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Tri-State Area School Study Council University of Pittsburgh

Pittsburgh, PA

Skill Level Curriculum Mapping (SLCM) (A simplified set of steps to a Phase 1 approach to Unit Curriculum Mapping)

www.tristate.pitt.edu

Developed & Researched

By Dr. N. Bayat & Dr. M. A. Battaglia

Based on a set of curriculum management research reviews, as well as, overview research of Marzano’s Meta-Analysis Database of Instructional

Strategies/Curriculum Mapping, PA Academic Standards, the PA Standards Aligned System (SAS), The Understanding by Design GUIDE to Creating High-Quality Units by Grant Wiggins & Jay McTighe” and the examination of Heidi Hayes Jacobs & J.A. Hale Curriculum Mapping literature.

Disclaimer: This curriculum management program and curriculum-mapping template procedures were developed by the TSASSC research team and is strictly the property of the consultants of TSASSC. The data and information

utilized in the various data collecting instruments is intended only for the individuals of the identified school system, or the authors of this review. If you are not the named addressee you should not disseminate, distribute or copy this report without permission. As a result, the auditors, consultants, Tri-State Area School Study Council (TSASSC) and the University of Pittsburgh do not accept liability for any errors or omissions in the contents of this report and/or recommendations. University of Pittsburgh, School of Education Administrative and Policy Studies, 4302 Wesley W. Posvar Hall, Pittsburgh, PA 15260. Office: 412-648-7175

July 2019, University of Pittsburgh, Bayat/Battaglia

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University of Pittsburgh Tri-State Area School Study Council (TSASSC)

School of Education Administrative and Policy Studies

Objectives: Curriculum and instruction are the cornerstones of any successful educational program. Research indicates that student access to aligned curriculum, appropriate instructional materials, and grade level standards-based instruction taught by highly-qualified, effective teachers leads to increased student academic achievement. The “Curriculum Mapping” serves as the foundation for providing the evidence for the written, taught, reinforced and tested model of curriculum management.

Basic Instructions & Resources Needed for “Skill Level Curriculum Mapping (SLCM)” NOTE: Before starting the process, please complete the setting up the teams: Curriculum Leadership Team (CLT); Curriculum Mapping Writing Team (CMWT)

and Curriculum Mapping Review Team (CMRT). Please see “Steps and Phases to Unit Curriculum Mapping.

Section 1: Booklet Instruction The “Team of Teachers” should have the following resources and documents available:

1. Access to their laptops and/or computer along with internet 2. Copy of all established or previous planned course guides and curriculum maps if applicable. 3. Copy of evaluation results of strengths & weakness by grade level of the PSSA, Keystone Exams or other school wide normed reference testing or student

assessments 4. Copy of approved textbook(s) adopted for the subject area, grade level and/or course 5. Copy of approved resource materials and reference texts used in delivering the instructions 6. Copy of any assistant technology utilized in the delivery of instructions, student activities, student assessments, etc. 7. NOTE: In order to comply with the utilization of the “Skill Level Curriculum Map Templates – ALL curriculum mapping drafts MUST be

submitted in PDF Word Documents or according the school systems preference for sharing a review the final drafts. (i.e. Google Docs, etc.) The University at this time will only provide a “Word Document” version of the templates.

Section 2: Possible Resource Instructions 1. Teaching towards the academic standards is significant in enhancing and improving student achievement. As a result, please use the PA

Standards Aligned System (www.pdesas.org) or the other “National Academic Associations” connected with your subject area:

Resource Section 1

o NCTM – www.nctm.org National Council of Teachers of Mathematics & NCTE – www.ncte.org National Council of Teachers of English o NSTA – www.nsta.org National Science Teachers Association o NCTSS – www.nctss.org National Council of Teachers of Social Studies o Next Generation Science Standards, www.learni.st, www.khanacademy.org, www.apcentral.collegeboard.com, etc.

Resource Section 2: Initial foundation in Understanding by Design (UbD) Templates & Book “The Understanding by Design GUIDE to Creating High-Quality Units” by Grant Wiggins & Jay McTighe”

o http://www.edutopia.org/toward-genuine-accountability-case-new-state-assessment-system

o http://www.edutopia.org/healthier-testing-made-easy

Resource Section 3: Examples of Performance Tasks & Rubrics (Copyright 2014, Jon Mueller. Professor of Psychology, North Central College,

Naperville, IL. Comments, questions or suggestions about this website should be sent to the author, Jon Mueller, at jfmueller@noctrl.edu.) o http://jfmueller.faculty.noctrl.edu/toolbox/examples/authentictaskexamples.htm o http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm#traditional

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Tri-State Area School Study Council University of Pittsburgh

Pittsburgh, PA

Strategic Overview of Curriculum Alignment and Consistency: The “Curriculum Mapping” Initiative For

Extra Mile Education Foundation (EMEF) Schools and the Diocese of Pittsburgh

Curriculum Consistency: What is vertical alignment?

Vertical Alignment - What students learn (skills, concepts & knowledge) in one lesson, course, or grade level prepares them for the next grade level, lesson or course.

5th Grade Skills

To 6th Grade Skills

Curriculum Consistency: What is horizontal alignment?

Horizontal Alignment – What students at School “A” receive and learn in 5th grade mathematics is the same learning skills at

School “B” 30 miles away?

School “A” School “B”

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What is the EMEF & Diocese of Pittsburgh Ultimate Strategic Goals?

The Ultimate Strategic Goal #1 - is to create a comprehensive set of “Curriculum Maps” that will provide coherence (consistency) in each area of our CORE curriculum in all EMEF schools and to ultimately increase student achievement. The Ultimate Strategic Goal #2 – In this way, NO matter what resources, textbooks and materials individual teachers and EMEF Catholic schools are using, WE will all be addressing the same student expectations, skills and academic standards. Teachers, parents and students have a RIGHT TO KNOW what is being taught and what is expected of their children.

What is Curriculum Mapping?

Point #1 “Curriculum Mapping” is our GPS in the world of educating our children. Point #2 “Curriculum Mapping and Backward Design” allow teachers to identify the “essential” academic standards, skills, knowledge and concepts that each student needs to GAIN and demonstrate at the conclusion of each school year and grade level in all elementary and secondary schools in the Diocese of Pittsburgh.

o Note: Curriculum mapping is NOT a daily lesson plan and is NOT an outline of each chapter of the textbook.

Academic Standards are NOT curriculum maps and WERE NEVER intended or designed to be a replacement of a CURRICULUM.

A Curriculum Map can incorporate several chapters or activities, which may be 2 to 6 weeks to complete.

Using the “backward design” approach ONLY the essential and fundamental knowledge, skills and concepts are identified in a

“Curriculum Map.”

In turn, once the curriculum maps identify the essential end-of-year skills, knowledge and concepts – the teachers can utilize their professional knowledge and strategies to select performance tasks and activities from the textbook and supplements with other instructional strategies as needed.

Teachers, in turn, using their experiences and instructional knowledge can create their own uniqueness in teaching, delivering the instruction and addressing the needs of the students and the school community.

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University of Pittsburgh Tri-State Area School Study Council (TSASSC)

School of Education

(Adapted and modified from the Understanding by Design Framework by J. McTighe and G. Wiggins)

Step 1: Backward Design TEMPLATE The purpose of backward design is to gain viable information and data that will identify meaningful student skills, concepts and core body of knowledge (SCK) in the curriculum mapping process. The TSASSC modified process is adapted from the research of J. McTighe and G. Wiggins work on “Understanding by Design Framework.” Reference Tools (RT) Each teacher in the writing team should have at least "Three (3) “Reference tools (RT)” to assist the members in both of the templates. The three tools include but are NOT limited to the following:

The student results of the Iowa assessments identifying some of the strengths and weaknesses in the particular grade level and subject area.

A copy of the PA Academic standards including the Anchors and Eligible Content Skills

A copy of the Approved Textbook, other resource texts, technology resources, etc. Required Starting Process

Start the process by looking at the "End of the School Year” (Note: Looking at the end of June instead of looking at start of September) and determine these protocol questions:

o Using the 3 RT’s, what are the critical skills, concepts and core body of knowledge ALL students should acquire by the end of the year for the identified grade level and subject area? (See column 1)

o Using the 3 RT’s and with further discussions with your colleagues, what skills, concepts and knowledge (SCK) is critical to preparing students for the next grade or course level?

Stage to the Template With the RT’s and utilizing the “required Starting Process” The components to backward design template include the steps: Stage 1: Identify Needed End Results

Identify the skills, concepts and knowledge (SCK) that ALL students need to know, understand and be able to do, as well as, be able to transfer to the next grade level (See the academic standards list, textbook and Core body of knowledge list)

Stage 2: Identify Major and Critical Student Evidence, Assessments and Activities

Evidence of student progress in fundamentally important to student achievement. Identify major assessments, activities or performance tasks after each unit. Not to include, daily quizzes, exit slips, homework assignments, etc.

Stage 3: Cluster the “SCK” into “Core Monthly SCK” which can be grouped into a series of linked skills, chapters or major activities.

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University of Pittsburgh Tri-State Area School Study Council (TSASSC)

Backward Design Worksheet Template #1

No.

Stage 1- What Skills, Concepts and Core Body of Knowledge (SCK) (NOTE: Using BD and RT - in as few words as possible, briefly identify the SCK that are critical and essential

for student to know, understand, able to do and can transfer to the next grade level.)

Additional Comments

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

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No.

Stage 2 What Assessments, Activities and Performance Tasks (Note: Just the major assessments/Activity/Performance Tasks, End of Term Assessments, etc.)

Additional Comments

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

No. Stage 3 – Core Monthly SCK Additional Comments

September:

Sample: (SCK) #1 - _________________________________________________

Sample: (SCK) #2 - _________________________________________________

(Etc.) October: November: December: January: February: March: April: May: June:

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Diocese of Pittsburgh Catholic Schools Extra Mile Education Foundation Schools (EMEF) www.extramilefdn.org Pittsburgh, PA Sister Thea Bowman, Northside & St. Benedict

Catholic School Academies

Skill Level Curriculum Map (SLCM) Phase 1

(Note: Monthly skills, concepts and knowledge on which students must demonstrate achievement on a monthly basis)

Month: _______________ Subject/Name: ______________________________ Grade Level: _________

(Column A)

Skills/Core Body of Knowledge (Monthly identified Skills, Concepts & Knowledge)

(Column B)

Suggested Major Student Assessments for the Month or

Unit

(Column C)

Suggested Text, Resources & Technology

Descriptions: Column A – Core Body of Knowledge Skills, Concepts & Knowledge (SCK) for the month. (Note: Individual classroom teachers may introduce additional SCK during the month. However, the identified SCK MUST be introduced, taught, practiced and all students assessed for progress and growth.) Column B – Suggested Major Student Assessments for the month. (Note: Individual classroom teachers may introduce their own quizzes, tests, performance tasks and

checking for understanding activities BUT the identified MAJOR TEST for the month must be administrated for student growth.) Column C – Suggested Text/Resources/Technology for the month. (Note; Individual classroom teachers may introduce their own or school’s text, resources and technology provided the identified SCK are linked and are introduced, taught, reinforced and tested.)

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Resource Document #1 Bloom’s Taxonomy Website

Bloom’s Taxonomy Action Verbs for Curriculum Mapping

Definitions Knowledge Comprehension Application Analysis Synthesis/Create Evaluation/Create

Bloom’s Definition

Remember previously learned information.

Demonstrate an understanding of the facts.

Apply knowledge to actual situations.

Break down objects or ideas into simpler parts and find evidence to support generalizations.

Compile component ideas into a new whole or propose alternative solutions.

Make and defend judgments based on internal evidence or external criteria.

Verbs

Arrange Define Describe Duplicate Identify Label List Match Memorize Name Order Outline Recognize Relate Recall Repeat Reproduce Select State

Classify Convert Defend Describe Discuss Distinguish Estimate Explain Express Extend Generalized Give examples Identify Indicate Infer Locate Paraphrase Predict Recognize Rewrite Review Select Summarize Translate

Apply Change Choose Compute Demonstrate Discover Dramatize Employ Illustrate Interpret Manipulate Modify Operate Practice Predict Prepare Produce Relate Schedule Show Sketch Solve Use Write

Analyze Appraise Breakdown Calculate Categorize Compare Contrast Criticize Diagram Differentiate Discriminate Distinguish Examine Experiment Identify Illustrate Infer Model Outline Point out Question Relate Select Separate Subdivide Test

Arrange Assemble Categorize Collect Combine Comply Compose Construct Create Design Develop Devise Explain Formulate Generate Plan Prepare Rearrange Reconstruct Relate Reorganize Revise Rewrite Set up Summarize Synthesize

Appraise Argue Assess Attach Choose Compare Conclude Contrast Defend Describe Discriminate Estimate Evaluate Explain Judge Justify Interpret Relate Predict Rate Select Summarize Support Value

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Tri-State Area School Study Council

University of Pittsburgh

References and Resource Documents Resource Document #2

Suggested Teaching Methods University of North Carolina Charlotte

Center of Teaching & Learning

1. Lecture by teacher (and what else can you do!) 2. Class discussion conducted by teacher (and what else!) 3. Recitation oral questions by teacher answered orally by students (then what!) 4. Discussion groups conducted by selected student chairpersons (yes, and what else!) 5. Lecture-demonstration by teacher (and then what 145 other techniques!) 6. Lecture-demonstration by another instructor(s) from a special field (guest speaker) 7. Presentation by a panel of instructors or students 8. Presentations by student panels from the class: class invited to participate 9. Student reports by individuals 10. Student-group reports by committees from the class 11. Debate (informal) on current issues by students from class 12. Class discussions conducted by a student or student committee 13. Forums 14. Bulletin boards 15. Small groups such as task oriented, discussion, Socratic 16. Choral speaking 17. Collecting 18. Textbook assignments 19. Reading assignments in journals, monographs, etc. 20. Reading assignments in supplementary books 21. Assignment to outline portions of the textbook 22. Assignment to outline certain supplementary readings 23. Debates (formal) 24. Crossword puzzles 25. Cooking foods of places studied 26. Construction of vocabulary lists 27. Vocabulary drills

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28. Diaries 29. Dances of places or periods studied 30. Construction of summaries by students 31. Dressing dolls 32. Required term paper 33. Panel discussion 34. Biographical reports given by students 35. Reports on published research studies and experiments by students 36. Library research on topics or problems 37. Written book reports by students 38. Flags 39. Jigsaw puzzle maps 40. Hall of Fame by topic or era (military or political leaders, heroes) 41. Flannel boards 42. Use of pretest 43. Gaming and simulation 44. Flash cards 45. Flowcharts 46. Interviews 47. Maps, transparencies, globes 48. Mobiles 49. Audio-tutorial lessons (individualized instruction) 50. Models 51. Music 52. Field trips 53. Drama, role playing 54. Open textbook study 55. Committee projects--small groups 56. Notebook 57. Murals and montages 58. Class projects 59. Individual projects 60. Quiz down gaming 61. Modeling in various media 62. Penpals 63. Photographs 64. Laboratory experiments performed by more than two students working together 65. Use of dramatization, skits, plays

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Tri-State Area School Study Council (TSASSC)

University of Pittsburgh Pittsburgh, PA

Costa’s Levels of Teaching Thinking – Resource Document #3 Supplemented to Identifying “Essential Questions”

(“Developing Minds: A Resource Book for Teaching Thinking” by Arthur Costa)

Level # Descriptive Words

Examples Type of Example Usage

Level 1

Defining Describing Identifying Listing Naming Observing Reciting Scanning

Ex. What is the definition of “Lunar eclipse”? Ex. How can we express the equation 2x(4-5y) + 3y = 26? Ex. Which states seceded from the Union to form the Confederacy? Ex. How does “the Road Not Taken” (Frost) begin?

(Definition)

(List)

(Identification)

(Reciting)

Level 2 Analyzing Comparing Contrasting Grouping Inferring Sequencing Synthesizing

Ex. In “Native Son,” how does Bigger Thomas’ violence against his gang members reveal a deeply-rooted insecurity and fear of people? Ex. In “The Bet” (Chekov) how do the lawyers and the banker differ in their attitudes toward capital punishment? Ex. How does the term “manifest destiny” capture the essence of Western expansion in the United States? Ex. If the moon is full August 17, July 18 and June 19, when will it be full in April?

(Analysis)

(Contrast)

(Synthesis)

(Inference)

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Level 3

Applying A Principle Evaluating Hypothesizing Imagining Judging Predicting Speculating

Ex. Using the principle of communication property, how can we find out the number of apple trees in an orchard having 15 rows, 5 trees in each row? Ex. Which of the characters in “Great Expectations’ suffered the most? Ex. In “The Catcher in the Rye,” how might Phoebe, years later, describe Holden to her children?

(Application of a principle)

(Judgment)

(Speculation)

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Tri-State Area School Study Council University of Pittsburgh

Pittsburgh, PA

Contact Information University of Pittsburgh Tri-State Area School Study Council (TSASSC) – www.tristate.pitt.edu

412-648-7175 Dr. N. Bayat nib35@pitt.edu Dr. M. A. Battaglia mab202@comcast.net Dr. D. Kirk dlk31@pitt.edu

Disclaimer: This curriculum management program and curriculum-mapping template procedures were developed by the TSASSC research team and is strictly the property of the consultants of TSASSC. The data and information utilized in the various data collecting instruments is intended only for the individuals of the identified school system, or the authors of this review. If you are not the named addressee you should not disseminate, distribute or copy this report without permission. As a result, the auditors, consultants, Tri-State Area School Study Council (TSASSC) and the University of Pittsburgh do not accept liability for any errors or omissions in the contents of this report and/or recommendations. University of Pittsburgh, School of Education Administrative and Policy Studies, 4302 Wesley W. Posvar Hall, Pittsburgh, PA 15260. Office: 412-648-7175

Extra Mile Education Foundation (EMEF) Schools - Part of the Diocese of Pittsburgh Catholic School System

Sister Thea Bowman Catholic Academy 721 Rebecca Avenue Wilkinsburg, PA 15221 412-242-3515 St. Benedict The Moor Catholic Academy 631 Watt Street Pittsburgh, PA 15219 412-682-3755 Northside Assumption Catholic Academy 3854 Brighton Road Pittsburgh, PA 15212 412-761-5043