JOHN BORMAN LORI BENTON Curriculum Mapping 2011

Historical Perspective In Spring 2008, LPSD began exploring curriculum alignment and revision methods. The decision was made to adopt Curriculum Mapping as the conduit for curriculum revision and alignment. A teacher committee was developed to assess online databases with the ultimate task of choosing the “right” program for LPSD. Rubicon Atlas was chosen. The math pilot began in Spring 2009 with Algebra 1 and was facilitated by building administrators with one representative from each building. The pilot was expanded to K-12 through Pre Calculus by Fall 2009.

Why did LPSD choose Curriculum Mapping? Curriculum Mapping is a process that allows for a growing and evolving curriculum. The document is a living document that is not static. Teachers can collaborate across grade levels, schools, and subjects at the click of a button. Allows teachers to assess the curriculum for gaps and overlaps as vertical articulation takes place.

The Basics Curriculum Mapping involves first working individually to collect teacher level data – what is being taught and assessed in your classes. (Individual Map) It can then move to working with colleagues to determine what is taught and assessed by subject/ department. (Collaborative Map) Or teachers may decide to begin at the collaborative level and work back to their individual maps. The next step involves working across buildings and grade levels to determine gaps and overlaps. (Consensus Map)

The Basics Maps are refined as additional levels of collaboration occur. Eventually, maps will exist for the entire K-12 curriculum for all subjects. The beauty is that there is no longer a need for a five or seven year rotation. The maps can be altered when necessary. This process is also part of the request for new curricular resources (i.e. textbook adoption).

Current Status Math and Language Arts are realigning their work to the December 2010 Colorado Academic Standards. Teachers are working in individual maps or with collaborative, building level, teams in core content areas and electives. Most High School core courses have consensus maps and consensus assessments. Middle School Social Studies, Science, and Language Arts are working on Consensus Maps. The elementary focus is collaborative work in the area of Writing.

Focus for this year and next Complete the PK-12 Math vertical articulation by Fall Complete the Consensus process for PK-6 Writing by June 2012 and Reading by June Complete the PK-12 Language Arts vertical articulation by Fall Complete Science and Social Studies Consensus Maps for 7-12 by June 2012.

Site Demonstration Develop and Browse tabs

References Jacobs, H.H. (2004). Getting Results with Curriculum Mapping. Virginia: ASCD. Jacobs, H.H. (1997). Mapping the Big Picture. Virginia: ASCD. National Curriculum Mapping Institute and Academies Resource manual. CMI Curriculum Designers, Inc.