Curriculum Mapping

1. Curriculum Mapping Archdiocese of Baltimore Presenter – Marie Strangeway

2. We need to know where we will begin… Please take a minute or two and jot down your personal views on each of the following. 1. How do we currently review our curriculum? 2. What is curriculum mapping? 3. What do I need to know by the end of the day? 4. What specific questions do I want answered today?

3. Why map? Thisis the ultimate Essential Question!

4. To describe a journey

5. To find… • The journey that a student makes through our system. • What our actual curriculum is. • How what I do relates to what my colleagues do. • How our curriculum aligns with the national standards. • What needs to be added or changed. • How student performance influences our curriculum.

6. Heidi Hayes Jacobs saysCurriculum mapping is… • … is a procedure for collecting a data base of the operational curriculum in a school and/or district. • It provides the basis for authentic examination of that data base. Heidi Hayes Jacobs 10’th Annual Curriculum Mapping Institute, 2004

7. Christine Shain saysCurriculum mapping is… • A process where all teachers record current content, skills, and assessments addressed in their classes. Christine Shain. 10’th Annual Curriculum Mapping Institute, 2004

8. Jane Ranking says thatCurriculum mapping is… • A collaborative process that helps teachers and administrators develop a picture of teaching and learning across a school, cluster or district. Jane Rankin, 10’th Annual Curriculum Mapping Institute, 2004

9. Questions for Today • How can curriculum mapping improve student performance? • What are initial mapping tasks? • How do we build a culture for documenting and sharing our best work? • What are advanced mapping tasks for future work?

10. How do we currently view curriculum? • 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?

11. What are some Essential Questions regarding a mapping initiative? • Who is responsible for curriculum, for what purpose and for whom? • How can a mapping initiative optimize the potential for students to achieve national standards? • How do we promote ongoing, reflective use of data to meet school and community expectations? Using Data for School Improvement, Annenberg Institute of School Reform. www.annenberginstitute.org

12. Lessons learned regarding mapping initiatives… • 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. Bena Kallick, 10’th Annual Curriculum Mapping Institute, 2004

13. To Build Effective Teaching/Learning Environments… • 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 knowledge and perspective. Bena Kallick, 10’th Annual Curriculum Mapping Institute, 2004

14. Where Do We Start? • Your organization functions and grows through conversations…. • The quality of those conversations determine how smart your organization is.

15. We Make a Paradigm Shift… • We honor existing initiatives as we begin mapping. • We acknowledge that what happens in the classroom is the real curriculum. (Diary maps) • We look to these to determine what is the curriculum in our grade level, our school, our department, and in our District? (Projective, Consensus maps) • We believe the curriculum is constantly changing to address the needs of our students. • We believe that dialogue based on data will lead to changes and modifications that will improve student performance in not only our school, but also in their lives.

16. Feedback Spiral Modify Actions Basedon New Knowledge Modify Actions Basedon New Knowledge Study / Reflect /Evaluate Assess / GatherEvidence Plan Take Action /Experiment Clarify (Revisit)Goals and Purpose Modify Actions Basedon New Knowledge Study / Reflect / Evaluate Assess / Gather Evidence Take Action /Experiment Plan Clarify Goalsand Purpose Study / Reflect /Evaluate Assess andGather Evidence Take Action /Experiment Plan Clarify (Revisit)Goals and Purpose * From Assessment in the Learning Organization, Shifting the ParadigmPage 27 - Edited by Arthur L. Costa and Bena Kallick, ASCD 1995

17. Curriculum Mapping is the Ideal Vehicle to Use Because… • It provides the vehicle for conversations based on data. • It provides a map that shows the journey students take through our school. • It provides a tool to view both the real curriculum and the projected curriculum. • It provides the process to move from the classroom to a school-wide curriculum by honoring the work of classroom teachers. • It allows technology to help schools deal with the complex task of collecting, organizing, analyzing, and utilizing data about curriculum in an ongoing needs based environment.

18. How Mapping Works Let’s take a look at the process of mapping.

19. Mapping Procedures: • Collect data. • First read-through. • Small mixed group review. • Large group comparisons. • Determine immediate revision points. • Determine points requiring some research and planning. • Plan for next review cycle. Curriculum Designers, Inc. 2004, Jacobs/Holt

20. Phase 1: Collecting the Data • Each teacher in the building completes a map • The format is consistent for each teacher but reflects the individual nature of each classroom • Technology simplifies data collection Curriculum Designers, Inc. 2004, Jacobs/Holt

21. Phase 2: First Read-Through • Each teacher reads the entire school map as an editor and carries out the “tasks” • Read maps to gain information Curriculum Designers, Inc. 2004, Jacobs/Holt

22. Phase 3: Mixed Small Group Review • Groups of 6 to 8 faculty members are formed. • Groups should be from diverse configurations • The goal is to simplify and share individual findings • No revisions are suggested Curriculum Designers, Inc. 2004, Jacobs/Holt

23. Phase 4: Large Group Review • All faculty members come together and examine the compilation of findings from the smaller groups • Session is facilitated by principal and/or teacher leader or outside consultant Curriculum Designers, Inc. 2004, Jacobs/Holt

24. Phase 5: Determine areas for immediate revision • The faculty identifies those areas that can be handled by the site with relative ease. • The specific faculty members involved in those revisions determine a timetable for action Curriculum Designers, Inc. 2004, Jacobs/Holt

25. Phase 6: Determine those areas requiring long term planning • Faculty members identify those areas that have implications beyond the site with other sites or issues based concerns. • Faculty members identify those areas where research is needed. • Taskforce is created to address areas identified. Curriculum Designers, Inc. 2004, Jacobs/Holt and M. Strangeway

26. Phase 7: The Cycle Continues • The district cabinet meets 3 times annual for review. • Task force report on their timetables. • The site based council continues its review of the maps through the course of the year and into the next. Curriculum Designers, Inc. 2004, Jacobs/Holt

27. 1 Each individual teacher creates their curriculum entering data into software. 2 First read-through report with frequency count of content and skills in common. Alignment to standards 5 Long term research and development: report of assessment types, units, lessons consolidating data within departments and courses. 3 Mixed group review report by building, department, course. 4 Larger group review reportalignment by course and department Curriculum Revision Cycle Enhanced by TechPaths’ Reports* STAGE 1 : MAKING THE TRANSITION FROM PRINT TO COMPUTER STAGE 3: USING ASSESSMENT DATA TO INFORM DECISIONS STAGE 2: BUILDING CONSENSUS MAPS *Based on the model of Heidi Hayes Jacobs

28. Outcomes As a result of this process, educators will: • Identify questions or concerns about the coherence of the curriculum across the disciplines • Identify questions or concerns about the coherence of curriculum within the domain • Identify next steps for curriculum work

29. Helping a school become a learning organization through: • Review • Revision • Renewal

30. How will you structure your plan? • Data Collection -creating the maps • Sharing and Interpretation -looking for specific information • Decision Making -making adaptations to our curriculum

31. Curriculum Data What do we collect? • Essential Questions • Content • Skills • Assessments • Lessons • Alignment to Standards Data is collected in mapping software

33. Information What do we do with what we collect? • Search for patterns • Develop descriptive statistics Informational reports from mapping software Data

35. Assessment • Integrating results from: • State • Standardized • classroom assessments Assessment Information Data

37. Building a Professional Community Data Driven Decisions Conversations with teachers to analyze: • Cause and effect relationships • Generate hypotheses

38. Long term time frame • Data collection: within 3-5 months • First review: within 2 months after initial data collection • First minor revisions: immediately after first reviews • Major R & D review: planned within first year • Begin ongoing review site councils: for second year

39. What is possible with this information? • What would you be able to do if you had this kind of data? • How would your school be different if you had this kind of data available right now?

40. Gain information Avoid repetition Identify gaps Identify potential areas for integration Match with learner standards Examine for timeliness Edit for coherence Track grades of children through time Editing, auditing, validating, and creative development tasks:

41. What are advanced tasks for mapping? • Reaching beyond map maintenance

42. Skills across the disciplinesIssues based concerns • Editing and revising skills in ALL work • Organizational skills • Reading for decoding • Reading for text interaction • Speaking skills in a range of forums • Technology for information access • Technology for production purposes • Career habits for personal and group work • Note-taking skills

43. Next Steps for facultyDATA ANALYSIS • AFTER LOOKING AT THE DATA, WHAT QUESTIONS DID THE DATA RAISE FOR YOU? • WHAT ADDITIONAL INFORMATION MIGHT BE HELPFUL FOR YOU TO UNDERSTAND THE DATA? HABIT OF MIND: QUESTIONING AND PROBLEM POSING

44. Seek patterns and trends in thestudent work Provide rubrics that are descriptive of high quality targets Provide process rubrics Provide opportunities for peer feedback Use Assessment Data For FeedbackTo Students

45. Mapping is a Communication Tool • Between teachers in a building • Between teachers in feeding and receiving sites • For parents • For students

46. Mapping is a Planning Tool • For curriculum reform • For meeting national standards • For ordering materials, software, etc… • For coordinating events • For assessment reform

47. Mapping is a Pedagogical Tool • For the new teacher • For the special education teacher • For the new student • For seeing the operational program • For designing staff development

48. Potential QuestionsALIGNMENT - TIME • How can we align all of this so that it will make sense? • Further more…nothing stays STABLE for more than a year. • Categories change – new learning changes categories of data • TIME! TIME! TIME!

49. Future uses of maps • Refining the content data • Design essential questions • Improving assessment design • Developmental Genre • Matching types of work with the characteristics of the learner • Developmental Stages • Your learners growth patterns • Mapping benchmark assessments • Link assessment data to instruction

50. Continued………… • The task should merge with the ongoing curriculum naturally • Student products can then be evaluated both vertically and horizontally • Revisions in the curriculum map should reflect a few targeted skills needing help • Revisions should be applied thoughtfully to developmental characteristics of the learner