? (i.e. learning about the holocaust in world history for ninth and tenth graders)
• 
I would hope that Social Studies education would equip students to draw from their own social location in their attempts to understand, to be open to insights that arise from those interpreting from other social locations, and to be self-critical--how does a particular lens illuminate, and how might it obscure?

• 
I agree with Michael V- A lot of good PD will be central to making this all work.

• 
Traditional classifications of "whiteness" are typically not looked upon with a lens of the diverse ethnic background from which they come. What does this say about the unique cultures of Eastern Europe, Western Europe, Scandinavian, etc? Should we differentiate, or paint with a broad brush?
• 
When I think of social identity, I think of intersectionality, complexity and constant updating process. Our Social Studies education should reflect this. Multiple perspectives should intersect and it needs to be constantly updated according to the current reality.

• 
I think about how painful it may be to be a person of color in a White-centered Social Studies classroom and how that discontinuity must make it really hard to learn.

• From T: Liv Cruse (she/her) to Everyone: (6:04 PM)
• 
Personal history and cultural identity influence a sense of belonging in the community and an individual's choices. By changing the way we teach social studies in our district students can come to a better understanding of how this changes different experiences, based on the intersectionality of their identities.

• From T: Amber Burnett (she/her) to Everyone: (6:05 PM)
• 
It is important to create rich, thought provoking, inclusive content while considering the age of the students and how to keep it age level appropriate.
• From D: Katie Swartwood she/hers to Everyone: (6:05 PM)
• 
The importance of SS education is to value all identities, hear all voices and stories, that all students see their identities represented in their learning and classroom environment.

• Example Content Additions to 2018 Social Studies Standards
  • Grade 1:  Describe how individual and group characteristics are used to divide, unite and categorize racial, ethnic and social groups
  • Grade 2:  Explain how inherited wealth and scarcity affect individual and group power and ability to make decisions about personal savings and spendings
  • Grade 5:  Examine how the decisions of those in power affected those with less political/economic power in past and current movements for equality, freedom and justice with connections to the present-day reality
  • Grade 6:  Identify and analyze historical and contemporary means societies have undertaken for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups
  • Grade 8:  Identify and analyze the forms of resistance utilized by enslaved people, including self-emancipation, sabotage, and rebellion
  • HS:  Identify, discuss, and explain the exclusionary language and intent of the the Oregon and U.S. Constitution and the provisions and process for the expansion and protection of civil rights

• Identity
  • How do our identities impact our interactions in our society?
  • How do we perceive ourselves and other based on our identities and lived experiences?
  • Ho do our identities inform our analysis of history and society?
  • In what ways are identities: race, gender, sexuality, ability?
• Power
  • Who writes history
  • Whose stories get told?
  • How does the existing power structures contro and sustain power?
• History of Resistance and lib
  • What strategies have people taken throughout history in their struggle toward democratic ideals of the United States?
  • What counternarratives/stories have challenged the standard/dominant narratives?
• Reflection and Action
  • What are the varied strategies and actions people have taken in the struggle toward progress?
  • What actions can students take now in the struggle towards a social justice cause?

• Definitions in the Bill
  • Ethnic Studies standards must include the histories, contributions, and perspectives of both etnic and social groups grades kindergarten through high school
    • Ethnic
      • Native American
      • African American
      • Asian & Pacific Island American
      • Chicano - Latino
      • Middle Eastern
    • Social
      • Women
      • LGBTQ
      • People with Disabilities
      • Immigrants
      • Refugees
  • Social Identity Wheel

• Tribal History / Shared History
• Holocaust and other Genocides
• Ethnic Studies and Inclusive Education

• Improvement needed on african history - prior to slavery (kings and queens)
• Include black excellence in all time periods
• Words hold important meanings and need to be used carefully in the classroom
• Connection between history and current day to help students have a better understanding of why things are the way they are and how to change them
• Teaching the histories and the backgrounds of people that are not related to the success of America
• Focus on the beauties of other cultures and their differences
• Civic engagement and the workings of political systems need to be taught - the facts and structures
• LGBTQ+ education is lacking
• Representation and acknowledgement of all ethnic and social groups is needed
• Different perspectives and personal experiences need to be taught
• Local government and their functions needs to be taught

• EQUITY
  • An Equity lens is essential and critical - so too is culturally responsive, relevant, and sustaining teaching learning.  The benefits of an inclusive and socially just Social Studies education are immense
• MULTIPLE PERSPECTIVEs
  • Cadre recommendations will be informed by a diverse range of relevant research and literature, as well as educators’ and students’ experiential knowledge
• FLEXIBILITY
  • Flexibility, responsiveness, adaptability, and open-mindedness are critical as Social Studies content and learning are ever evolving

• Beaverton School District
  • As you make decision to support your work consider the following:
    • Whose voice is and isn’t represented in this decision?
    • Who does this decision benefit or burden?
    • Is this decision in alignment with the BSD Equity Policy?
    • Does this decision close or widen the access opportunity , and expectation gaps?
• Social Studies 
  • As you discover and discuss new information, consider the following
    • Who decided the “truth”?
    • What is the role of power and how is it expressed?
    • What else do we want (or need) to know?
    • Where can we get more information and multiple perspectives?

• Welcome,  Agenda, Updates (5 mins)
  • Updates
    • Next meeting is changed from Tuesday, January 5 to Tuesday, January 19th (4:30-6:30pm) 
    • K-12 BSD Teacher Cadre committees are making progress and we will begin to review some of their work tonight.
    • News: Middle School Humanities will be split into Language Arts & Social Studies beginning fall 2021
• Meet Susan Greenberg (School Board member) (3 mins)
• Community Building (Breakout room connections) (10 mins)
• Oregon Senate Bill 13 Tribal History/Shared History: How it is shifting public education and paving the way for more change (15 mins)
  • Video 
  • Brandon Culbertson: BSD’s American Indian/Alaska Native Program Coordinator 
• Goal 1 today: Position Paper feedback (35 mins)
  • Breakout Room Feedback and Considerations for Moving Forward (feedback form)
• Break (5 mins)
• Goal 2 today: Review of 2021 Integrated Ethnic Studies Standards (45 mins)
  • Meet Amit Kobrowski: Oregon Department of Education Social Sciences Resource Specialist (and former BSD teacher-leader!)
  • Breakout Room Feedback and Considerations for Curricular Resources (feedback form)
  • Survey on New Integrated Ethnic Studies Standards (Share your voice!)

• Prompt: What has been your most meaningful learning experience(s), in school or out of school, about Native American or Indigenous Peoples/Nations heritage, history, contributions, and perspectives? What made the learning meaningful?
  • Opportunity to share experience

• Video  
  • Shadiin Garcia - Education Northwest, Indian Education SpecialistTribal Citizen of the Pueblo of Laguna
• Tribal History/Shared History: What is it? 
  • Grade-level curriculum and essential understandings of Native Americans in Oregon that were developed in collaboration with Oregon’s 9 federally recognized tribes.   
  • Currently: Lessons for grades 4, 8, 10 in Language Arts, Health/PE, Math, Science & Social Science. More info here. 
  • There will also be new lessons added for grades K, 1, 2, 3, 5, 7, and 11 by June 2021.

• SB13 is a critical opportunity to fully leverage the strengths, assets, and contributions of Oregon Tribal Nations and Peoples, and boldly paves the way towards a more accurate and complete curricula (in many subject areas, not just Social Studies).

• For further learning: Essential Understandings of Native Americans in Oregon. 

• Lessons for all grade levels will be available in June of 2020 

• More current and accurate curriculum than what has previously been taught

• SB 13 provides for 9 viewpoints/perspective - tribal contributions
• 15,000 years of knowledge
• Indigenous Students need to seem themselves reflected in a positive manner
• Important for native and non-native students
• Diversity of thought increases perspective
• Native voice have historically been an impetus civil rights movements
• Past U.S. practices have historically focused on erasure of American Indian and Alaska Native history and existence
• Encouraged to take part in the rich educational experience being created
• Gathering Song Video - Jordan Mercier, Confederate Tribes of Grand Ronde

• Created by committee of the Social Studies Cadre
• Shared and input gathered from all teacher cadre members
• Note:  Social Studies is often returned to as Social Sciences
• Breakout Room Discussion & Feedback: 
  • Please identify 1 recorder to complete a Google Form while your group reviews & discusses.
  • Feedback form asks: 

1. General feedback: What clarifying questions/suggestions do you have with respect to the position paper?
2. Optional: Specific revision suggestions for each numbered paragraph.

• Feedback Responses from form
  • General feedback: What clarifying questions/suggestions do you have with respect to the position paper?
    • Feels like the movement from bullet points to statements to lists and the formatting isn't always consistent. It feels a little clunky - can some things be combined or consistently covered. It feel like it goes from what we're doing to students, and then back again. Some are feeling like they aren't noting the non-fiction text features - maybe it's the numbering?? Maybe the headings need to be bigger? Make icons/images bigger?
    • Pretty thorough--hits everything we're looking for.  The content looks good.
    • Seems a little wordy.  We agree with the sentiment, but it could be a bit more concise.  Nine points seems like a lot and it is unclear how the different statements relate to each other or build.  5,7, and 9 seem to overlap.  An important question is who is this for- parents?  Students?   The last line is a little unclear in its charge to action.   The multilingual department position paper is a good model for brevity and clarity.   That document has the effect of empowering teachers.

• How are they going to make sure teachers are following through wit this?  Not all teachers follow the curriculum.  Administrators need to be the instructional leaders and ensure this work is happening.  **.  Helps to define words for all -- can we provide a bank of definitions for those who are unfamiliar with the vocal -- keep in mind the extended audience of this document.  **  
• Positives: Wow!  This is ground breaking and exciting.  Suggestion: could we think about a different work than "empower", because "empower" means "to give power".  It puts teachers in the position of having power and giving it to students, rather than helping students realize the powers/gifts/talents/abilities they already have and helping them strengthen and develop them.  This is feedback from one of our group members: "There is a lot of emphasis on individuals/difference/otherizing language in the document that reaffirm the current way of thinking, rather than building around a collective history of cooperation using the social forces of culture, hierarchy (government/bureaucracy), markets (especially capitalism), social groups, and social networks"
• Abundant research, a little bit more about the research.  Include what the research states, a bit more on what is included.  
• Belief this document embodies the BSD pillar of EQUITY; living out the words.

• Paragraph 1:  Please write down specific feedback/suggestions if you have any.
  • Students with disabilities are also not receiving a high quality Social Sciences education.

• BIPOC -- please spell this out -- Are we doing anything specific for BIPOC or students in poverty as identified here. If so, what is it and can it be defined.  Not very specific.  (Black, Indigenous, & People of Color)
• Suggestion: "PASSIVE VOICE:  “However, abundant research illustrates the troubling reality that fewer and fewer young people - particularly Black, Indigenous, and students of color, and students experiencing poverty - are receiving a high quality Social Sciences education.”   Current social science education is failing to provide a high quality education to many groups of students including: …"
• Does the IB ideal of an "Internationally Minded" student have a place?

• Paragraph 2:  Please write down specific feedback/suggestions if you have any.
  • For section 2, maybe create two columns for the bullet points, that will give you more space to make fonts bigger and adjust some of the formatting.
  • We like how clear this paragraph is.  We can quickly digest this. We clearly understand the purpose of this information.
  • Wondering.   What is the expectation around what standards teachers are instructing each year.  We need priority standards for all and then additional standards each year.  Where is the time for us to teach all of this?  What comes off the plate?  Without significant training, it will be difficult to move the work forward.    We need a very specific PD plan because this is a big shift.    Slow roll out -- how can we look to integrate these standards.   What would it involve to do this?  Expense?  We should look at how this looks at each level -- ES, MS and HS to see what can be done.   Diverse authors are important in our lit classes.  With these literature selections be included in the adoption or expected outside of this adoption.    As we are working on this adoption and the shifts in the adoption all content areas need to look at how they can integrate -- and how do we ensure that everyone is doing this work.  
  • Important to put student in the paragraph, include student voice. The order of the bullets could be arranged, put civics and government towards the bottom of the list.  Be thoughtful with the sub notes and include language to be more global, include Shoah in parenthesis, to explain.  Include multiple groups in the definition of genocides. All inclusive of addressing religious studies. 
• Paragraph 3:  Please write down specific feedback/suggestions if you have any.
  • Love the phrase "threatening injustice" in paragraph 3- it's active and implies not sitting back, fighting against it, but it clashes with #5  "to the extent that they do not promote hate, racism, objectification or exploitation, or discrimination of any kind." Can #5 be more ENGAGING? Like the word 'disrupt/challenges'?? This feels more passive than passage 3.
  • "Disrupting power dynamics that privilege dominant groups and perspectives"  feels unfinished, and it feels like something is missing in this paragraph (though we can't put our finger on what it is)
  • Is it possible to name ABAR work, need to say in multiple ways.  Be specific to lived experiences, be as specific to families/communities pasts and presents. Be as specific as possible.  Uplifting students lived experiences, from multiple backgrounds.  Address white supremacy.
• Paragraph 4:  Please write down specific feedback/suggestions if you have any.
  • I liked the emphasis on starting with the self and moving to the "bigger" areas. 
  • Should "Believe" be capitalized?
• Paragraph 5:  Please write down specific feedback/suggestions if you have any.
  • Love the phrase "threatening injustice" in paragraph 3- it's active and implies not sitting back, fighting against it, but it clashes with #5  "to the extent that they do not PROMOTE hate, racism, objectification or exploitation, or discrimination of any kind." Can this word be more ENGAGING? Like the word 'disrupt/challenges'?? This feels more passive than passage 3.
  • Really nice to focus on community
  • How do we reconcile "inclusive", "honoring all viewpoints" and "affirming" when ideology/belief come into conflict during discourse? Is it hateful when a deeply held belief comes into conflict with another ideology/belief? Contrary views can be interpreted, labeled and dismissed by some as "hateful".  Just a note of caution as some would argue this ventures into the realm of subjectivity…
• Paragraph 6:  Please write down specific feedback/suggestions if you have any.
  • Suggestion: the paragraph mentions“individual rights” but what about rights for the common good (things all people should have in community/society like access to our public spaces, transportation, social institutions such as education + healthcare)
  • "In pursuit of a better tomorrow" - why wait? Present time?
• Paragraph 7:  Please write down specific feedback/suggestions if you have any.
  • Curious about why "Chicano/a, Latino/a" was used rather than Chicanx/Latinx" to be less gendered - is there a specific reason this was used instead?
  • "American Indian/Alaska Native/Native Hawaiian, or Americans of African, Asian, Pacific Island, Chicano/a, Latino/a, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from traditionally marginalized groups including but not limited to women, people with disabilities, immigrants, refugees, seniors/elders, and individuals who are lesbian, gay, bisexual,or transgender. "  Feels very inclusive and we appreciate the "not limited to"
  • Suggestion: “We believe that a transformative Social Sciences education includes learning about and from people of different socioeconomic status, racial/ethnic groups, tribal nations and members, religious groups, and other traditionally marginalized groups. This includes, but is not limited to, individuals who are:” – replace “of different” with across groups

  • Intersectionalities?
• Paragraph 8:  Please write down specific feedback/suggestions if you have any.
  • Loved "critical-consumers" and including this in the document, as well as "separates evidence-based claims from opinions" - so important right now and moving forward.
  • Love the emphasis on criticality and critical thinking.  We really want our students to be able to think critically about the things they are hearing and reading.
• Paragraph 9:  Please write down specific feedback/suggestions if you have any.
  • Paragraph 9 got cut down from the version in last week's cadre review--looks better! (thanks for listening)
  • How do teachers apply an ABAR lens to this work?  This is a broad statement -- how do we ensure this work is happening?  Concerns around PD and materials to support this work.  There are teachers who will not/do not attend PD -- how do we prioritize this work.  

• Feedback will be reviewed and brought to cadre
• Will return to Position Paper prior to Board submission (including the January meeting)
• Other content areas will incorporate work district-wide, but the focus for this team is Social Studies

• What is imperative for students to know and learn?
  • Ethnic studies cannot just be about race and ethnicity. Students must be provided  opportunities to engage in conversations about:
    • Immigration, migration, decolonized systems and oppression
    • Disability and Aging issues 
    • Contributions from Asian Americans and Pacific Islanders
    • The roles of women as well as members of the LGBTQ community 
    • Gender identity and gender expression 
    • Religion
    • Tribal Associations

• New Social Studies standards created - Culturally Responsive
• Students initially requested Ethnic Studies course and will now be integrated into standards K-12
• Previously unrepresented groups have been integrated into standards
• Statewide Teacher group created standards completed in 2018
  • Ethnic Studies Panel
  • Geographical and ethnic diversity represented
  • Goal to meet student representation, not teacher
  • Work impacted be Covid and the events surrounding May 25
  • Teacher friendly language
• Standards
  • 2018/2020 revisions on frequency of discussion of various ethic and social justice groups

• Ethnic Studies Themes
  • Resistance
  • Histories
  • Taking Action for Justice
  • Legacy of Oppression
  • Identity

• Cognitive Demands of Ethnic Studies Standards
  • Level I - Recall of Information

• Implementation Timeline
  •  
    • Covid impacted implementation of lesson plans created

• Breakout Room Discussion: 
  1. Discussion Prompt: Please discuss any specific concerns or suggested improvements about the wording, content, or alignment of specific standards.
  2. Link to optional feedback form if your group would like to share feedback on the standards with the BSD teacher cadre.

3. At the end of tonight’s session, you will complete a brief individual ODE survey about these standards before their formal adoption in March 2021.

• Position Paper articulating a vision and direction for the program
• Best Practices in BSD Social Studies (w/ student experiences)
• Revised BSD learning targets aligned with Oregon state standards

• Instructional resources and assessment practices
• Recommendations for future professional development
• Recommendations for implementation 
• Budget implications

• Please complete the ODE ETHNIC STUDIES SURVEY and then enjoy the rest of your evening. THANK YOU!

1. Welcome, gratitude, and revisiting norms (5 mins)
   1. Your presence and contributions with/in this team are acts of community service, civic engagement, and educational & social change and betterment.  Thank you all.

2. Provocations and first Breakout Rooms/Community Building (15-20 mins)
3. Re-Grounding and Revisiting the Quality Curriculum Cycle: The Plan Moving Forward (10-15 mins)
4. Break (5 mins)
5. Goal tonight: Best Practices feedback (20 mins)
   1. Hearing from our student-leaders: “What are best practices?” 
6. Best Practices Feedback Activity (30-40 mins)
   1. Breakout Room Review and Feedback on Best Practices working document
   2. If time: revisiting the Position Paper 
7. Closing and Exit Ticket (5-10 mins)

• Review of Community Agreements with special focus on two for team work today 
  • Equity of Voice-Opportunity for all to voice their opinions and ideas, encourage others to share, active listening, and honest dialogue
  • Honor all team members’ opinions, backgrounds and contributions

• Provocation One:  If you had a young Martin Luther King Jr. in your school/class, how would the curriculum and instruction nurture his identities, needs, hopes, and future?
• Provocation Two:  
  • We find ourselves as teachers, learners, witnesses, and builders in this living moment in our history.
  • It is true that perpetrators of racial violence were all students at one time.
  • Those who stormed the capitol on January 6, 2021, were all students at one q
  • What could/should we have tried to teach them in K-12 Social Studies? What historical events, figures, and SS concepts did they learn about (or not)? 
• Provocation Three:  Amanda Gorman Inauguration Poet
  • Also, feel free to use the chat while listening to Amanda Gorman to process or to share things that resonate with you:
    • Simply unfinished...
    • I, for one, believe our work is "unfinished."
    • “quiet isn’t always peace”
    • We are striving to forge our union with PURPOSE
    • Far from polished....but with purpose.
    • We are "composing" a new Social Studies program.
    • "not what stands between us, but before us"
    • Evan as we grieved we grew.
    • What "just is is not always justice"
    • being American is more than a pride we inherit...it's a past we step into…
    • Not the pride we inherit..The past we step into and how we repair it
    • How can our teaching address and repair the past and the hard truths in world and US history?
    • "it's the past we step into" is a wonderful framework for social studies as a whole
    • There is hope, joy, and laughter in learning too!
    • “our inaction and inertia will be the inheritance of the next generation”
    • her acknowledgement of both the bad and the good, the hurt and the hope
    • "Our children's birthright"
    • the ending line gives me chills “For there is always light. If only we’re brave enough to see it. If only we’re brave enough to be it”
    • CHILLS!!
    • If only brave enough to be it....
    • Up there with JFK's ask not
    • Her interview with Anderson Cooper last night was also inspiring and so thoughtful.

• Focus on building skills and equipping students
• Find the assets not deficits!
• keeping curriculum personal and engaging (vs canned and/or fossilized)
• Students don't think the curriculum would have nurtured a young Dr. King, the time for canned discussions is over. Real discussions that address actual issues are happening and needed.
• Instruction should give students access to multiple perspectives
• Teacher agency is crucial
• inviting students to apply a critical lens
• Teach origin, purpose, value and limitations alongside sources.
• Learning to ascertain fact/fiction
• "Love becomes our legacy."
• Multiple perspectives even unpopular ones
• Room for emotional, intellectual, and critical learning.
• Giving more space to youth voices
• Representation matters!
• Linking curriculum to civic engagement/action.
• Follow kids’ leads
• Thinking critically and asking questions
• Social studies is more important now than ever
• Balanced perspectives, voices from multiple views
• feeling hopeful in humanity's future
• representation and diversity is key to understanding history
• how to improve adequate teachers without stifling the good ones
• Build skills.  Equip students to be citizens.
• Right work at the right time.
• We need connections with each other
• Honor place from which ALL start...
• Find the assets not deficits!
• keeping curriculum personal and engaging (vs canned and/or fossilized)
• Students don't think the curriculum would have nurtured a young Dr. King, the time for canned discussions is over. Real discussions that address actual issues are happening and needed.
• Instruction should give students access to multiple perspectives
• Teacher agency is crucial
• inviting students to apply a critical lens
• Teach origin, purpose, value and limitations alongside sources.
• Learning to ascertain fact/fiction
• "Love becomes our legacy."
• Multiple perspectives even unpopular ones
• Room for emotional, intellectual, and critical learning.
• Giving more space to youth voices
• Representation matters!
• Linking curriculum to civic engagement/action.
• Follow kids’ leads
• Thinking critically and asking questions
• Social studies is more important now than ever
• Balanced perspectives, voices from multiple views
• feeling hopeful in humanity's future
• representation and diversity is key to understanding history
• how to improve adequate teachers without stifling the good ones
• Build skills.  Equip students to be citizens.
• Right work at the right time.
• We need connections with each other
• Honor place from which ALL start...

• Our work will require a shift from “what is,” or “what has been,” to “what could be,” in a commitment towards transformational K-12 Social Studies education. This will include how we teach, not just what we teach.

• Adoption process followed by the 

• K-12 Teacher Cadre
  • Elementary classroom teachers (13)
  • Middle School classroom teachers (11)
  • High School classroom teachers (13)
  • Social Studies content specialists (2)
  • Teaching Specialists (8)
• Social Studies Project Team
  • Elementary classroom teachers (2 cadre & 2 non-Cadre teachers) 
  • Middle School classroom teachers (2 cadre teachers)
  • High School classroom teachers (3 cadre teachers)
  • Social Studies content specialists (2)
  • Teaching Specialists: ESL & MLD, Lang Arts & Literacy, AVID & CRT, Teacher Mentor, SpEd, AI/AN Program Coordinator (6)
  • Students (4)
  • Parent/Community members (4)
  • School Administrators (2 elementary, 1 middle school, 1 high school) (4)
  • School Board representative (1)

• Humanities course will be split into two separate content area courses:  English Language Arts and Social Studies
• Will be the priority for new curriculum implementation

1. Curating potential instructional resources and begin planning classroom pilots.
2. Continued work on draft learning target models
3. 6-8: Foundational elements of middle school SS program
4. 9-12: Ongoing H.S. course sequencing work. 

• Philosophical and the “WHY” of the Social Studies curriculum
• It will be revisited at a future meeting

• Cadre Process: 
  • Review of a variety of ideas/sources, pre-writing, drafting & revising, synthesizing ideas from original K-5, 6-8, and 9-12 committees, and the teacher cadre.
  • Collaborative 
  • Feedback 

• Product: 
  • Draft K-12 Social Studies Best Practices doc  that “...summarizes research-based strategies for Social Sciences instruction in alignment with the 5 Dimensions (5D: 5 dimensions of teaching and learning) instructional framework.” 
    • 5 Dimensions of Teaching and Learning Instructional Framework (Center for Educational Leadership - University of Washington College of Education)
      • Purpose
        • Standards
        • Learning Targets and Teaching Points
      • Student Engagement
        • Intellectual Work
        • Engagement Strategies
        • Talk
      • Curriculum & Pedagogy
        • Curriculum
        • Teaching Approaches and/or Strategies
        • Scaffolds for Learning
      • Assessment for Student Learning
        • Assessment
        • Adjustments
      • Classroom Management and Culture
        • Use of Physical Environment
        • Classroom Routines and Rituals
        • Classroom Culture

• Student Voice matters.  Student Project Team Student members input on the 5 D’s - Scott Sloop, Apoorva Rao, Natalie Ebanks, Sara Koppy
  • Purpose
    • Help young people understand the civil/social systems that make the world the way it is today
      • How they work 
      • How they became that way
      • Why they were created that way
      • How they impact people
      • How you can contribute to or change them
    • Representation
    • Acceptance
    • A reason I am so passionate about how social studies is taught, is because kids are the future. I believe the purpose of social studies is to teach students to learn from history, how to make a change and become functioning members of society. To do that, students must be taught accurate history, the connection between history and present day, current issues we face, and how to become a critical thinker.
    • To learn about all cultures, identities, historical perspectives, social movements, etc.in the United States/Globally
      • What happened in the past
      • How it relates to what is happening NOW
      • How this information can help in the future 
        • Critical thinking and reflection about our past, present, and future
  • Environment and Culture
    • Some practices I have found to foster a  productive classroom environment and relationships
      • Emphasizing respect and inclusivity in all relationships
      • Teachers/Instructors being excited
      • Teacher/Instructors ask students questions like “how does this effect.. Or why does this matter?”
  • Curriculum and Pedagogy
    • Personal stories
    • Diversity in points of view
    • Experience, not lecture
  • Student Engagement
    • Student Engagement is a very important part of social studies. Students should be discussing topics, forming their own opinions and learning from each other. As a student something I wish we did more in class, is debate. Most kids don't know how to respectfully debate when they have different opinions. Students should be accepting of each other, knowing that they can listen and learn from someone else's point of view. That it is ok for their opinion to grow and change. Letting the students discuss will create students who think critically, and prepare them for society.
  • Assessment for Student Learning
    • Peer collaboration is helpful, peer assessment/feedback can be helpful for general growth
    • More project based 
    • Essays / short-answer and long-answer questions
    • Less “tests” 
      • Hard for people who have test anxiety 
    • Should be about showing what a student has learned, not what they can memorize and regurgitate 
    • Shift focus from specifics of time, place, and person to concepts 

• Yes! The class culture includes student-student relationships and interactions, not just students-teachers.
• So important to understand one another based on who we truly are, our culture and our homeworld.
• Thank you Scott for mentioning the importance of respect among everyone in the classroom!
• Teach about acceptance and appreciation vs. tolerance. Tolerance is such a horrible word.
• The importance of sharing our "testimonies" (#Dr. Jose Medina)
• Apoorva, thanks for mentioning intersectionality, and its interconnectedness with representation and acceptance. And with meaningful learning and engagement
• "Night" and "Just Mercy" are powerful examples of the power of authentic texts, absolutely. 
• I totally agree with you Apoorva! There is no need to be in a history class to learn about history. History should be taught as well in math, science, etc.
• Apoorva, your perspective on bringing in multiple perspectives is so powerful.  I totally agree with you.
• The role of student choice and inquiry
• Representation and intersectionality are so important!!
• Thank you so much for your words, Apoorva! Excellent points of inclusivity and representation and narrative as a pathway for understanding.
• Bravo Apoorva! Lived experience and perspectives from the subject community is critical to attain deep/foundational understanding as you mentioned.
• Excellent point about the role of debate in the classroom
• Social studies should be an active and not a passive way of learning.
• Yes! Patterns, progress and regress, connections.
• *Conceptual learning, not just factual.
• yes exactly! as always those who do not learn history are doomed to repeat it.
• Yes, time, place and persons can be looked up anytime, concepts are universal
• 2 T Susan she/her Asian Pacific Islander to Everyone (5:41 PM)
• I really appreciate your comments on movement away from specifics to concepts, as well as making the links between past and present.  Thanks for sharing your words.
• yes sara!!standardized testing (and honestly many aspects of the school system) is actually quite ableist if you think about it
• Thank you students! Your words are so important. I learned a lot.
• Thank you Sara, Scott, Apoorva, and Natalie for your thoughtful ideas.

• Feedback requested on four different sections
  • Class Environment
  • Curriculum and Pedagogy
  • Student Engagement
  • Assessment

• Classroom environment -  Students need to be a part of the classroom culture.  Ex: Students help decorate walls
• Disrupting.  Particularly at elementary.  Students question early.  Need to be taught how to take risks.  What’s ok to ask and experiment with
• Different styles of learning.  Particularly social anxiety issues can impact grades.  Need accommodations/  Multiple avenues and formats for student assessment
• Curriculum: Disrupting power dynamics and intentionally creating space to explore and express diff aspects of student identity through the curriculum
• Civic engagement.  Checks and balances need to be taught and how they impact the real world.  Relatable content.  Student loans, reproductive health care.  Needs to be taught in a non-partisan way.  Voting laws and regulations
• Is there a sense that the language is accessible to members of the community (non teachers)?
• It seems like a lot will hinge on getting really good materials that will help teachers and students
• I appreciated all of the students' presentations and feedback. Thank you!
• Sara heard you use the terms "memorization" and "regurgitation" as challenges to authentic engagement, and the need for real-life relevance. Thank you.

• Diversity in schools - staff.  Correction of language. Particularly being taught history of different movements by people who don’t have personal understanding
  • This is an example of how we're taught even in school that bringing up challenging ideas, or speaking to your own life experience, is passively shut down.

• Revised BSD learning targets aligned with Oregon state standards
• Update on instructional resources and assessment practices
• Revisiting Position Paper articulating a vision and direction for the program

• Recommendations for future professional development
• Recommendations for implementation 
• Budget implications

3-3- 2020  Social Studies Project Team Agenda 

1. Welcome, gratitude, and revisiting norms (5 mins)

2. Black History & Women’s History: Breakout Rooms/Community Building (15 mins)

3. Standards-Based Learning System (40 mins)

   1. Learning Targets

   2. Overview then Group Feedback Activity

4. Break (5 mins)

5. Instructional Materials Criterion (40 mins)

   1.  Overview then Group Feedback Activity

6. Large Group Discussion (10 mins) 

7. Exit Ticket (5 mins)

• Review of Community Agreements with special focus on two for team work today 
  • Honor different styles of learning and processing
  • Be solution oriented

• Think of a black woman who has made a big difference and/or impression on you and your life
• Breakout Rooms / Community Building
• An excellent 20 minute video from the Washington Post "The Black women who changed America's future" https://www.washingtonpost.com/video/national/the-black-women-who-changed-americas-future/2021/03/01/8d3da0cc-8bdd-4e93-890f-d7d7f76f6f7c_video.html (came out 2 days ago)

• Verna Bailey
• Kemba Walker
• Bettina Covington!
• Angie Thomas
• Mignon Jacobs
• Lisa Collins
• Natalie
• Joy Brown
• Miriam
• Alice Walker, Maya Angelou, Billie Holliday
• Ms. Roberta Wilson
• Amber Jackson
• My best friend Janessa Delos
• Mariela Santiago
• Angie Thomas
• Anna Chambers - mother in love - civil rights investigator for the state of California <3
• Dr. Jacqueline Bobo
• Isabel de Olvera
• Oprah Winfrey
• Devin Perry
• Claudette Volvin
• Michelle Obama

• March 10  4:30-6:30
• Everyone is invited

• (1)    Description and evaluation of the current program
• (2)    Review of current research on effective practices and programs
• (3)    Philosophy/Position Paper articulating a vision and direction for the program
• (4)    Recommendations for instructional and assessment practices
• (5)    Recommendations for instructional materials
• (6)    Recommendations for professional development and implementation support
• (7)    Budget Implications

•  Nine Components Standards Based Learning System (SBLS)

• See learning targets posted that are relevant to the unit/lesson.
• Explain the meaning of the learning target and how it connects to the learning.
• Experience a consistent set of expectations within a course and see the progression to subsequent classes where applicable.

• Create lessons that are aligned to learning targets.
• Communicate the learning target both verbally and visually to students.
• Use instructional materials and tasks that align with the learning targets.

• Demonstrate proficiency through multiple opportunities to increase the consistency and reliability of their Summary Judgments.
• Engage in an opportunity to re-learn before another opportunity to be re-assessed.
• Learn from self, peer, and teacher feedback throughout the course and then demonstrate improvements in proficiency.

• Provide clear feedback to students after each opportunity.
• Allow students to analyze feedback and ask questions before attempting the next opportunity.
• Develop an assessment plan for the year to include multiple opportunities for each learning target within a semester.

• Practice in a low-stakes manner as they gain fluency in new concepts and skills.
• Demonstrate proficiency on summative assessments over time and as they become increasingly fluent in the content and skills of the learning target.

• Plan instructional materials and tasks with the purpose of supporting student individual needs.
• Plan opportunities for students to demonstrate proficiency outside the ‘typical’ timeline and in ways that will support the needs of students as individual learners.
• Provide scaffolds that are clearly related to and support the development of the learning targets.
• Give feedback aligned to the learning targets.
• Allow students flexibility and agency in time and manner to demonstrate proficiency.

• Determine appropriate assessments. 
• Determine sufficiency of assessments for a Collection of Evidence.
• Score the assessments against rubrics based on criteria from standards and research.
• Determine a summary judgment using a rubric score when assessing a Collection of Evidence.
• Justify the Summary Judgments.
• Participate in ongoing calibration and moderation with their colleagues.

• Participate in calibrations and moderations on a regular basis.
• Compare student work using a common rubric.
• Communicate their alignment with school and district assessment and grading practices for their course(s).

• Know and understand what their proficiency level is on a rubric and what they need to do to move to a different level
• Regularly practice and revise their work, based on formative self, peer, and teacher feedback, to prepare for summative assessments

• Gauge student learning based on formative performance and adjust instruction as necessary to support students in preparing for summative assessments.
• Give regular feedback to students to communicate their progress towards proficiency.

• Use descriptive, regular feedback to analyze their work
• Take greater responsibility for their learning and and regularly assess themselves
• Show increased involvement in the assessment process

• Provide clear, regular feedback on student progress toward the learning target
• Communicate the student’s progression of knowledge to all stakeholders using a reliable and accessible platform
• Provide consistent and regular feedback to students that is visible to all stakeholders

• See the learning target posted
• Recognize the connection between the learning target and the assessments
• Understand how to use the feedback provided on formative tasks to improve their learning before the summative task
• Self-assess based on the provided rubrics
• Articulate their level of proficiency against the learning targets.

• Provide examples of work that demonstrate mastery of the subject and a method for demonstrating that learning
• Provide students with a larger map of what they are learning and how it connects to past and future work.

• Traditional vs. SBLS 
  • Traditional
    • Collecting Points
    • 0-100 Scale
    • Penalties for behaviors
    • Only some students can achieve at a high level
    • One opportunity for assessment
    • Classroom to classroom inconsistencies in curriculum
    • Mistakes equal failure
  • Standards Based
    • Focus on standards/outcomes
    • 1-4 scale
    • Report on behaviors separately
    • All students held to same expectation
    • Multiple opportunities to learn and be assessed
    • Standards are consistent within a course
    • Growth over time and allowing mistakes in the learning continuum are important messages

• SBLS focuses on growth, outcomes, with multiple opportunities to show learning

• Student-centered learning targets
  • Posted
  • Connect to the work
  • Consistent, do not change drastically from year to year
  • Students know what they are responsible for learning
  • Also teacher centered.  Work is based on Learning Targets

• Please first (briefly) review and discuss the Best Practices in SBLS (focus on Learning Targets, #1) 
  • What do you see, think, and wonder about learning targets and assessment in BSD?
    •  Wonder how they keep teachers accountable to the system (ie, some teachers if you get 90 or above they give you a 4)--doesn’t seem like it’s really working. One of the classes is a percentage-based class now this year. Rubrics are helpful in some classes if they are specific in classes like LA or SS. In Math, no one really looks at them--you either get it or you don’t
    • We wonder if there is an understanding of the targets and the why.  The construct of the targets is also confusing for students, parents and families.
    • We also wonder if assessments are aligned with targets.
    • Growth-Mindset aligned to clear detail and tasks.
    • The language and the targets need to be clear, expectations need to be stated and then followed.
      • Task-Specific Rubrics can be helpful to students to use as a ‘checklist’
      • It also makes scoring easier on the back end for teachers
    • Learning targets can be helpful and guiding as long they are tailored to the students. Need to be broad enough to establish a connection to students. Can we expand learning targets to include skills further than memorizing things so that they are more meaningful - soft skills, critical thinking, conflict resolution, etc.
    • The intention of the learning is important -- LTs help create the why behind the what.  
    • Our intention is to create the intention for students (and parents too) about why we are learning what we are learning.  
    • This process has been more difficult during CDL.
    • Every kid has a different way of learning -- SBLS gives kids different options to show what they are learning -- the assessments can vary, but students can still share their knowledge and learning in this type of system.
    • The learning is adaptable to the students current knowledge and allows them to develop deeper levels of understanding.
    • LTs allow different points of entry for students -- it allows students to develop different levels of understanding towards the learning.  
    • What are you learning?  How will you know if you are successful?  What happens if you get stuck?
    • Students have success criteria and rubrics to help them to see the next steps in learning.
    • Teachers can get to learn students -- they know that they learn in different ways -- some are visual, some need more hands on learning
    • When we explain the WHY, we make it real for students and give them a reason to learn in.  We connect it to the future,
    • Rubrics - Students can identify what they need to learn or do in order to reach another level of the rubric.  
    • The LT spiral
    • Students work towards a summative assessment score.  
    • LT are transferable skills between subject areas -- students who are TAG can think broader and deeper.

• What has your experience with BSD learning targets been? See above
  • One of misrepresentation and confusion.
  • We like the MYP/DP/CP 1-8 (or 1-7) rubric marks for IB.
    • Gives kids an ability to see their growth, little by little
    • More equitable for the diversity of our learners
  • Student experience right now is that learning targets aren't important to success in class. Can be un-engaging if not incorporated correctly. No discussion of power; more discussion of why than what. Can force students to just memorize things instead of think critically. Presentation, context, resources, and environment all matter just as much as meeting a “target”.
  • Teachers often accommodate language through the LT. Many times teachers allow students to do the work in another language because the concepts are transferable
  • Not used with fidelity. Teachers believe they’re posted to keep administrators happy. 
  • Inconsistencies from teacher to teacher. Connect things happening in the classroom to real life. Critical understanding in what “I” am learning and how I can apply it. More memorable and fun. 
  • Rooted in the why for the students. Curriculum mapping. Time is a premium and difficult to do with fidelity. 
  • Success criteria is absent often. 
  • Multiple opportunities for feedback. The need for consistency between classrooms. Fine line between consistency and judgement. Consistent evidence of growth. 
  • Now, not consistent evidence of growth with Covid. 
  • Teachers need to come  together to calibrate. Same level of success criteria. Moderation. Proficiency vs. sufficiency. 
  • values rubrics. It does take a long time to write a rubric. 

• As time allows, please consider these questions:
  • What types of feedback (in school and perhaps other professional settings) have been most meaningful for your own growth and development?
    • Sometimes rubrics are circled (specific criterion is circled)--but most of the time students just look at the numbers because its a “one-and-done” they aren’t going to use the feedback later.
    • The most impactful feedback is usually a one-on-one conversation with specific feedback and areas for growth. Students are more engaged in an activity or project where there is an opportunity to “re-do”. Unless there is an opportunity to sit down with the teacher to talk about what they did, how they did, and what they can do to improve they take the grade/rubric and just ‘chuck-it”. Peer-to-peer review and feedback that is more personal is the most effective and seems to have the greatest impact. 
    • Sometimes teachers have a very specific way they want things to be written, and then you have to learn what that teacher wants or what they “prefer” and until you know what the teacher “wants” in your writing, it’s like the “blind leading the blind” for a while. 
    • Our refugee community has a huge learning curve ahead of them to navigate differences in teachers in terms of expectations, teacher style, etc.  
    • Multiple opportunities, revisions, frequent feedback, opportunities to improve. Specific feedback - not just 1-4 numbers, comments, qualitative feedback. Timely feedback; if you don't get feedback fast, it means less later.
    • Testing anxiety
    • Easier this year with grading
    • T. doing a great job explaining criteria
    • T. supportive to helping us with 
  • In your school experiences, did assessments and grades instill fear? Or hope & potential?
    • Honestly, there is very little hope, “Everyone is terrified”, people stay up all night trying to cram for tests.
    • Terrified growing up. Gatekeeping. Compliance 
  • What would you like to see in a grading system?
    • Ideally, at the beginning of the year or the beginning of the term, the student would decide how much weight they want to put on assessments/projects depending on their strengths as a learner. The student could sit with the teacher and confer on those items and include the parent in the process. The way the assessments are currently set up is that every student has to work at the same level as all the rest and that just isn’t fair in terms of different students’ strengths. This would help maximize the student’s potential to learn and to grow. 
    • How could we do this and also prepare students for college where the system is still very traditional? 
    •  Get rid of grades.

1. Addresses Oregon Social Sciences standards 
2. Oregon Department of Education criterion
3. Our Social Studies Teacher Cadre: needs/wants

• Section One:  Alignment to Oregon Social Sciences Standards
  • All state standards addressed with focus on Multicultural and Integrated Ethnic Studies
  • Multiple and/or accounts and perspectives of historical issues and times provided
  • Authentic inclusion of narratives, perspective, and explains the importance and contributions (products, events, actions, and ideas) of key people, cultures, and ethnic groups, social groups, religious groups, and other historically underrepresented groups.
  • Clarity and authenticity of author positionality
  • Clarity and authenticity of primary sources (text/videos/maps/interviews)
• Section Two:  Student Engagement (provides guidance for teachers to support differentiated and culturally responsive/relevant)
  • Relevance and recency of publication, as well as measures in place to update content and connect with current events
  • Meaningful student-centered activities that build interest and understanding of varied lived experiences
  • Intentional opportunities for students narratives and voice with service learning and community action
  • Variety of learning mediums (text, video, audio, interactive activities, etc.)
  • Classroom Library Collections (Lee and Low, Mackin), Dual Language and multilingual texts

• ODE criterion
• BSD Teacher Cadre Needs/Wants

• What do you see, think, and wonder? What’s missing?
  • Multiple sources of primary stories/primary documents. Making certain that those documents are accessible in multiple languages.
  • Cross-curricular connections
  • Missing the concept of power from a local level on to a global level and examining who makes decisions
  • Interconnectedness of cultures and groups of people
  • Important to have lots of first-hand texts, videos, etc.
  • Expectations for integration of literacy standards really important (especially at the middle school level where there is less dedicated to literacy this year)
  • More tangible when there is a human being connected to the information
  • Dual language materials teacher and student facing. We provide the materials and not ask our multilingual staff to translate. 
  • Questions: what measures in place to update? Time and finances to be put aside to update units. 
  • Current events are tied back to learning targets. Don’t ignore standards. 
  • Wonder: How important is the integration piece is the teacher cadre to make sure this happens? The integration holds meaning for one another. It is not compartmentalized. The are tied together and in relationship to one another. 
  • Section III. Are we truly differentiating? It’s an aspiration not a reality. The best differentiation happens within the classroom. Pull outs vs. push ins. Can the learner’s needs be met in the classroom without pulling them out to “fix them?” 
  • Provides access for resources, but truly utilize the resources as teachers, and scaffold it to support students. “We did our job” vs. here are the resources I have, now I can support you.” 

• Overall, what do you want to see in regards to instructional materials for K-12 Social Studies?
  • Many of the suggestions already listed, primary sources, online resources, translated materials, classroom libraries. Definitely no textbooks! Things like NEWSELA. Guest speakers, people with experience--first-hand or family/community connections. As many opportunities for field trips as possible for the first-hand experience--immersion first hand. Really tap into community partnerships across all schools. Students really want to get out of the classroom and experience things/stories/history/etc. Make certain that some of these opportunities are systemic so there are not disparities in access and opportunities to field trips and community partnerships
  • We are wondering about the purpose and thinking behind the Classroom Libraries.
  • The use of video and short text that can be annotated is critically important.
  • Practice speaking, debating, and holding discourse.
  • Multiple resources to delve into and then allow choice in creating and completing the final task.
  • Making the learnings/conclusions/concepts of race and power explicit is really important
  • Would like to see criteria for teachers to be adding to the resources that are used. What questions are they asking before choosing to include other materials? Students need to learn to ask the same questions.
  • Ongoing updates to the curriculum to keep it accurate, representative, and relevant 
  • Power of the standard --this keeps us from going page by page in texts -- our standards guide our need for materials.  
  • Important - the integrity of sources  - 
  • Teaching students how to be critical thinkers and analyze multiple sources of information. Learning about the world beyond Google and Wikipedia.
  • Library resources -- asking the question  - Whose story is this?  Whose story does this represent?  Are all perspectives represented --  It is important to examine the source of the ‘story’ /information.
  • Be mindful of the narratives that we are sharing with students.  Be critical of our influence.   
  • Be sure to share multi-cultural narratives and multi-generational narratives.
  • Honor multiple perspectives. 
  • Have the ability to critically examine both sides of an argument or a political view -- 
  • Books and literature from diverse authors to allow students to have mirrors and windows.
  • We need to have some consistency between schools -- this allows students to feel like they are on target if they move schools.  
  • In this work, we also need to consider the training needed for teachers to use the materials…..

• more real life learning (educational field trips)
• Be sure to share multi-cultural narratives and multi-generational narratives.
• Materials in Spanish (and other languages)- teacher and student facing materials
• Differentiating. It’s an aspiration not a reality.
•  Flexibility for individual learners and classroom responsiveness:  textbooks are stagnant!
• The value of teacher and student voice cannot be ignored.
• Think about SPED and Dual Language.  Can't be an afterthought.
• How are we making the materials accessible to everyone, so everyone can succeed.
• Our student and community voice, lets actually build it for them. And this was an amazing way to spend some of my birthday hours, thanks for the well wishes!
• How will they help students grow as people?
• We provide the materials and not ask our multilingual staff to translate.
• making content feel more real - videos, pictures, speakers, presenters, places make you appreciate significance
• how are literacy skills integrated into social studies, explicit instruction in reading many types of nonfiction text and audio/visual
• experiences & community partnerships
• How do they cultivate the growth of a critically-minded social scientist?
• Authentic materials, and recognizing intersectionality
• Availability of differentiated materials should not be enough. It should be an expectation of educators access materials and have the support to implement with students
• Focus more on the stories, histories, and cultures that are not only considered relevant due to their proximity to white-America

3-30-2021  Social Studies Project Team Agenda 

1. Welcome, gratitude, and revisiting norms (5 mins)

2. The Role of Race in Teaching, Learning, and Community (20 mins)

   1. Community building

3. Learning Target Models (40 mins)

   1. Grades ___ and ___ examples 

   2. Overview then Group Feedback Activity

4. Break (5 mins)

5. High School update and feedback gathering (20)

6. Large Group Discussion (10 mins) 

7. Next Steps (10 mins)

8. Exit Ticket (5 mins)

• Recognize how your own social identity/positionality (e.g. race, class, gender, sexual orientation, ability, etc.) informs your perspectives and reactions to our shared work and learning.

• Natalie Ebanks - Student / Project Team member
• Video
• Work of the project team will impact current and future students

• Discussion Prompts: 
• How does race affect what this team does?
• How do you believe race should be talked about with/in K-12 Social Studies teaching and learning? 
• Input:
  • Staff feeling uncomfortable with conversations around race leads to silence ... leads to violence.
  • Discomfort in radicalized conversations is not a bad thing. It means that we're willing to grow from those ideas and feelings.
  • How young  is too young to teach about race? Best practice for navigating privilege conversations with young learners/parents from dominant society?
  • There will be a need to provide varied resources for teachers who are comfortable teaching about race as well as prepared/ canned, district backed, curriculum for those who are not as comfortable teaching about race.
  • D: Brandon he/him to Everyone (5:03 PM)
  • *young
  • open conversations at a young age leads to people who are more sure and confident about their identities
  • Inspired by Natalie, while some of our staff may not be ready and/or comfortable talking about race, our students (and colleagues) are living in their racialized identities and need to talk about it.
  • Some teachers might need more support to talk about race in the classroom...maybe this cadre could help with that
  • Racism is at the roots of our education system. We need to talk about it!
  • Race should not be sugar-coated in K-12 classrooms. Racism/racial experiences are traumatic, and they need to be addressed in a way that fully acknowledges that pain. If someone is old enough to experience racism (especially at school) then everyone is old enough to learn about it.
  • If we can normalize discussions around race/privilege then we will have a generation of  students who are comfortable talking about race. Students are young enough to experience racism, so they are never too young to discuss it. :)
  • yeah it’s never too early to teach about race because people experience discrimination based on it from a young age
  • It is an unearned privilege to not have to teach/learn about it while others have to live it.

• More voices and perspectives are being introduced
• White male prevalence has been the norm

• Ethnic Studies standards must include the histories, contributions and perspectives of both ethnic and social groups grade K-12
• Meaningful implementation is important

• Students are able to:
  • See Learning Targets posted that are relevant to the unit/lesson
  • Explain the meaning of the Learning Target and how it connects to learning
  • Experience a consistent set of expectations within a course and see the progression to subsequent classes where applicable
• Teachers are able to
  • Create lessons that are aligned to Learning Targets
  • Communicate the Learning Target both verbally and visually to students
  • Use instructional materials and tasks that align with the Learning Targets

• Language needs to be clear so that students know what is expected of them and their learning

1. Please first (briefly) review and discuss the Best Practices in SBLS (focus on Learning Targets, #1) 
   1. Revisit observations from last time and consider comments that were just discussed.  What are your biggest takeaways?
2. Go to working copies of Kindergarten and 6th  grade learning target models with student friendly I/we can statements.
3. Which targets seem the most student friendly?
4. Please make suggestions/observations with respect to language and wording.  When doing so, cite the specific learning target and your suggestions.

• I can explain why respecting the uniqueness of people is important.
• I can describe how people are the same in some ways and different in some ways.

• I can engage in respectful conversations by taking turns.
• I can explain that there are different rules in different places.

• I can pursue an understanding of what makes me who I am.

• I can explain that a need is for survival and a want is something you can live without.
• I can name a _________ (need or want).
• I can tell the difference between a need and a want.

• I can explain what money is and how it is used.

• I can give examples of different kinds of jobs that people have.

• I can name what is my property and what is shared property.
• I can participate in classroom activities, while sharing and taking  turns.
• I can demonstrate care for shared spaces and materials.

• I can explain that people are paid for the work they do on their jobs.
• I can describe how some  people volunteer to help the community.
• I can describe how some  people volunteer to help others.

• I can describe how a picture or map  is similar and different to another one. 

• I can locate and describe important places  for me and my family on a map. 

• I can value places and traditions from different cultures.

• I can locate something by saying over/under or here/there, for example.

• I can understand what happened in the beginning, middle and end.

• I can give examples of change-makers around the world and the situations they helped to change with their work. 

• I can say what “history” means. 
• I can explain people, places and things in the past and now (present).

• I can create  a timeline to put events in order.

• I can describe  what I have in common with other people and how I am unique at the same time. 

• I can explain how (an event or practice) has changed and has stayed the same throughout the years.

• I can find possible solutions to injustices by trying to understand someone else’s perspective. 
• I can work to find solutions that are fair and empathetic.

• I can learn about  the origin of a source of information using clues.

• I can describe, compare, and contrast how governments can impact different groups of people.

• I can describe, compare, and contrast how governments can impact different groups of people.

• I can describe, compare, and contrast how governments can impact different groups of people.

• I can identify and analyze ways that people work together towards justice, equality, and equity, both now and in the past.

• I can investigate current issues  and how they relate to other countries.

• I can explain and analyze how supply, demand competition, trade, and debt influence economies.

• I can explain and analyze how supply, demand competition, trade, and debt influence economies.

• I can evaluate different economic issues and their costs and benefits to different groups of people. 

• I can define and explain how spending, savings, credit, borrowing, debt, and digital banking affect my personal financial future.

• I can define and explain how spending, savings, credit, borrowing, debt, and digital banking affect my personal financial future.

• I can define and explain how spending, savings, credit, borrowing, debt, and digital banking affect my personal financial future.

• I can define and explain how spending, savings, credit, borrowing, debt, and digital banking affect my personal financial future.)

• I can construct (make) and analyze maps, graphs, charts, models, and databases to infer and predict human behavior

• I can identify and describe the ways that people and cultures connect to the lands they live on.

• I can explain and show how changes to  transportation and communication technologies influence people, ideas, and cultures.

• I can explain how sustainable living is influenced by technology, individuals, and groups.

• I can identify and examine ways indigenous peoples and nations are organized (both past and present) 

• I can identify and analyze the impact of colonization on indigenous peoples.

• I can examine past and present contributions by indigenous cultures 

• I can identify and analyze the impacts of oppression, injustice, and resistance both throughout history and/or currently.
• I can identify and analyze how power and systems of government can be used to oppress different groups of people.

• I can identify and analyze the impacts of oppression, injustice, and resistance both throughout history and/or currently.
• I can identify and analyze how power and systems of government can be used to oppress different groups of people.

• I can compare different ways of showing periods of time (e.g. since time immemorial, ad infinitum, BCE, CE, BC, AD, decade, century, millennium).

• I can explain and analyze how people, cultures, products, events, and ideas can be viewed differently at different points in time, or by different groups of people.

• I can gather, record, interpret, and use information from many different sources while distinguishing facts, opinions, and points of view.

• I can critique and determine if a source is  trustworthy (credible) and if it can help answer question

• I can identify and analyze specific problems and opportunities challenging my community as well as the world.

• I can assess the power of individuals and groups to make change in my community and in the world. 

• I can construct (create) and organize arguments using claims, evidence, and reasoning from multiple sources. 
• I can acknowledge and evaluate the strengths and limitations of my arguments and sources.

1. Please first (briefly) review and discuss the Best Practices in SBLS (focus on Learning Targets, #1) 

1. Revisit observations from last time and consider comments that were just presented.  What are your biggest takeaways?

• We need to be careful that we don’t create supports or systems that are irrelevant. If it’s not relevant to the student-teacher relationship, they hinder the learning experience. The interdisciplinary method is key. 
• We got fairly distracted discussing how learning targets are not necessarily useful to students, at least the ways students are experiencing them in the classroom. Earning high grades becomes the priority for students, not necessarily the progression of learning or learning itself.
• This is very assessment heavy
• Would like to see more focus on students and their learning process.
• Positive note - more of a concerted effort to meet students where they are at.  Ex: multiple opportunities, utilizing teacher expertise to determine proficiency.
• 5D+ does not include Equity directly in holding teachers accountable.
• Accurate representation in the student and teacher feedback
• Learning targets should be clear, simple, and stable
• This:  Students are more engaged in an activity or project where there is an opportunity to “re-do”. Peer-to-peer review and feedback that is more personal is the most effective and seems to have the greatest impact.
• What can multiple opportunities at assessment on a learning target look like?
• Student involvement in understanding the target and constructing assessments to go with it is important (co-creation).
• Targets and assessments have to offer opportunities for different learning styles.
• Peer-to-peer and timeliness is key
• What is it that students are actually supposed to be doing? They tend to be vague. 
• They should be wide enough to accommodate learning, but specific enough that students know what the outcome should be.
• For SS how are events impacting the personal, local, globally? And various aspects of society. 
• In the “student is able to” section there is the bullet of “explain the meaning of the learning target and how it connects to learning” but that is not in the “Teachers are able to” section, can the teacher actually do this? Model this practice for their students? Could there be a bullet or emphasis on teachers scaffolding this process?  
• HS students’ perspective:

•  Teachers tell the learning targets but that doesn’t necessarily help them. Students wonder if it’s more for the teacher. LT’s are more abstract.
• Rubrics are helpful because they are specific. Depending on the class, essential questions make sense - math and science specifically. 
• What’s the point of rephrasing if we don’t use them anyway?
• Important for a student to know what they are supposed to learn, but essential questions also do that.
• The “I can” learning targets seem like something that would be put in a rubric.

• Considering targets and curriculum (a little off task from this question, but important feedback), these were some other questions brought up:

• Question: do all high schools choose which Social Studies topics to teach? (example: Holocaust is not taught at all the high schools) There are even inconsistencies within the same school. Books used are not consistently- not all teachers teach the same book. All students need access to the same curriculum / learning correct history.
• Optional Courses, like ethnic studies: should that be optional?
• Big topics can be broken down to save time, but they must be addressed: example: each group researches a different genocide, then presents it. Takes about a week and the class learns about many different genocides.
• We need a well rounded curriculum so that everyone learns about history and issues. 

2. Go to working copies of Kindergarten and 6th (see above)  grade learning target models with student friendly I/we can statements.
3. Which targets seem the most student friendly?
   • K.19
   • K.17 
   • K.12 
   • We feel it’s difficult to assess if the targets are student friendly - it would be important to involve more students to truly determine the answer to this question :) 
   • Most of the Spanish versions are student friendly.
   • #2 is simple but straightforward enough, a good way of presenting it. 

2. Please make suggestions/observations with respect to language and wording.  When doing so, cite the specific learning target and your suggestions.
   • Looking at K.20 about primary and secondary sources- is this too far reaching for kindy? Are we asking then to differentiate and/or explain why this is important? 
   • Also, looking at the links to LA (in purple)- so glad to see the literacy connections in these targets. I would worry if it was interpreted that the only way a student could show understanding was through the written word- when there are multiple ways and multiliteracies and modalities (remembering that worship of the written word is a characteristic of white supremacy Jones & Okun)
   • K.11 * Examine culturally significant traditions, celebrations, days, and places including those from cultures that are currently and historically marginalized. (Geography)
     • This appears to be the only place where “currently and historically marginalized” is listed. Should this term and its meaning be discussed and understood first? A separate target/more explicit target?
   • K.14 * Identify examples of unfairness or injustice towards individuals or groups and the “change-makers,” who worked to make the world better. (Historical Knowledge)
     • The question “why” “why this happens” is missing in this target and also the student-friendly version. 
     • Identify the current and historical marginalizations of people and the reasons why, and examples of unfairness.  (and maybe then remove the phrase from K.11)
     • I can explain how (an event or practice) has changed and has stayed the same throughout the years.
       • What does this mean? What is a “practice” to a kindergartner? (Note: This might be easier to understand if we saw a scope and sequence)
   • 6th grade:
     • 6.9 Summarize the advantages and disadvantages of checks, stored value cards, debit cards, gift cards, and online and mobile payments. (Financial Literacy)
       • Do we use checks anymore? Maybe checking, savings, credit, debit, both in person and online?
     • 6.20 is great
   • There are still a LOT of learning targets that need to be covered in a 48 minute class in middle school - 28 targets is still cumbersome
   • Some wording of the targets are not grade/age appropriate or kid- friendly.  Ex:  K1 - uniqueness (maybe use special/ specialness instead)
   • Many of the Spanish versions are perfect for age/grade level.
   • Many of the Kinder targets will need some pre-teaching of terms.  Ex: injustices, pursue, empathy.
   • 20 targets are a lot of Kinder, so try to integrate SS targets into other content areas.
   • 6th grade targets (multiple):  What do we mean by “analyze”.  Do we explicitly teach what it means to engage in the verb of “analyze”.
   • Will we teach command terms/transdisciplinary skills/approaches to learning explicitly (<---PYP language)
   • Can we create a resource of terminology to be introduced at the elementary level to help teachers and students know what certain terms mean.
   • #8 Is there a way to be specific like “I can explain the difference between a job (work) that pays and volunteer work?
   • #14 I can give examples of people around the world who “helped people and/or communities” (instead of just “change-makers”)
   • #1 and #17--can they be combined? 
   • Kindergarten targets sound student friendly. 
3. Please make suggestions/observations with respect to language and wording.  When doing so, cite the specific learning target and your suggestions.
   • K.1
     • Add: I can explain why respecting and appreciating  the uniqueness of people is important.
     • Add: I can describe how people are the same in some ways and different in some ways, and that these differences are valued.

• K.3
  • Add?  I can pursue an understanding of what makes me who I am, and value who I am.
• K.17
• Change “describe”  to: I can value and appreciate  what I have in common with other people and how I am unique at the same time. 

• High School Subcommittees have been working hard to consider how the new state standards will fit into our learning targets.  Our learning target subcommittees are formulating a proposal which would create consistent learning targets from grades K-12.  
• Additionally, we have been looking at nuanced data in order to make a recommendation on our course sequences at the 9-10 grade level. 

• Advanced Social Sciences Courses Data (AP / IB)
  • Mobility factors into opportunities
  • Varies greatly across the district
  • ELL and SpEd
  • Small cadre groups are examining the data
• Recommendation will be provided to School Board 
• All students need equal opportunities
• Basic adoptions include required core content only
• Consistent access and outcomes across the district is needed
• Course Sequencing

• Science and Math adoptions included 

• Elementary and Middle School Instructional Materials
• (Re)Reviewing foundational documents (position paper, best practices) and taking a fist to five vote

• Voting on learning target work, course sequencing work, and instructional material recommendations.

• Everything that has been Project Team voted/approved by that time will be contained in Phase One

• Will likely not take the entire year
• Meetings could possibly be in person.  Will be determined closer to September

1. Welcome & gratitude
2. Moving the work forward and voting (3 documents)
   1. 2 Phases of the Adoption
   2. Fist-to-Five protocol
   3. Context and process for creating & revising the documents
   4. Independent review of documents and virtual vote (Google Form)
3. Doc 1: Position Paper (~10 mins)
4. Doc 2: Best Practices (~10 mins)
5. Doc 3: Learning Targets (~10 mins)

6. Middle School Instructional Materials
   1. Process and overview (5 mins)
7. Actively Learn Social Studies (Achieve3000) (25 mins)
8. Discovery Education Social Studies (25 mins)
9. Closing

• Focus is on Middle School 
  • New Common Middle School Experience revisions beginning in fall 2021
  • Shift from Humanities course to separate Language Arts and Social Sciences courses beginning in fall 2021
• Final Review and team voting:
  • Social Science Position Paper
  • Social Science Best Practices
  • Social Science Learning Targets - Grades 6, 7 & 8

• Phase One
  • Position Paper
  • Best Practices
  • Grade 6-8 Learning Targets
  • Grade 6-8 Instructional Resources
  • Grade 6-8 Professional Development
    • Grade 6-8 Fall 2021 Implementation
• Phase Two 
  • Grade K-5 Learning Targets
  • Grade K-5 Instructional Resources
  • Grade K-5 Professional Development
    • K-5 Fall / Winter 2021-22 Implementation
  • Grade 9-12 Learning Targets
  • Grade 9-12 Instructional Resources
  • Grade 9-12 Programming
  • Grade 9-12 Professional Development
    • Grade 9-12 Fall 2022 Implementation

• 0-5 Scale
• Votes of a 3-5 signify your approval to send the documents to the School Board for formal adoption.
• Votes of a 0-2 signify that you do not approve, and you will have an opportunity to share your thinking and reasoning with the large group.
• A (“Zero”) indicates that you will write a minority statement in the final report
• A (“one or two”) indicates you have proposed changes that are in line with the proposal
• If you are voting 3-5, and would like to share minor suggestions for edits/revisions (optional), you can fill out an additional Google form)
• Without consensus, majority is moved to Board with additional documentation explaining low votes
• Kayla, Susan G, Susan O, and Brian S do not vote.  Susan G will vote as a member of the board.    District admin do not vote as the process is designed to be community and practitioner based.
• Quorum needed to conduct voting
• The School Board  will see the vote as a recommendation from the Project Team. They can vote to accept or push it back for further work.  At that point it is in their hands.

• Process: 
  • Collaborative Writer’s Workshops: Reviewing variety of ideas/sources/research, pre-writing, drafting & revising. 
  • Feedback from K-12 Cadre  on 12/1/20 & 4/20/21                                                                                 (37 K-12 teachers, 11 district specialists)
  • Feedback from Project Team on 12/8/20 & review/vote on 4/27/21   (4 student reps, 8 family & community reps, 9 K-12 teachers, 4 principals & assistant principals, 11 district reps & specialists, 1 school board member)
• Product: 
  • Position Paper: Wider audience, philosophy, vision, the why for K-12 Social Studies education.

• Cadre created and revised
• Project Team reviewed and provided input at December meeting
• The “why” behind curriculum adoption
• Review final revision and cast vote and provide feedback if desired (minor suggestions)
• If unable to cast vote due to technical difficulties, please email selection to susan_ouellette@beaverton.k12.or.us
• Input 
  • Mariah: Top of page two - Opinions of students in the classroom need to be heard.  Use of “discrimination of any kind not allowed in the classroom. ” could be limiting.  Voices and rationale need to be heard.  Suggestion remove “of any kind”  Example:  Voting age could be seen as ageism
    • Every Student Belongs policy aligns with wording
    • That line is pulled directly from the BSD guidance on social and political expression. Link  Policy ACB
  • Susan Acosta Second line - 
    • Includes all students, including white students. Should not just identify marginalized groups
    • Brandon Culbertson TOSA he/him to Everyone (4:59 PM)
      • White students are at a disadvantage as well if they are not learning from multiple perspectives. I agree
    • liv cruse to Everyone (5:01 PM)
      • Could we just remove that phrase and write it like this: However, abundant research illustrates the troubling reality that fewer and fewer young people are receiving a high quality Social Sciences education.

• Sarah Chivers (she/her) to Everyone (5:01 PM)
  • It also sounds passive. The failure of a good social studies curriculum is on the district, etc, not those students
  • Jacob Evers to Everyone (5:01 PM)
  • Perhaps add a sentence that acknowledges the states for white students as well?

• Sarah Chivers (she/her) to Everyone (5:01 PM)
  • "fewer students are receiving" changed to: schools have failed to provide....
• Jacob Evers to Everyone (5:01 PM)
  • stakes*
• Isaac Kindblade to Everyone (5:02 PM)
  • I like Liv's phrasing there
• Brad P TOSA he/him to Everyone (5:02 PM)
  • Agree with Liv. The intent of the line is referencing unfortunate trends in national research, though if it lands in a harmful way, it should be changed.
• Apoorva Rao (she/her) to Everyone (5:02 PM)
  • I like the rephrased version!

• liv cruse to Everyone (5:02 PM)
  • This removes the deficit mentality
  • Marcela U (ella, she) to Everyone (5:02 PM)
  • Yes, I agree!

• David Nieslanik to Everyone (5:02 PM)
  • I also agree with Liv. Thank you, Susan, for raising this point.  I had not read it that way when I read the first time.  I think Susan's suggestion makes sense.

• Brandon Culbertson TOSA he/him to Everyone (5:03 PM)
  • Was it also a call to include multiple perspectives? -The value therein?

• Results
  • Five - 13
  • Four - 9
  • Three - 3
  • Two - 1
  • One - 1
  • Zero - 0

• Process: 
  • Collaborative Writer’s Workshops: Reviewing variety of ideas/sources/research, pre-writing, drafting & revising. 
  • Feedback from K-12 Cadre  on 12/1/20 & 1/13/21 & 4/20/21            (37 K-12 teachers, 11 district specialists)
  • Feedback from Project Team on 1/21/21 & review/vote on 4/27/21            (4 student reps, 8 family & community reps, 9 K-12 teachers, 4 principals & assistant principals, 11 district reps & specialists, 1 school board member)
  • Product: 

• Reviewed by cadre three times and project team once
• The Best Practices doc was also reviewed and revised by the cadre on 4/20/21

• Results
  • Five - 12
  • Four - 12
  • Three - 3
  • Two - 0
  • One - 0
  • Zero - 0

• Process: 
  • Collaborative Writer’s Workshops: Reviewing variety of ideas/sources/models, drafting & revising. 
  • Ongoing work and revisions throughout school year with K-12 Cadre & 6-8 team.       (37 K-12 teachers, 11 district specialists)
  • Feedback from Project Team on 2/16/21, 3/3/21, & review/vote on 4/27/21     (4 student reps, 8 family & community reps, 9 K-12 teachers, 4 principals & assistant principals, 11 district reps & specialists, 1 school board member)
  • Product: 
  • Learning Targets: 

• 4 Academic Learning Targets (ALTs): Knowledge, Critical Thinking, Communication, Research (teachers report on these in Synergy) 
• Academic Supporting Targets (ASTs) based on grade-level state standards. 
• Learning targets will be accompanied with a teacher-created resource/glossary and PD on terminology and concepts (e.g. analyze, evaluate, critical thinking, etc.).

1.  state-adopted 2021 Oregon Social Sciences standards 

• Grades 6, 7, 8
• Reviewed multiple times by Cadre
• Four common academic learning targets for each grade level
• Supporting targets are different for each grade level that are dependent of state standards
• Companion glossaries and professional development guide

• Input/Comments
  • Apoorva Rao (she/her) to Everyone (5:28 PM)
    • question - are 6th graders not learning about indigenous history prior to european colonization? or am i misreading this haha
  • Brad P TOSA he/him to Everyone (5:30 PM)
    • @Apoorva, they ARE learning about Indigenous history prior to colonization in 6th.
  • Apoorva Rao (she/her) to Everyone (5:30 PM)
    • ok thank you that makes a lot more sense!!
  • Brad P TOSA he/him to Everyone (5:30 PM)
    • No problem! Thanks for asking
  • Sara Koppy (she/her) to Everyone (5:31 PM)
    • I understand Apoorva's confusion. The wording there in the beginning is a bit confusing to me, too
  • Apoorva Rao (she/her) to Everyone (5:32 PM)
    • I think it’s all the periods honestly I just skipped over one of them and then the rest of it didn’t make sense haha
  • Jennifer Hoyt (she/her/ella) to Everyone (5:32 PM)
    • I agree. It might help to have North spelled out fully.
  • Brad P TOSA he/him to Everyone (5:32 PM)
    • That's helpful feedback Apoorva & Sarah. That is direct language from the state and standards, though we can modify it to make it more clear. Indigenous history prior to European colonization is the central focus of grade 6 SS.
    • I can change that easily. Thank you!
  • Kayla Bell to Everyone (5:33 PM)
    • One minute remaining..
  • Mariah McCarty to Everyone (5:34 PM)
    • Are we approving the student-friendly condensed version of the targets? Which will the teachers use to develop curriculum?
  • Brad P TOSA he/him to Everyone (5:35 PM)
    • @Mariah, they will use both. We want teachers directly engaging with the standards, but we also want Stu-friendly supporting targets for teachers to be able to use as teaching tools
  • Kayla Bell to Everyone (5:36 PM)
    • Thank you for your patience.  It appears we are having technical difficulties.
  • Natalie Ebanks to Everyone (5:36 PM)
    • I agree with Apoorva and Sarah, I also think we could change the wording in the 7th grade section where they are learning about African history prior to European colonization.
  • Brad P TOSA he/him to Everyone (5:37 PM)
    • Noted, thank you Natalie!Apoorva Rao (she/her) to Everyone (5:38 PM)
    • I think it’s important for the focus of the year to be the focus of the phrase? Like it shouldn’t be “instead of x we’re doing y”, it should be “we’re doing y instead of x”

• Results
  • Five - 8
  • Four - 12
  • Three - 5
  • Two - 0
  • One - 0
  • Zero - 0

• Addresses state-adopted 2021 Oregon Social Sciences standards 
• Oregon Department of Education criterion
• Our Social Studies Teacher Cadre: needs/wants
  • Ultimately, our teacher cadre members will make a recommendation to the project team after hearing from instructional materials providers and piloting materials in their classrooms. You will hear from our two 6th-8th finalists tonight, and then we will formally vote (fist-to-five) on what to propose to the school board at May’s Project Team meeting.
• State Requirements are being followed
• Criterion Link to ODE
• Cadre examination and input
• Started with 11 providers
• Narrowed to three and then down to two
• Send any questions to Brad and Matt
• Isaac Kindblade to Everyone (5:40 PM)
  • Do we have any info as far as cost for these?
• Brad P TOSA he/him to Everyone (5:40 PM)
  • Also, currently our teacher cadre leaders in 6th-8th are piloting some of these materials, as well as dual-language teachers. And we will share their feedback and suggestions at our May meeting.
• Brian Sica, he/him, to Everyone (5:43 PM)
  • @Isaac, budget implications are a required part of the report.  We will make to get budget comparisons to you before you vote.
• Heidi Anderson to Everyone (5:43 PM)
  • With the time constraints, please feel free to put any questions here> https://docs.google.com/document/d/1hRaLtpLBae71v6SYrvB6ro8howa3dW6lJdITu0GVDHU/edit?usp=sharing

• Heidi Anderson, Jessica Bell, Renee Abboud - presenters
• Easy access for students and teachers
• Aligned to standards
• Topic searches features for content lessons
• Sortable by grade level, lexiles and standards
• Student platform provides interactivity with other students, highlight, note taking, translations, tech supports, accessibility for special needs
• Customize and collaboration options
• District library can be created to store resources
• Sort and arrange sources in folders - customization and personalization
• Accurate, vetted, research based materials
• Accurate representation of history
• Inclusive, accurate, accessible curriculum
• Informed research and best practices
• Background information provided
• Multiple steps used to create content, multiple publishers and reputable resources
• Students are asked questions as they are reading
• Dictionary tools
• Additional supports
• Connects past to present
• Opportunities to engage students with connections
• Diverse voices brought into reading and writing
• First person perspectives are reflected upon
• Intentional in reflection of perspectives
• Sensitive material is responding to quickly 
• Content added frequently and changes/adjustments made when needed
• How is critical thinking addressed?  Interaction and reflection built in.  Translation available when needed
• Leveled readings.  Ability to select a range of lexiles.  Focus on grade level content with downward scaffolding.  Annotated notes in margins.  Extra supports is automatically provided when needed (extra notes for guidance)
• Gating feature can be turned off
• Can customize chunking
• Text sets can be built around deep questions
• Multiple types of questions are built in.  Customization available
• Log-in and guides being created to allow for further investigation of resources
• Everyone will get access to log-in information and support resources. We will send follow up info tomorrow via email. The instructional materials info is at the end of the slideshow.

• Nellie FIsher, Brad Fountain - presenters
• Access to up to date information
• Equity and accessibility
• Multimedia resources
• Best practices and multiple perspectives
•  account will be available
• Searchable by subject and standards
• Customizable lessons and assessments
• Multiple supports
• Key topical events
• Partnerships, holidays, religious celebrations
• Nellie Fisher to Everyone (6:08 PM)
• My contact info if you’d like to reach out to me directly with questions tonight or in the coming weeks as you explore our Discovery Education Social Studies resources: Nellie Fisher | nfl sher@discoveryed.com
• Daily updates and news feeds
• Closed captioning in over 70 languages
• Supports for students with special needs
• Sections broken down into grade bands.  Age appropriate content
• Can be utilized in Canvas.  No need to go to Discovery
• Over 200,000 resources broken down by reading levels and languages
• Provides a variety of perspectives
• Students learn about events along with how different individuals experienced it
• Differentiation supports
• Authentic Spanish translations
• Annotation of text
• Carolina Cavedon she|ella|ela to Everyone (6:15 PM)
• Can the read aloud be done in Spanish as well? - Yes
• Multiple explanations and imagery
• Connected people, places and events are available
• Immersive reader - read aloud, male/female voices available
• Multiple student supports
• Elaborate provides multiple types of activities
• Source content accessibility
• Speed of read aloud has variable options
• Pre made lessons available that can be copied and edited
• July 1 new tools will be available - built in activity function.  Embed a question /quiz in reading or video
• Can monitor new features/content being added monthly
• Variety of “channels” available - subject/content
• Virtual field trips 
• Collaboration partners
• Social Studies Channel broken down by grade level bands
• Keyword search to find multiple resources
• Sarah Chivers to Everyone (6:22 PM)
  • Anything about how social groups have overcome structural/systemic problems? Anything about power? Or capitalism?  Thanks!
• Nellie Fisher to Everyone (6:24 PM)
  • Certainly, Sarah! We can follow up with specific channels and content to meet those needs.
• Questions submitted will receive follow up
• www.discoveryeducation.com
• User: beaverton@review.com
• Password: discoveryAnil Naik to Everyone (6:28 PM)
• Will piloting teachers be reporting to us or the cadre? I'd like to hear straight from teachers and students
• Brad P TOSA he/him to Everyone (6:28 PM)
• Yep Anil
• Brad P TOSA he/him to Everyone (6:28 PM)
• We will share a summary of piloting at the May meeting
• Stephanie Somanchi to Everyone (6:28 PM)
• Yes - I’d really like to hear what the teachers think.
• Brad P TOSA he/him to Everyone (6:29 PM)
• Student perspectives too
• Likely written feedback (from students)
• Isaac Kindblade to Everyone (6:30 PM)
• Some sort of survey could be helpful
• Maybe using language from the new position paper
• Brad P TOSA he/him to Everyone (6:30 PM)
• Yeah, we will also have an open feedback form for all community members, and a public webpage that shares log in info and resources
• I'll send a follow up email soon, I know we covered A LOT tonight. Appreciate you all hanging in there.

• bradley_parker@beaverton.k12.or.us
• matt_hiefield@beaverton.k12.or.us

• Civics and Government
• Geography 
• Historical Knowledge and Historical Thinking
• Economics and Financial Literacy 
• Social Science Analysis 
• Multicultural and Ethnic Studies 

• Validates students’ lived experiences and values
• Disrupts power dynamics that privilege dominant groups and perspectives
• Empowers students 1) to connect to experiences beyond their own, 2) to examine their own perspective by learning through multiple perspectives, and 3) to develop a historical and contemporary sociopolitical or critical consciousness of the world around them.

• Social Science classes must be inclusive, dynamic, and affirming places where all students and staff of all backgrounds, cultures, and abilities feel welcomed, valued, challenged, seen and heard.

• American Indian/Alaska Native/Native Hawaiian, or Americans of African, Asian, Pacific Island, Chicanx, Latinx, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from historically marginalized groups including but not limited to women, people with disabilities, immigrants, refugees, seniors/elders, and individuals who are lesbian, gay, bisexual, transgender, queer/questioning +. 

• Sustained engagement in the Social Sciences cultivates students as media-literate learners, inquirers, change-makers, and responsible global citizens.

• To guide personal and professional growth plan(s) as a Social Sciences teacher
• To guide professional development and professional learning choices and aspirations

• To support grade level collaboration and unit development, refinement, and reflection
• Suggested prompts for personal, professional, and collaborative reflection:
  • How does this look in my classroom? How could this look in my classroom?
  • To me, this means…  I’m curious about…
  • What does this tell me about what I can add, change, or evolve in my classroom this year? 

1. Content and context rich expectations: Oregon’s 2021 Social Science Standards Integrated with Ethnic Studies engage students within and across the domains of Civics and Government, Geography, Historical Knowledge and Historical Thinking, Economics and Financial Literacy, Social Science Analysis, and Multicultural and Ethnic Studies. These standards ground student learning expectations and learning targets.

1. K-12 academic learning targets (ALTs) are based on the real-world relevance and work of social scientists, which includes 1) building knowledge, 2) critical thinking, 3) research, and 4) communication skills. 
   1. The grade-level academic supporting targets (ASTs) are derived directly from the 2021 Oregon Social Science Standards Integrated with Ethnic Studies.

2. A proficiency-based learning and assessment model provides students with clear and objective learning targets, which takes the mystery out of assessment for students. Through learning targets:
   1. Students are able to:
      1. See learning targets posted that are relevant to the unit/lesson.
      2. Explain the meaning of the learning target and how it connects to the learning.
      3. Experience a consistent set of expectations within a course and see the progression to subsequent classes where applicable.
   2. Teachers are able to:
      1. Create lessons that are aligned to learning targets.
      2. Communicate the learning target both verbally and visually to students.
      3. Use instructional materials and tasks that align with the learning targets.

1. Physical arrangement of the room communicates to students that both student collaboration and developing independence and self-reflection is valued (e.g., intentional meeting areas, available resources, varied student seating, physical accessibility, etc.).
   1. Accessibility: Classroom is physically accessible and responsive to students with disabilities, and includes appropriate equipment and materials to increase students’ comfort and opportunities to be successful.
   2. The physical environment can also include local community spaces and opportunities outside of school buildings, including but not limited to field trips, community events, community speakers, experiential learning, etc.

1. Visual/Instructional materials (i.e. libraries, maps, posters, etc.) feature the histories, contributions, resilience and resistance, and perspectives of many racial, ethnic, and social groups - past and present - with an intentionality for historically marginalized and historically excluded groups.

1. Student agency, ownership, and community: Classroom routines and rituals foster student ownership, independence, participation, responsibility, and they reflect the values of community and shared accountability for learning.

1. Inclusivity: The classroom is an inclusive environment in which students identify themselves as valuable members and use their lived experiences and academic, social, linguistic, and emotional strengths in the classroom, school, and community.

1. Valuing diversity and knowledge: Classroom culture values individual and cultural diversity, students’ prior knowledge and lived experiences, and students’ heritage languages as strengths that are used to further develop their academic, social, emotional, cultural, and linguistic capabilities.
   1. The classroom culture fosters the exchange of constructive feedback and the celebration of growth.

3. Relationships: Educator builds meaningful relationships with students and families to better understand and empathize with different cultural funds of knowledge and lifeways. 
   1. Additionally, developing and nurturing meaningful relationships between the teacher and students, and student to student relationships, acknowledges that students are a key component in the creation and growth of a healthy classroom culture.

4. Classroom discourse and interactions reveal what is valued in the learning environment: student identity development and belonging, the development of skills and content knowledge, respect for thinking and intellectualism, a lens of criticality and anti-bias/antiracism, as well as joy in the celebration of learning, growth, action, and change.  
   1. Educators should consistently model curiosity, humility, and what it means to be an active and growing inquirer and learner.  This helps students to develop a level of comfort and safety in order for them to truly learn, share, and grow themselves.  
   2. Additionally, classroom discourse will inevitably lead to disagreement over ideas.  These are opportunities for students to learn how to respectfully listen, consider, and debate.

1. Multiple perspectives with an intentionality for historically marginalized and historically excluded groups: Exploring historical and current events from multiple and diverse racial, ethnic, and social perspectives helps students gain a deeper and more complex understanding of the larger human experience.  

2. Transdisciplinary, transferable skills: Curriculum includes purposeful opportunities to build transdisciplinary, transferable skills including knowledge-building (factual, conceptual, and debatable knowledge), critical thinking (including problem solving and criticality), research (inquiry and investigation), and communication (reading, writing, speaking, listening).

2. Critical literacies: Curriculum invites sustained student engagement through reading, writing, speaking, listening, discussion, debate, and deliberation that fosters critical thinking and the ongoing analysis and evaluation of information and sources.

4. Accessibility: The curriculum is available and accessible to all students, including students receiving special education services, dual-language and multilingual students,  and students who are navigating poverty and/or houselessness.
   1. With respect to special education services, alternative curricular materials for students who are working towards a non-standard diploma are fundamental in creating learning opportunities for all of our students.
   2. As a dual language and multilingual school district, curricular materials and resources in multiple languages are an integral part of supporting and celebrating all of the linguistic diversity that students bring to our classrooms.

1. Culturally relevant and responsive teaching: Teaching approaches and strategies invite students to learn about the past and present while working to identify and dismantle injustice, and to promote liberty, justice, and equity in their communities and world. This includes: 
   1. Validating students’ lived experiences and values
   2. Disrupting power dynamics that privilege dominant groups and perspectives
   3. Empowering students to connect to experiences beyond their own, to examine their own perspective and privilege, and to develop a historical and contemporary sociopolitical consciousness of the world around them.

2. Multiple and diverse learning opportunities: Teacher provides a variety of learning opportunities for students to access the curriculum and expand entry points, while creatively and responsively utilizing instructional materials and resources.

2. Civic engagement and responsible democratic participation is sought out in day-to-day and long-term learning and objectives by cultivating student voice, interest, inquiry, action, and agency.

1. Use of ongoing diagnostic and formative assessment: Teacher conducts ongoing diagnostic and formative assessments so that they and their students have a working knowledge of where current student understanding and skill development is in relation to the learning target(s). 
   1. Multiple opportunities for assessment in a variety of modalities and formats should be provided for students across and within the learning targets.
   2. Learning opportunities should be accessible to students who are working towards a non-standard diploma.

2. Student interest and choice will help develop engaging, responsive, and dynamic scaffolds that are adjusted as students participate in meaning-making and increasingly assume ownership and responsibility for their own learning.

3. Language acquisition: Scaffolds include multiple opportunities and formats for students to build their language skills which include ways that their authentic voice and home language is honored. All classrooms should work towards honoring and actualizing BSD’s best practices for multilingual learners. 

1. Essential knowledge and skills: Students will engage in developing factual, conceptual, and debatable knowledge, research and inquiry skills, critical and analytical thinking, and communication skills.  Intellectual work is conducive to participatory civic engagement and responsible participation within and across students’ local and global communities. 

2. Bias and perspective: Teachers and students consider the dynamic nature of knowledge and of multiple and varied perspectives while developing critical thinking habits. It is also important to acknowledge personal bias and positionality, and to be respectful and understanding of diverse cultural norms and perspectives.

3. Independent and collaborative investigations: Students should have frequent opportunities to investigate subjects in depth and to participate in choosing topics and modes of learning. Classroom learning should include both independent investigation as well as cooperative learning, and opportunities should foster student agency, specifically regarding self-advocacy and collective action.  

3. Authentic audiences: Opportunities to present work that highlights student voice and learning to authentic audiences within and beyond their classroom and school are highly encouraged.

1. Culturally Relevant:  Culturally relevant teaching asks educators to embrace student background and experience, which includes teachers exploring/identifying their own biases and positionality. It is essential that educators understand the beliefs, practices, ideologies, and experiences that shape our students’ worldviews and experiences.

2. Cooperative and collaborative learning:  Social Sciences classrooms are active and dynamic learning spaces filled with rich cooperative and collaborative learning, inquiry, and student collaborative conversations and deliberation.

1. Inclusive: Social Science classes must be inclusive and affirming places where all students and staff of all backgrounds, cultures, and abilities feel welcomed, valued, challenged, and heard. This is evidenced by rich and varied opportunities for student discourse and communication with high levels of student engagement and participation. Intentionality in regards to diversity, equity, and inclusion are critical components of a functioning democracy.

2. High Expectations: Classroom discourse and interactions reflect high expectations and beliefs about all students’ capabilities - academic, social, emotional, cultural, and linguistic - and create a culture of belonging, equity and accountability for learning. This is evidenced by elevated and engaged learning partnerships and collaborations.

3. Student-centered: Talk is student centered with a healthy balance of teacher-to-student talk and student-to-student talk. Academic language supports and intentional planning for rigorous academic discourse allows students multiple opportunities to practice talking about and across topics and issues.
   1. Student-student collaborative conversations are conducive to the real-world relevance and work of social scientists, which includes building knowledge, critical thinking, research, and communication skills. 

1. Self-assessment: Students reflect and assess their own learning in relation to the learning target(s) and they reflect and set goals based on teacher and peer feedback.

2. Multiple opportunities: There are multiple assessment opportunities and the teacher expects all students to demonstrate progress towards their learning goals. 
   1. There is an expectation that all students receive feedback on multiple assessment opportunities to demonstrate their learning. 
   2. Additionally, evidence of learning may look different from student to student, which addresses the need for equity through diversity in assessment.

3. Varied methods of assessment: Assessment methods include a variety of approaches to gather comprehensive and quality information while leveraging the strengths of different student learning styles and funds of knowledge.  
   1. Assessments should be designed to meet the needs of each student and include a variety of  student assessment data (e.g.,individual charts, conferring records,

4. Best practices for multilingual learners: Assessment practices should evaluate language and content standards independently, and should provide multiple opportunities for students to demonstrate proficiency through a variety of modalities. Further:
   1. Consider language, culture, and background factors when analyzing and creating assessments.
   2. Utilize students’ heritage languages to assess content knowledge when possible and appropriate.

1. Ongoing Feedback and Adjustment:  Teachers utilize feedback and ongoing formative assessment to adjust supports and be more responsive to students, to redirect instruction, and to assist with student self-reflection, evaluation, and goal setting.

1. Assessments are aligned to 2021 Oregon Social Sciences Standards and BSD Learning Targets. Additionally, assessments are within and across the domains of Civics and Government, Geography, Historical Knowledge and Historical Thinking, Economics and Financial Literacy, Social Science Analysis, and Multicultural and Ethnic Studies.

• This learning target model below has 4 Academic Learning Targets (ALTs): Knowledge, Critical Thinking, Communication, and Research.
• The Academic Supporting Targets (ASTs) are student-friendly “I can” statements derived from the 2021 Oregon Social Science Standards Integrated with Ethnic Studies.
  • The ASTs cover the domains of: Civics & Government, Economics, Financial Literacy, Geography, Historical Knowledge, Historical Thinking, Social Science Analysis. 
• The goal of this 4 ALT model is to encompass the knowledge, skills, and practices of a critically- minded social scientist, and to deepen the student experience beyond traditional knowledge acquisition. This model was also inspired, in part, by big ideas from the position paper and best practices draft documents, as well as ideas from the K-5, 6-8, and 9-12 learning target committees.

Social Sciences Project Team

May 18th, 2021 Agenda: 4:30-6:30pm

1. Welcome & gratitude

2. A: It’s coming together. Position Paper and Best Practices

B: Overview of Board Report and Summary of Progress

3. Overview of Middle School Instructional Materials Adoption

4. Reading of Materials (independent or group)

5. Vote

6. Break (~10 mins)

7. Overview of Phase 2

   1. Elementary Updates

   2. High School Updates

8. Next meeting

9. Thank Yous and closing

• Education for changing the world
• Student work and artwork
• Notes on how the documents can be used
• To be shared with teachers
• Living document

• Final review of Middle School Instructional Resources and vote
• Considerations/Criteria
  • Addresses state-adopted 2021 Oregon Social Sciences standards 
  • Oregon Department of Education criterion
  • BSD Selection Criteria for Instructional Materials
  • Our Social Studies Teacher Cadre Considerations
• Board Report review
  • Will be available for viewing on the School Board website May 24
    • Board Book

1. Feedback and Cadre Recommendations
2. Dual Language and Spanish Translation
3. Accessibility
4. Professional Development
5. Text and non-text options
6. Multiple and Diverse Perspectives
7. Educator Support and Responsiveness from Company

• Cadre voted 9-1 in favor of Discovery
• Student and Community Feedback found good points, in both platforms

1. Dual Language and Spanish Translation

• Dual Language teachers preferred Discovery due to its authentic translation.
• Text to speech feature available in 40+ languages
• A single platform for Dual-Language and English-speaking classes in a curriculum adoption would set a new precedent for BSD adoptions.

2. Accessibility

• Discovery is available in 2 lexile levels in English and authentically-translated Spanish (on grade level and approx. 2 grade levels lower). This makes non-fiction text more accessible for all students and all academic programs.

• Discovery partners with Dr. Sharroky Hollie and the The Center for Culturally Responsive Teaching and Learning (CCRTL) and will offer PD on culturally-responsive pedagogy and the platform and navigation. PD offerings from Discovery are more robust and include more options and pathways for teachers’ needs to be met. Discovery has offered to collaboratively co-host a session with BSD and Dr. Hollie.

• More non-text offerings (200,000+ primary sources, specifically created channels, videos, articles, multiple perspective interactives, current events, graphic organizers, and history podcasts and audio-visuals), as well as a more traditional central text, called the “TechBook,” that is organized by state standards and topical units in 5 categories (Engage, Explore, Explain, Elaborate, Evaluate). We believe this format will be stronger, more engaging for students, and easier to utilize in the classroom, and that it will be easier to help teachers new to Social Sciences and/or new to tech-based content navigate and teach core ideas and content. 

• Discovery had more access to text and non-text resources highlighting multiple and diverse perspectives through both activities (ex. perspective activities) and curated channels. The offerings also had a wider range of resources that highlighted and celebrated the joy and richness of different cultures, as well as social justice and equity issues. 

• Discovery has been proactive and highly communicative throughout the process.  In addition to weekly check in meetings, they have taken the lead in integrating culturally responsive teaching and customizing PD offerings.  They have had a very quick turnaround with respect to technical questions and have been willing to bring in their content and project team leads on short notice.   Overall, their customer service and support has been superior. 

• Remember that you have already read and voted on the K-12 Position Paper, K-12 Best Practices, and 6-8 Learning Targets.
• Introduction (pg. 3-4)
• “Middle School Instructional Resources Review Process” (pg. 37)
• Summary of major considerations in the Middle School Teacher Cadre’s recommendation of Discovery Education (pg. 38-39)
• Summary of Discovery (pg. 40)
• Browse: Professional Development plan (pg. 41-43)

• Fist to FIve
  • 0 - Major Issues to discuss and I will write a minority report
  • 1- Major issue I would like to discuss
  • 2- Minor issue I would like to discuss
  • 3- Neutral, proposal can pass without further discussion
  • 4 - Support, proposal is strong and I openly support it
  • 5- Strong Support, I will work to promote this decision

• Zero: 0   Will submit minority report
• One: 1
• Two: 3   Changed to Three after discussion
• Three: 4
• Four: 8
• Five: 12

• Sarah:  Concerns around digital platform, elementary kids couldn’t handle so much screen time  Needs intersectional perspective.  Need social development in the classroom.  Actively Learn appeared to do more of what is deemed important, more engaging, less passive learning.  PD focused on tech in Discovery ED, should be about building on identity and historical connection.  Actively did a better job of teaching online
  • Response:  Only for middle school.  Overall platform was considered when reviewing Discovery.  Pd will be used to train on how to handle use of the platform for teacher proficiency, other practices and values will be handled by the District.  Supplements will be brought in to enhance learning.  Discovery had transparent collaboration with Culturally Responsive Teaching expert.
    • Initial feedback was that it was an overwhelming amount of resources.  Further examination found it less so.  Piloting teacher commented that they would not use Discovery solely, other tools would be utilized.
  • (S) T - Anil Naik (he/him) to Everyone (5:45 PM)
    • @Sarah, these are good points. Thanks
  • S -T Isaac K (He/him) to Everyone (5:45 PM)
    • ^
  • G: Sarah Chivers to Everyone (5:46 PM)
    • My older is in sixth grade now at Cedar Park. Thanks!
  • (S) F/C: Jennifer (she/her/ella) to Everyone (5:48 PM)
    • A student comment mentioned that the techbook helped create structure on the video platforms. Which were admittedly kind of overwhelming to look at
  • D: Brad P (he/him) to Everyone (5:50 PM)
    • Also could add that there are possibilities for printing text in PDF format, so primary text reading would not need to be exclusively online.
  • S -T Isaac K (He/him) to Everyone (5:51 PM)
    • ^ I would love this.  To get to print out the modules at the beginning at the year.
  • (S) T - Anil Naik (he/him) to Everyone (5:51 PM)
    • The question of screen time is a fair one, even for MS.
  • D: Brad P (he/him) to Everyone (5:51 PM)
    • @Jennifer, yes. Teachers would definitely need to be proficient and comfortable with the platform to help students learn to navigate it. Just exploring it openly can admittedly be very challenging.
  • (S) T: Gillian (she/her) to Everyone (5:51 PM)
    • One thing that keeps coming up for me again and again is the fact that Discovery Ed has an authentic Spanish translation as well as multiple reading levels, while Actively Learn does not.  Too long, our DL teachers and students have had to work more than they should to be able to access quality resources that serve their learning needs--the same goes for students who are reading below grade level.  I think both of these qualities need to be a requirement for any resources we adopt.

• Scott & Marcella:  Concern with language. No authentic text from latino authors, was authentic translation - not the same experience for students.  Missing the opportunity to learn about culture. Need for other perspectives from around the world.  Needs to be complimented with other resources.
• Note:  Supplemental resources are allowed and can be added later

• Phase 1 (Spring 2021): In planning for the common middle school experience in Fall 2021, Middle School is our priority. Goals: Formal advancement of K-12 Position Paper, K-12 Best Practices, 6-8 Learning Targets, 6-8 Instructional Materials and Professional Development.
• Phase 2 (Fall 2021): K-5 Learning Targets & K-5 Instructional Materials (K-5 projected fall/winter 2021/22 implementation), 9-12 programming, learning targets and instructional materials (9-12 projected fall 2022/23 implementation).

• K-5 Learning Targets (similar to 6-8 w/ standards)
• K-5 Instructional Resources & Materials
• K-5 Professional Development plans 

• Crafting and curating lists based on ideas from cadre members, BSD teachers, and partnering/neighboring districts.

• 3rd: "PDX Our History" readers from Oregon Historical Society (being created now).  A four-part series on four different subjects: Portland since time immemorial through today; the making of a city (geography/geology events as well as built environment); biographies; and stories of activism, focused on youth. Each will have activity/workbook sections. 
• 4: “Oregon is Indian Country" readers from Historical Society, created alongside contributing tradition bearers and members of the Nine Federally Recognized Tribes (2009). 
• 5: Curated Newsela SS resources more specifically focused on U.S. History 1492- 1786. Also possibility for additional 5th grade U.S. History based trade-books and/or mentor texts.

1. Subcommittee work completed on Course Alignment
2. In grades 9-10, all courses will share the same learning targets and supporting learning targets based on state standards.
3. Discussed and made recommendations on the issue of untracked classes at 9-10 grade level.  This will be the first agenda item in the fall.
4. Currently working on allocating supporting targets (state standards) for the 9-10 grade sequence and subsequent course descriptions.
5. Once targets are allocated, will create a process for curriculum writing for new courses that will begin in the fall of 2022.
6. Learning materials adoption process will start in the fall.

• Our next meeting will be scheduled for mid-September.

• At our September meeting, we will start on Phase 2 of the adoption.  This will include an in-depth consideration of tracking in our high schools in grades 9-10 and a consideration of committee recommendations.

• New Teaching & Learning Social Science  TOSAs assignments
  • Aarti Kamalahasan, Katie Swartwood (PT member last year), and Lauren McAndie (K-5 LA & SS TOSAs)
  • Anil Naik (PT member last year), Beth Merrill, Jeremiah Hubbard (Secondary SS TOSAs)

• Opening Activity in Break-Out rooms

• Think about a Latinx person that has positively impacted your life and that you would like to celebrate. Or, think about how the Latino culture has influenced your life.

• Quality Curriculum Cycle 
• Teacher Cadre  
  • Elementary classroom teachers (13)
  • Middle School classroom teachers (11)
  • High School classroom teachers (13)
  • Social Studies content specialists (5)
  • Teaching Specialists (8)
• Project Team
  • Elementary classroom teachers (4) 
  • Middle School classroom teachers (2)
  • High School classroom teachers (3)
  • Social Studies content specialists (2)
  • Teaching Specialists
  • Students (4)
  • Parent/Community members (4)
  • School Administrators (2 elem, 1 middle, 1 HS) (4)
  • School Board representative (1)
• School Board
  • Member Susan Greenberg - Serving on Project Team
• Update and timeline of the BSD SS adoption.
  • Last school year, the focus was grades 6-8. This year it is K-5 and 9-12.
  • Position Paper (the K-12 philosophy, the why) *done for K-12
  • Best Practices (the what and how of K-12 SS teaching and learning)  *done for K-12
  • Learning Targets (the curriculum, based on the standards) *done for 6-8, this year for K-5 & 9-12
  • Instructional Materials/Resources (used to address the learning targets) *mostly done for 6-8, this year for K-5 & 9-12
  • Professional Development and Implementation *in process for 6-8, this year & next for K-5 & 9-12

• Currently implementing last year’s adopted curriculum
  • BSD is implementing that new Social Science Standards (not mandated by ODE until 2025) 
  • BSD is ahead of much of the rest the country 

• Learning Targets - ODE
• Four Academic Targets
• Communication targets included in other content areas
  • Slide 18

• Tribal History/ Shared History
• Holocaust and Other Genocides
• Ethnic Studies and Inclusive Education
• Reference Guide - Slide 23
• Supported by teachers
• Law recently passed that requires Civics education - Separate class to be integrated into the curriculum
  • Requires 0.5 credit in a separate Civics course
  • Signed into law on June 3rd, 2021
  • Will be applicable to class of 2026 (this year’s 8th graders)
  • Recommended (ODE) that it be integrated into 9-10th grade program for schools that have healthy AP and IB programs.
• Why Social Science Standards Integrated with Ethnic Studies
  • Students identified the need to see themselves reflected in social science classrooms
  • Students and teachers identified the benefits to all students of a more complete and inclusive understanding of U.S. and Oregon history. 
  • Effective social science teachers have long recognized that instructional materials and social science topics connected to the lives of students created more engaging lessons and deeper learning. 
• None of our programs meet all state and ODE requirements. 
• Reporting on specific learning targets is widely inconsistent
• Our current programs produce highly predictable data in both access and outcome
• Course Sequencing and Content
  • Consistency has historically been seen across the District in Social Science course
    • Disagreements have taken place in the past about what should be taught
    • Currently there is a willingness to change practice among teachers on the Cadre
  • Framework for Course Content Subcommittee
    • All students must meet requirements for ODE state standards and Oregon law in order to graduate.
    • Course offerings and sequencing currently predicts inequitable outcomes. New SS adoption cannot do so.
    • Consistent and equitable offerings must be accessible across the district.
    • The 9-10 program will serve as a central focus for this initial alignment work while schools will develop their own 11-12th grade due to the differences in advanced options. (AP/IB)
      • Will allow additional access to all our students for college credit, advanced learning, etc.
• Four Bucket Approach - By semester in 9th and 10th grade
  • American History - 9th
  • US Civics - 9th
  • World History - 10th
  • Economics Through a Global Lens - 10th
• On-Going Work
• Discuss with Principals to work collaboratively on way forward with their departments
• Work with HS Cadre members to create a district wide proposal
• Present proposal at next Project Team Meeting

• Guiding Question:  

• What are the opportunities and challenges of having a district wide 2 year Social Studies sequence?

• Notetaker results

• This has been the work of the whole district, not just a handful of teachers 
• Appreciation to the team for their  thoughtfulness  and trying to make something viable that will work.  Removing the gatekeepers and obstacles was long needed.  
• Thank you to all.  The narrative of the group has made it difficult to make decisions in the past.  Should be civic compromisers and agents of change.  Discussions that have occurred tonight have been constructive and encouraging

Social Science Project Team Agenda

October 19, 2021

Welcome & gratitude (5 mins)

Introducing new Project Team members

Community-Building Opener: Students Impacted by Disabilities (Jessica, 10 mins)

K-5 Learning Targets: Review and Project Team Vote (Brian, Katie, Aarti, Brad, 25 mins)

K-5 Instructional Materials Overview (Katie, Aarti, Marcela, Brad, 15 mins)

BREAK (5 mins)

High School (Matt, Anil, Beth, Jeremiah, 45-60 mins)

Next meeting, thanks, and closing

• Social Science Project Team Session Notes

• Olivia Hay: Community Rep
• Brooke Hull: Community Rep
• Alivia Sil: Community Rep
• Diane Hardman: Community Rep
• Jennifer Oordt: K-5 Teacher Rep

• Jessica Linderman - SpEd TOSA
• Disability - broad term that doesn't reflect actual student situations
  • Reflecting on your own K-12 education experience, how do you remember individuals with disabilities being represented in curriculum? 
  • Do you think that your same age peers impacted by a disability had the chance to learn about people like themselves?

• K-5 Learning Targets (vote tonight)
• 9-12 Learning Targets
• K-5 and 9-12 Instructional Resources (overview tonight)2 Professional Development and Implementation plans. 
• Additional K-12 core instructional resources (i.e. Dual Language and Special Education)
• Additional K-12 supplemental instructional resources for all K-12 programs, including 6-8.
• 9-12 Programming (Group work and discussion tonight)
• K-5 and 9-1

• K-5 ALT 1: Knowledge: I can learn and show what I know about (insert grade-level focus)

• K: Me and My World
• 1: My School and Family
• 2: My Neighborhood, My Community
• 3: Our Community and Beyond [Emphasis on Oregon Geography and Local/ Regional History]
• 4: Oregon’s Past
• 5: U.S. History (1492-1786)

• update made based on feedback.

• 3 ALTs would be on report cards.
• ASTs are based on the standards and are used for intentional teaching and learning.

• Elementary teachers report on learning targets in multiple content areas

• Collaborative Writer’s Workshops: Reviewing a variety of frameworks/sources/models, including BSD’s SBLS best practices & OR state standards, followed by drafting & revising of targets. 
• Ongoing work and revisions throughout last school year and this fall with K-5 Cadre members & district TOSAs.    (12 K-5 teachers, 5 district specialists)
• Feedback from Project Team on 9/28/21 & review/vote on 10/19/21    

• 3 Academic Learning Targets (ALTs): Knowledge, Critical Thinking, Research (teachers report on these on report cards) 
• Academic Supporting Targets (ASTs) based on grade-level state standards. 
• Learning targets will be accompanied with a teacher-created resource/glossary and PD on terminology and concepts (e.g. analyze, critical thinking, power, etc.).

• Wonderings about if some targets are measurable
• Suggested changing vocabulary to be more student-friendly
• Change words to be more closely aligned with standard

• Wondering about changing words to be measurable, we need to consider who are we centering by making it measurable? How can we still include important ideas such as value in our targets?
• Maintain the vocabulary where students need to learn the terms to show understanding of the standard. 
• Some minor tweaks in word choice  

• Suggested changing vocabulary to be more student-friendly
• Keep some of the language in stu-friendly targets that may seem high but students need to learn words like stereotype, targeted, marginalized etc.
• Some wonderings about whether some ASTs would need prior scaffolding by teachers

• Moved a couple targets from ALT 3: Research to ALT 1: Knowledge and ALT 2: Critical Thinking for more consistency across K-5.
• Ensure ASTs accurately distill the message from the original standard
• Some minor tweaks in word choice
• Need a Glossary for new words

• Suggested changing vocabulary to be more student-friendly 
• Suggested identifying examples of what certain references mean (ex. “Personal information”)
• Suggested greater specificity that could allow for deeper understanding (ex.  Concepts like colonialism)
• Consistency with terminology (ex. American Indian and Native American)
• Examples of better ways to phrase some ASTs 

• Stu-friendly statements feel stu-friendly and ready for use in classrooms.
• Want to prioritize teacher support in PD with a K-12 glossary of terms to help with universal understanding of concepts.

• 15 minutes total to independently (or in breakout rooms if you prefer) to review the K-5 Learning Targets and vote (via Google Form). 
• Votes of a 3-5 signify your approval to send the K-5 Learning Targets to the School Board for formal adoption.
• Votes of a 0-2 signify that you do not approve, and you will have an opportunity to share your thinking and reasoning with the large group.
  • A (“Zero”) indicates that you will write a minority statement in the final Board report.
  • A (“one or two”) indicates you have proposed changes that are in line with the proposal
• If voting 3-5, and would like to share minor suggestions for edits/revisions (optional),  can add comments directly to the docs as you review.).

• Note:  New members (tonight) are not voting since they were not present for much of the discussion on the elementary Learning Targets

• Five - 12
• Four - 12
• Three - 2
• Two - 0
• One - 0
• Zero - 0

• Grade-level teacher selected book-bins* will be aligned to Muhammad’s (2020) framework!
• Digital access and training on a new SS content platform: looking at Discovery, TCM, SW & Newsela

• Materials for consideration
• Additional discussion will occur at future meetings
• Lesson plans will be created for selected resources

• Identity: How will your teaching help students to learn something about themselves and/or others? How will you honor and leverage your students’ full linguistic and sociocultural repertoires? 
• Skills: What skills and content learning standards are you teaching?
• Intellect: What will your students become smarter about?
• Criticality: How will you engage your students in thinking about power, equity, and anti-oppression in the text, in society, and in the world?
• Joy: How will the lessons bring joy for students? What experiences can we share with students?
• What family connections can I incorporate?

• Identidad: ¿Cómo ayudarás a tus estudiantes a aprender algo acerca de sí mismos y/o de los demás? ¿Cómo honrarás y fomentarás los repertorios lingüísticos y socioculturales de tus estudiantes?
• Habilidades: ¿Qué habilidades y estándares de contenido estás enseñando?
• Intelecto: ¿En qué crecerán intelectualmente tus estudiantes?
• Criticalidad: ¿Cómo harás que tus estudiantes reflexionen y se involucren en el análisis de temas/asuntos de poder, igualdad y anti-opresión en los textos, sociedad y en el mundo?
• Alegría: ¿Cómo las lecciones traerán alegría a tus estudiantes? ¿Qué experiencias podemos compartir con los alumnos?
• ¿Qué conexiones familiares puedo incorporar?

• Studies Weekly (K-3)
  • Weekly articles that cover SS concepts (ex. Geography, civics & gov, etc)
  • Available in English and Spanish 
  • Audio reader available online
  • Lesson plans and follow up activities for each article
  • “Extras” include leveled readers in English and Spanish, and extension activities such as art and virtual field trips
• Teacher Created Materials (K-3)
  • Photograph Cards
  • Readers and connected lesson plans
  • Primary source texts
  • Available in English and Spanish
• Discovery (K-5)
  • More than 200,000 multimodal content resources
  • ready-to-use activities in monthly calendars for grades K-2, 3-5,
  • Embedded literacy and language supports
  • Assign and share multimedia content with students
• 3rd-5th: Newsela
  • What it is: An online collection of non-fiction and informational texts and text-sets that are available in 5 different lexiles and sometimes in Spanish.
• 3rd:  “Portland: A Children’s Series”
  • A brand new resource in final drafting stage!
  • 4 Individual Student Readers/Activity Books -- Portland, A Children’s Series, by OHS:
    • 1. Portland Since Time Immemorial Through Today (This region over time)
    • 2. Portland Becomes a City: Geography/Geology: landscape formation (Missoula Floods, etc.), center for trade (relationship among geography, trade) place-based significance events such as the Vanport flood, Mt. St. Helens eruption, etc. as well as political and social events that supported the development of Portland as a cosmopolitan city.
    • 3. Portland Biographies: Biographies of influential Portlanders from a wide variety of races, ethnicities, genders, LGBTQ community, etc.
    • 4. Portland Stories of Action and Impact: Science & climate change/climate justice theme, focused on the question of how youth have impacted change in Portland (Black Lives Matter, climate change, stories of student activism in schools around environment or social justice, etc.).
• 4th: This is Kalapuyan Land

1. K-5 teachers are trying out materials; we are gathering their feedback.
2. We will share the feedback with this team at future meetings, as well as the SS Teacher Cadre’s recommendation(s).
3. There will be a public viewing window where any interested community members can view and share feedback on the resources.

• How does tracking affect student outcomes in BSD High Schools?
  • Tracked:  Schools that have advanced and regular courses in 9-10
  • Untracked:  Schools that have heterogeneous groupings in 9-10 (with honors options for everyone in class)
  • Cadre Subgroup with representation of all comprehensive high schools and an options school representative met 6 times last winter/spring to discuss tracking and course sequencing.
  • On the question of tracking, this subcommittee researched and discussed the data on schools in our district and the benefits and drawbacks of tracking.
  • After lengthy debates, the subcommittee voted on this question.
  • By schools represented, 5 voted for Untracked while 2 voted for tracked.

• D: Brad (he/him) to Everyone (5:50 PM)
  • @ new members, when we say "cadre" we are referring to a group of BSD teacher leaders who make recommendations on everything from district learning targets, to course offerings, to instructional materials, to program philosophy.
• D: Brad (he/him) to Everyone (5:51 PM)
  • We have a K-12 teacher cadre with representatives from K-5, 6-8, and 9-12. Many are here tonight - thank you cadre members
  • Diane Hardman to Everyone (5:53 PM)
    • Acronym help! ELL and SPED?
    • Christine to Everyone (5:53 PM)English Language Learner and Special Education
    • Diane Hardman to Everyone (5:53 PM)
      • Thanks!
• D: Brad (he/him) to Everyone (5:53 PM)
  • Yes, please feel free to use the chat for any similar questions - it's a great feature of virtual collaboration! And thanks Christine.
  • And just to clarify- school A, B, and others are individual schools in this district?D: Brad (he/him) to Everyone (5:57 PM@Isaac, yes

1.  In your numbered groups, please have a discussion with respect to the data.  You can open up the data  (and we’ll post it in the chat).
2. Open up the google slidedeck and add to your slide based on the data and on your group discussion.
3. Make sure that everyone has a chance to reflect on the data.  We will have 20 minutes for this discussion.

• A nerdy social studies teacher observation:  The Learning Targets that appear to be adopted by this group are a major shift, in that they focus more on skills (research, critical thinking, etc) than content.   When schools have knowledge-based systems with little focus on skills, they tend to move in a linear way that leaves students students feeling behind, others bored, and this is often why we have tracking.  But if we have a system based on skill development and student choice, it may be possible for all of us to be in the same room together, learning, growing, and being challenged.  So the learning target adoption may help to support un-tracking.
• 2T: Liv (she/hers) to Everyone (6:25 PM)
  • ^^ THIS
• 1T Isaac (he/him) to Everyone (6:25 PM)
  • Well-said, Jeremiah!
• D: Brad (he/him) to Everyone (6:25 PM)
  • Thanks Jeremiah.
• 4S: Apoorva (she/they) to Everyone (6:30 PM)
  • yeah, at my high school, everyone has to take either an sl or hl ib history course junior year (not sure about sped or ell but yeah)
• 5, T, Christine to Everyone (6:30 PM)
  • What do our student representatives think about this topic?
• 4 D: kacy smith paterson (she/her) to Everyone (6:30 PM)
  • YES LIV!
• 3D: Marcela (ella, she) to Everyone (6:31 PM)
  • Thank you Liv!!!
• Alivia Sil to Everyone (6:31 PM)
  • Very aptly and well said Jeremiah
• 4 F/C: Stephanie she/her to Everyone (6:31 PM)
  • Apoorva had a brilliant idea presented on our slide of offering both tracked and untracked options.  This may allow students that gravitate towards honors options to immediately opt into that choice and not alienate those that may want to see how far they can push themselves.
• 3S: Scott (he/him) to Everyone (6:32 PM)
  • I think at Beaverton HS (which is tracked) it definitely creates an upper pathway and a lower pathway and those classes tend to be segregated by race and socioeconomic background in my experience
• 5, T, Christine to Everyone (6:33 PM)
  • Yes, Scott, I agree I see that at BHS also.
• 3D: Marcela (ella, she) to Everyone (6:33 PM)
  • ¡ Gracias a tod@s! / Thank you everyone!
• 3 D: Danica (she/her) to Everyone (6:33 PM)
  • Thank you for sharing that Scott!

• Allows student choice
• Taking upper level is valuable for college
• Question about the data
  • What are the requirements for entry to admission to advanced courses at the different schools?  
  • What are the D, F, I and N rates for ELL and SPED?

• Higher rate of participation of ELL and SPED in advanced classes
• Teachers must teach to all students
• Less segregation in classes

• Advanced courses are valued for college admission.  
• Nice to take advanced courses in subjects that they enjoy/ excel at.  
• Choice is huge.
• Getting a teacher’s signature for entry into advanced courses could be a significant barrier to entry for some students.

• the gatekeeping is harming students & preventing them from having equal access to education
• when we prevent all students from accessing higher level classes, it is segregation
• who are we as educators to decide who is “academically gifted and then place students in these classes?” **
• Tracking and giving options to students about advanced courses before college could be more beneficial. But tracking from kindergarten could be segregation. 

• Untracked schools have high rates of language & SpEd learners + have LOWER rates of D/F/I scores than most of the tracked schools. **
• when math untracked at the middle levels, we saw incredible successes for ALL students
• Is there data showing how many tracked student entered into Trade Schools? Are the AP classes mostly for kids going to college?

• The schools that still are tracking courses have a very low rates of students participating in ESL or SPED taking advanced classes
• A student said that in the tracked schools they saw very clear segregation between the “regular courses” (very diverse) and the “advanced courses” (non-diverse) they are in.
• Even if there is “Student Choice” in taking an advanced course or a regular course at 9/10 this is a form of tracking. Historical and present day inequities, expectation gaps, and deficit narratives lead to this “informal tracking system” 

1. The DFI rate was very low for the untracked schools
2. The proportion of emergent bilingual/multilingual students taking SS advanced courses in untracked schools is 100%, what could be better than that? Exactly!
3. The proportion of students in Special Education taking SS advanced courses in untracked schools is amazing as well!
4. Therefore, why to track?

• Can impact how students see themselves as learners and how teachers see students as learners.

• Many more students are taking advanced classes
• Why can’t schools offer both tracked and untracked
• How can be challenge all students, regardless of level of course

• We don’t like it and it’s harmful to students and the opportunities they could have.
• Takes away diverse students’ agency and choice via gatekeeping
• ELL students who took one or more advanced Social Studies classes, School D (Untracked) was at 100% whilst School B (Tracked) had 0% ELLS taking an advanced SS course!!

• The data on untracked students speaks for itself–at schools where 100% kids take advanced courses they are as successful (if not more) than school that only have half their kids in advanced courses, as indicated by the DFIN rate.
• For example: School D (Untracked) with 96.9%of students who took one or more advanced Social Studies classes and had a 5% DFIN rates in course

• Would like to see the participation rates and success rates of tracked/untracked students when taking standardized AP or IB tests after taking adv class.
• Students put on a ‘regular’ track may not feel they can take adv classes and be successful. Why set yourself up for failure?

• Data suggests untracked students are much more likely to take an advanced SS class.
• However, they may be told they must take at least one adv class, which would skew this data

1. Welcome & gratitude (5 mins)

2. Community-Building Opener: Migrant Student consideration (Karen Sanchez, Migrant Team)

3. 9-12 State Standards Consideration 

4. High School Material adoption

BREAK (5 mins)

5. Update on Scope and Sequence Discussions on common 9-10 courses and timelines (Brian)

6. Next meeting, thanks, and closing

• Migrant Education Program (MEP) Criteria
  • Student is younger than 22 (and has not graduated from high school or does not hold a high school equivalency certificate) 
  • Student is a migrant agricultural worker or a migrant fisher OR has a parent, spouse, or guardian who is a migrant agricultural worker or a migrant fisher; AND 
  • Performs, or has a parent, spouse, or guardian who performs, qualifying agricultural or fishing employment for wages or personal subsistence; AND
  • Has moved within the preceding 36 months to obtain, or to accompany or join a parent, spouse, or guardian to obtain temporary or seasonal employment in agricultural or fishing work; AND
  • Has moved from one school district to another.
• Program Goals
  • School Readiness (Pre-K)
  • Reading
  • Math
  • Graduation

• Do you think that your same age peers impacted by migrant work had the same opportunities to learn as you did? Why and/or why not?
• Reflecting on your own K-12 education experience,  how do you remember migrant students  being represented in the curriculum? 

• Hooray Carolina!

• ¡¡¡¡Bravo Carolina!!!!✊🏽

• Congrats!

• Yayyy!!! Felicidades Carolina <3

• Yay, Carolina!!!!!!!

• Well deserved!

• Well deserved dear friend!!!

• Whoohoo!  Congratulations Carolina!!

• Woo hoo!

• So proud -- thank you Carolina!!

• Awesome Carolina!! Congratulations and so well deserved!

• Carolina! So deserving!

• Yay! Congratulations Carolina!!

• Congratulations, Carolina!!!

• Great job and congratulations Carolina!!

• You are AMAZING, Carolina! Thank you for your dedication & commitment! <3

• Carolina is amazing.

• She is!

• Thank you so much everyone! Always an honor to serve alongside you!

• Just a clarification: not all students who qualify for migrant services qualify for English as a Second Language services! ;)

• Take 10 minutes to read the standards
• Note the new changes that are in blue
• In your zoom group, please discuss the standards:  
  • Guiding question: What did you notice about the additions to the standards and how will these changes impact student experience?

• In your group, 
  • please go to the slidedeck (feedback form) and find your breakout room number’s slide.  
  • Discuss the question with your group.  
  • Take notes on the slide.

• The language is much more powerful.
• Offers opportunities for kids to explore topics that weren’t part of the discussion before.
• Features more perspectives than before.
• It is a little strange that the only explicit topics in history are the new ethnic studies standards

• Students have been interested in these issues for years.  The targets show movement in a direction that they want to go.  They want to know more about the reality of things, not a brief, sugarcoated example.  In current curriculum, problems are characterized as historical and past-tense, without acknowledging ongoing problems.
• The topics seem like they would be more important to students.  It teaches them about the world that they currently live in.
• It should make class content more interesting to a broader set of students.
• These standards seem to demand/ allow for a bit more critical thinking and going more into nuance on key topics. This should result in more of a “forever learning” that should impact their decision-making in several facets of life.
• I think they are going to be more interested in this content

• They were specific and concise, providing a clear road map for teachers
• More inclusivity - broad spectrum and experiences are specifically mentioned
• Standards also include correcting misconceptions
• Not whitewashing
• Accepting the past and working toward a better future
• Previous standards had low-level types of thinking and new ones are based on actions, service, critical thinking and skill sets.
• Making connections with the past to current events and situations
• Updates

• When writing curriculum, you want a thread of respect and opportunities for communication
• Standards allow for student discussion & reflection
• Students will see themselves reflected in curriculum
• This builds community by sharing experiences & recognizing they are different, even in shared spaces
• Collaboration with strong cooperation, creating socially responsible citizens

• Blue additions are the heart of the document. They make the real change in our instruction. 
• Core of the document 
• Shifts at high school look consistent with elementary
• They facilitate the looking through many lenses and perspectives
• Broader targets that help you think about the system as a whole 
• Specific language does not leave room for interpretation or avoiding multiple perspectives 

• Are there ways to collapse some standards to assure they get addressed and there is accountability around delivering them--considering that there are so many and some educators may not want to let go of “old” standards--could this create a more common experience for students and avoid the variability in how some educators teach to certain standards.

• The additions offer multiple narratives and experiences within US Social Sciences;
• Inclusion of terms like “resistance” that recognize the experiences of groups historically impacted by marginalization;
• Didn’t notice specific mention of critical thinking, but saw that perspective taking might speak to that;

• Different student experiences will be recognized;
• Concern about teachers potentially getting things wrong with the new standards--helping teachers feel comfortable in that discomfort;

• Precise language
• Call to action: analyze, discuss, and do something with this new learning
• More inclusive in the representation of marginalized groups
• HS16 is an example of the interconnectedness of past and present history as well as implications for future events
• Density of each target
• Appreciate how communities are explicitly stated and supports teachers in exploring these targets with students.

• Excited for our students to inquire into and explore topics, content, skills not seen in our own schooling.
• Opportunities to engage with projects in a more integrated way (holistic way - integration of content areas)
• The standards demand attention be brought to perspectives of all involved in history
• Not all standards will be taught so how do we ensure students across BSD have a common social science experience.

• Love the changes
• Showing multiple perspectives
• Tie history into action 
• Like “analyze the impact”
• Deeper level thinking vs. recall of facts
• Looking east instead of west

• Prepare young people to vote
• What actions could you take today if you thought something was not right? 

• Inclusive, all students shown in lessons
• Anti-racist lens
• Examine how systems & structures were created
• Implicit bias

1. Our Social Studies Teacher Cadre Considerations
2. Addresses state-adopted 2021 Oregon Social Sciences standards 
3. Oregon Department of Education criterion
4. BSD Selection Criteria for Instructional Materials

• A couple quick thoughts based on my experience:   I don’t think any HS in the district can say they are addressing all or even the vast majority of state standards.  A big factor in that is the high level of autonomy HS teachers have in their curricular decisions.  This results - to use economic terms - in perhaps a “high ceiling” but also a “low floor.”

• Same in middle school- and not a lot of vertical alignment or work to make the 5th-6th or 8th-9th transition is smooth and consistent for our kids.

• Continue investigating the essential question: How do our student classroom experiences reflect our progress or growth toward becoming an ABAR school district? through data analysis and collaborative discussions
• Broadly engage in the work of the SS cadre and investigate site based needs for improvement with a goal of district consistency (we will work together to determine the depth of consistency).

• Review core instructional materials (Project Team Report To the Board)
• Determine course sequences (Learning Targets will be in the PT Report, Sequence will be in a follow up)

• Summer 2022
• Kick off the Curriculum Camp - See this article for a description of a “curriculum camp”

• Engage in a year long “Curriculum Camp” to develop base units using core adopted materials, supplemental materials, and teacher selected materials.
  • With representatives from schools across the district.

• Implement changes to the student experience to the degree possible.
  • May need to roll out one grade per year.
  • Class of 2026 (Current 8th grade) must have the stand alone Civics course to graduate.

• Review and Vote on Learning Targets for Elementary and High School
• Review Instructional Materials for Elementary and High School

• IB Anthropology course this year is providing valuable knowledge and learning.  Should possibly be recommended
• Have been enjoying personal connections this  year.  IB Global politics is providing missed current information
• Race & Ethnic studies is favorite class.  High quality learning and conversations.  A place to have comfortable conversations about uncomfortable topics

• ¡Gracias Apoorva, Natalie and Scott! You are amazing! We are so fortunate to have the opportunity to learn from you in this space.

• Thank you students! Your voices are so important!!

• Thank you

1. Welcome & gratitude (5 mins)

2. Community-Building Opener: Inclusion (Gretchen, 10 mins)

3. Core, Supplemental, and Teacher-Selected Instructional Materials (Brad, 3 mins)

4. Activity: K-5 Instructional Materials Overview (Brad, Katie, Aarti, Marcela, Lauren,  45 mins)

BREAK (5 mins)

5. 9-12 Instructional Materials (Matt, Anil, Beth, Jeremiah, Brad,  45 mins)

6. Next meeting, thanks, and closing

• You are welcome here
• This space has been created with you in mind
• You created this space

• K-5 Learning Targets (done)
• 9-12 Learning Targets (overview tonight, vote Feb)
• K-5 and 9-12 Instructional Resources (overview tonight, vote March/April)

• 9-12 Programming (revisit in March)
• K-5 and 9-12 Professional Development and Implementation plans. (April/May)

1. State-adopted 2021 Oregon Social Sciences standards 
2. Oregon Department of Education criterion
3. BSD Selection Criteria for Instructional Materials (IIA-AR)
4. Our Social Studies Teacher Cadre Considerations

• ALL state standards addressed with focus on Multicultural Studies and integrated Ethnic Studies
• Multiple and/or accounts and perspectives of historical issues and times provided
• Authentic inclusion of narratives, perspectives, and explains the importance and contributions (products, events, actions, and ideas) of key people, cultures, and ethnic groups, social groups, religious groups, and other historically underrepresented and historically excluded groups.
• Clarity and authenticity of author positionality
• Clarity and authenticity of primary sources (text/videos/maps/interviews)

• Relevance and recency of publication, as well as measures in place to update content and connect with current events
• Meaningful student-centered activities that build interest and understanding of varied lived experiences.
• Intentional opportunities for student narratives and voice with service learning and community action.
• Variety of learning mediums (text, video, audio, interactive activities, etc)
• Classroom Library Collections (ex. Lee and Low, Mackin), Dual language and multilingual texts

• Differentiated and scaffolded opportunities 
• Spanish and multilingual opportunities, read-aloud options, accessible to ELL

• Solid and consistent PD offerings 
• Ongoing support, including tech support, for teachers

• Allow teachers to access, revise/edit, share and print from digital sources to create and/or modify assessments (e.g., readings, labs, rubrics, primary source documents, simulations, case studies, political cartoons, graphs, maps, test banks, etc.).
• Provides teacher access and use of varied modes of assessment (e.g., pre-, formative, summative, peer, group/collaborative, and self-assessment).

Additional aspects important to the cadre:

• Invest in teachers in the District to develop and share instructional guidance and exemplars, and lead PD on instructional practices that allow for teachers to deepen their understandings of social justice issues and the ever-evolving understanding of our history in the U.S. the world
.
• Canvas compatibility
• Materials are current and regularly updated on a consistent basis
• Student access to primary document archives and other research tools
• Community Partnerships (5 Oaks Museum, OR Historical Society, local Universities)

1. Contact Instructional Material Providers 
2. Evaluate (with the above criteria) and Narrow the Number 
3. Collaborate with Cadre Members 
4. Classroom Pilots
5. Public Viewing and Input
6. Cadre recommendations and Presentations to Project Team
7. Recommendation to the Board for Adoption

• Instructional materials adopted and paid for by the District for use by all teachers with all students.
• The expectation is that these resources would be used by all teachers to support all students.

• Instructional materials adopted and paid for by the district, in addition to the Core Adopted Instructional Materials. 
• These may be adopted during the regular adoption window or adopted later in response to student performance data. 
• These materials are selected by teachers for use based upon the needs of their students and their professional judgment.

• Instructional materials selected by teachers for use in individual classrooms, in addition to the district-adopted instructional materials.

• Books (picture books & reference/trade books)
• Student readers & interactive workbooks
• Online resources
• Student Atlases
• Tribal History lessons/units (SB13 and Grand Ronde)

• The BSD High School learning target model has 4 Academic Learning Targets (ALTs): Knowledge, Critical Thinking, Communication, and Research. The Academic Supporting Targets (ASTs) will be derived from the 2021 Oregon Social Science Standards Integrated with Ethnic Studies. The ASTs cover the domains of: Civics & Government, Economics, Financial Literacy, Geography, Historical Knowledge, Historical Thinking, Social Science Analysis. 
• Cadre Approved 
• Additional discussion and Project Team vote at February meeting

• Tribal History/ Shared History
• Holocaust and Other Genocides
• Ethnic Studies and Inclusive Education

• Positive Change

• Ethnic Studies Standards and Instructional Resources

• Discovery Education
  • Strengths
    • Language Translations
    • Aligning to Oregon Standards
    • Different Lexile Levels
    • Canvas Integration
    • Equity Based Resources
    • Extensive resources
  • Questions
    • Higher level materials - Available?
    • Civics curriculum - New required course (.5)
• Black History 365
  • Strengths
    • Clearly centers equity
    • Music integration
    • QR Codes/library visits
    • Black History Scholars
    • Addresses BSD student frustrations voiced in survey about Social Science Materials
  • Questions
    • No Lexile Levels
    • Spanish glossary but lack of complete translations
    • Integrates with Canvas?
    • How are other histories (e.g. Latino histories) integrated?
• History Unerased
  • Strengths
    • Very strong thematic units and case studies (US & World)
    • Educator Professional Development
    • Primary source materials
  • Questions
    • Selecting units/case studies, meaningfully aligning with scope/sequence.
• The Choices Program
  • Strengths
    • Relevant, Engaging Curriculum
    • Updated Frequently
    • Written by scholars & contains short videos of professors discussing the topics
    • Encourages Inquiry, Multiple Perspectives, Debate
    • Strong Lesson Plans, Activities
  • Questions
    • Is it accessible enough?  (Translation, Lexile Scores, etc)
    • While good for global and national, only a little relevant for local content
• National Geographic / Cengage
  • Strengths
    • Quality and Quantity of Resources
    • Maps & Geography
    • Self-Contained (would work well for home school)
    • Excellent Primary Sources
  • Questions
    • Is it too fact-heavy?
    • What is the role of the teacher?
    • Consistent w/ SBLS? 
• Actively Learn
  • Strengths
    • Text, defines vocab, computer audio reads text, dyslexia setting, translates, multiple choice check ins after each section of text
    • Canvas integration
    • We the People textbook (Civics)
    • DBQ assessments
    • Overall: Eh, basic
    • Feels a bit like Newsela
  • Questions
    • Limited Holocaust, Climate Change, Globalization
    • Chronological, not thematic
    • ABAR teaching?
    • Highlight to translate to another language
    • Gives lexile level of each text, but can’t change lexiles to differentiate
• Active Classroom
  • Strengths
    • Range of studies studies subjects
    • Full LMS 
      • integrates grading, discussion forums, student management, assignments, units, etc
      • Can be linked to directly from Canvas with integration
      • Student usage reports
    • Aids: Text to speak, dictionary, translation tool is via Google Translate; lexile levels stated on some materials
  • Questions
    • Some previewed materials were reductive–I wonder how other resources are.
    • e.g. Decolonization, Black Freedom Movement
    • What is the role of the teacher?
    • How can this resource be used to meet local needs (e.g. SB 13,  local history)

• Supplementary Resources
  • J-Stor (academic articles/research)
    • Data- Base
    • Subscription
    • Higher Level
  • Newsela
    • Currently used
    • Limited articles
  • Gale Databases
    • Research based
    • Modern day topics

• For you, what are the 3 most important attributes of 9-12 instructional materials? (Examples: curricular content, ABAR focus, language translation, reading levels, Canvas integration, lesson plans, classroom activities/simulations, type of teaching it encourages, etc)
• Directions:  In your breakout rooms, please discuss what you think are the most important attributes of instructional materials.  Add your thoughts to your slide 

• Jessica (SPED)- higher level content and then explicitly teach how to make materials accessible
• Prioritize supporting teachers in being able to support making the content accessible to students
• Prioritize teacher PD and collaboration - that time and space is needed 
• Often the “all-encompassing” programs have the bells and whistles but not necessarily what we really need - quality of content should be prioritized

• Centering the decision on the student:  Engagement and relevant, representing student voice and positionality. Ensuring we don’t forget language and reading levels. 
• Linking of elementary, middle and high to local, national and international perspectives and content so there is continuity
• Depth, complexity, critical thinking and higher order thinking skills.
• We need to ensure we do not forget about specialized programs.  

• Appreciation of Jeremiah’s point of the kind of classroom the materials will foster.  Do we want them to just move through it, or do we want research, reflection, engagement, etc?   (We do).  We don’t want it to just be an emphasis on memorization.
•  What can we do to make sure teachers know that the materials are the things we will use to get to the curriculum, and not the curriculum itself.  
• What kind of professional development will we offer toward instruction and assessment to make this content really come to life?  The 2012-ish Language Arts adoption (The Teacher’s College) is a good model on how to implement a new curriculum.  We can’t just throw this out there.
• We should offer opportunities for teachers to collaborate and plan together. 
• The best resource is our students.  How can we set them up to really thrive and contribute to these classrooms.
• Continuous teacher development is important.  This isn’t necessarily like math.  Things in our subject change frequently.  We need PD that continues and builds.  
• We should be paying our teachers to take their curriculum that’s working and align it with these targets.  We would only need to pay for this once, as opposed to an annual subscription that would likely increase.  We can hopefully find ways to build opportunities for teachers to make these changes at a district level.  Most teachers are doing all of this work on their own already.
• I would love to see intentional support for moderation and calibration of assessments and student work
• Offering multiple perspectives and meeting different learning styles is really important to reaching all students.  Even a picture book for older kids can be enjoyable and educational. 

• Wide variety of perspectives should be considered.  This needs to include an ABAR focus and represent our community.  
• Students need access to the content in an authentic way through quality translation and access in their spoken languages.  Accessibility needs to be a priority (including dyslexia, etc)
• Community Building and Engagement are important priorities (in contrast to a textbook-based approach) 
• Is it optimizing activities, simulations, discussion and other engaging activities? (To perhaps remove a focus on relentless content)

• Digital Literacy - explicit instruction in discernment of validity of resources
• Canvas integration of the software is less important than the quality of the content. 
• Critical thinking
• What are the things that will get the kids talking and involved in the curriculum and concepts?
• Which items can teachers more easily adapt and include? What are the deal-breakers if they are missing?
• Engenders classroom engagement and discussion
• Will there be difference in materials for comprehensive high schools v. speciality programs (like ACMA and ISB) v. FLEX Online?

• February-March 2022: Invitations for BSD teachers to pilot proposed instructional materials and provide feedback. 
• March-April 2022: Open window for community review and feedback.
• April 2022: Social Sciences Cadre reviews teacher feedback from pilots and makes recommendations to the BSD Project Team on both instructional materials and PD.
• April/May 2022: BSD Project Team votes on and shares the final proposal for K-5 & 9-12 SS to the School Board for formal adoption. 
• August 2022 Phase 1 of implementation: All K-5 teachers receive core and supplemental instructional materials and initial professional development. 9-12 teachers begin unit development with new materials.
• August 2023 Phase 2 of implementation: TBD based on teacher feedback.

1. Welcome & Gratitude (5 minutes)

2. Reconceptualizing Professional Development - Brian, Brad & Matt           (25 minutes)

• Read:  “Curriculum Camp”

• Discuss:  Breakout Rooms

3. High School Instructional Resources Presentations (50 minutes)

• Review:  What We Heard You Say in January - Brad & Matt

• History UnErased:  LGBTQ History (US & World) - Deb

• Choices Program:  Brown University - Mimi

BREAK (10 mins)

4. 9-12 Instructional Resources  - Matt, Anil, Beth & Jeremiah  (30 minutes)

5. Next Meeting, Thanks, and Closing

• From: “The Mirage” (TNPT, 2015)
• Methods: Surveyed more than 10,000 teachers, 500 school leaders, and interviewed 100+ staff members involved in teacher development
• Findings: Even when teachers do improve, researchers were unable to link their growth to any particular development strategy
• Implications: Create the conditions that foster growth; don’t seek quick-fix professional development solutions
• Full PDF

• Read the article (10 mins)
• Discuss (in breakout rooms (10 mins):
  • How does this approach to “Professional Development” land with you? Ideas and/or critiques?
• Be prepared to share out a brief Chat reflection and/or takeaway when we come back together in a large group.

• Activity:  How does Curriculum Camp’s  approach to “Professional Development” land with you?  Ideas and/or critiques?

• 5 T: Michael (he/him) to Everyone (5:04 PM)
  • The reflect, extend, share is the element makes this a meaningful and sustainable process when student questions, work and feedback are included in the process.
• 5A Mariah McCarty (she/her) to Everyone (5:05 PM)
  • Evolving, retains relevance, how can we be sure we address realtime concerns of students?
• 3 A Pat, He/Him to Everyone (5:04 PM)
  • Collaboration!  The idea of supported and sustained collaboration to develop and implement instructional and assessment ideas is SO powerful!
• 3 A Pat, He/Him to Everyone (5:04 PM)
  • Collaboration!  The idea of supported and sustained collaboration to develop and implement instructional and assessment ideas is SO powerful!
• Stephanie Somanchi to Everyone (5:05 PM)
  • Love the collaboration aspect as well as the personalized idea development that makes it relevant to Beaverton students.
• D: brandon he/him to Everyone (5:07 PM)
  • It's best not to do equity work in isolation the more I work within in.
• 5 D: Marcela (ella, she) to Everyone (5:07 PM)
  • Love that it is all about collaboration and emphasizes doing the work with students. I wonder how students could participate; would that be at a different stage of the camp?
• 4 F/C Jacob Evers (he/him) to Everyone (5:07 PM)
  • how to balance teacher expertise/collaboration with goals approved by a body like this?

• High Expectations:  Higher level content and then explicitly teach how to make materials accessible for all students.
• Student-Centered:  Engagement and relevant, representing student voice and positionality. Ensuring we don’t forget language and reading levels. 
• Teacher Training:  this isn’t necessarily like math.  Things in our subject change frequently.  We need PD that continues and builds.  
• Accessibility:  students need access to the content in an authentic way through quality translation and access in their spoken languages.  Accessibility needs to be a priority (including dyslexia, etc)
• Digital Literacy:  explicit instruction in discernment of validity of resources

1. State-adopted 2021 Oregon Social Sciences standards 
2. Oregon Department of Education criterion
3. BSD Policy IIA - Instructional Resources/Instructional Materials
4. BSD Social Sciences Teacher Cadre: Essential Considerations for Social Sciences Instructional Materials

• ALL state standards addressed with focus on Multicultural Studies and integrated Ethnic Studies
• Multiple and/or accounts and perspectives of historical issues and times provided
• Authentic inclusion of narratives, perspectives, and explains the importance and contributions (products, events, actions, and ideas) of key people, cultures, and ethnic groups, social groups, religious groups, and other historically underrepresented and historically excluded groups.
• Clarity and authenticity of author positionality
• Clarity and authenticity of primary sources (text/videos/maps/interviews)