1. SESSION Ten

3. The standards
The state academic standards are benchmark measures that define what students should know and be able to do at specified grade levels beginning in grade 3. The standards are promulgated as state regulations. As such they must be used as the basis for curriculum and instruction in Pennsylvania’s public schools. State requirements for curriculum, instruction and assessment may be found in the Board’s Chapter 4 regulations

4. Assessment Anchors
In addition to the state academic standards, the Department of Education developed and the State Board adopted Assessment Anchors for each subject and grade level assessed by the Pennsylvania System of School Assessment (PSSA). Assessment Anchors are a subset of the state academic standards. They define the academic content and skills that are assessed by the PSSA.

5. Eligible Content
Eligible Content. The column on the right-hand side of the page, underneath
each Assessment Anchor, is the Eligible Content. This is often known as the
“assessment limits” and helps teachers identify how deeply they need to cover an
Anchor and/or the range of the content they should teach to best prepare their
students for the PSSA. Not all of the Eligible Content is assessed on the PSSA,
but it shows the range of knowledge from which we design the test.

6. Standards • 1.1. Learning to Read Independently
• 1.2. Reading Critically in All Content Areas
• 1.3. Reading, Analyzing and Interpreting Literature •
 1.4. Types of Writing • 
1.5. Quality of Writing • 
1.6. Speaking and Listening 
• 1.7. Characteristics and Function of the English Language
 • 1.8. Research

7. Standards
• Standards are very broad 

8. 1.1 learning to read independently
1.1.3
1.1.5
1.1.8
1.1.11 a
Identify the purposes and types of text (e.g., literature, information) before reading.
Establish the purpose for reading a type of text (literature, information) before reading.
Locate appropriate texts (literature, information, documents) for an assigned purpose before reading.
Locate various texts, media and traditional resources for assigned and independent projects before reading. b
Preview the text formats (e.g., title, headings, chapters, and table of contents).
Select texts for a particular purpose using the format of the text as a guide.
Identify and use common organizational structures and graphic features to comprehend information.
Analyze the structure of informational materials explaining how authors used these to achieve their purposes. c

9. Example of Assessment Anchors
Mathematics Assessment Anchor Glossary
Grades 3 & 4
Acute angle: An angle with a measure less than 90°.
Addend: Any number that is being added.
Analog time: Time displayed on a timepiece having hour and minute hands.
Area: The measure, in square units, of the inside of a plane figure.
Array: A rectangular arrangement of objects in equal rows or columns.
Combination: A group of items. Placing these items in a different order does not create a new combination.
Cone: A solid figure that has a circular base and one vertex.
Congruent: Having the same size and shape.
• Congruent

10. Standard Anchor Pennsylvania Department of Education
R5.B Interpretation and Analysis of Literature
ASSESSMENT ANCHOR
R5.B.1 Describe and interpret literary elements within and among texts.
Standard: Reading, Analyzing and Interpreting Literature
GRADE 5
 A. Read and understand works of literature.
 B. Compare the use of literary elements within and among texts including characters, setting, plot, theme and point of view
R5.B.1.1 Compare characters, settings and plots
Reference: B
R5.B Items may ask the students to compare or explain relationships among the following:
Characters: main, supporting, actions, motives and emotions/feelings;
Settings: where or when the story takes place, a detail that describes the setting, or information form the text that suggests a setting;
Plots: conflict, rising action, climax and resolution.
Note: Items may ask students to utilize story maps or Venn diagrams to show sequence, cause & effect, and/or comparison/contrast.
Pennsylvania Department of Education

11. How to Read Assessment Anchor Coding
R3.A.1.1
Reading
Assessment
Anchor
The Reporting Category in this case “A” is Comprehension and Reading Skills.
Again, the number represents the Anchor. There will be 1.1, 1.2 etc. These are more specific descriptors of the Anchor. It is all one Anchor and you read it like an outline.
Grade Level
Reporting Category

12. On the right is the Eligible Content
On the right is the Eligible Content. They help you understand the “limits” of what can be tested. This is the same level of detail item writers use when crafting the items.
NOT ALL OF THE ELIGIBLE CONTENT IS ASSESSED ON EACH TEST. WE TAKE A SAMPLE.

13. How to Read Assessment Anchor Coding
Math
Assessment
Anchor
In this case the Reporting Category “E” is Data Analysis and Probability.
Again, the number represents the Anchor. There will be 1.1, 1.2 etc. These are more specific descriptors of the Anchor. It is all one Anchor and you read it like an outline.
Grade Level
Reporting Category

14. Again, don’t confuse the numbering of the Eligible Content with the Assessment Anchors. Not all of the Eligible Content is assessed on the PSSA. We just take a sample.

15. Step 1: Individual course analysis
Which Assessment Anchors are a natural fit for your discipline? Which are essential to success in your discipline? Mark ONLY the ones that fit. Don’t “stretch”– the key is to identify only those anchors that are natural to your discipline?

16. Mapping
Not all anchors need to be ties to their specific areas, for example, you can work on a reading anchor in social studies.
Most times it is not done this way

17. Social Studies “Natural Fit”
R11A Comprehension & Reading Skills
R11.A.2 Demonstrate the ability to understand and interpret nonfiction text, including informational, …editorials, public documents…
R11.A.2.6 Check the validity and accuracy of information obtained from reading by differentiating fact from opinion

18. Visual Arts “Natural Fit”
M5C Geometry
M5.C.2 Identify and/or apply concepts of transformations or symmetry
M5.C.2.1 Analyze transformations and/or use symmetry to analyze mathematical situations

19. Science “Natural Fit” M5E Data Analysis & Probability
M5.E.3 Understand and/or apply basic concepts of probability or outcomes
M5.E.2.1 Predict or determine all possible combinations, outcomes and/or calculate the probability of a simple event

20. STEP 2: What’s the overall picture for the school as a whole?
Are all anchors adopted? Are some orphans? Where are the gaps? Is there “overload” anywhere?
What is the specific list of Assessment Anchors for each individual discipline? What specific Assessment Anchors belong to your discipline?
Looking at your school achievement profile, and looking at the “adoption” list, is there enough time to get the job done?

21. For example, in math… NONE ME1 ALL MD2 MA3 MB1 MC2 ME2 MB2 MD4 ME3 MC1
English
Social Studies
Math
Science
H/PE
FCS
Tech Ed
Art
NONE
ME1
ALL
MD2
MA3
MB1
MC2
ME2
MB2
MD4
ME3
MC1
ME4
NOTE: THIS IS AN EXAMPLE ONLY OF A PROCESS, NOT AN EXAMPLE OF THE FINAL AND CORRECT ANSWER!!!!! JUST MOSTLY SO THEY CAN SEE A CHART.

22. Step 3: The Plan
What can we do to make sure all Assessment Anchors are taught? What can we do to make sure all Assessment Anchors are learned?
If some Assessment Anchors are orphans, what can we do to find a good disciplinary fit while insuring that all students have full opportunity to learn and meet expectations for proficiency?

24. What Is Mapping? Calendar based
Process for collecting data representative of the operational (real) curriculum in a school and/or district
Curriculum maps should be on a disk, you can put them in a binder, but you want them out and used – not sitting on a shelf. There are programs out there for curriculum mapping – TECHPATHS, The Curriculum Mapper, Atlas Curriculum Management System: rubiconatlas. This software helps facilitates computer and network-based curriculum mapping. We will be using a template from a Word table. However, this can be easily copied and pasted into any of these programs – in-case the state or your district provides these at some time.
Remember Curriculum Mapping is about What is happening in the classroom.

25. Why Create Curriculum Maps?
Locates gaps, repetitions, areas for integration,assessments
Authentic alignment to standards
Accountability
Communication and Reflection
We rarely have these conversations!
Identify what occurs throughout the entire school year
A picture of students’ experience from grade to grade
Teacher expectations to parents and students
CM needs to happen vertically and horizontally.
What is the entire journey going to look like?
When you say you have covered a standard – what does that mean? Does it mean:
I taught it 2) I assessed it 3) I got feedback on it 4) I mentioned it 5) I introduced it
True alignment is breaking it apart and really looking at it. What do I do?
Looking at the real curriculum
This needs to become part of the culture of what we do here!

26. Mapping Process Can Improve School Culture
Shared sense of purpose
Opportunity to share
Provides time to reflect
Builds Professional Learning Communities within the school
Analyze and debate to improve
Increases test scores

27. Meaningful Assessments: Mapping Can Provide the Help
Assessments clearly connected to content and skills
Balanced assessments
Assessment preparation for high-stakes assessments
Not teaching to the test but rather teaching to the standards that will be assessed on the tests
Does my curriculum reflect what is being tested and the vocabulary content that is presented?
“Real World” applications
Analyzing curriculum maps can help you find the answers and build a more meaningful
and connected curriculum
Do my kids really know this?
Balanced assessment system is huge on the curriculum map.
Bottom line is it going to help our kids perform better?

28. What Information is collected on the Map?
Content
Skills
Assessments
Standards
Essential Questions*
This is the process! This is what is collected on the map! We will now do a quick introduction to each of these – and what they contain!

29. Identify Curriculum Repetitions and Gaps
Recognize the difference between repetitions and redundancies
Examine maps for gaps in
Content
Skills
Standards
Assessments
Spiraling is the goal

30. Standards analysis Identifies the standards that are or are not being
taught and assessed
Identifies standards and
curriculum alignment
Defines what alignment really means
Provides forum for discussion of crucial standards
As you plug the standards in – then highlight and mark them so you know that you are teaching them and how well they are taught – and if there is repetition.

31. The Curriculum Mapping Process
Step 1: Collecting the data: each teacher creates a map individually
Step 2: First read-through: teachers read each other’s maps also done individually
Step 3: Small mixed group reviews: sharing findings from editing
Step 4: Large group comparisons: sharing findings from small group review
Step 5: Determine immediate revision points
Step 6: Determine points requiring some research and planning
Step 7: Plan for next review cycle
Everyone will do an individual map, however we will all follow the same format. Then we will read each other’s map – probably a grade above and then a grade below – then large group comparisons will happen! It’s really getting public now! Reading each others work!

32. Sample Curriculum Map Template
Month
Essential Questions
Content
Skills
Assessments
Standards
Landscape view – seems to work best for me!

33. Curriculum Map Sample Template B

34. “Curriculum Mapping has been one of the most beneficial initiatives undertaken by our system. It has not only helped us to truly align curriculum, removing gaps and overlaps; it has caused us to go through a process of examining what we do and why. This process has made teaching & learning more relevant and more efficient.”— Dr. Lyle C. Ailshie, Director, Greeneville City Schools (State of Tennessee, 2000)

35. How do you currently plan, record and communicate / share your curriculum?
Please make some notes and discuss with a neighbor.

36. Consider the big picture:
Your students walk through the door on the first day of school.
What do you know about them?
Can you describe what they studied and what skills they applied in the grade prior to yours?
Without an effective means of surveying the big picture of curriculum over time, the student is the only one who really knows the path of his or her experience in school.

37. What is Curriculum Mapping?
Curriculum mapping is a process anchored in the school calendar, in which each teacher records, in real time, the content and skills taught and how they are assessed.

38. How instruction occurs. When instruction is delivered .
Curriculum mapping is a technique for exploring the primary elements of curriculum:
What is taught.
How instruction occurs.
When instruction is delivered .

39. How are… Critical thinking Reading Numeracy Writing Vocabulary
General Learner Outcomes
Technology
truly reflected throughout our school curriculum in a way that is connected to Standards?

40. The curriculum data:
Content
Skills
Assessments
are entered by month, which adds the time-bound element to the maps

41. Curriculum Mapping using the analogy of a road map

42. Drivers use the labels on maps to identify their driving destinations just as educators list content on their maps to identify leaning destinations.
Motorists use the roads and highways, as indicated by the lines on maps, to get them to their destinations just as educators list skills on maps to be used to assist learners in reaching the learning destinations.
As travelers progress through their journeys, they utilize the maps scale to assess their progress related to their destination just as educators list assessments they use assist learners in determining how close they are to their learning destinations.

43. When all of this data is consolidated into a map made accessible to groups of teachers, it enables each teacher to look at the content and skills taught, as well as how the skills are assessed.

44. Curriculum mapping is not an ideology or a philosophy of education
Curriculum mapping is not an ideology or a philosophy of education. Rather, it is a tool that groups of educators use to lay out and reflect upon the path a curriculum takes over time.