1. Presentation Created By Janet Hale, Curriculum Mapping Consultant www.CurriculumMapping101.comwww.CurriculumMapping101.com Revised by Lynn Aprill for use in the School District of Bonduel Presentation Created By Janet Hale, Curriculum Mapping Consultant www.CurriculumMapping101.comwww.CurriculumMapping101.com Revised by Lynn Aprill for use in the School District of Bonduel

2. Mapping the Big Picture 1997, ASCD Getting Results with Curriculum Mapping 2004, ASCD All that is shared in this slideshow is based on the work of Dr. Heidi Hayes Jacobs… Active Literacy Across the Curriculum 2006, Eye On Education and …

3. Keys to Curriculum Mapping: Strategies and Tools to Make It Work Susan Udelhofen 2005, Corwin Press

4. A Guide To Curriculum Mapping: Planning, Implementing, and Sustaining the Process Janet Hale December, 2007 Corwin Press

5. What is Curriculum Mapping? Curriculum mapping is a calendar-based process for collecting and maintaining an ongoing database of the operational and planned curriculum in a learning organization. Curriculum mapping encourages teachers to be curriculum designers via authentic examination, collaborative/collegial conversation, and student-centered decision making.

6. 1. Curriculum mapping is a multifaceted, ongoing process designed to improve student learning. 2. All curricular decisions are data-driven and in the students' best interest. 3. Curriculum maps represent both the planned and operational learning. 4. Curriculum maps are created and accessible using 21st century technology. 5. Teachers are leaders in curriculum design and curricular decision-making processes.

7. 6. Administrators encourage and support teacher- leader environments. 7. Curriculum reviews are conducted on an ongoing and regular basis. 8. Collaborative inquiry and dialogue are based on curriculum maps and other data sources. 9. Action plans aid in designing, revising, and refining maps. 10. Curriculum mapping intra-organizations facilitate sustainability. Hale, J. (2007). A guide to curriculum mapping: Planning, implementing, and sustaining the process. Thousand Oaks, CA: Corwin Press.

8. Great … Curriculum Mapping! Here they go… Adding one more thing to our already overloaded plate!

9. Here is the major paradigm shift. Curriculum Mapping IS THE PLATE! Curriculum Mapping is a tool for organizing, discussing, and integrating all of the other initiatives we have developed in our district: Six-Trait Writing Literacy Critical Thinking Skills Standards and Benchmarks

10. Talk Time! Share with a neighbor (or two) how you planned for a trip – and then share “what really happened!”

11. Types of Maps (Monthly) Essential Consensus Projected Diary (Daily) Lesson Plans Reality State/Other Standards Proficiency Targets ON-GOINGPROCESS Mapping is a continuous cycle of reviewing what has actually happened (Diary Maps) compared and contrasted with curriculum planning (other Types of Maps) through ongoing curricular dialogue. Why Map?

12. Two CM Guidelines Data-driven Reviews and Collaborations If it is in Chris’ best interest to change, modify, stop, start, or maintain a practice or other school/District-related issue, there must be data-based proof. Maps are a form of data! The Empty Chair Whenever teams or entire staffs meet in person, there is literally or figuratively an empty chair placed front-and-center in the room. This chair represents all of the students in a school or a district. Usually, the student in the chair is referred to as “Chris.”

13. YOU are an important reason to map! We have an enormous amount of knowledge walking around in the heads of our staff. As you leave the system, we need curriculum maps to begin to capture that knowledge for the teachers who will follow you.

14. Four Types of Curriculum Maps Projected Map Diary Map Consensus Map Essential Map

15. The Nuts N’ Bolts of Mapping Language Projected Map (recorded monthly) A map that has been created by an individual person for a discipline or course before the actual yearly testing out of its “planned itinerary”

16. Diary Map (Recorded Monthly) A personalized* map recorded by an individual person that contains data reflecting what REALLY took place during a month of learning and instruction In essence, this is a revised edition of your projected map *There is no such thing as “team” diary mapping. I am a data- collection portal…

17. Consensus Map (An Entire School Year Of Months) A map designed by two or more educators wherein all designers have come to agreement on the course learning based on standards and serves as the planned- learning map wherein all who teach the course use the Consensus Map as a foundation* for his or her course learning and instruction *Flexibility in additional learning, length of learning, assessments, resources, and how learning is executed is up to the discretion of each teacher teaching the course and is reflected in his or her Projected Map/Diary Map. SCHOOL-SITE “LEVEL” MAPS

18. The Nuts N’ Bolts of Mapping Language Essential Map (An Entire School Year Of Learning Usually Recorded By Grading Periods) A map created via a team of educators (Task Force) that is representative of District learning expectations.* The Essential Map serves as the base-instruction map wherein all who teach the course use the map to plan learning and create collaborative, Consensus Maps and/or personal Projected Maps *There needs to two or more “like” schools or courses offered to warrant creation and use Essential Maps. DISTRICT “LEVEL” MAPS

19. “When we travel, road maps become more distinctive the closer we get to the ‘main destination’.” Quote By: Dr. Heidi Hayes Jacobs Keynote Presentation, 2005 National Curriculum Mapping Institute.

20. Weekly/Daily Lesson Plans Diary Map Janet Biggins Grade 1 Math Consensus Map Grade 1 Math Janet Biggins Nicki McGrane Susan McGuire Lincoln Elementary School B ergenfield School District Grade 1 Essential Maps Base DETAIL Most (Monthly) DETAIL More DETAIL Much More Specific Day By Day DETAIL

21. Diary Map Janet Biggins Grade 1 Math = A Month’s Worth Of Learning

22. All Types of Curriculum Maps are… Designed BY Teachers FOR Teachers to aid in generating ongoing collaborations focused on student learning. Collaboration = To work together, especially in a joint intellectual effort

23. Talk Time! Form a Group of 3 or 4: I am hearing… KNOWLEDGE For our school district, I’m thinking… APPLICATION I am still wondering about… SYNTHESIZE

24. Will we all become “Stepford Teachers?” No. Mapping focuses on Fair Access and Equitable Education for ALL students… Mapping Establishes Consistency (Essential/Consensus Maps) and Flexibility (Projected/Diary Maps)

25. Regardless of what is or was the purpose(s) for your initiative… NO MAPS (Diary Maps, Projected Maps, Consensus Maps, Essential Maps) are EVER used for TEACHER EVALUATION or PUNITIVE PURPOSES!

26. Dr. Douglas Reeves, Standards and Assessment Conference 2005 www.makingstandardswork.com Myth #1: People are happy doing what they are doing now. Truth #1: People are miserable when they are not feeling successful in their professional lives, or they fail to sense personal mastery. Myth #2: People resist change because of irrational fear. Truth#2: People resist change because they have been burned before by changes that were poorly planned, badly executed, and resulted in more work with fewer results.

27. Dr. Douglas Reeves, Standards and Assessment Conference 2005 www.makingstandardswork.com Myth #3: You can’t make significant changes until you have buy-in from everyone. Truth #3: Resistance to change is an organizational reality. The volume (noise) exceeds the volume (quantity) of the resistance. Myth #4: You must have perfect research to support a proposed change. Truth #4: Perfect research does not exist: “Try it, test it, improve it” is far superior to waiting for the illusion of perfection. You need sufficient research and common sense.

28. Dr. Douglas Reeves, Standards and Assessment Conference 2005 www.makingstandardswork.com Myth #5: The risk of change is so great that you must wait until you have things perfectly organized before implementing a change Truth #5: There is no risk-free alternative. The risks of change must be compared to the very significant risks of continuing current practices. The Reality of Change Change is never convenient, never universally popular, never without opposition, never risk-free, and never gets easier over time.

29. What Curriculum Mapping is NOT… “Set in Stone” State Standards Documents Curriculum Guides Scope and Sequences A Syllabus A Forgotten “List” Of What We Do Or Did Curriculum mapping is ongoing collaboration and reflection on the realities of what is planned and happening in each classroom-- each month and each year!

30. “Stop asking me if we are almost there, we’re Nomads for crying out loud!” Small steps are okay since curriculum mapping is never “done”…

31. Curriculum mapping is NOT STATIC … Curriculum maps serve as the living, breathing, ever-changing, archived and current history of your learning organization! IT’S ONGOING!

32. Curriculum = A Path Run In Small Steps Curriculum Mapping = Systemic Second-Order Change It is all about “doing business” differently. Please realize up front that teachers and administrators will be learners for some time. As with all learners, new knowledge is best presented in small steps…

33. Sustained, systemic change takes 3 to 5 years to fully implement! Curriculum Mapping is an ongoing process, not a program! And remember…

34. Curriculum mapping is not something you add to what you already do. It is a replacement model that means learning a new way of conducting the professional business of teachers improving student learning by designing rigorous, vertically aligned curriculum. The beauty of starting off and moving forward slowly, steadily, and in small steps is that there will never be an epilogue. (Jacobs, Getting Results with Curriculum Mapping, 2004).