Getting results with Curriculum Mapping

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Getting results with Curriculum Mapping
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Essential Questions

• How can curriculum mapping improve student
  performance K-12?
• How can we revise our curriculum maps using
  assessment data cumulatively?
• How can mapping upgrade curriculum and assessment
  decision making in our school settings?

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CM help creates genuine operational
professional learning communities.
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CM works with VIRTUAL time. Giving the
possibilities of technology to alter the way we
work with time and space issues. We are in a
global network of educators.
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Mapping allows us to merge our assessment
findings directly and strategically into
structure curriculum decision making.
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Professional Learning Communities and Curriculum
Mapping

• A professional learning community is a place
  where teachers and students care about, look
  after, root for one another and work together for
  the good of the whole, in times of need as well
  as times of celebration.
• Roland Barth

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Professional learning community tenets

• Effective schools research
• Clear purpose
• Required product
• Flexible grouping
• Opportunities for collaboration and reflection
• Establishment of common ground/shared vision
• Most important constant focus on students

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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.

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Mapping is a coin with two sides

• One side is the documentation the maps
  themselves
• One side is the review process examining and
  revising map cumulatively between teachers

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Technology is necessary to create a new type of
paradigm for successful educational planning!
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The Hub Effect

• Identify initiatives that would be better served
  through the use of the CM review process
• CM is a tool for solving problems

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Current Trends in CM Practice

• New versions in mapping software
• Links to assessment data
• Tabs to differentiated curriculum
• Consensus Maps
• Statewide adoptions
• Regional service center software and staff
  development adoptions
• Independent school networks
• International school networks

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CM Closing the Achievement Gap

• Discerning selection of standards
• Focus on Active Literacy in ALL classrooms
• Integrating assessment data via software
• Vertically
• Across Grades
• Formal BENCHMARK assessment Tasks AT THE BUILDING
  Level

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New focus on Essential Questions

• Obtaining feedback on our questions
• Using them to negotiate between teachers
• Organizing instruction as curriculum chapters

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CM Key Tool for Sustaining Professional Learning
Communities

• Effective school research
• Common ground/common vision
• Flexible grouping for decision making
• Ongoing monitoring of student progress
• Professional development linked to student growth
• Focus on students in building
• Adjustments in schedules-long term short term
• Adjustments in teacher configurations
• Adjustments in student grouping patterns
• Adjustments in the use of space

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Future Directions

• Involvement at higher education institutions
• Research studies dissertations emerging
• Links to report cards
• Student mapping
• Links to products/service with new bandwidth
  possibilities
• Integration with video conferencing
• Blackberry PDA versions
• I-MAPs (teachers on earphones)

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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 stages of development
• Their learning characteristics
• Their communities
• Their aspirations
• Their needs
• The need for cumulative learning

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What information do we collect initially on a map?

• CONTENT
• SKILLS
• ASSESSMENT

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Content The subject matter itself
key concepts, facts, events, which may be
presented with a map in three formats
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Content Formats
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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

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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.

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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

• 
  
  
  

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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

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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

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Learning to Analyze Assessment Data

• Gap analysis
• Merging Findings into Maps

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

• Portfolios
• Anthologies
• Recordings of observable performances

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

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

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• Reaching new ground
• Guiding a staff to establishing benchmark
  assessments

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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.

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Continued...

• The task should merge with the ongoing 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.

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Integrating Cross-Curricular

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

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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

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1 High Technology High CM.
2 Low Technology High CM.
HIGH
CM development
4 Low Technology Low CM.
3 High Technology Low CM.

LOW
LOW
HIGH
TECHNOLOGY
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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

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The CM Seven-Step Review Process
Now

• 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.)

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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?

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

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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.

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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.

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

• Wrestling with ConsensusDeveloping
  Essential Maps

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How do we weave our individual maps into a
meaningful design that will benefit all students?
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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

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Where is consistency critical for our
students learning? Where is flexibility
equally as important?
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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

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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

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Other Considerations for Developing Essential Maps

• Use National and State Standards as a filter to
  validate.
• Work with teachers to ensure that consistent
  terms are used K-12
• Examine K-12 Systems Reports to identify
  still-present gaps, repetitions, etc.

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Each discipline presents different
considerations when wrestling with consensus
RED FLAG
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Next steps and resources