Bypassing the Roadblocks

1. Bypassing the Roadblocks Steps for Implementing Curriculum Mapping Paula Kedy - Director of Curriculum Ada Public Schools Jon Myers - Director of Curriculum Noble Public Schools

2. If only we would have had maps!

3. Gilligan’s Island So sit right back, and you will hear a tale. A tale of a curriculum trip.

4. Gilligan’s Island That started with Jon and I running our mouths, about this tiny ship.

5. Gilligan’s Island The format was an easy one. The research tried and true.

6. Gilligan’s Island So Noble and Ada sat sail one day for a Curriculum Mapping Cruise. A Curriculum Mapping Cruise.

7. Gilligan’s Island PASS skills started getting doct-ed. Best Practices were sought.

8. Gilligan’s Island If not for the support of the teaching crew, the process would be lost. The process would be lost.

9. Gilligan’s Island The maps got done and stored in this… Some web-based mapping form.

10. Gilligan’s Island With consistency,

11. Gilligan’s Island And alignment too.

12. Gilligan’s Island It’s calendar-based, with our PASS.

13. Gilligan’s Island The curriculum

14. Gilligan’s Island is operational and official, Here at our Schools.

15. The Voyage

16. The Voyage

17. The Voyage

18. The Voyage

19. The Dreaded Initiatives • Stop and think for a minute… • How do your colleagues and/or staff look at certain initiatives? • Let’s take a look at some images that might represent how they feel.

20. The Long Haul… The Loneliness…

21. Hanging on for Dear Life…

22. Wake me when it is over….

23. An uncomfortable feeling…

24. A Great Relief…

25. Yuck…. No Child Left BEHIND

27. I Can’t Believe It…I Can’t Believe It!

28. ADM - 2,683 About 200 teachers 6 School Sites Glenwood (Pre-K - K) Hayes (1 - 2) Washington (3 - 4) Willard (5 - 6) Ada Junior HS Ada HS ADM - 2750 About 200 teachers 5 School Sites KID (Pre-K - 1st) Hubbard (2nd - 3rd) Pioneer (4th - 5th) CIMS (6th - 8th) Noble HS A Tale of 2 Cities

29. Roadblocks • What roadblocks do you feel you will see in your near future with your school’s mapping initiative?

30. Now it is time for…Jon and Paula’s Top 10 List

31. Jon & Paula’s Top Ten List 10. “Been there - done that!” • What type of individual does this statement describe? • To us, this is a teacher who thinks that he/she has seen it all. • Jon’s evaluation • Following a failed initiative • Have your pompons ready!!!!!

32. Jon & Paula’s Top Ten List 9. “Where will I find the time?” • This statement describes every one of us to some degree. • Teachers and Administrators are so pressed for time that anything new can be overwhelming to them. • APS - Plan of Action • NPS - Plan of Action

33. Jon & Paula’s Top Ten List 8. “You want me to map with my department? Are you kidding? I can’t stand my colleagues!” • Comfort Levels cannot be at stake when student learning is at stake. • Jon’s Dilemma • Sometimes you may need to have an administrator to help keep things on task or an agenda established for each meeting.

34. Jon & Paula’s Top Ten List 7. “There is nothing wrong with my unit on the 9 planets…..it’s in the textbook that way! • What type of individual does this statement describe? • I’ve always taught dinosaurs and that is just the way it is. • We can’t adopt this physical science textbook. It doesn’t start with the physics side until chapter 15; it starts with chemistry. I can’t have that. • “The closest 5th grade pass skills I could find for the human body are the ones on ecology….so I stuck them in the map under the Human Body Content Area. Is that okay Mr. Myers?” • We need to remember, we are teaching PASS, not the textbook.

35. Jon & Paula’s Top Ten List 6. “Just like a cheap band-aid….No Adherence!” • What are some strategies that would help districts “adhere” to the curriculum map? • Consensus - Pledge • Benchmarks • Monitor • Curriculum Walkthroughs • Signoffs

36. Jon & Paula’s Top Ten List 5. “How many more years do I have left?” • What type of individual…..? • They’re tired. They have had a long career and they know in 2 years they are done or they are just “one bad day away”. • We as leaders of a mapping initiative need to find a way to convince them and to get them to understand that we need and want their expertise.

37. Jon & Paula’s Top Ten List 4.“What happens in Vegas…stays in Vegas!” • These teachers don’t have an open door policy. Their attitude is “don’t ask - don’t tell”. • Teacher Collaboration - Best Practices • Beg…Borrow…and Steal!

38. Jon & Paula’s Top Ten List 3.“Why should I map? Shouldn’t the people below me be the ones worried about mapping?” • Certain individuals will feel at times that they should not have to map due to what they teach. • Paula’s Dilemma • Those 5th grade CRTs! • It is a K-12 Celebration!

39. Jon & Paula’s Top Ten List 2.“So what if I am number 9 out of 10 in teaching performance. I’m still better than one.” • Ineffective teachers don’t know they are ineffective. • Several teachers are in survival mode.

40. Jon & Paula’s Top Ten List • “This is way too much and we already have curriculum guides.” • How do we convince them that maps are a useable tool? • Schools may need to step back and look at their situations. • Feeder Schools • Horizontal Schools • Gaps and Redundancies

41. The Framework • Setting Goals and Preparing a Long Range Plan • Designing a Template • Establishing Your Process • Making it Work

42. The Marketing • Selling the Product • Motivation • Having all of your ducks in a row…. • Have your plan of attack • Lead your staff to…

43. Good Curriculum • Good curriculum begins by asking all teachers to document the content and skills they teach and then providing opportunities for them to talk with one another about their real classroom teaching and how those practices affect our students. Dr. Susan Udelhofen National Staff Development Leader

44. ??? • What are 3 of the most important questions that need to be asked if we want our schools to improve?

45. Question 1 • What is it we want all children to learn? • By grade level • by course • by unit of instruction

46. Consistency Sequence Benchmark Assessments Targets Language-Based Approach Flexibility Approach Pace Grouping of Students Assignments Math

47. Consistency Exposure to Specific Genres Expression of Genre Grammar Sequence Rubrics Flexibility Choice of Books Within Genres Independent Reading Selections Instructional Support English/Language Arts ;

48. Question 2 • How will we know when each student has acquired the intended knowledge and skills? • CRTs/EOIs – Can we wait that long? • Benchmark Tests – Locally or Manufactured

49. Question 3 • How will we respond when students experience initial difficulty so that we can improve upon current levels of learning? • Will we just pass them on until we lose them completely? • By then – all sites have felt the repercussions. • Will we hold them accountable and offer them support no matter what it takes? • Schools that improved the most insisted students get extra help whenever there was evidence that those students were having difficulty in learning.

50. The Big Picture • Consistent instruction of PASS • Common Benchmarks set to that Consistent Instruction • Teacher Collaboration on those Common Benchmarks