CURRICULUM MAPPING

1
CURRICULUM MAPPING

• Center for Curriculum Mapping
• a division of Curriculum Designers, Inc.
• Developed by
  
  
• Dr. Heidi Hayes Jacobs with contributions from
• Bena Kallick, Janet Hale, Hector Mendez, Susan
  Udelhofen, Mary Ann Holt, Ann Johnson, Earl
  Nicolas, Valerie Truesdale

2
Our Essential Questions

• How can curriculum mapping improve
  student performance?
• How can we take apart assessment data and merge
  our findings into our maps?
• How can we assist our teachers and
  administrators in developing an implementation
  plan for carrying out curriculum mapping?

3
Our agenda

• 1- We will examine what is entered on a map with
  a specific focus on various forms of assessment
  data.
• 2- We will look at how we can take apart
  assessment data and diagnose the needs of our
  learners.
• 3- We will look at how to merge those findings
  into our Curriculum Maps through the review and
  revision process in order to improve performance.
• 4- We will identify best practices for engaging
  our specific school settings into the CM process
  through benchmark assessments and consensus
  mapping.
• 5- We will begin mapping the CM process itself to
  help us actualize our next steps and long range
  plans.

4
What Is Curriculum
Mapping?

• Calendar-based curriculum mapping is a procedure
  for collecting and maintaining a data base of the
  operational curriculum in a school and/or
  district.
• It provides the basis for authentic examination
  of the data base.

5
Targeting Needs Discussions, debates,
and decisions will be based on

• What is in the best interest of our specific
  clients, the students in our educational setting?
• Their ages
• Their staged of development
• Their learning characteristics
• Their communities
• Their aspirations
• Their needs
• The need for cumulative learning

6
What information do we collect initially on a map?

• CONTENT
• SKILLS
• ASSESSMENT

7
On Maps, Assessments are the
Major Products and Performances

• Assessment is the demonstration of learning
• Assessment is the observable evidence
• They must be listed as defined nouns
• Tangible Products or
• Observable Performances

8
Multiple Choice 50-Q M.C. Quiz
9
Constructed- Response Questioning?
10-Q Short-Answer Test
10
Collections of Assessments

• Portfolios
• Anthologies
• Recordings of observable performances

11
Performance-Based Assessment?
Mount Vernon Historical Research Individual and
Group Presentations
12
ASSESSMENT reveals

• _ Proficiency of targeted skill development
• Knowledge and insight into content

13
Content The subject matter itself
key concepts, facts, events, which may be
presented with a map in three formats
14
Content Formats
15
Skills
are displayed on a map as

• Precise skills that can be
• Assessed/measured
• Observed
• Described in specific terms
• Skills are action verbs
• Unlike general processes

16
Precision expectation is
crucial to skill development.

• THE COACH DOESNT SAY Were working on
  critical playing skills today.
• THE COACH DOES SAY Were
  working on driving into the basket.

17
Precision Skills within Disciplines
In Science, there is the general process of
INQUIRY Precise Skills might be

• Observe and make notations of an event in the
  natural world or space
• Collect and display data
• Cite significant variables
• Pose explanations
• Predict future results

• 
  
  
  

18
Skills across disciplines precise
skills might include

• Edit and revise skills in all disciplines
• Utilize organizational skills
• Read for decoding
• Read for text interaction
• Speak in a range of forums
• Research using technology for information access
• Create a technological production purposes
• Isolate and improve career habits for personal
  and group work

19
Lets remember

• Content - is the subject matter key concepts
  facts topics important information
• Skills - are the targeted proficiencies
  technical actions and strategies
• Assessment - is the demonstration of learning
  the products and performances used as evidence of
  skill development and content understanding

20
How can we set the stage before launching our CM
work?

• Setting up leadership groups (teams) in each
  building (or district level) to create the
  conditions for success
• Structuring conditions that will make a
  difference in your planning and initiating
• Creating meaningful roles for cadres
  participants
• Carrying out effective R D for technology and
  long-term plans

Prologue Establishing a Leadership Cadre
(District or School Site, Dependent on the Level
of Initiative
21
The First Charge for the Lead
Mapmakers

• Become knowledgeable about, and comfortable
  with, the mapping basics
• Identify and choose a technology format and
  template
• Identify most valuable forms of assessment.
• Draft an Action Plan (Timeline) for introducing
  the mapping process to the faculty.

22
In order to motivate and engage staff

• Best Practice
• Introduce CM as a tool to solve a specific
  teaching and learning problem at the school.
• Best Practice
• Introduce CM as a hub for integrating building
  and district initiatives.

23
The Hub Effect

• Identify three initiatives that would be better
  served through the use of the CM review process,
  for example

24
Establishing Purpose for Curriculum
Mapping

• The Use of the Empty Chair
• Examining Beginning and Future Mapping Tasks

25
Potential tasks to address school/district/complex
problems

• Gain information
• Avoid repetition
• Identify gaps
• Locate potential areas for integration

• Match with learner standards
• Examine for timeliness
• Edit for coherence

26
To Gain Task Information On Maps

• Underline (or conduct a search using a key word)
  every place in a series of maps wherein you learn
  something new about the operational curriculum.
• When sharing with colleagues, this process
  expands a teachers or group of teachers
  understanding of his/her/their students
  experience(s).

27
Edit for Repetitions

• Recognize the difference between meaningless
  redundancy and powerful spiraling.

28
Edit for Gaps

• Examine maps for gaps in
• Content
• Thinking Processes Skills
• Assessments

29
Locate potential areas for integration

• Peruse a map or series of maps and circle/note
  potential areas for integration of content,
  skills, and assessment
• These can serve as the springboard for integrated
  curriculum planning and conversation.

30
Validate State, District, Site, Power Standards

• Search the maps for places where students are
  completing Performance Tasks related to Skills
  and Content that match your Standards.
• Identify gaps or repetitions of intensity of
  Standards.

31
Edit for timeliness

• Review the maps for timely issues, breakthroughs,
  methods, materials, and new types of assessments.
• Be vigilant about technology in all aspects of
  learning.

32
Edit for Coherence

• Scrutinize the maps for a solid match between
  the choice of Content, the featured Skills
  Processes, and the variety of Assessments.

33
THE CM REVIEW AND REVISION PROCESS

• The procedures for mapping are best presented in
  a seven-phase model for teachers.

34
The CM Seven-Step Review Process

• 1. Collecting the Data
• 2. First Read-Through
• 3. Small Like/Mixed-Group Review
• 4. Large Like/Mixed-Group Comparisons
• 5. Determine Immediate Revision Points
• 6. Determine Points Requiring Some Research and
  Planning
• 7. Plan for Next Review Cycle
• (from Mapping the Big Picture Integrating
  Curriculum and Assessment K-12 1997, ASCD,
  Jacobs, HH.)

35
1. Collecting the Data

• Each teacher in the building completes a
  first-draft of a projected or diary map
• The format is consistent for each teacher, but
  reflects the individual nature of each
  classroom
• Important Note Technology simplifies the
  publishing of data collection

36
Define...
QUALITY
What does an exemplary
maps look like?
37
What do quality maps look like?
An Important Realization The quality of
your school/districts conversations and
collaborations can only be as
good as the quality of its
maps.
38
Key Initiative Points for First
Experiences
Red Flag!

• Do not overwhelm teachers with an initial task
  entry that is too large!
• One discipline in an elementary school
  preferably one in need of attention given student
  performance.
• One prep per secondary teacher.

39
Remember When Collecting The Content Data May Be
Listed

• Configuration
• Discipline-Field Based
• Interdisciplinary
• Student-Centered

• Type of Focus
• Topics
• Issues
• Works
• Problems
• Themes

40
Recording and Collecting Skill and Assessment
Data

• Enter the Skills and Assessments fore grounded
  for each unit of study or course
• Precision is the key

• Enter the Skills and Assessments that are
  on-going through the course of a year
• Portfolio Checks
• Early Childhood Assessments

41
Coaching for Quality

• Focus on developing units that include Content,
  Skills, Assessments, and if ready for it,
  Essential Questions
• Use simple coaching questions to ensure quality
  as teachers think through each component/element
• Align the Elements with State Standards,
  Benchmarks, Indicators

42
Coaching for Quality (cont.)

• If you feel it will not overwhelm your teachers
  too much to start with
• Re-visit Assessments to check for alignment/need
  for Evaluations
• Integrate cross-curricular skills (i.e. problem
  solving, writing, reading, etc.)
• Incorporate Resources and practice
  Activities/Lesson Plans

43
Skill Entries

• Many teachers find this element to be the most
  challenging aspect of mapping.
• The skills are what the kids do to learn the
  content!
• Have a list of measurable action verbs available
  for teachers to use. Download Blooms List of
  Verbs, or contact Engine-Uity for a color-coded
  list of Verbs and Products for Independent
  Study, based on Blooms Taxonomy.

44
Is Honesty an Issue? Questions
Frequently Asked
Huge Red Flag!

• How will the maps be used?
• Who will see the maps?
• How will my peers react to my map?
• Does my name need to be on my map?

45
Plausible Time Frames for a projected map with
enough initial understanding and training.

• Elementary Approximately 1 hour for Content 2-3
  hours for Skills and Assessment per course.
• Secondary Approximately 45 minutes for Content
  2 hours for Skills and Assessments per prep.

46
How do we set up our data review teams for
the first year of CM ?

• Identifying the best grouping patterns for
  review.
• Using productive communication for feedback and
  decision making.

47
Initial Read-Through 1) Read
the provided set of teachers diary maps on your
own. You are to study them compared to the
sample Exemplary Map. Make notes
on your provided recording sheet. 2) Meet with
your team and share your findings Positives
about each others maps Confusions about
readability of each others maps.
48
Plausible time frames for an initial draft of a
map

• Elementary Approximately 1 hour for Content 2-3
  hours for Skills and Assessment per course.
• Secondary Approximately 45 minutes for Content
  2 hours for Skills and Assessments per prep.

49
2. First Read-Through

• Each teacher reads the entire grade-level,
  discipline, or school-wide maps as an editor and
  carried out the prescribed tasks.
• Places where new information is gained are
  noted/recorded (underlined).
• Places requiring potential revision are also
  noted/recorded (circled).

50
The Role of the Administrator is to motivate

• Include CM in school plans/policies
• Communicate frequently
• Making connections between mapping and other
  initiatives
• Work toward clear short- and long-range goals
• Deal with obstacles (time to map is a biggie!)
• Serve as a coach and cheerleader
• Use, use, use the recorded data to conduct
  teacher-based discussions and making curricula
  decisions

51
3. Mixed or Like
Small-Group Review

• Groups of 5 to 8 faculty members are formed
• Groups should be from diverse configurations
  (i.e., different grade levels and departments)
• Meetings should run approximately 1-1/2 hours
• The goal is to simply share individual findings
• No revisions are suggested at this time

52
More Curriculum Mapping Language! What are
Like-Group (Horizontal Teams) and
Mixed-Group (Vertical Teams) Reviews?

• Like-groups
  consist of teachers and support staff within a
  given discipline or same subject and/or grade
  level.
• Mixed-groups
• consist of teachers and support staff across
  grade levels /or different disciplines.

53
What is one of the most important purposes for
having mixed-group vertical team
reviews/discussions?

• To get away from the every teacher (or
  every grade level or discipline) is an island
  concept
• To gain necessary perspectives that would
  otherwise not be achievable by asking those
  outside of our box to look in

54
What are the purposes of the Mixed-Group
(Vertical Teams) and Like-Group (Horizontal
Teams) Reviews?

• Horizontal Vertical
• To identify the areas or priorities in need of
  monitoring or changing
• To examine maps for gaps, absences, and
  redundancies
• To raise central or extended questions and/or
  issues concerning on-going mapping
  discoveries

A reviews key purpose is to put Chris back in
the picture! S/he is
really the only one who knows a school/districts
vertical curriculum
(unless it is
truly and honestly mapped out)!
55
4. Large-Group Review

• All faculty members come together and examine the
  compilation of findings (based on recorded
  notations) from the smaller group meetings
• Session is facilitated by principal and/or
  teacher-leader(s)

56
5. Determine areas for immediate revision

• The faculty identifies those curricula
  decisions/areas that can be handled by the site
  with relative ease.
• The specific faculty members involved in those
  revisions determine a timetable for action.

57
Teachers return to original grouping mixed
teams, grade levels
Curricula or Curricula-Related Red
Flag

• Begin the sorting process
• Which of the items/issues appear to be solved
  with relative ease?
• Who might be the right people on staff to resolve
  these items/issues?
• Which items/issues will take extensive R D?

58
6. Determine those areas requiring
long-term planning

• Faculty members identify those areas that have
  implications beyond the site and into/with other
  sites.
• Faculty members identify those areas where more
  research is needed.

59
Setting Up Your Initial
Targeted Review
Teams

• Laying out time options for organizing reviews of
  mapping data
• Determining who should be in the group(s)
• Creating tuning protocols to enhance
  communication
• Who will be facilitating the group(s)?

60
Using the Maps to
Impact Learning (cont.)

• Review maps to determine where and how skills are
  taught
• Review timeline to determine when they are taught
• Make needed changes or revisions
• Develop goal plan(s) and timeline(s)
• Develop staff-development plan(s) and timeline(s)

61

• 7 The Cycle Continues As you transition
  to new decision making structures

• Once CM is established, the District CM Cabinet
  meets approximately three to four times annually
  for review updates.
• Task forces report on their timetables.
• The site-based CM Councils continue their
  personal review of the maps through the course of
  the year and into the next.

62
Long-Term Time Frames

• Data Collection Within 3-5 months of initially
  learning the mapping elements and process of map
  recoding
• First Reviews Try to have within 2 months after
  initial data collection
• First Minor Revisions Immediately after first
  reviews
• Major R D Review Planned within first year
• Begin On-going Review Site Councils Second year

63
Differentiating Staff
Development

• Adult learners in professional settings have
  various needs for different types of work.
• We fall prey to ruts in staff development.
• Randomness does not serve Chris.
• We should expand and consider matching the venues
  for staff development!

64
Staff Development Contrasts

• The Rut
• Random
• Initiative du jour
• One size fits all
• Pulse test for credits
• Assessment via attendance
• Sweeping
• External to building

• Integrated
• Diagnosed
• Based on student data
• Results assessed through targeted student gains
• By building and
• Cumulative decision making patterns

65
Please remember

• Staff development should focus on your specific
  teachers as learners, as well as students as
  learners.
• Staff development should emanate from site-based
  examined data
• Site, District,
  State Assessments
• Diary Maps
• Demographics
• External events

66
Site-Based Staff
Development

• Cumulative decision-making patterns
• Targeted groups of teachers building on-going
  assessment review collectively
• Based on a range of assessment data

67
Differentiated for Staff

• According to experience with curricula and
  technology
• According to demonstrated/voiced competence
• According to what will best help the learners

68
1 High Technology High CM. Language
2 Low Technology High CM. Language
HIGH
CM. LANGUAGE
4 Low Technology Low CM. Language
3 High Technology Low CM. Language

LOW
LOW
HIGH
TECHNOLOGY
69
Consider a Range of
P.D. Venues

• Various Groupings
• Hands-On Labs
• Small Workshops
• Work Sessions
• On-line Courses
• Staff Development Days Based On Data
• Observing Mentors
• Peer Coaching
• Video Conferencing

70
How do we integrate Assessment Data
into the maps?

• Diagnosing what our learners needs from the
  assessment data
• Revising our maps collaboratively to respond to
  those targeted needs

71
Using the Diary and Projected Maps to Impact
Learning

• Trend analysis in general
• from district and state assessments
• Look for celebrations to sustain
• and targets for growth
• Gap analysis in the specific
• Identify the targets for growth and pinpoint
  specific skill sets and knowledge gaps

72
Balanced Assessment What is value,
reviewed, and analyzed to assist your learners?
73
Bi-Level Analysis We examine student work and
performance data in terms of

• The subject matter concepts and skills needing
  attention.
• The requisite language capacity necessary to
  carry out tasks
• Linguistic patterns
• High-frequency words
• Specialized terms
• Editing/revising strategies

74
We will inform and revise our maps on two levels

• The needed areas to be addressed in the Content
  and Subject-Area Skills
• The Cross-Disciplinary Literacy strategies
  needing attention.

75
ENGAGE SPECIFIC COGNITIVE OPERATIONS
76
Prioritize Standards
77
Select Appropriate Assessment

• Traditional quizzes tests
• Paper/pencil
• Selected response
• Constructed response
• Performance tasks projects
• Open-ended
• Complex
• Authentic

78
A Fact Every teacher is a language teacher

• Upgrading language skills across all. curriculum
  areas
• Interdependence of the four language skills.
• EVERY test we give in EVERY subject is language
  based.

• reading
• writing
• speaking
• listening

79

• Reaching New Ground
• Guiding a staff to establishing
  Benchmark Assessments

80
Mapping Benchmark
Assessments

• Benchmarks can be designed on multiple levels
  state tests, district, classroom tasks.
• A school establishes a common set of skills
  needing development.
• An internally generated benchmark assessment task
  is developed by teachers with the same protocols
  the same timetable.

81
Mapping Benchmark
Assessments (cont.)

• The task should merge with the on-going
  curriculum naturally.
• Student products can then be evaluated both
  vertically and horizontally.
• Revisions in the curriculum map should reflect a
  few targeted skills needing help.
• Revisions should be applied thoughtfully to
  developmental characteristics of the learner.

82
Three Tiers of Assessment

• Assessment is evidence of learning.
• Clarify the differences between
• Drill Practice
• Rehearsal Scrimmage
• Authentic Performance

83
Improving Assessment Design

• Editing the maps for a thoughtful application of
  developmental perspectives on the maps.
• Generating Benchmark Assessments based on item
  analysis of a sites specific student
  population.

84
Assessment is a demonstration of learning

• The focus should be on feedback
• Designed to reveal knowledge and insight
  concerning incorporated essential questions
• Designed to reveal skill acquisition in the
  examination of those questions

85
Assessment is evidence!It can take on
two fundamental forms
86

• Tangible Products
• a piece of writing
• a picture
• a spread sheet
• a model
• a photograph
• a puppet
• a blueprint

87

• Observable Performances
• a speech
• a recital
• a debate
• a game
• a dance
• a reading
• a routine

88
DEVELOPMENTAL GENRE

• Matching Types of Work
  with the Characteristics of the Learner

89
Developmental Stages Your Learners Growth
Patterns

• Cognitive
• Affective
• Moral
• Social Role Taking
• Physical

90
K-2

• Sculptures
• Models
• Observation notes
• Captions
• Story boards
• Joke-telling
• Murals
• Diorama
• Graphs
• Charts
• Checklists
• Symbol systems
• Speech to persuade

91
Grades 3-5

• Artifact analysis
• Comparative observation
• Play performance
• Newspaper articles
• Math matrix design
• Extended research
• Reports
• Note cards
• Interview questions
• Short stories
• Photo essaytext

92
Grades 6-8

• The essay, the essay, the essay...
• Hypothesis testing and telling
• Issue-based forums
• Blueprints
• Models
• Museum text/captions
• Four note-taking forms
• Organizational templates
• Original playwriting
• Simulations

93
Grades 9-10 and 11-12

• Position papers
• Legal briefs
• Business plans
• Anthologies
• Choreography
• Game strategy books

• Film criticism
• Policy statements
• Literary criticism
• Professional journals
• Senior defense project
• Work-study analysis

94
Integrating Cross-Curricular

• Identify grade-level benchmarks
• Use maps to identify where skills are being
  taught
• Add appropriate benchmarks that may be missing
• Align with classroom assessments
• Utilize feedback from assessments to modify
  instruction if needed

95
How do we develop essential
(master, collaboration, consensus) maps?

• Wrestling with ConsensusDeveloping
  Essential Maps

96
How do we weave our individual maps into a
meaningful design that will benefit
all students?
97
CONSENSUS Creating an
Essential Map

• Developing an essential map (sometimes referred
  to as a master map/collaboration map/consensus
  map) that eventually replaces course or
  grade-level guidelines
• Considering each discipline separately
• Identifying cross-disciplinary consensus

98
Policy(ies) concerningWhere is consistency
critical for our students
learning? Where is flexibility equally
as important?
99
Two Basic Approaches

• One Using individual diary maps, have
  grade-level or course teachers develop a subject
  or courses Essential Map by
  identifying
• The core curriculum concepts
• The critical focal skills
• Benchmark assessments
• Common essential questions
• Essential learnings/Power standards

100
Two Basic Approaches

• Two Revising and reacting to an already existing
  set of guidelines,
• Reviewing an agreed-upon district or schools
  guidelines and modifying it so that it has a
  Curriculum Mapping look (by months, etc.)
• Instructing in the individual classroom to see
  how the drafted Essential Map plays out
• Re-visiting the first-draft Essential Map and
  converting it to an active Essential Map

101
Other Considerations for Developing Essential Maps

• Use National and State Standards as a filter to
  determine validity of the grade-level or course
  map
• Work with teachers to ensure that consistent
  terms are used K-12 so that a CM Systems search
  engine will truly be useful.
• Examine K-12 Systems Reports to identify
  still-present gaps, repetitions, etc.

102
Other Considerations for Developing Essential
Maps (cont.)

• Use Blooms Taxonomy Verbs to ensure there is a
  scaffolding of cognitive skills
• Have each teacher re-visit his/her individual
  diary maps and make needed personal revisions
  to/for future (projected) instruction,
  assessment, and evaluation

103
Red Flag! Each discipline presents different
considerations when wrestling with consensus
Curricula or Curricula-Related Red Flag
104
Math

• Consistent
• Sequence
• Benchmark Measures
• Targets
• Language- Based Approach

• Flexible
• Approach
• Pace
• Grouping of Students

105
English/ Language Arts

• Flexible
• Choice of Books Within Genre
• Independent Reading Selections
• Response to Local Performances

• Consistent
• Exposure to Genre
• Expression of Genre
• Grammar Sequence
• Editing Standards
• Benchmark Portfolios

106
Science

• Consistent
• Exposure to Various Science Area Units
• Essential Questions
• Common Benchmark Assessments
• Lab Experiences
• Field Experiences

• Flexible
• Discoveries in Class
• Student Interests
• Discoveries by Scientists
• Range of Presentation Opportunities

107
Social Studies

• Consistent
• Historical Eras
• Geographical Skills
• Cultural Anthropology Units
• Primary-Source Document Analysis

• Flexibility
• Student Interest
• Field Experiences
• Instructional Approaches

108
The Arts

• Consistent
• Cultural Literacy Exposure
• Opportunities for Self-Expression
• Exposure to a Range of Arts Areas

• Flexibility
• Student Performances and Product Design
• Local Events and Opportunities

109
There are cross-disciplinary consensus issues as
well
110
A Common Focus On Specific
Words

• High-Frequency Words in every subject
• Specialized Terms within disciplines vertically
• Engaging Vocabulary in every class

111
The Role of Grammar

• Developing editing and revision skills in each
  learner
• Understanding the logic of grammar.

112
Editing and Revising for Every
Classroom

• Set a common visible policy
• for editing
• for revising
• Devise each policy based on developmental
  considerations

113
All students in K-2 will

• REVISE for
• Replacing one word for a better word

• EDIT for
• End punctuation
• Capitals at the beginning of each sentence
• Capitals on proper names
• Complete sentence by reading aloud

114
Students in grades 3-5 will

• EDIT for
• End punctuation
• Internal punctuation for commas
• All capitals
• Subject/verb agreement
• Proper tense
• Fuzzy spelling

• REVISE for
• Embellished adjectives
• Variation in sentence length
• Paragraph formation
• Engaging openings

115
All students in Grades 6-7-8 will edit in ALL
subjects for

• EDIT for
• End punctuation
• Internal punctuation (comma,
  semi-colon, quotation marks)
• All capitalization
• Complete sentences
• Run-ons/fragments
• Subject-verb agreement
• Proper tense

116
In Grades 6-7-8 students will revise in all
subjects

• REVISE for
• Precise and rich vocabulary with a focus on
  adjectives and adverbs
• Sentence variety
• Paragraph formation

117
All students Grades 9-12 will edit in each class
for

• EDIT for
• End punctuation
• Internal punctuation (comma, semi-colon,
  quotation marks)
• All capitalization
• Complete sentences
• Run-ons/fragments
• Subject-verb agreement
• Proper tense

118
All students Grades 9-12 will revise for

• Revise for
• Precise and rich vocabulary for adjectives,
  adverbs with a focus on verbs
• Sentence variety
• Paragraph formation and smooth transitions
• Expansive openings
• Including concessions in
  arguments
• Increased voice and expanded
  range in genre choices

119
(No Transcript)
120
(No Transcript)
121
(No Transcript)
122
Literacy LevelsElevating creative
note taking and making skills evidence of
text interaction

• Sources
• Student Strategies
• Developmental Considerations
• Subject Area Considerations
• Four Types of Notes

123
Literacy Level Formally Developing and Assessing
Speaking Skills

• Raising awareness of the lack of formal
  development.
• Facing and wrestling with cultural issues
  regarding speech.
• Design formal speaking GENRE of performances
  assessments
• Study great models of oratory
• Assess/evaluate as formally as writing in
  discussion events.

124
Literacy Levels Speaking and Listening
Assessments

• Feedback Phrasing
• Forums
• Round Tables
• debates
• Question posing
• Speeches to Persuade
• Speeches to Dissuade
• Town Meetings

• Work-Related Situations
• Joke Telling
• Sharing Folklore
• Interviews
• Discussion Groups
• Dialogues
• Paraphrasing
• Lectures
• Docent Guide Work
• Oral Defenses
• Facilitation and Teaching

125
Developing an CM
Implementation Plan and Timeline

• Start by creating a Professional Development
  Projected Map!
• What will the steps be and who will be
  responsible along the way?
• What is the mapping goal(s) for the first year,
  second year, etc.?
• What skills will the staff need to be successful
  at completing the goal(s)?
• What products/evidence will they produce?
• What resources will be incorporated in the
  process?
• How will the mappers and staff developers get
  feedback?
• How will you ensure quality?

126
How do we shift to Site-based Councils
and District Cabinets to sustain the CM
initial and long-term processes?

• Streamline decision making with mapping by
  shedding existing structures
• Set-up site-based teaching and learning councils
  to replace existing structures
• Create bridges and on-going communication between
  buildings, grade levels, and departments.

127
Technology is necessary to create a new type of
paradigm for successful educational planning!
128
Task Decision Making for Curriculum-The Status
Quo

• Create a flow chart that reflects the current way
  curriculum decision making occurs in your setting
  (school and/or district).
• Note all external and internal influences on the
  choices that finally reach the classroom teacher
  and our students.
• Identify if and how assessment data impacts
  decisions.

129
The Role of the School Curriculum (CM) Councils
130
Building Your Curriculum CM
Councils

• Meets regularly with diary and projected (and
  eventually, essential) maps
• Focus on school-based curriculum, assessment, and
  instruction
• Open to all members of school faculty
• Representatives selected via a job description
• Determine future focuses for individual/corporate
  staff development

131
Site-Based Councils Some Ideas

• Rotate council membership
• Create a job description
• Look at the issue of time
• Plan for future staff development
• Train new staff members on process of mapping,
  etc. (on-going)
• Note The principal is a sitting member on the
  council.

• Consider having teachers serve 1, 2, and 3 years
  so no one is on the council for ever
  (rotation-style)
• Determine times for meetings lengths of meetings
• Generate agendas for all to see Remember,
  meetings are always open
• Determine how teachers will be rewarded for time
  on the council

132
Relationship Between Inter-Schools Curriculum
(CM) Councils
Consider Your Feeder Patterns!
133
Receiving and Feeder School Sites

• It is critical that you focus on the actual
  pattern of students in a K-12 continuum.
• Larger districts should keep communication
  regularly channeled within specific feeder
  patterns.
• In school districts set up with short-grade
  spans, feeder patterns can also play a critical
  role (i.e., K-2 3-5 grade levels in one
  building).

134
The Role of the District Curriculum (CM) Cabinet
These representatives play a crucial role in your
CM success!
135
Creating The District-Level Curriculum (CM)
Cabinet

• After the initial pre-curser Exploration of CM
  Process year (if this can feasibly be done,
  please know it is well worth it!), the CM Cabinet
  usually meets three to four times per year
• There needs to be a balanced number of
  representation from each sites CM Council

136
Creating The District-Level Curriculum (CM)
Cabinet (cont.)

• It is recommended that the district-level
  technology person(s) are involved in the CM
  Cabinet as well, especially when utilizing an
  Internet-based Curriculum Mapping system
• Focuses on district-level curriculum, assessment,
  and instruction questions and concerns
• When more R D is needed, the CM
  Cabinet sets up Task Force(s).

137
The CM RD Task Force(s)
138
Do the Task Forces always stay alive and
together?

• No! Only bands for specific purposes with an
  action plan and timeline
• A time frame is followed to keep on course
• When the Task Forces work is complete, that Task
  Force is dismantled.
• The Task Forces final results
  are then shared with the
  CM Councils via the CM Cabinet
  members who also sit on the
  CM Council at their school site.

139
Forming Site-Based Expert Groups

• As you process your diary, projected, and/or
  essential maps, what do you do when you find
  areas of need or concern?
• Form study groups who will become the experts
• The experts will eventually (based on a
  pre-planned timeline) corporately share their
  study groups insights with the entire staff and
  design an Improvement Plan
• Everyone will need to come to consensus on the
  Implementation Timeline(s), which may have an
  instant, short- or long-term implementation
  process

140
Re-thinking Your
Current Support Structure(s)

• Principal
• Teacher leaders
• Department chairs/grade level leaders
• Building Improvement Teams
• District Improvement Teams
• Technology Support
• Central Office

141
What About a District/ Buildings
Self-Assessment?

• Has everyone completed an individual diary map?
• Have you developed a process to ensure quality in
  the maps being produced?
• Have you reviewed assessments to make sure they
  align with the skills?
• Have you utilized maps to integrate skills across
  the curriculum (i.e., reading, technology,
  research, etc.)?

142
What About a District/ Buildings
Self-Assessment?(cont.)

• Have you conducted reviews to determine gaps and
  repetitions?
• Have you developed and implemented a process to
  deal with gaps and repetitions?
• Have you developed grade level/course level
  essential maps? If so, have individual
  diary/projected maps been edited to reflect them
  as instruction is taking place?

143
What About a District/ Buildings
Self-Assessment?(cont.)

• Have you utilized grade-level and course maps to
  check for district-wide K-12 gaps and repetition
  (vertical alignment)?
• Have you utilized maps to aid in instructional
  decisions following a review of classroom and/or
  district-wide assessments data?
• Have you examined data and used maps to address
  gaps and/or deficit areas?

144
How will we sustain and refine our maps through
on-going review?

• Employing essential questions in maps thorough
  out the system.
• Make accommodations for special needs learners.
• Aligning standards using the mapping process.
• Analysis of assessment data for cumulative
  revision through out the maps.
• Developing a professional development map.

145
Designing Essential
Questions

• Structure the unit around 2 to 5 essential
  questions
• Use questions as the scope and sequence of unit
  or theme
• EQs must embrace the appropriate standards

146
Criteria for Essential
Questions

• Highlights conceptual priorities
• Fulfills outcomes
• Language for organizing
• 2 to 5 questions
• Distinct section
• Non-repetitive sets of EQs

• Realistic set of time
• POSTED at onset of study by all
• Connects a range of disciplines (if.....)
• Logical sequence
• Language can be read by each child
• Open for investigation

147
Essential Questions as an Organizer
148
Key Coaching Points Concerning EQs

• Do not start essential question staff development
  at the same time first data collection processes
  commence!
• Start with one up-coming unit or course for
  initial creation, implementation, and feedback of
  EQs usage.
• Utilize EQs as a point for alignment to link
  all curriculum elements.

149
Sample EQs for Spiraled Basketball Units

• How can I improve my eye/hand coordination?
• What skills and techniques are used in
  basketball?
• 3rd and 4th Grade Physical Education Unit

• How can I be a successful team player?
• How can I control my body during games?
• 5th and 6th Grade Physical Education Unit

150
Sample EQs for a Snow Unit

• What is snow?
• How does it affect people?
• How does it affect me?
• 1st Grade - Interdisciplinary Unit Three Weeks

151
Sample EQs for a Friends Unit

• What qualities make for good friendship?
• How do friends solve problems?
• 2nd Grade Literacy Unit

152
Sample EQs for a Money Unit

• What are the values of individual coins?
• How many do you need to buy an item?
• 2nd Grade Math Unit

153
Sample EQs for a Fall Season
Unit

• How does nature change and adapt to the fall
  season?
• How do people adapt to the fall season?
• 2nd Grade Science Unit

154
Sample EQs for a Communities Unit

• What is a community?
• What are the characteristics of a rural,
  suburban, and urban community?
• 2nd Grade Science Unit

155
Sample EQs for a Multiplication Unit

• How will I ever learn to multiply?
• Where will I ever use multiplication?
• 2nd and 3rd Grade (multigrade classroom)
  Three-week intensive, discipline-based Unit then
  revisited throughout year

156
Sample EQs for Flight Unit

• What flies?
• How and why do things in nature fly?
• How does flight impact human beings?
• What is the future of flight?
• 4th Grade Six-week
  Interdisciplinary Unit

157
Sample EQs for an Independent Study Publishing
as an Adolescent Unit

• What is the personal story behind my selected
  adolescent authors?
• How do publishing houses make decisions about
  submitted manuscripts?
• What is my plan to get published?
• How can I prepare to make a career in publishing?
• 8th Grade Student Student-Centered Option -
  One Semester

158
Sample EQs for Ancient Egypt Land of the
Pharaohs Unit

• Why Egypt?
• What were major contributions of the Ancient
  Egyptians?
• What is their legacy?
• 6th Grade Middle School Interdisciplinary Team -
  7-Week Humanities Unit

159
Sample EQs for a Prejudice and
Tolerance Unit

• What are the different kinds of human prejudice?
• How can tolerance be taught?
• What has been the impact of individual and group
  prejudice?
• How can I become more tolerant?
• 8th Grade Interdisciplinary-team Thematic
  unit Three-Week Unit

160
Sample EQs for Japan Global
Studies Unit

• What are the roles of the individual in Japan?
• How does the physical environment of Japan impact
  its people?
• What is the structure of Japanese society?
• Why Japan?
• 9th Grade- English Social Studies- Six-Week
  Humanities Unit

161
Sample EQs for an AIDS A Plague In Our Time
Unit

• What is AIDS and how is it different from other
  viruses?
• How does AIDS affect the individual?
• How does AIDS affect society?
• What can I do to prevent the spread of this
  disease?
• Middle School-NYC
  Two-Week Intensive, School-Wide Interdisciplinary
  Unit

162
Sample EQs for an American Revolution Unit
entitled Why Did You Do It , George?

• Why did the American Revolution occur?
• How can we look at the Revolution from
  alternative points of view?
• How were Native Americans involved in the
  American Revolution?
• Why is Paul Revere more famous than Sybil
  Ludington?
• Why did you do it, George?
• A Middle School Unit

163
Sample EQs for Intelligence Unit

• What is intelligence?
• How has intelligence evolved?
• How is intelligence measured?
• Is intelligence solely a human phenomenon?
• How will intelligence be altered?
• 11th Grade A.P. Biology -
  Interdisciplinary Four-week Unit

164
Sample EQs for an Everyday Physics
Transportation Safety Unit

• How can cars, boats, and airplanes becomes safer
  for passengers?
• How can principles of force and motion help
  driver effectiveness and safety?
• Are safety and speed compatible?
• 12th Grade Physics Course - Seminar Model
  Six-Week Cycle

165
Sample EQs for a Consumer Culture Unit

• What is a consumer culture?
• How does our economic system contribute to our
  consumer culture?
• What are some of the messages in our consumer
  culture?
• How am I affected by consumer culture?
• A High School Economics Unit

166
Curriculum is remembered best when there is a
focus on Essential Questions!