Presentation on theme: "Check-in on Curriculum Progress Next Steps. Brings all of the pieces together. Transparency Creates curriculum conversation A tool for the journey."— Presentation transcript:
CURRICULUM MAPPING The curriculum design work determines the WHAT, WHERE, WHEN, WHY, and WHO (grade level) The curriculum structure describes what MUST be taught to have consistency The Curriculum design does not determine the HOW, or curriculum practice. That takes place in the classroom.
Curriculum Mapping Process “The BIG Picture” State Standards Content and Skills that are to be taught by all teachers at every grade level District Curriculum Mapping Process Step #1: Translating the state standards into teacher- friendly, unpacked language Step #2: Creating Planning guides - Units Individual Mapping Translating the Master Consensus curriculum into individual teachers’ classroom teaching practice
Two Types of Maps *Master Consensus Map *Individual Map BOTH are needed!!! It is not about the Maps, it is more about the Curriculum work, the TALK to create and implement the mapping data. “MAP and TALK”
Why a District Map? * Katie and Eddie are the focus of our work * Consistency in instruction and assessment *Alignment to the content standards *Increased accountability for instruction *Access to data about instruction, assessment and student learning *Vehicle for integration of skills in all subject areas *Awareness of other teachers work and best practices
http://edpower.rubiconatlas.org http://edpower.rubiconatlas.org Brief overview Log in and change your password ◦ Default password: talent Browse by subject and check that your faculty course assignments are correct
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
FIVE TYPES OF ALIGNMENT Internal: The elements in a teacher or district consensus curriculum map align to one another. Cumulative: The curriculum maps build year to year; class to class K-12 External: The curriculum and assessment maps align to external standards To Students: Curriculum and assessment maps are specifically designed to match the needs of specific learners in specific locations. Global: The aims and actions of our school curriculum and programs will help our learners connect to global communities.
Strategic Grouping for Professional Reviews Vertical – K-12 - extended departmental meetings Targeted Vertical- examples: K-1; 3-6 ; 7-11; 10-12 Across grade level- all third grade; all teachers of freshmen Targeted cross grade level- interdisciplinary 7 th grade team Extended team- special area teachers, special ed staff, ESL Feeder pattern- in larger districts only those sharing same students; within school following student groups Expanded local team- virtual groupings (online); parents; community; internships Global team- Feedback and collaboration with meaningful worldwide educators and students.
Targeting Needs: Discussions, debates, and decisions will be based on… ç What is in the best interest of our specific clients, the students in our educational setting? ç Their ages ç Their stages of development ç Their learning characteristics ç Their communities ç Their aspirations ç Their needs ç The need for cumulative learning
What information do we collect initially on a map? CONTENT SKILLS ASSESSMENT All aligned with standards
Indicators of Standards-Based Teaching and Learning The school develops clear statements of what students should know and be able to do. Standards apply to all students with high expectations for their success The teacher knows how each lesson relates to district and state academic standards
Students know what they are learning, what standards are related to it, and why they are learning it. Standards are constant, instructional strategies and time are the variables. Planning begins with standards/mastery skills rather than materials.
Students have multiple opportunities to demonstrate achievement of standards. Assessment of student achievement is consistent across teachers and schools, using common performance indicators. Teachers work with colleagues to share and compare scoring of classroom-based assessments
How can mapping improve the classroom experience for teachers? Brainstorm how this reflective practice could impact teaching? What are possible benefits of using Atlas for students? Benefits for Teachers? Benefits for the District?
The Curriculum mapping process focuses are: COMMUNICATION with your teachers CURRICULAR DIALOGUE that clarifies and supports the goal of the map design Communication plus Curricular Dialogue = COHERENCY
SchoolDepartmental/GLTeachers 1.Collective accountability for a guaranteed and viable curriculum 2.Marketing tool 3.Collaboration 4.Transparency 5.Institutional memory 6.Identity to the mission statement 7.Strategic plan goal setting tool and operating plan 8.Resource and artifact to inform the board 9.Curriculum drives the schedule and programmatic choices 10.Standards based, data driven 1.Vertical and Horizontal Continuity. 2.Intentional progression of skills and content 3.Cross curriculum connections for students PreK-12 4.Collaboration documentation 5.Skill vs. Content 6.Knowledge transfer 7.Integration opportunities 8.Discovery opportunity for teachers to identify areas of gaps and redundancies 9.Standards based, data driven 1.Guide for new teachers 2.Organization while allowing for autonomy 3.Reflective growth through knowledge transfer and collaboration 4.Progression of content and skills and making connections for students 5.Discovery opportunity for teachers to identify areas of gaps and redundancies 6.Integration opportunities 7.Standards based, data driven 8.Exemplar Community Sample – Curriculum Goals