1. District Essential Curriculum Mapping Algebra I February 2008 Written by The Albuquerque Public Schools District Essential Curriculum Mapping Task Force Lynda Idle, Instructional Manager Christina Fritz, Assessment Manager Jennifer Macdonald, Curriculum Coordinator Gina Middleton, RDA Resource Teacher Kathy Richter-Sand, TLS Resource Teacher Sue Broemmer, TLS Resource Teacher Jackie Calvert, TLS Resource Teacher Janet Malta, Sandia Cluster Staff Developer Margie Maes, Manzano Cluster Staff Developer Lynn Wilson, Valley Cluster Staff Developer Cindy Williams, Chaparral ES Instructional Coach

2. Agenda  Welcome/Sign-in/Introductions  District Curriculum Mapping Initiative  Connections to the A2L/High School Short-Cycle Assessment  Algebra I Curriculum Map Standards Standards Assessment Assessment Content Content Skills Skills  Plus/Delta

3. Group Norms  Begin and end on time  Be courteous to colleagues, limit sidebar conversations  Equity of voice  Stay on task  Turn cell phones to vibrate/step outside to take calls take calls  Take care of personal needs

4. Objectives  Review the purpose of District Essential Curriculum Maps  Collaborate to build a framework of shared understanding about Algebra I essentials  Write the District Essential Curriculum Map for Algebra I

5. What is a District Essential Curriculum Map?  A district planning tool used to map out standards-based instruction  An alignment of instruction and assessments to state standards  A communication vehicle for teachers, students, and parents to promote understanding of standards-based instruction

6. What is a District Essential Curriculum Map?  A tool that addresses Performance Standards, Essential Questions/Big Ideas, Content, Skills, and Assessments  An organizer which supports professional vertical and horizontal articulation  A blueprint to be used as a guide to support schools’ development of differentiated course/content planning

7. What is the purpose of the District Essential Curriculum Maps? “ DECMs ” 1. To align with Public Education Department High School Redesign (SB561) 2. To align with APS Redesign K-12 initiatives 3. To align APS assessments and instruction to NM Standards

8. DECM Goals 1. Every APS course/content area (K-12) will have a curriculum map 2. Every curriculum map will be articulated horizontally and vertically 3. Educators will have online access to District Essential Curriculum Maps through the Albuquerque Instructional Management System (AIMS)

9. What are the key components of a Curriculum Map?

10. Curriculum Map Template

11. Curriculum Map Components  Performance Standards  Essential Questions/Big Ideas  Content → with related academic vocabulary  Skills → with related learning activities → with related learning activities  Assessment → Formative and Summative → Formative and Summative → Rubrics (links) → Rubrics (links)  Resources

12. Performance Standards A performance standard identifies what students need to know and be able to do at a specific grade level.

13. Linking Performance Standards to Assessments  Performance Standards are aligned to district benchmark assessments  High School Short Cycle Assessment is aligned to the scope and sequence of the Algebra I curricular framework The High School Short Cycle Assessment is given for: Algebra I, Geometry, & Algebra II Algebra I, Geometry, & Algebra II grades 8-12 grades 8-12 Fall, Winter, Spring administration Fall, Winter, Spring administration

14. Essential Questions Lead students to Big Ideas based upon the Performance Standards Lead students to Big Ideas based upon the Performance Standards Encourage higher-level thinking Encourage higher-level thinking Ask “Why” and “How” rather than “What” Ask “Why” and “How” rather than “What” Organize key concepts Organize key concepts Written in student-friendly language Written in student-friendly language EXAMPLES EXAMPLES In what ways can the graph of a quadratic equation help us answer questions about the height of an object? Why look for patterns? How can data be represented, organized, or interpreted? How can data be represented, organized, or interpreted?

15. Essential Questions The “ mental Velcro ” that help ideas stick in students ’ minds for a long time to come!

16. Big Ideas Are student answers to Essential Questions Central themes Central themes Teachers use in planning to develop Essential Questions Teachers use in planning to develop Essential Questions EXAMPLES EXAMPLES 1. Foundations 2.Rule of Four 3.Equivalent equations/expressions 4.Linear Functions 5.Quadratic Equations 6.Data Analysis

17. Content What students need to know Discipline- or field-based Discipline- or field-based Interdisciplinary Interdisciplinary Student-centered Student-centered Written in Noun form Written in Noun form Vocabulary (academic language); words students need to know to understand concepts Vocabulary (academic language); words students need to know to understand conceptsEXAMPLESexponents linear equations polynomials Tools and Resources Frayer Model Teaching and Learning with Text Marzano’s Building Academic Vocabulary

18. Skills What students need to be able to do Written in Verb form Written in Verb form Specific, not broad-based Specific, not broad-based Measurable Measurable Used to develop guided learning activities Used to develop guided learning activities Based on standards Based on standardsEXAMPLES Solving a story problem Analyzing graphs Applying order of operations

19. Assessment Products or performances that demonstrate student learning Formative assessments Formative assessments Guides instructionGuides instruction Informs the need for differentiationInforms the need for differentiationEXAMPLES Student demonstration Group research project (checks along the way) PretestKWLQuizA2L Checking for Understanding Exit Slips

20. Assessment Products or performances that demonstrate student learning Summative assessments Summative assessments Evidence of mastery of standards at specific points-in-timeEvidence of mastery of standards at specific points-in-time Graded assessment at the end of the unit of studyGraded assessment at the end of the unit of study Examples: Unit Tests Projects Presentations

21. Resources to include on a map - Adopted instructional materials (math, reading, writing programs, etc.) reading, writing programs, etc.) - Technology - Technology - Supplemental materials - Supplemental materials - Links to curriculum frameworks and other - Links to curriculum frameworks and other websites websites

22. What Does a CM Look Like?  It is a graphic organizer and planner.  Standards-based units are listed.  It shows a timeline of what is taught, when!  The “how” is based on student data.  A DECM includes Performance Standards, Essential Questions/Big Ideas, Content, Skills, Assessments, and Resources..

23. Curriculum Map Template

24. Next Steps to Mapping  Discuss Curriculum Map template and connections to district short-cycle assessment  Determine placement of assessment standards to specific months  Identify and place remaining performance standards onto map  Review the resources - High School Short-cycle Assessment (HSSCA) - Examine Algebra I Curricular Framework  Begin mapping

25. 8 ESSENTIAL COMPONENTS AugustSeptemberOctoberNovemberDecember 1. Performance Standards 2. Essential Questions Questions that lead students to Big Ideas. 3. Big Ideas Student answers to EQs that lead them to the Big Ideas 4. Cognitive Level Webb’s/Bloom’s Taxonomy Link 5. Content What students need to know (nouns) Vocabulary List Words students need to know to understand concept 6. Skills What students need to be able to do (verbs) Learning Activities / Lesson Plan Links Essential Experiences or Guided Practice 7. Assessments: Formative Assessments How will students and teacher know what students have learned so far? Differentiated Rubric Links / Attached A2L/HSSCA:  Strand II A: 3(1), 6(1), 7(*), 8(2), 10(5), 12(3)  Strand IIB: 18(1), 19(2), 20(1), 21(2)  Strand IIC: 24(1), 25(*)  Strand IVB: 5(1) Summative Assessments How will students show that they have mastered the standard? Differentiated Rubric Links / Attached 8. Resources Links, Curriculum Frameworks, Other Websites APS/LEI/TLS/JAN08

26. Outcomes for Today’s Work: Step 1: Review Assessments (HSSCA) & place performance standards linked to assessments on curriculum map Step 2: Place remaining performance standards on map for both semesters Step 3: Identify Assessments for each standard Step 4: Identify Content & Skills for each standard

27. Assessments Review HSSCA on curriculum maps Look at curriculum frameworks, lesson plans, resources Plot standards on curriculum map….

28. Performance Standards As a whole group… Place identified HSSCA performance standards in order by month of when taught on curriculum map Place remaining performance standards on curriculum map for both semesters

29. Content, Skills, Assessments In small groups… Complete the curriculum map for both semesters with examples of: content,skills, in-class assessments

30. Articulation Each group share out today’s work Look for repetitions, omissions, gaps

31. Next Steps Quickly identify next steps for February 21 st Algebra I Curriculum Mapping Group Big Ideas/Essential Questions Academic Vocabulary Resources Complete Maps Look for Repetitions, Gaps, Omissions What materials do you want to bring for next time?

32. Plus/Delta Please complete a plus/delta before you leave. Thank you!