Curriculum Mapping 2005

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Curriculum Mapping 2005

• Current Directions
• Future Navigation
• Dr. Heidi Hayes Jacobs

2
How should can we best prepare our learners for
a 21st century world? How might we sharpen our
views on best curricular and structural decisions
about our schools to assist them?
3
Accept and work with VIRTUAL time. Possibilities
of technology to alter the way we work with time
and space issues.
4
Current Trends in CM Practice

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

5
CM Closing the Achievement Gap

• Discerning selection of standards
• Focus on Active Literacy in ALL classrooms
• Integrating assessment data via software
• Vertically
• Across Grades

6
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

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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)

8
Breakout SessionDifferentiating
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 our learners.

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The First Charge for the Lead
Mapmakers

• Become knowledgeable about the mapping basics
• Choose a technology format and template
• Draft an Action Plan for introducing the mapping
  process to the faculty

10
Preparing for Success

• The mapping leadership group (team) begins at the
  building (or district-representative) level.
• The site- or district-representation becomes the
  focus for the mapping initiative.
• The leadership group (team) should consist of
• classroom teachers with interest in curriculum
  renewal
• teachers representing a range of
  grades/departments
• at least one administrator
• a media/technology specialist, if possible.

11
The Leadership Cadre (CM Group/Team)
Examines

• Characteristics of students
• Background information on curriculum mapping
• Assessment data on students
• Conditions that have supported past professional
  development
• Existing time frames for carrying out the initial
  phase of the CM work
• Best ways to group the social and organizational
  structure of the faculty(ies) for staff
  development

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CM Training Venues for the
Leadership Cadre

• Attending CM workshops from area service centers
• Attending national workshops
• Visiting school sites experienced with mapping
• Video conferencing

• Bringing in a mapping consultant
• Viewing video tapes from ASCD
• Book groups that discuss readings on mapping
• Website research

13
Possible
CM Training Opportunities

• New Teacher Training/ Mentoring
• Building Trainings
• Readings
• Study Groups

• Inservice Days
• Building
• District
• Department/ Grade
  Level
• Summer Workshops
• On-Line Classes
• After-School Workshops

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Some Benefits to using an Internet-based Mapping
System

• A map can have a specific link or links to assist
  professional development.
• The Professional Development Department or staff
  members could have its/their own maps.
• Site-Based Building Improvement Plans can be
  mapped and shared with other sites.
• Mapped data can be shared through intra- or
  inter-district networking features

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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

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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

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Red Flag!

• Important Technology Issues
• Key decisions need to be made in selecting the
  technology format
• Choosing from a range of CM Systems that are
  available
• Computer-phobic teachers who struggle to employ
  the technology
• Lack of computer access and district-wide
  bandwidth.

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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

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Differentiated for Staff

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

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• An example
• CM
• First data entry for
• Quality maps

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1 High Technology High CD
2 Low Technology High CD
HIGH
Curriculum design competnecy
4 Low Technology Low CD
3 High Technology Low CD

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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Preparing for Success

• The mapping leadership group (team) begins at the
  building (or district-representative) level.
• The site- or district-representation becomes the
  focus for the mapping initiative.
• The leadership group (team) should consist of
• classroom teachers with interest in curriculum
  renewal
• teachers representing a range of
  grades/departments
• at least one administrator
• a media/technology specialist, if possible.

24
The Leadership Cadre (CM Group/Team)
Examines

• Characteristics of students
• Background information on curriculum mapping
• Assessment data on students
• Conditions that have supported past professional
  development
• Existing time frames for carrying out the initial
  phase of the CM work
• Best ways to group the social and organizational
  structure of the faculty(ies) for staff
  development

25
CM Training Venues for the
Leadership Cadre

• Attending CM workshops from area service centers
• Attending national workshops
• Visiting school sites experienced with mapping
• Video conferencing

• Bringing in a mapping consultant
• Viewing video tapes from ASCD
• Book groups that discuss readings on mapping
• Website research

26
Possible
CM Training Opportunities

• New Teacher Training/ Mentoring
• Building Trainings
• Readings
• Study Groups

• Inservice Days
• Building
• District
• Department/ Grade
  Level
• Summer Workshops
• On-Line Classes
• After-School Workshops

27
Some Benefits to using an Internet-based Mapping
System

• A map can have a specific link or links to assist
  professional development.
• The Professional Development Department or staff
  members could have its/their own maps.
• Site-Based Building Improvement Plans can be
  mapped and shared with other sites.
• Mapped data can be shared through intra- or
  inter-district networking features

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BREAKOUT SESSIONThe Review Process

• Become knowledgeable about, and comfortable
  with, the mapping basics
• Identify and choose a technology format and
  template
• Draft an Action Plan for introducing the mapping
  process to the faculty

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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.)

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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

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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.

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Remember When Collecting The Content Data May Be
Listed

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

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

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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

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Define...
QUALITY
CRITIQUE SAMPLES!
So, then what does an exemplary (quality)
maps look like?
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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

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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

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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.

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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?

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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.

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

• Identifying the best grouping patterns for
  review(s)
• Using productive communication for feedback and
  decision making

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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

42
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.

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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).

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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

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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

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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.

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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

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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)!
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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)

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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.

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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?

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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.

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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)?

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Using the Diary and Projected Maps to Impact
Learning

• Review the data from district and state
  assessments
• Look for celebrations
• Possible targets for growth
• Trends
• Identify the targets for growth and pinpoint
  specific skill sets needed for success

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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)

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• 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.

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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

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BREAKOUT SESSIONMapping Active Literacy

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

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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

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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.

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ENGAGE SPECIFIC COGNITIVE OPERATIONS
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Balanced Assessment
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Prioritize Standards
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Select Appropriate Assessment

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

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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

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• BREAKOUT SESSION
• 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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Three Tiers of Assessment

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

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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.

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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

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Assessment is evidence!It can take on
two fundamental forms
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• Tangible Products
• a piece of writing
• a picture
• a spread sheet
• a model
• a photograph
• a puppet
• a blueprint

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

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DEVELOPMENTAL GENRE

• Matching Types of Work
  with the Characteristics of the Learner

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Developmental Stages Your Learners Growth
Patterns

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

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K-2

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

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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

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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

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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

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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

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BREAKOUT SESSIONWrestling with Consensus

• Developing 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

85
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

87
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
  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.

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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

90
Red Flag! Each discipline presents different
considerations when wrestling with consensus
Curricula or Curricula-Related Red Flag
91
Math

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

• Flexible
• Approach
• Pace
• Grouping of Students

92
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

93
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

94
Social Studies

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

• Flexibility
• Student Interest
• Field Experiences
• Instructional Approaches

95
The Arts

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

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

96
There are cross-disciplinary consensus issues as
well
97
A Common Focus On Specific
Words

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

98
The Role of Grammar

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

99
Editing and Revising for Every
Classroom

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

100
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

101
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

102
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

103
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

104
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

105
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

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Literacy LevelsElevating creative
note taking and making skills evidence of
text interaction

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

110
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.

111
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

112
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?

113
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.

114
Wrestling with Consensus

• Developing Essential Maps
• Dr. Heidi Hayes Jacobs

115
How do we weave our individual maps into a
meaningful design that will benefit all students?
116
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

117
Where is consistency critical for our
students learning? Where is flexibility
equally as important?
118
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

119
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

120
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.

121
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

122
Red Flag! Each discipline presents different
considerations when wrestling with consensus
Curricula or Curricula-Related Red Flag
123
Math

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

• Flexible
• Approach
• Pace
• Grouping of Students

124
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

125
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

126
Social Studies

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

• Flexibility
• Student Interest
• Field Experiences
• Instructional Approaches

127
The Arts

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

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

128
There are cross-disciplinary consensus issues as
well
129
Curriculum Mapping Becoming a 21st Century
Learning Community
130
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

131
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

132
How do we shift to Site-based Councils and
District Cabinets?

• 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.

133
Technology is creating a new type of paradigm
for successful educational planning!
134
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.

135
The Role of the School Curriculum (CM) Councils
136
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

137
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

138
Relationship Between Inter-Schools Curriculum
(CM) Councils
Consider Your Feeder Patterns!
139
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).

140
The Role of the District Curriculum (CM) Cabinet
These representatives play a crucial role in your
CM success!
141
Creating The District-Level Curriculum (CM)
Cabinet

• After the initial pre-curser Exploration of CM
  Process year 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

142
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).

143
The CM RD Task Force(s)
144
The work of the Task Force

• Task force groups meet 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.

145
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

146
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

147
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.)?

148
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?

149
BREAKOUT SESSIONCREATING 21ST CENTURY
CURRICULUM THROUGH MAPPING REVISING FOR
TIMELINESS
150
How might we review our maps and revise them for
timeliness?
151
We can update our maps through each element

• CONTENT
• SKILLS
• ASSESSMENT

152
Recast maps for timeliness

• REPLACING content
• Perplexing issues
• Updated knowledge
• Engaging problems
• Contemporary genre
• Requisite 21st century skiils

153
21st Century Tools

• Information and Communication
• Technology (ICT) Tools
• Problem solving tools (spreadsheets, decision
• support, design tools).
• Communication, information processing
• and research tools (word processing, e-mail,
• groupware, presentation, Web development,
• Internet search tools).
• Personal development and productivity tools
• (e-learning, time management/calendar,
• collaboration tools).

154
Why Care About 21st Century Literacy?

• Todays first graders will have jobs that
  havent even been invented yet.
• Our education system faces irrelevance unless
  we bridge the gap between how students live and
  how they learn.
• Incorporating 21st century skills makes
  learning as relevant and invigorating in school
  as it is in their lives outside of school, where
  many students already use the latest technologies
  to communicate, collaborate, work and learn.

155
21st Century Skills Are Critical
"Twenty-first century skills combining technology
literacy, critical thinking, creativity and
mastery of core subject matter are the lifeblood
of a productive workforce in today's global,
knowledge-based economy. Susan D.
Patrick Director of Educational Technology U.S.
Department of Education
156
Assessment should reflect our times

• screenplays
• teleplays
• broadcasts
• email
• grant proposals
• web page
• spread sheets
• CAD blueprints
• forecasts
• media criticism

157
Update English Language Arts

• Expansive genre studies K-12
• Classics and new voices
• Studying screenplays and teleplays
• Poetry SLAMS
• Memorization of classic work
• Critiques of electronic media

158
Expansion of Literacy Media Criticism/ Media
Invasion/Media Making

• TV critiques pre K-grade 3
• Unit Effects of TV on Me
• Formal media criticism begins grade 4
• Television/film writing and production
• Documentary studies/ NPR models
• Web based national/international anthologies of
  childrens stories and observations (RTW)
• Teaching students to conduct video conferences
• Current Communications Benchmark

159
World Language Instruction

• Languages Chinese, Mandarin 14.37, Hindi
  6.02, English 5.61, Spanish 5.59, Bengali
  3.4, Portuguese 2.63, Russian 2.75, Japanese
  2.06, German, Standard 1.64, Korean 1.28,
  French 1.27 (2000 est.) note percents are for
  "first language" speakers only

160
Teaching world languages

• Minimal state requirements
• French/Spanish dominate
• Increase range of specialized schools/magnets for
  students with linguistic talent
• Increased range of languages

• Pashtu, Khoi, Azeri, Dzongka, Serbo-Croat,
  Portuguese, Malay, Kirundi, Khmer, Sango,
  Kikongo, Turkish, Arabic, Amharic, Twi,
  Icelandic, Hindi, Farsi, Kazakh, Kyrgvz, Lao,
  Larvan, chewa, Nepali, Yoruba, Punjabi, Tagalog,
  Slovak, Tamil, Dutch, Swahili

161

• The Department of Education states that children
  in the  United States watch an average of three
  to five hours of television every day.

162
Rethinking Mathematics

• Eliminating snapshot mathematics in pre-K
  through grade 3
• Language arts daily speech and writing activity
  describing procedures and concepts
• Corresponding time for students in middle school
  to balance those who accelerate
• Summer Math programs in conjunction with colleges
  and universities for separate genders
• FOCUS on translation strategies post-its on math
  pages
• Self-tutorials using computers for homework and
  practice

163
Geo-politics /Geo-economics/Global
environmental

• 21st Century skills in a global context Case
  studies abroad
• Case studies at home
• Real time contact between students world wide
• Future job market shifts
• State dept. figures 10 hold passports/ 7 of
  those use them
• World geography by shape and name- early
  childhood

164
Commitment to Science Research

• Freedom of scientific expression
• Separation of science from other disciplines
• Upgrade science in early childhood
• Literacy instruction primarily through non-
  fiction (increase in science and social studies)

165
Content elevate the ARTS

• Expressive experiences
• Studio
• Digital composition
• Performance

• Cultural Literacy as a requisite
• Active work with local institutions
• (Carnegie Halls LINK-UP Kennedy Center national
  programs)

166
21st Century Assessment

• Standardized tests must measure both core
  subjects
• and 21st century skills. We must measure
  what we
• value or it wont be taught.
• Standardized tests must be balanced
  appropriately
• with classroom assessments to measure the
  full
• range of the students skills in a timely
  way.
• Classroom assessments must be strengthened and
• integrated with the instructional process
  to reinforce
• learning, provide immediate feedback and
  help
• students learn core subjects and 21st
  century skills.