1. Presented by: Gina W. Hopper
Curriculum Mapping for Instructional Leaders: Using a Mathematics Example
Presented by: Gina W. Hopper

2. Purpose
To introduce instructional leaders to the concept of curriculum mapping
To conceptualize how the CCSS aligns with curriculum unit maps
To learn components of mapping
To understand purpose, procedures, and the basic framework of curriculum mapping

3. Laying the Foundation Establishing a purpose for using curriculum maps
Burrowing into the mission of CCSS
Viewing CCSS as an opportunity to modernize the curriculum
No paper—no bidders!
CCSS are NOT curriculum…they are the content!
CCSS are meant to be scaffolded
Root word of curriculum means a path to run in small steps

4. Heidi Hayes Jacobs’ TED video

5. Discuss with your Elbow Partner
Curriculum
How can we design curriculum to prepare our learners for their future?
How can we integrate the CCSS into our local school curriculum to support student learning?
Staff
What is their background on the CCSS?
Do you have curriculum maps?

6. What are your thoughts? Share out responses.
These responses begin to form your school/district’s essential questions that guide your process.

7. What is curriculum mapping?
Heidi Hayes-Jacobs defines mapping as…
Calendar based curriculum mapping procedure for collecting and maintaining a database of the operational curriculum in a school/district.
Provides basis for authentic examination of the database and the implemented curriculum.
Review Robert Marzano’s Three Types of Curriculum if you want to know more about operational, intended and implemented curriculum.
Operational curriculum is data. Not just numbers are to be considered data. Process is never finished. Continuous improvement model. NEED FOR online documents. No more binders. Google Docs or purchase software that creates maps.

8. Types of Maps Core Maps Unit Maps Collaborative Diary Consensus
Essential
District
Unit Maps
Diary
Projection
Heidi Hayes-Jacobs, ASCD Conference 2012

9. Beginning the Mapping Process
Collect data
First read through
Mixed small group review
Large group review
Areas of immediate revision
Areas for long term planning
Cycle continues

10. How do you implement the process?
Mapping Basics
Merging standards into curriculum maps
Developing Unit Maps
Consensus Maps (Consistency and Flexibility)
Conducting the read through across grade levels to eliminate gaps and redundancy (Vertical alignment)
Conversations around non-negiotables in your school/district
Then, give them resources, a plan, and get out of their way and let teachers create.

11. Elements of the Map All Maps include: Essential questions Big ideas
Core content
Precise skills
Terms/vocabulary
Assessments (common)
===========================================
Unit Maps include:
Activities
Resources
Heidi Hayes-Jacobs, ASCD 2012

12. Tips What is Content? What are skills? CCSS used in map
Integration of other standards
Strategies taught
Nouns
What are skills?
They start with verbs
What students need to be able to do!

13. Schoolnet© Curriculum Manager
Log into ISEE Portal via SDE Idaho websitehttps://isee.sde.idaho.gov/Pages/default.aspx

17. Schoolnet© Curriculum Manager
After check box, click on view to see unit.
Click on check box

21. Number & Operations in Base Ten
Big Idea(s)/Major Content
Essential Questions
Core Content
Skills
Benchmark Assessments
The base ten number system is a way to organize, represent, and compare numbers using groups of ten and place value.
Patterns exhibit relationships that can be extended, described and generalized.
What does place matter when writing numbers? MP#6
To what extent is there a pattern here? MP #8
A. Place Value System
Multi-digit numbers
Patterns in the number of zeros of the product
Patterns in the placement of decimals
Whole-number exponents to denote powers of 10
B. Decimals
Decimals to 1000s
Base ten numerals
Number names
<, +, >
A.1 Recognize connections to 10 in place value up to millions.
A.2. Explain that a number is 10 times the number to the right of the 1/10 the number to the left.
A.3. Explain patterns of zeros when multiplying by 10
A.4. Explain patterns in placement of decimal point when multiplying or dividing by 10
A.5. Represent whole number exponents
B.1. Read aloud decimals to 1000s
A3-5, B1-6, Formative Base 10 Test
Formative: Test: Written
A1-2 “What Place” Test 5 questions Summative: Performance: Authentic Task

22. Sample STRATEGY “GTS” – GOOGLE-THAT-SAMPLE
GOOGLE “CURRICULUM MAPS aligned to CCSS” to get examples of what types of map might work best for your school/district.

23. Using Maps to Inform Unpacking and knowledge of the CCSS
Foundation
Purpose of Maps
Unpacking and knowledge of the CCSS
Crosswalks to ensure precision and quality

24. Strategic Grouping for Professional Map 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 freshman
Targeted cross grade level—interdisciplinary 7th 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) Google docs; parents; community
Global team—feedback and collaboration with meaningful worldwide educators and students
Marie Alcock, Curriculum Designers, ASCD Conference, 2012.

25. CCSS Mathematics Basics
Standards are professional targets
Math standards are abstract discipline—all theory are applied in the practical world.
Let’s take a quick glance at CCSS on the website

26. CCSS Mathematics Basics
Example: Grade 1—extremely granular compared to old standards that were vague.
Go to Math Practices on CCSS website
DIFFERENT EXPECTATIONS
Can’t just balance equation—read all information on the screen—what is the number?-how does it function?--Show me and tell me the math.
Larry Ainsworth’s work is very helpful in mapping units
Standards are unwrapping…what we must do is get to translating and creating instructional units maps to the horizontal and vertical curriculum.

27. Using Maps to Advance Instruction
Importance of CCSS
Exciting work that enables teachers to have a “scaffolded” approach to ensuring student success
Upgrading and modernizing maps with contemporary assessments and the new literacies, digital, media, and global components are key to the mapping process
Need for right now skills
E.g. Oral reports moving to podcasts
Need to use Web 2.0 tools
Creating and responding to different types of media

28. Questions ?

29. Great Resources www.curriculum21.com

30. Gina Hopper Hopper.gina@gmail.com
Contact Information
Gina Hopper

31. References
Hayes-Jacobs, Heidi. Curriculum 21: Essential Education for a Changing World, ASCD: Virginia
Ainsworth, Larry. Rigorous Curriculum Design: How to Create Curricular Units of Study that Align Standards, Instruction, and Assessment. Lead + Learn Press: Colorado