What is a Curriculum Map?

What is a Curriculum Map?
To identify qualities of a Curriculum Map To determine the appropriate map for a specific purpose To identify the features of a map Presentation: Welcome and Introductions (5 minutes) As participants check in, give them dot labels and have them put themselves on the chart spectrum using the anticipatory set of statements. Welcome participants. Review housekeeping–bathrooms, etc Establish group Norms- Introduce self and members of the team. Review purpose of workshop and role of team members: This is a workshop on curriculum mapping and how it supports standards-based education. Our role today is to facilitate you through the process of understanding curriculum mapping and to engage you in discussions on how it can be a useful tool in implementing standards-based education. Participants Introductions (5 minutes) Depending on the size of the group, participants may introduce themselves and make a short statement about interests in or experiences with curriculum maps, and who is planning to attend other module trainings. Agenda Review (3 minutes) Handout 1 and 2 Distribute a copy of the Day 1 Agenda to all the participants. Review the schedule with them. Linkages to Other Modules (10 minutes) This is the third in a series of four modules. What highlights were presented in the two modules that you attended earlier? Let’s review the Standards Implementation Model and how these modules fit together. Transforming Our Teaching And Learning Module 3

Training Norms and Agreements
Attention – Focus with mind, eyes and ears Time – Honor time and stay on task Attitude – Be positive, open and supportive of all Goals - Stay focused on achieving the Guiding question targets.

Curriculum Mapping Essential Question: How can curriculum mapping help me guide my students toward achievement of the standards? Read Slide.

Desired Outcomes: Participants will be able to answer the following questions… Is a curriculum map a product or a process? What are the features of a Curriculum map? What are the differences between a map and a Scope and sequence? Lesson Plan? What are the different types of maps?

What is a curriculum map? What is not?

A Curriculum Map IS… Calendar based
A record of the content, skills and assessment Teacher created and collaboratively refined A resource to provide a framework for examination of authentic classroom curriculum and actual teaching Data about instruction that can be analyzed A tool that replaces intuitive or subjective curriculum decision making Focused on student performance outcomes What are the features of a curriculum map? How are maps and curriculum mapping different from other similar documents and processes? Read the slide Emphasize the following: Curriculum maps are teacher created and collaboratively refined; they use collaboration to gain consistency in focus and delivery, Provide a way to analyze assessment data; the evidence that is directly related to grading and evaluating work, Find out what teaching supports the data; Operationalizes the Standards Toolkit; Focuses teaching on targeted student performance outcomes; Replaces old ways of curriculum decision making.

Curriculum Maps are Calendar-Based
The calendar is the one thing we all have in common- a starting point.

Curriculum Mapping IS a PROCESS which…
Facilitates professional communication and effective planning Identifies possible areas for curriculum integration Provides a framework to evaluate student work with varied and relevant assessments Offers a systems approach to curriculum planning Brings standard alignments to the conscious, concrete level Links to standards and is time-bound Identifies gaps and repetitions in the curriculum Systematically organizes features (units, essential questions, content, skills and assessments) in a consistent and organized way

Curriculum Mapping…… Process or Product?
Curriculum mapping is a process that results in tangible products along the way The products are tools for the next steps There are NO final products – maps will always be under revision Not “mapping, mapping, mapping”….but ongoing mapping for inquiry and upping the ante for students

Maps primary purpose: Communication
The actual journey Diary maps document actual teaching The sites and stops along the way Documents best practices Documents actual practices A travel journal Provides a way to share experiences

Curriculum mapping …. …is a Journey

Reports Three Primary Purposes: To provide data which is used to
articulate and align curriculum To provide data for group and individual reflection and revision of curriculum To operationalize standards alignment problem-solving

Curriculum Map is NOT a guide/scope & sequence
Curriculum Guide / Scope and Sequence Created by you, the teacher, and therefore shows what is actually taught Given to the teacher (ie. By a publisher) to show what ought to be taught (and sometimes unrealistic to cover within a realistic timeframe) Creates based on the data of your students’ performance. In other words, the content, skills, and assessment tasks are specifically identified based on the needs of your students. Is not based on the data of your students’ needs. The sequence of content and skills is predetermined. Is calendar-based. Shows when the content and skills are taught, and when assessments occur. Takes into account the developmental readiness of the students Is not calendar-based, and does not say when the content and skills will be taught, only the sequence.

Curriculum Maps are NOT Lesson Plans
Tracks content, skills, and assessment tasks, according to a month-by-month calendar. More specific and for a shorter period of time. Includes specific information about the content, skills, and assessment tasks. Includes necessary materials, teaching methods, and other pertinent information needed for a daily or weekly lesson. Curriculum maps often contain links to lesson plan files.

A Map is NOT a Lesson Plan
A map is the summary or paraphrase of the instruction that has or will take place over the course of a month in the form of unit name, essential questions, contents, skills and assessments. It is the MACRO picture of instruction. A lesson plan is the daily delivery of the instruction described in the map. This is where the artistry and creativity of individual teachers come to life as they make the curriculum come to life for students. It is the MICRO picture of instruction.

What Curriculum Mapping is NOT…
IT’S ONGOING! STATIC … Curriculum Guides are stagnant; most sit on shelves collecting dust. Now think of your students each year. They are different every year; therefore, shouldn’t the instructional approach change? Paper pencil mapping becomes cumbersome and does not allow teachers to document and view curriculum in real time. The maps serve as a living, breathing,ever-changing, “archived” history of your school, “community” of schools, and/or district!

Professional Materials
Video Clip: Video Conference May with Heidi Hayes Jacobs Clips from the video conference are available on the website.

Activity Is it a map or not? Use packet of samples
Identify which documents are maps and which are not, based on the features of curriculum maps. Write down your reasons why some are maps and some are not. Is it a map or not? Activity: Identifying Curriculum Maps Handouts Let’s walk through the features of a curriculum map. Take Handout 9, the Mohonasen Central School District sample. A curriculum map must be calendar based. Is this calendar based? How do you know? There must be content, skills, and assessment. Where are they? There must be a focus on Big Ideas and/or Essential Questions. What are some of them? Lastly, it must be collaborative. In this case we’ll assume that the process was. Using these features of a curriculum map, you will have 5 minutes to do the next exercise. Identify which examples are curriculum maps and which are not. Write down your reasons why or why not. After 5 minutes, review samples. We will now take a look at the samples you have and identify them as meeting the criteria of being a curriculum map or not. Have audience give reasons. Handout 9 is / is not a map, because: it has all four features Handout 10 and 10a are / are not maps, because: not calendar based (need to know when during the year) no assessments Handout 11 and 11a are / are not maps, because: has all four features Handout 12 is / is not a map, because: not calendar based (need to know when during the year) Handout 13 is / is not a map, because: Handout 14 is / is not a map, because: pacing map, no content, skill, assessment, no Big Ideas/Essential Questions Handout 15 is / is not a map, because: no content, skill, assessment, no Big Ideas/Essential Questions

Is it a map or not? Based on what you know about the features of curriculum maps, decide whether each sample is a map or not, and if not, why not?. Sample Is it a Map? If not, why not?

Curriculum Mapping Criteria for Review
Calendar based Records content, skills and assessment Can be organized using themes, essential questions or other categories Teacher created, collaboratively refined A procedure for collecting data about actual teaching Provides a basis for authentic examination of the classroom curriculum Remember curriculum maps must contain content, skills and assessments. As we pointed out earlier, there are a number of software products that can assist. We’ll talk about these later. Let’s identify the features of a curriculum map. Point to the part of the map that shows that it: is calendar-based has content has skills includes assessment Let’s see how this map is linked to our standards system and our Hawaii DOE documents. What documents would give you information on: The Big Ideas or Essential Questions? (Yes, our curriculum frameworks) Content? (Yes, all of our standards documents; the Scope and Sequence, etc.) Skills? (Yes, our Grade Level Performance Indicators) Assessments? (Yes, our Instructional Guides) Calendar? (Yes, our Scope and Sequence, programs and curriculum that we use, knowledge of development, etc.)

Curriculum Mapping Provides
a format for planning: Documenting the content, skills, and assessments that get students to the standards a consistent way of communicating: A way to see gaps, redundancies, and mismatches when compared to standards, other teachers, other schools, other states…. a foundation for new journeys: Supports standards based instruction and a format for using Standards Toolkit documents

What types of maps are there and when would each be used?

Different Maps for Different Focus
Mapping Language Diary Maps Done Monthly A personalized map written at the end of the month by the individual person (No “Team” Diary Mapping!) that contains what REALLY took place Projected Maps What you intend to teach.. subject use the consensus map as a “personal road map” for delivery plan / instruction Consensus, Essential or Core Maps An Entire School Year Of Months A map that is created via a team of educators that serves as the “Master” wherein all who teach / administer the course. What is taught in common. The purpose defines the type of Map needed A computer based program allows schools/facilities to keep and compare maps from year to year in order to modify the consensus/master map. CM provides the tool for your teachers to share their legacy. Which scenario are you using? What would best meet the needs of your culture to begin the process? 1. What process do you think you are currently doing? 2. What would best meet the needs of your culture to begin the process?

When the Types of Curriculum Maps are Used
Projected/Pacing: Used for planning Diary: Used for documenting the actual curriculum taught Consensus: Used for grade level or school to define core of the standard-instruction. Essential: Used for a particular grade level; created over time.

Diary Maps Records of the day-to-day curriculum in the classroom
Created and maintained by the teacher Revised continuously

Value of Diary Maps Opportunity to examine content covered (good reflective tool) Shows systematic teaching toward a standard Provides data to examine differences in student results Shows need for differentiation Records data on time actually needed, prerequisite skills required Communicates to grade below and above

Projected Maps Expected curriculum for the year created by the teacher
Possible framework for the diary map Revised continuously

Value of Projected Maps
User friendly because of flexibility Ensure essential standards are assessed, addressed for reporting and testing Identifies gaps and strengths Documents opportunities for assessment Communication tool

Consensus Maps (Core or Essential Maps)
Identifies the essential areas in a course of study believed to be critical for every student Developed by schools, complexes, districts Revised, as needed, using data Do not replace Diary Maps

Value of Consensus Maps
Allows for dialogue to meet common understandings & consistency Creates common assessments & criteria to align standards-based grading & increase consistency Increases collaboration in Professional Learning Communities Supports novice teachers; builds capacity

Analogy to Understand Different Kinds of Maps
A surgeon performs operations (instructional unit) The surgeon has established standards for performance for each surgery (state/ district/ power standards) The surgeon has a plan for the surgery (projected map) The surgeon also has guidelines to follow for each surgery (core/consensus/essential map) The surgeon is required to record the actual surgery for your medical records of what actually took place during your surgery (diary map)

What are the Features of a Curriculum Map?

Features: The Essential Question The HEART of the curriculum
Essential questions are based on universal concepts Bring relevance to the learner… “How will it affect me?” Essential Questions (EQs) The HEART of the curriculum

What are Essential Questions?
Essential Questions are provocative and make students think about lessons within a greater context. Essential Questions are organizers that serve as the heart of a curriculum. Essential Questions distill the content into what is critical to examine, explore, and learn.

Universal Themes (samples)
Causality (cause and effect) Change Conflict Connections Continuity Cooperation Culture Diversity Energy Environment Evolution Exploration Heritage Interaction Interdependence Justice Limitation Order Patterns Power Quest Relationships Scarcity Stability Structure Style Survival Systems Traditions Truth/Reality Unity Values

EXAMPLES OF ESSENTIAL QUESTIONS
How do we interpret theme and symbolism in a traditional folktale? How does my community affect my life? How has change affected our town over the past 100 years? How did the discovery of agriculture affect the structure and culture of early society? How has agricultire impacted our society today? What is the relationship between shapes and measurement? When do we use fractions in everyday life? How do the main organs of the digestive system function as a system?

Samples of Essential Questions Aligned to Standards
Content Standard Essential Question Math: Students understand various types of patterns and functional relationships. How do we use patterns to solve problems? Social Studies: Students use geographic representation to organize, analyze, and present information on people, places, and environments. How does environment affect the development of culture and civilization?

Activity DEVELOPING ESSENTIAL QUESTIONS
Look at the Grade 6 Social Studies China Unit sample map. Looking at the information given, fill in possible essential questions for November & December. Activity: Why Map?

Grade 6 Social Studies China Unit Sample Map
November Standards Essential Question(s) Content (noun) Skills (verb) Assessment (noun) Standard 15: GEOGRAPHY: Places and Regions—Students understand how distinct physical and human characteristics shape places and regions. Physical geography of China Locate and describe the major physiographic features of China Create relief maps of China Explain how physiological features of China influenced the development of Chinese civilization and culture Physiographic maps of China Relief maps of China Cause & Effect Essay December Standard Essential Question(s) Content (noun) Skills (verb) Assessment (noun) Standard 20: ECONOMICS: Economic Interdependence—Students evaluate the costs and benefits of trade among individuals, nations, and organizations to explain why trade results in higher overall levels of production and consumption. Standard 7: POLITICAL SCIENCE/CIVICS: GLOBAL Cooperation, Conflict and Interdependence—Students understand similarities and differences across cultural perspectives and evaluate the ways in which individuals, groups, societies, nations, and organizations change and interact. Silk Road Buddhism Economics Describe the Silk Road Construct a definition of a global market Trace the path of Buddhism along the Silk Road Recommend ways cultures can interact but still maintain integrity Maps Timeline Persuasive Essay

Grade 6 Social Studies China Unit Sample Map
November Standard(s) Essential Question(s) Content (noun) Skills (verb) Assessment (noun) Standard 15: GEOGRAPHY: Places and Regions—Students understand how distinct physical and human characteristics shape places and regions. How does geography influence the development of civilization? Physical geography of China Locate and describe the major physiographic features of China Create relief maps of China Explain how physiological features of China influenced the development of Chinese civilization and culture Physiographic maps of China Relief maps of China Cause & Effect Essay December Standard(s) Essential Question(s) Content (noun) Skills (verb) Assessment (noun) Standard 20: ECONOMICS: Economic Interdependence—Students evaluate the costs and benefits of trade among individuals, nations, and organizations to explain why trade results in higher overall levels of production and consumption. Standard 7: POLITICAL SCIENCE/CIVICS: GLOBAL Cooperation, Conflict and Interdependence—Students understand similarities and differences across cultural perspectives and evaluate the ways in which individuals, groups, societies, nations, and organizations change and interact. How do cultures influence each other? What are the origins of the global market? Silk Road Buddhism Economics Describe the Silk Road Construct a definition of a global market Trace the path of Buddhism along the Silk Road Recommend ways cultures can interact but still maintain integrity Maps Timeline Persuasive Essay

Essential Questions Are the cement that holds the unit together.
Over-arching questions that focus on either big ideas and concepts or major themes with regard to curriculum content. Are the cement that holds the unit together. Direct student thinking. Represent big ideas. Are not simple one or two word answers. There should not be more than two or three per unit. Many districts do not include essential questions in their initial maps unless the district has provided formal training in development and use of essential questions.

Features: The Content Content WHAT students learn (noun)
The subject matter, knowledge, facts, key concepts Based on HCPS “What do I need to know?” Found in Scope and Sequence Toolkit Document Content WHAT students learn (noun) A map must contain a description of the content taught. This is knowledge and information that you expect students to learn. This can be found in the Scope and Sequence Standards Toolkit documents for each of the 10 content areas. Read the slide

Content Identified content that we expect students to know by the end of a given unit of instruction. Content should be aligned to essential questions, skills, assessments, lessons and standards. Content is the vehicle by which you teach the skills. Content should identify specific problem solving tools (such as equations). Content represents the world of ideas; skills represent how you interact with those ideas. Think of Content as nouns. Content focuses on the integrity of knowledge within the discipline Contents are the “WHATS” you want student to know as a result of the instruction. Contents are always nouns with adjective descriptors. A content entry should be specific enough for the reader to be clear on the content expected of students. Ex – “War” - too broad….there have been many wars in many countries “Civil War” - still too broad….there have been civil wars in many countries “American Civil War” - a clear content entry

(essential knowledge, facts, and concepts)
Curriculum maps reflects HCPS and therefore must contain content, skills & assessments CONTENT SKILLS ASSESSMENT What students learn (essential knowledge, facts, and concepts) What students do (to learn the content) What evidence there is (of student learning) A curriculum map must contain a description of the content taught. This is knowledge and information that you expect students to learn. A curriculum map must list the skills students develop in order to learn the content. Precise language is important. Begin the statement with a verb. A curriculum map must include the assessment tasks the teacher uses to get students to demonstrate the content and skills they’ve learned. The content can be found in the Scope and Sequence Standards Toolkit document (Content Standards and Benchmarks) for each of the 10 content areas. The skills can be found in the Grade Level Performance Indicator document of the Standards Toolkit for each of the 10 content areas. Suggestions for these assessment tasks can be found in the Instructional Guides Standards Toolkit document for each of the 10 content areas. Curriculum mapping is a process that results in maps that help Keola navigate the curriculum. You’ll see how it can serve to archive the curriculum of the most experienced teachers. Read the slide Key points to emphasize: Calendar based, Must contain content, skills, and assessment tasks, Focus is on Big Ideas and/or Essential Questions, Collaborative process develops ownership.

Samples of Content Aligned with Standards and Essential Questions
Content Standard Essential Question Content Students understand various types of patterns and functional relationships. How do we use patterns to solve problems? Geometric Patterns- A sequence of numbers in which each term is formed by multiplying the previous term by the same number or expression. Numeric (Arithmetic) Patterns -A sequence of numbers in which the difference between any two consecutive numbers or expressions is the same. Students use geographic representation to organize, analyze, and present information on people, places, and environments. How does environment affect the development of culture and civilization? Physiographic Maps - Maps of the natural features of the earth's surface, especially in its current aspects, including land formation, climate, currents, and distribution of flora and fauna.

The “TO DO” of the curriculum
Features: The Skills Measurable Based on HCPS “What do I need to know how TO DO?” Found in Grade Level Performance Indicator Toolkit Use precise language--have a list of action words to use. Skills The “TO DO” of the curriculum (Verb) Maps must also list the skills students develop in order to learn the content. Precise language is important. A list of skills can be found in the Grade Level Performance Indicator document of the Standards Toolkit for each of the 10 content areas. Read the slide

Skills Are measurable and can be assessed. Are observable.
Identified skills that we expect students to be able to do by the end of a given period of time. These skills are directly connected to a particular content. Skills may be associated with many content areas, since skills are always being learned and reinforced. Are measurable and can be assessed. Are observable. Are described in specific terms. Contain action verbs. Are always associated with content. Skills are “WHAT YOU WANT STUDENTS TO BE ABLE TO DO” as a result of the instruction. Skill entries always start with verbs Refer to Bloom’s taxonomy Skills are always aligned with one or more of the contents. You can’t teach a student to “DO” something if you don’t give them “SOMETHING” to do it with. Skills should be observable and measurable. Verbs such as KNOWS, UNDERSTANDS, USES, etc. Are not appropriate as they are not observable or measurable.

Precision is critical to skill development
THE COACH DOESN’T SAY: “We’re working on critical playing skills today” THE COACH DOES SAY: “ We’re working on driving into the basket.”

Skills across the disciplines:
Editing and revising skills in ALL work Organizational skills Reading for decoding Reading for text interaction Speaking skills in a range of forums Technology for information access Technology for production purposes Career habits for personal and group work

Relationship between Content & Skills Skills Content Verbs Nouns
Assessed Observed Content based Content Nouns Specific Process Most teachers struggle with differentiating between Contents and Skills when they begin mapping. There are situations that help create the confusion: EX – When students are first learning the concept of addition it is treated as a noun. Once students understand the concept they are expected to apply it and it is then treated as a Skill.

Samples of Content Aligned with Standards, Essential Questions, and Skills
Content Standard Essential Question Content Skills Students understand various types of patterns and functional relationships. How do we use patterns to solve problems? Geometric Patterns- A sequence of numbers in which each term is formed by multiplying the previous term by the same number or expression. Arithmetic Patterns -A sequence of numbers in which the difference between any two consecutive numbers or expressions is the same. Geometric Patterns- Students will make, analyze, extend, and describe geometric patterns. Numeric (Arithmetic) Patterns – Students will make, analyze, extend, and describe numeric patterns. Students use geographic representation to organize, analyze, and present information on people, places, and environments. How does environment affect the development of culture and civilization? Physiographic Maps - Maps of the natural features of the earth's surface, especially in its current aspects, including land formation, climate, currents, and distribution of flora and fauna. Physiographic Maps – Students will create a physiographic map of the natural features of Mesopotamia, Egypt, or India, including land formation, climate, currents, and distribution of flora and fauna and compare to political maps of that civilization.

Sample Verbs for Mapping Skills
RESPOND SUPPORT REPRESENT VISUALIZE REASON VERIFY SOLVE SUMMARIZE SIMPLIFY ANALYZE APPLY CLASSIFY COMPARE CONNECT CONTRAST DESCRIBE DISCUSS ELABORATE EXPLORE DIAGRAM IDENTIFY INTERPRET JUDGE OBSERVE ORGANIZE PARAPHRASE PREDICT These are valuable to use for both skills and assessments. The standards in most states can be “unwrapped” to reveal the Contents and Skills that will appear in a unit map aligned to that state standard. The nouns in a state standard are often the “Contents” that students should know. The verbs in a state standard are often the “Skills” that students should be able to do. Standards based instruction is design of instruction that begins with the standards. Unwrapping standards is of great value as instructional units are designed and subsequently recorded in the TechPaths software.

Differentiation Happens at the lesson level…not at the map level
Content and skills need to be the same for all students The differentiation reflects the modifications that need to be made to the content and skills for specific students Differentiation should be based on data

Features: The Assessment
The EVIDENCE of student learning (verb) Demonstration of learning Triangulation of evidence Measurable Based on HCPS “How can I SHOW what I know and can do?” This is the evidence for standard-based grading and reporting Curriculum maps include the assessment tasks the teacher uses to get students to demonstrate the content and skills they’ve learned. Suggestions for these activities are found in the 10 content area Instructional Guides of the Standard Toolkit. Read the slide Suggested Assessment Tasks found in the Instructional Guides of the Toolkit

Assessment tasks should be specific, measurable, and match
the target Observations Watching students in the process of learning Triangulation of Evidence The type of assessment must be developmentally appropriate and give students the opportunity to demonstrate their learning. Assessment tasks should fit the skills and use the content identified in the map. Read the slide. Products Reports, projects, storyboards, logs, models, tests, etc. Communications Conversations, journals, student comments Adapted from Dr. Anne Davies, 2005

Assessments Assessments are demonstrations of learning.
Opportunities for students to demonstrate what they know and are able to do as described by benchmarks and standards. Assessments Assessments are demonstrations of learning. Assessments provide observable evidence of performance. Assessments should encourage student thinking. Assessments are the “EVIDENCE” we will accept that students have met the level of proficiency established by the state and/or district. Assessments can vary from teacher observations to paper and pencil tests.

Assessments Measure Performance
Assessments are demonstrations of learning Assessments provide observable evidence of performance Assessment types should be varied You are only entering assessment types in your map. Make certain that the types are really assessments. For example, “handwriting practice” is practice, not an assessment. Practices are not types of assessments. Types might be: captions, labels, simple research, maps, story boards, story lines, graphs, charts, note cards, research reports, newspaper reports, interviews, plays, quizzes, journal assignments.

Samples of Content Aligned with Standards, Essential Questions, Content, Skills, and Assessments
Content Standard Essential Question Content Skills Assessments Students understand various types of patterns and functional relationships. How do we use patterns to solve problems? Geometric Patterns- A sequence of numbers in which each term is formed by multiplying the previous term by the same number or expression. Arithmetic Patterns -A sequence of numbers in which the difference between any two consecutive numbers or expressions is the same. Geometric Patterns- Students will make, analyze, extend, and describe geometric patterns. Numeric (Arithmetic) Patterns – Students will make, analyze, extend, and describe numeric patterns. Cubes from Cubes- Use pattern blocks to create numeric and geometric patterns. Make tables and graphs that describe growing tile patterns Investigate changes in the number of tiles and the total number of tiles Experience extending tile patterns Find the nth in a series Students use geographic representation to organize, analyze, and present information on people, places, and environments. How does environment affect the development of culture and civilization? Physiographic Maps - Maps of the natural features of the earth's surface, especially in its current aspects, including land formation, climate, currents, and distribution of flora and fauna. Physiographic Maps – Students will create a physiographic map of the natural features of Mesopotamia, Egypt, or India, including land formation, climate, currents, and distribution of flora and fauna and compare to political maps of that civilization. Physiographic Maps – Physiographic maps of the natural features of Mesopotamia, Egypt, or India will include land formation, climate, currents, and distribution of flora and fauna Written analyses of political maps and physiographic maps of Mesopotamia, Egypt, or India, demonstrating relationships between geography and civilization

Uses for Assessments Assessments are used to obtain information about students and their ongoing progress and use this information to make instructional decisions. Assessments are used to communicate student status and progress to students, their parents, and appropriate others. Assessments reflect on teaching practice by evaluating continually the effects of instruction. Assessments evaluate student performance and determines the amount of progress. Adapted from: Linking Teacher Evaluation and Student Learning. Pamela D. Tucker and James H. Stronge, ASCD, 2005

Assessment Purpose There are three different purposes for assessment: Assessment of learning: This assessment is designed as a summary event, generally at the end of a unit or as a benchmark. (Summative) Assessment for learning: This assessment is designed to provide on-going feedback to students in the process of learning. (Formative) Student self-assessment: This assessment is designed for students to become more capable of monitoring and adjusting their own work. (Formative) Adapted from Richard J.Stiggins, Student- Involved Classroom Assessment, 2001

Map Features Review Essential Questions, Content, and Skills are your curriculum. Assessments and Lessons are your plans for implementing that curriculum. Alignment of mapping elements with Standards demonstrates how your curriculum and practice align with Standards. Reports produced from data from your maps allow for discussion and dialogue to improve your district curriculum.

Statements that reflect the larger outcomes that we expect all students to be able to demonstrate before they leave our school. Standards Standards may be used as basis for development of skills and objectives for lessons. Standards define what type of assessments students need to be aware of. Standards represent minimum expectations for all students. Our curriculum and practice need to acknowledge the Standards.

Guided Practice Look at the sample map.
What might be another essential question for the first unit? Another possibility for content? Skills? Assessment? Now complete the map for the next month using the standards listed, adding different EQs or skills in addition to content and assessments. Give participants copies of the appropriate Mapping Worksheet. (Choose whichever Mapping Worksheet(s) that are most appropriate for participants’ needs: Grade 3 Math, Grade 1 SS, Grade 8 English, Biology). This is a sample map for__(Name of course)___. The month of _______ has a unit called ____________. Look at the standard and benchmarks associated with the sample unit. Look at the sample essential question. In your team, can you think of another essential question that might work? Look at the content, skills, and assessments in the unit. Notice that there can be both formative and summative assessments included in the map. Can you think of additional content, skills, or assessments that could be used in this unit? Take 5 minutes to come up with suggestions for improving the sample. After 5 minutes, have the groups share out any suggestions. Then have them look at the unit in May. This sample unit is missing content and assessments. In your group, take 15 minutes to come up with at least one content, and one formative and summative assessment that would work with this sample standard, benchmark, essential question, and skill. After 15 minutes, have the groups share out their samples using the ELMO camera. Note that teachers use their individuality to create units, and all of their units may look different, but the standard and benchmark are still being addressed. This should alleviate fears that mapping will force teachers to abandon their own teaching styles. For the remaining 40 minutes or so, have the participants use the toolkit and the blank sample map to map a unit at their own grade level.

Activity Mapping Practice
1. Review and select relevant standards from the instructional guide for your grade level. 2. Using the map template, come up with an essential question. 3. Determine what assessments will produce evidence for that standard(s). 4. What content & skills need to be learned for students to meet the standard(s)?

A Quick Review: SKILLS ASSESSMENT CONTENT
are the targeted proficiencies, technical actions and strategies. (verbs) SKILLS is the demonstration of learning; the products and performances used as evidence of skill development and content understanding. (nouns) ASSESSMENT Use this slide as a quick review quiz. is the subject matter, key concepts, facts, topics, important information. (nouns) CONTENT

Mapping provides the framework for a New Journey
Record of each travelers experiences Documents what each student is taught Chart a journey from beginning to end Used to create a K-12 map A way to make decisions about subsequent journeys Curricular decisions can be made based on data of the “real” curriculum

Curriculum Mapping Outcomes:
Participants are now able to… distinguish between Curriculum maps, lesson plans, and scope and sequences. recommend an appropriate map for the intended purpose. organize a curriculum map and choose appropriate and connected content, skill, assessment, essential questions and aligned standards

What is a Curriculum Map?

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