1. SAS Curriculum Mapping
ESL CIU # 10 Consortium
Bobbie Pfingstler, Ed.D.

2. Pennsylvania Department of Education Vision for the Education for the Education of English Language Learners
Provide for the maintenance and support of a thorough and efficient system of education which includes the provision of quality, culturally-responsive and equitable educational programs for ELLs and assurance of their appropriate participation in all aspects of the educational system. The Department ensures that its programs will address the needs and rights for ELLs in all its initiatives throughout the entire process of planning and implementation.
Copyright ©2010 Commonwealth of Pennsylvania

3. Pennsylvania Department of Education Vision for the Education for the Education of English Language Learners
The Department is committed to using its Standards Aligned System to ensure that English language learners receive core curriculum instruction and achieve high levels of academic success.
Copyright ©2010 Commonwealth of Pennsylvania

4. Are aligned with college and work expectations
Are clear, understandable, and consistent
Include rigorous content and application of knowledge through high-order skills
Build upon strengths and lessons of current state standards
Are informed by other top-performing countries, so that all students are prepared tosucceed in our global economy and society
Are evidence-based
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5. Identify the characteristics of ELP Standards-based instruction
Outcomes
Identify the characteristics of ELP Standards-based instruction
Develop and instrument through which to share “what content teachers need toknow to effectively teach English language learners.”
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6. All students are part of the general education system.
Guiding Beliefs
All students are part of the general education system.
There is a shared responsibility for student achievement across the entire school community.
The best way to address student learning is to be proactive.
Copyright ©2010 Commonwealth of Pennsylvania

7. PA Academic Standards and PA ELP Standards
Are for all students
Are for ELLs
Are part of the Curriculum Framework
Are part of the Curriculum Framework for ELLs
Guide content instruction
Guide district ESL and content curriculum and instruction
Comprise content specific objectives
Include both content and language objectives
Copyright ©2010 Commonwealth of Pennsylvania

8. Creating a SAS Account.pdf http://www.pdesas.org/sascm
Resources
Create a New Account:
Creating a SAS Account.pdf
Curriculum Mapping Tool:
Help Desk:
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9. Sample Readiness Checklist
Where Are You?
Sample Readiness Checklist
Where are you activity? Printed as a handout. Collect for information.
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10. What is Curriculum? Agree or Disagree?
Statement
1. Determined by all teachers working in collaborative grade level and content area teams.
2. A scope and sequence chart from a publisher or chapter headings from a textbook.
3. Based only on state standards.
4. Written from the point of view of what the teacher will do.
5. Aligned between and across grade levels and content areas within increasing cognitive difficulty.
6. Focused on one classroom or one grade level.
7. Based on content, skills, assessments, resources, and other information teachers find useful in planning and teaching.
8. A planning and teaching tool that effects instruction and routinely changes to correspond to the needs and strengths of the learners.
9. Written from the point of view of what the student needs to know and be able to do.

11. Curriculum refers to the specific blueprint for learning and is derived from content and performance standards.
- Grant Wiggins and Jay McTighe

12. The curriculum should focus on powerful knowledge.
All students should experience a thinking curriculum.
The best results come from having an aligned curriculum.
- Peter Hill

13. What components or items should we consider when building or developing curriculum?
For CC, let’s just brainstorm as a group and place components on big paper. (Post components on big sheets of paper.)

14. Materials and Resources Assessment Vocabulary Common Core Duration
Definition
Example
Unit
Sub-unit
Essential Questions
Mapping Elements
Concepts
Competencies
Standards
Materials and Resources
Assessment
Vocabulary
Common Core
Duration
Define the Mapping Elements Note-taking Organizer

15. What is curriculum mapping?
Heidi Hayes Jacobs
What Works in Schools
In 2000, McREL published a meta-analysis of research titled, A New Era of School Reform: What 30
Years of Research Tells Us. This study examined three decades of research on effective schools and
student achievement to determine what characteristics of schools, classrooms, and students are most
strongly associated with high student achievement.
The findings of this analysis were subsequently translated into What Works in Schools (Marzano, 2003),
which outlined five school practices, three teacher practices, and three student characteristics correlated
with student achievement. These 11 factors (see below) suggest, in broad brush strokes, critical areas
around which schools can focus improvement efforts.

16. Curriculum Mapping is a collaborative, dynamic process for systematically aligning local content with the essential elements of Pennsylvania’s Standards Aligned System.
Curriculum Mapping:
Optimizes individual student achievement.
Organizes course content into an easily accessed online tool that informs teaching and learning.
Serves as a means to communicate curriculum to stakeholders.

17. A Core Map is a document that reflects the curriculum that all teachers are expected to address during a course of study. A Core Map is a replacement for a curriculum guide. Each teacher in the course receives the Core Map. Although teachers may add to the Core Map, they may not edit or remove parts of the Core.

18. Lesson planning is done by teachers, but it is not a part of the Core Map. The lessons can be stored in the Teacher Tools on SAS or in their own electronic files. The Core Maps allow continual refinement of curriculum based on student achievement data, changing demographics, changing state standards, etc.

19. Core Maps reflect the consistency and flexibility an individual district or school determines is needed within and across courses of study.
Each discipline presents different considerations when coming to consensus on what needs to be consistent across grade level classrooms and what should be flexible.

20. Voluntary Model Curriculum Map

22. Phases of Curriculum Mapping
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Heidi says there are four phases:
Laying the Foundation
Launching the Mapping Tool
Sustaining and Integrating the Mapping Tool
Mapping into the Future

23. Laying the Foundation
Phase 1: Laying the Foundation

24. Day 1 Closure
Identify the curriculum mapping “must haves” as your consortium begins its work.
Brainstorm on large post-it paper. Now which are must haves? Also, thinking of where I want to go knowing we can fill in as we go. (Immediate and Long-Term) Allow time to complete this activity. 10 minutes

25. Reviewing the SAS Portal. http://www.pdesas.org/
Let’s Spend Some Time
Reviewing the SAS Portal.
Spend time looking at the Curriculum Toolbox. Reminder, when working Science Curriculum, use the Unpacking the Anchors TAB in Standards. Grade level specific eligible content for science created by CDT work.

26. English Language Proficiency Standards
The English Language Proficiency Standards are at the following websites:
The ELL overlay is at the following website:
Can Do Descriptors:
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27. Phase 2: Launching the Process

28. Checklist for Developing Effective Units
Pass prepared handout.
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29. Launching the Curriculum Toolbox
Language Arts: Reading, Writing, Speaking and Listening
Pass out version 1.6 Curriculum Mapping Go to Curriculum Mapping Icon in Teacher Tools.
Copyright ©2010 Commonwealth of Pennsylvania