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Curriculum Mapping

Curriculum Mapping. Joyce. Agenda. Mapping as a process Explore some assessment tools Time to work on your maps with coach support. Process for Mapping. Align current instructional materials and activities to CCSS

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Curriculum Mapping

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  1. Curriculum Mapping Joyce

  2. Agenda • Mapping as a process • Explore some assessment tools • Time to work on your maps with coach support

  3. Process for Mapping • Align current instructional materials and activities to CCSS • Sort maps into a useful, logical order that works with your guiding curricular materials • Consider assessments you will use to determine whether students have achieved mastery • Refine maps (ongoing activity)

  4. Where do we go for CCSS resources? http://www.ode.state.or.us/go/commoncore http://www.louisianabelieves.com/resources/library/year-long-scope-sequence

  5. CCSS Maps Step 1Align current instructional materials with standards

  6. CCSS Maps Step 2 Sort content into a useful order

  7. CCSS Step 3Consider what assessments you will use What assessments you choose will be guided by the following questions: • What did you want students to learn? • How will they demonstrate they learned it?

  8. Ideal Assessments • Unit Tests • Quick Quizzes • Exit Tickets • Choral Response • Personal White Board Responses • easyCBM

  9. easyCBM • Traditional Benchmarking • Traditional Progress Monitoring • CCSS Benchmarking • CCSS Progress Monitoring • Ample measures to provide the data you need for Title 1 Targeted Students • Ample measures to provide the data you need to make adjustments to your instruction

  10. easyCBM Benchmarking • Administered 3 times per year (Fall, Winter & Spring) • Uses data to identify interventions groups and/or the need for additional diagnostic data • Determine which students would benefit from progress monitoring • Highly correlated with meeting or not meeting in OAKs at various markers (which you determine)

  11. 2011-2012 AchievementPercentiles Grade 3 • Reading 211 = 31%ile Math 212 = 38%ile Grade 4 • Reading 216 = 27%ile Math 219 = 36%ile Grade 5 • Reading 221 = 33%ile Math 225 = 43%ile Grade 6 • Reading 226 = 37%ile Math 227 = 43%ile Grade 7 • Reading 229 = 27%ile Math 232 = 39%ile Grade 8 • Reading 232 = 35%ile Math 234 =37 %ile

  12. Data to Track Student Risk in Math & Reading

  13. CCSS Step 4Map Refinement

  14. Let’s get mapping • If you would like to explore easyCBM further, Joyce will set up a demonstration station once we get started. • If you need assistance locating where in your text a particular standard is covered, please let us know and someone will come assist you. • We are here to help!

  15. Day 2 CCSS Mapping • Finish locating where your textbooks cover the various standards • Discuss what order of introduction makes the most sense given your text materials and personal preference. • Get the electronic template for your grade and begin typing and moving the material. We can help you move and add cells if you need assistance.

  16. CCSS Maps Step 1Align current instructional materials with standards

  17. CCSS Maps Step 2 Sort content into a useful order

  18. Next Steps: Once you determine what you will teach: • You can begin pulling in materials for extension and remediation. • Teaching Channel • (https://www.teachingchannel.org) • ODE CCSS page • http://www.ode.state.or.us/go/commoncore

  19. Have a question after we leave? Shoot me an email … Joyce Smith-Johnson • Johnson_jo@comcast.net

  20. Next Steps: • You can begin trying to plot out how many days each topic will take. • This will need adjusting over time. Just make your best guess or allow ample time right now. • You can begin focusing on what level of cognitive demand your students will need to be engage in. • Use your SEC data to guide you in this.

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