1. 1 Curriculum Mapping Overview Transforming Our Teaching And Learning Module 3

2. 2 Curriculum Mapping Essential Question: How can curriculum mapping help me guide my students toward achievement of the standards?

3. 3 Guiding Questions:  How does curriculum mapping help me meet our state’s direction toward standards-based implementation?  How does the School Improvement Process compare with the Curriculum Mapping Process?  What would be the process the school needs to establish to make mapping possible and effective? What connection does that have to Professional Learning Communities?

4. 4  Recognize how the curriculum mapping process is part of the standards-based education system  Interpret the interrelationships between Professional Learning Communities, school culture, effective schools, and curriculum mapping  Infer how establishing a collaborative culture in schools increases student achievement  Generalize how curriculum mapping supports accountability, equity, and opportunity for different members of the school community. Desired Outcomes Participants will…

5. 5 Purpose of Module 3 Curriculum Mapping is a Process not a Product Curriculum Mapping is Essential for Standards Implementation Curriculum Mapping should be Collaborative and Continual

6. 6 Key Concepts Essential questions to address how curriculum mapping improves student performance Ways to assist teachers and administration in developing an implementation plan to carry out curriculum mapping Ways to revise curriculum maps using assessment data Ways mapping can be employed as part of a systems approach to school and district reform

7. 7 Training Norms and Agreements  Attention – Focus with mind, eyes and ears  Time – Honor time and stay on task  Attitude – Be positive, open and supportive of all  Goals - Stay focused on achieving the Guiding question targets.

8. 8 Transforming Our Teaching And Learning Also known as - TOTAL Is the Hawaii State devised system to support schools as we move toward an integrated standards based system.

9. 9 Theconcept of standards-based education The concept of standards-based education Standards-based reform has become the driving force behind most federal, state, and local education policy in the United States today. It originally arose out of a conviction that expectations for student performance can and should be raised. It rests on the belief that all children should have access to more challenging curriculum content and that they should be expected to learn that content at a proficient to high level of performance. This focus on raising academic standards for all students has led to an ambitious agenda for improving schools. Fundamental to that agenda is the expectation that the entire system of education — state and local policies, curriculum and instruction, testing, teacher professional development, and financial resources — should be aligned to help students and schools attain the standards. http://www.edsource.org/edu_sta.cfm

10. 10 The TOTAL modules for training provided by the state, as support for our moving into an integrated, standards-based system, are the following: Introduction and Overview of TOTAL Professional Development Plan Standards Implementation Process Assessment FOR Learning: Developing Rubrics Curriculum Mapping Standards-Based Grading and Reporting

11. 11 The TOTAL system strives for Adaptive Change: Moving toward the integrated system A lot of initiatives are coming down from the feds, state, and district which may seem disconnected. We aim to help you make the connections - and to see the tools in the modules as helpful practices to use as we move toward an integrated system. Please be assured of support; We’re all in this together - nation, state, district, complex, schools. We’re learning from each other, from the research, from pilot schools, our own experiences. We’ll work collaboratively and get better as we go. A STANDARDS-BASED SYSTEM IS ALL ABOUT LEARNING: ALL STUDENTS LEARNING, AND ALL TEACHERS LEARNING.

12. 12 Identify relevant content standards Determine acceptable evidence and criteria Determine learning experiences that will enable students to learn what they need to know and to do Teach and collect evidence of student learning Assess student work to inform instruction or use data to provide feedback Evaluate student work and make judgment on learning results and communicate findings Reteach, or repeat the process with the next set of relevant standards Teacher collaboration throughout the process Student involvement throughout the process Adapted from WestEd’s Learning from Assessment

13. 13 Phases of the School Improvement Process (SIP) 1. Collect data 2. Analyze data 3. Develop goals 4. Develop action plans 5. Implement action plans 6. Collect data 7. Analyze data 8. Revise goals/action plans or continue 9. Begin the process again

14. 14 Curriculum Mapping (CM) and the School Improvement Process (SIP) Curriculum Mapping Process School Improvement Process AB C

15. 15 CONSIDER the Process Curriculum Mapping 1. Collect data (individual maps) 2. Small group, The first read through (of all other maps) 2. Mixed group review session 3. Large group review 4. Determine points that can be revised immediately 5. Determine points that will require long term research and development 6. The review cycle continues School Improvement 1. Collect data 2. Analyze data 3. Develop goals 4. Develop action plans 5. Implement action plans 6. Collect data 7. Analyze data 8. Revise goals/action plans or continue 9. Begin the process again

16. 16 Curriculum Mapping and the School Improvement Process Curriculum Mapping School Improvement

17. 17 NOTE Similarities…… CM IS a process CM IS NOT a program CM IS NOT a product although it produces tangible products CM IS A PROCESS designed to address student achievement levels through teacher collaboration on issues of curriculum and instruction SI IS a process SI IS NOT a program SI IS NOT a product although it produces tangible products SI IS A PROCESS designed to address student achievement levels through teacher collaboration on issues of curriculum and instruction

18. 18 Point One Both Curriculum Mapping and School Improvement are based on the feedback spiral FEEDBACK SPIRAL

19. 19 Point Two What makes both Curriculum Mapping and School Improvement succeed is the collaboration of teachers focused on student achievement Curriculum Mapping Process A B C School Improvement Process

20. 20 Point Three Both Curriculum Mapping and School Improvement depend on accurate data for decision making which will positively impact student achievement

21. 21 Point Four Technology allows for accurate data collection, disaggregation and analysis for both Curriculum Mapping and School Improvement

22. 22 Standards-based reporting is being implemented. Therefore, there is a need for consistency and continuity among the teachers in communicating the targets for learning. How can Curriculum Mapping accomplish this? Connecting to the Standards Based Education

23. 23  What are the current practices in your grade level, school, department, and district for reviewing the curriculum?  Who is responsible for the process?  What data is collected?  What is done with that data? Examining Current Practices…

24. 24  A school functions and grows through conversations….  The quality of those conversations determine how smart your school is. Where Do We Start?

25. 25  A 21 st Century Tool  Every teacher creates maps  Immediate access to multiple levels of data: Standards Master maps Classroom maps Lesson Plans Student performance data  Resources ALL IN ONE PLACE Curriculum Mapping is changing the way we communicate

26. 26 Building a Professional Learning Community to Increase Student Achievement through Curriculum Mapping

27. 27 Big Questions  Who is responsible for curriculum, for what purpose and for whom?  How can schools optimize the potential for students to achieve high standards?  How do we promote ongoing, reflective use of data to meet school and community expectations? Using Data for School Improvement Annenberg Institute for School Reform www.annenberginstitute.org

28. 28 “ What is missing from the knowledge base for teaching, therefore, are the voices of teachers themselves, the questions teachers ask, the ways teachers are writing and intentional talk in their work lives, and the interpretive frames teachers use to understand and improve their own classroom practices.” Cochran-Smith & Lyle

29. 29 Lessons learned regarding accountability  Educators need to believe in efficacy – it will matter for student learning  Data must be credible; alignment must be made between curriculum, instruction and assessment for data to have credibility  Collaboration based on data requires analytic capabilities and sometimes external expertise

30. 30 Building the Teaching/Learning Environment  Focus for change should be small and lead to efficacy  Small professional communities should focus on teaching and learning  Extended communities should network to broaden the knowledge and perspective

31. 31 Teacher Isolation  The crush…..of our myriad daily events and duties keep us from collaborating on such obvious and challenging concerns as how to teach composition more effectively, and how to make literature more exciting……and so we work consciously and unconsciously toward our own goals, within the limitations of what each of us know or do not know.

32. 32 - Milbrey McLaughlin  Throughout our ten-year study, whenever we found an effective school or an effective department within a school, without exception that school or department has been a part of a collaborative professional learning community Effective Schools Research

33. 33 Research on Collaborative Culture…  If schools want to enhance their capacity to boost student learning, they should work on building a collaborative culture…..when groups, rather than individuals, are seen as the main units for implementing curriculum, instruction, and assessment, - Fred Newmann they facilitate development of shared purposes for student learning and collective responsibility to achieve it.

34. 34 Attributes of Professional Learning Communities  Inquiry based  Focused on student learning  Goal and results oriented  Collaborative  Reflective  Based on shared values and beliefs  Committed to continuous improvement Fullan, Murphy and Lick, Eaker, Dufour,and Burnette, Glickman, Newmann,Schmoker

35. 35 ACCOUNTABILITY: Curriculum mapping supports schools in being accountable for student learning EQUITY: Curriculum mapping ensures that all students are working toward the same standards OPPORTUNITY: Curriculum mapping enables all students to have experiences that support their attainment of high academic standards