1. Steps for Curriculum Mapping

2. Instruction and assessments aren't always aligned
Curriculum Mapping is a TOOL to solve a specific
teaching and learning problem
What curriculum organization problems do we have?
Instruction and assessments aren't always aligned
Hard to find documents
Too many standards
Another problem?

3. Why change…. Consistency Three reasons:
Points on the Triangle: Curriculum* Assessment * Instruction = The alignment of C.I.A. has the highest impact on student achievement
: Single sign-on tools that can help us align our C*I*A (Pinnacle Grade Book/ Pinnacle Instruction (Global Scholar)
user name: support staff password: support staff
Plot Graph: Typical secondary grading is a process of “counting points”. When we count points it is not very effective: in fact there is a .2 correlation with point counting to what a student’s actually knowledge is…Guess what the correlation is when teachers use a rubric to score students’? .8 Rubric scoring and leveled assessments are more accurate and efficient.
Consistency: currently we are inconsistent with how we grade. (For proof do the Science quiz activity)
Have you ever been a part of creating a report card? Usually it’s just handed down to you OR it was a separate committee.. But shouldn’t the report card line items connect with the essential learnings of instruction? Wouldn’t that give better feedback to families? what does the subjects name (i.e. SCIENCE) tell a parent/students what’s in that grade?

4. The Overview ID “Essential Learnings” (from standards)
ID “Big Ideas”. (I need to read fluently so I can remember what I read.)
ID “Essential Questions”. (Why do I need to read fluently?)
Create Common Assessments.
ID skills
ID lessons

5. Step 1-Develop Essential Learnings
What do students need to know for school, life, and state or college-entrance assessments to be successful?
The answers to these questions become the “Essential Learnings”.
Research shows that 4-8 “Essential Learnings” are appropriate per course.
Example: Understand and describe patterns in numbers, shapes, tables, and graphs and represent relationships using equations.

6. Step 2-Determine “Big Ideas”
These are statements in student-friendly terms about how they can demonstrate mastery of the “Essential Learning”.
Example:
Fluency is important to understand what I read.
Reading each day improves my fluency.

7. Step 3-Develop “Essential Questions”
These are engaging questions that students should be able to answer at the end of the course.
They should be posted for students and referred to during instruction.
Examples:
How does fluency help me understand what I read?
Why should I pick a “just right” book?

8. Creating a leveled assessment
7-9 Qs per essential learning
X 4 common assessments
30-32 test items
TRENDLINE 3
2.5 2 2
The trend line is the “line of best fit”…
These 4 common assessments could represent your 85% summative policy
Each teacher would give the same 4 common assessments linked to the essential learnings
If a teacher wanted to add other assessments or homework or a lab worksheet that would be ok- just don’t link it to the Essential Learnings
The final semester Test could be Test #5

9. Step 4-Create Common Assessments
Common Assessments that have each question leveled using Marzano’s Rubrics.

10. Sample of Test Questions
Simple- Rubric Level 2
What type of angles are found in the letter T?
Complex –Rubric Level 3
A plane figure has sides of 4 inches the total of the sides is 20 inches. What is the figure?
Above and Beyond what was explicitly taught-Rubric Level 4-We have not asked students to go above and beyond on each assessment until now
A student drew 5 angles (1 reflex, 1 right, 2 acute, and 1 obtuse) what is the measure of each angle if the total is 600 degrees?

11. Step 5-Lesson Creation
Lessons are developed by teacher teams based on the “Essential Learnings”
Students are asked to answer the “Essential Questions” the goal is that they answer with the “Big Idea”