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Curriculum Curriculum Mapping Mapping OverviewOverview

Transforming Our Teaching And Learning

Module 3

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Curriculum Mapping Essential Question:

How can curriculum mapping help me guide my students toward achievement of the standards?

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Guiding Questions: How does curriculum mapping help me meet

our state’s direction toward standards-based implementation?

How does the School Improvement Process compare with the Curriculum Mapping Process?

What would be the process the school needs to establish to make mapping possible and effective? What connection does that have to Professional Learning Communities?

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Recognize how the curriculum mapping process is part of the standards-based education system

Interpret the interrelationships between Professional Learning Communities, school culture, effective schools, and curriculum mapping

Infer how establishing a collaborative culture in schools increases student achievement

Generalize how curriculum mapping supports accountability, equity, and opportunity for different members of the school community.

Desired OutcomesDesired Outcomes

Participants will…

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Purpose of Module 3

•Curriculum Mapping is a Process not a Product

•Curriculum Mapping is Essential for Standards Implementation

•Curriculum Mapping should be Collaborative and Continual

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Key Concepts

•Essential questions to address how curriculum mapping improves student performance

•Ways to assist teachers and administration in developing an implementation plan to carry out curriculum mapping

•Ways to revise curriculum maps using assessment data

•Ways mapping can be employed as part of a systems approach to school and district reform

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Training Norms and Training Norms and AgreementsAgreements

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.

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Transforming Our Transforming Our Teaching And LearningTeaching And Learning

Also known as - TOTAL

Is the Hawaii State devised system to support schools as we move toward an integrated standards based system.

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TheThe concept of standards-based concept of standards-based educationeducation

Standards-based reform has become the driving force behind most federal, state, and local education policy in the United States today. It originally arose out of a conviction that expectations for student performance can and should be raised. It rests on the belief that all children should have access to more challenging curriculum content and that they should be expected to learn that content at a proficient to high level of performance. This focus on raising academic standards for all students has led to an ambitious agenda for improving schools. Fundamental to that agenda is the expectation that the entire system of education — state and local policies, curriculum and instruction, testing, teacher professional development, and financial resources — should be aligned to help students and schools attain the standards.

http://www.edsource.org/edu_sta.cfm

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The TOTAL modules for training provided by the state, as support for our moving into an integrated, standards-based system, are the following:

Introduction and Overview of TOTAL Professional Development

Plan

•Standards Implementation Process•Assessment FOR Learning: Developing Rubrics •Curriculum Mapping•Standards-Based Grading and Reporting

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The TOTAL system strives for Adaptive The TOTAL system strives for Adaptive Change: Moving toward the integrated Change: Moving toward the integrated systemsystem

A lot of initiatives are coming down from the feds, state, and district which may seem disconnected.

We aim to help you make the connections - and to see the tools in the modules as helpful practices to use as we move toward an integrated system.

Please be assured of support; We’re all in this together - nation, state, district, complex, schools.

We’re learning from each other, from the research, from pilot schools, our own experiences.

We’ll work collaboratively and get better as we go.

A STANDARDS-BASED SYSTEM IS ALL ABOUT LEARNING:

ALL STUDENTS LEARNING, AND ALL TEACHERS LEARNING.

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Identify relevant content standards

Determine acceptable evidence and criteria

Determine learning experiences that will enable students to learn what they need to

know and to do

Teach and collect evidence of student learning

Assess student work to inform instruction or use data to provide feedback

Evaluate student work and make judgment on learning results and

communicate findings

Reteach, or repeat the process with the next set of relevant standards

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Adapted from WestEd’s Learning from Assessment

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Phases of the School Improvement Process

(SIP)1. Collect data2. Analyze data3. Develop goals4. Develop action plans5. Implement action plans6. Collect data7. Analyze data8. Revise goals/action plans or continue9. Begin the process again

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Curriculum Mapping (CM) and the

School Improvement Process (SIP)

Curriculum MappingProcess

School ImprovementProcess

A B

C

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CONSIDER the Process

Curriculum Mapping1. Collect data (individual maps)2. Small group, The first read

through (of all other maps)2. Mixed group review session3. Large group review4. Determine points that can be

revised immediately 5. Determine points that will

require long term research and development

6. The review cycle continues

School Improvement1. Collect data2. Analyze data3. Develop goals4. Develop action plans5. Implement action plans6. Collect data7. Analyze data8. Revise goals/action

plans or continue9. Begin the process again

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Curriculum Mapping and the School Improvement Process

CurriculumMapping

School Improvement

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NOTE Similarities……CM IS a processCM IS NOT a programCM IS NOT a product

although it produces tangible products

CM IS A PROCESS designed to address student achievement levels through teacher collaboration on issues of curriculum and instruction

SI IS a processSI IS NOT a programSI IS NOT a product

although it produces tangible products

SI IS A PROCESS designed to address student achievement levels through teacher collaboration on issues of curriculum and instruction

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Point One

Both Curriculum Mapping and School Improvement are based on the feedback spiral

FEEDBACK SPIRAL

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Point TwoWhat makes both Curriculum Mapping and School

Improvement succeed is the collaboration of teachers focused on student achievement

Curriculum MappingProcess

AB

C

School ImprovementProcess

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Point Three

Both Curriculum Mapping and School Improvement depend on accurate data for decision making which will positively impact student achievement

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Point Four

Technology allows for accurate data collection, disaggregation and analysis for both Curriculum Mapping and School Improvement

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Standards-based reporting is being implemented.

Therefore, there is a need for consistency and continuity among the teachers in communicating the targets for learning.

How can Curriculum Mapping accomplish this?

Connecting to the Standards Based

Education

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What are the current practices in your grade level, school, department, and district for reviewing the curriculum?

Who is responsible for the process?

What data is collected?

What is done with that data?

Examining Current Practices…

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A school functions and grows through conversations….

The quality of those conversations determine how smart your school is.

Where Do We Start?

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A 21st Century Tool Every teacher creates maps Immediate access to multiple levels of data:

Standards Master maps Classroom maps Lesson Plans Student performance data

Resources

ALL IN ONE PLACE

Curriculum Mapping is changing the way we communicate

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Buildinga Professional Learning Community to Increase Student Achievement through Curriculum

Mapping

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Big Questions

Who is responsible for curriculum, for what purpose and for whom?

How can schools optimize the potential for students to achieve high standards?

How do we promote ongoing, reflective use of data to meet school and community expectations?

Using Data for School Improvement

Annenberg Institute for School Reform

www.annenberginstitute.org

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“What is missing from the knowledge base for teaching, therefore, are the voices of teachers themselves, the questions teachers ask, the ways teachers are writing and intentional talk in their work lives, and the interpretive frames teachers use to understand and improve their own classroom practices.”

Cochran-Smith & Lyle

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Lessons learned regarding

accountability

Educators need to believe in efficacy – it will matter for student learning

Data must be credible; alignment must be made between curriculum, instruction and assessment for data to have credibility

Collaboration based on data requires analytic capabilities and sometimes external expertise

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Building the Teaching/Learning

Environment Focus for change should be small and lead

to efficacy Small professional communities should

focus on teaching and learning Extended communities should network to

broaden the knowledge and perspective

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Teacher Isolation

The crush…..of our myriad daily events and duties keep us from collaborating on such obvious and challenging concerns as how to teach composition more effectively, and how to make literature more exciting……and so we work consciously and unconsciously toward our own goals, within the limitations of what each of us know or do not know.

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- Milbrey McLaughlin

Throughout our ten-year study, whenever we found an effective school or an effective department within a school, without exception that school or department has been a part of a collaborative professional learning community

Effective Schools Research

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Research on Collaborative Culture… If schools want to enhance

their capacity to boost student learning, they should work on building a collaborative culture…..when groups, rather than individuals, are seen as the main units for implementing curriculum, instruction, and assessment,

- Fred Newmann

they facilitate development of shared purposes for student learning and collective responsibility to achieve it.

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Attributes of Professional Learning Communities

Inquiry based Focused on student learning Goal and results oriented Collaborative Reflective Based on shared values and beliefs Committed to continuous

improvement Fullan, Murphy and Lick, Eaker, Dufour,and Burnette, Glickman, Newmann,Schmoker

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ACCOUNTABILITY: Curriculum mapping supports schools in being accountable for student learning

EQUITY: Curriculum mapping ensures that all students are working toward the same standards

OPPORTUNITY: Curriculum mapping enables all students to have experiences that support their attainment of high academic standards