1. Curriculum Mapping 101 Teaching Matters, Inc. 2011

2. What is Curriculum Mapping? Curriculum mapping is a multifaceted, on-going process designed to improve student learning. All curricular decisions are data-driven and in the students’ best interest (Hayes-Jacobs, Mapping the Big Picture: Integrating Curriculum and Assessment K-12, 1997).

3. What is Curriculum Mapping? Why Map? CMs trace the students’ journey throughout the system. Curriculum across all content areas can be seen and analyzed globally. Teachers can see what their colleagues do and teach. Easier to align curriculum to standards. Needed additions or deletions can be easily determined.

4. Why Map? Instructional gaps and repetitions can be easily spotted. Communication is increased. Teachers can align content with skills, standards and assessments. Supports data-driven instruction and decision- making.

5. Why Map? Driven by essential questions. Flight: What flies? How and why do things in nature fly? What is the future of flight? Intelligence: What is intelligence? How has intelligence evolved? How is intelligence measured? Is intelligence solely a human phenomenon? How will intelligence be altered? (Hayes-Jacobs, 1997)

6. “Navigators use maps to chart a course. Although unforseene vents and variables may affect their journey, they begin by making important choices about their route to avoid a meandering, rudderless voyabe. In similar fashion, teachers must make critical choices as they plot a course for their learners. Essentail questions are an exceptional tool for clearly and precisely communicating the pivotal points of the curriculum” (Hayes-Jacobs, 1997, p. 25).

7. Curriculum Mapping Vocabulary Essential Questions Content Skills Assessments Lessons Units and Sub-Units Standards Common Core

8. Non-negotiables: Unit Names Essential Questions Content Skills Standards and Performance Indicators

9. Negotiables: Assessments Resources Activities Lessons

10. Phases of the Mapping Process: Phase 1: Collecting the Data Each teacher describes three major elements of the curriculum to include: Authentic classroom data about student experiences; Content in terms of essential concepts and topics and as essential questions; Products and performances that are the assessments of learning; Highly specific information about daily lesson plans are not needed.

11. Phase 2: The First Read-Through Each teacher edits the map reading (non-judgmentally) to gain information about what is taught across the curriculum. Underline content, skills and assessment areas that are new to them or have questions on.

12. Phase 3: Mixed Group Review Each teacher shares findings from individual reviews. No decisions, no judgment: simply state areas information was gained, noticed gaps, repetitions, areas for integration or any mismatches between outcomes and curriculum. Red-flag areas for attention but DO NOT re-write

13. Phase 4: Large Group Review All faculty Findings are gathered into a chart to encompass all small group reporting sessions (Phases 2 and 3). Delay judgment: simply compile data.

14. Phase 5: Determine what can be revised immediately Make collaborative decisions and concessions where needed

15. Phase 6: Determine points that require long-term research and development Gaps in content. Gaps in assessments between elementary and middle/middle and high. Scaffolding gaps. Genre gaps or repetitions Scheduling conflicts.

16. Phase 7: Continue the Review Cycle Active and on-going Communication Refinement

17. Samples http://q502plan.wikispaces.com/file/list?orderB y=date&orderDir=desc

18. Curriculum Template Essential Questions Content (noun) Skills (verb) AssessmentStandards September October November December January

19. Curriculum Map Template Essential Questions Content (noun) Skills (verb) AssessmentStandards February March April May June

20. Let’s Map! Phase 1: Write in the data Phase 2: First read: review the data individually Phase 3: Mixed group review Phase 4: Large group review Phase 5: Determine revisions Phase 6: Determine points that require long-term research and development

21. References www.jessamine.k12.ky.us RETRIEVED 5/31/2011 www.jessamine.k12.ky.us www.sddial.k12.sd.us/esa/doc/staff/ RETRIEVED 5/31/2011 www.sddial.k12.sd.us/esa/doc/staff/ Hayes-Jacobs, H. 1997. Mapping the big picture: Integrating curriculum and assessments. Alexandria, VA: Association for Supervision and Curriculum Development.