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The Intersection of Curriculum Mapping & Achievement

The Intersection of Curriculum Mapping & Achievement. Making classroom decisions based on data. Dakota Valley Fall 2009 ~ ESA 2. Today…. Reminder of why we mapped Data retreat process Using maps – track indcators Self analyze Group analysis. Curriculum Map Review.

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The Intersection of Curriculum Mapping & Achievement

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  1. The Intersection of Curriculum Mapping & Achievement Making classroom decisions based on data Dakota Valley Fall 2009 ~ ESA 2

  2. Today… • Reminder of why we mapped • Data retreat process • Using maps – track indcators • Self analyze • Group analysis

  3. Curriculum Map Review

  4. Why Create Curriculum Maps? • Locate gaps, repetitions, areas for integration, assessments • Authentic alignment to standards • Accountability • Communication and Reflection • We rarely have these conversations! • *Identify what occurs throughout the entire school year • *Create a picture of students’ experiences from grade to grade • *Articulates teacher expectations to parents and students

  5. How Can Curriculum Mapping Guide Meaningful Assessments? • Clearly connects assessments/content/skills • Balances assessments • Prepares for high-stakes assessments • Not teach to the test • Teach to the standards assessed on the test • Does my curriculum reflect what is being tested? • Is my vocabulary consistent with the test? Analyzing curriculum maps can help you find answers and build a more meaningful and connected curriculum

  6. What Impact Does Curriculum Mapping Have on Student Achievement? • Allows better alignment to standards • Concentrates on literacy-building across the curriculum • Opens communication among teachers across • departments, disciplines, grade levels

  7. Data Retreat Findings • Reading, • Indicator 3: Students can apply knowledge of text structures, literary devices, and literary elements to develop interpretations and form responses. • Math/Geometry, • Indicator 1: Use deductive and inductive reasoning to recognize and apply properties of geometric figures.

  8. Today:Self-Analysis • Use the self analysis tool for your group • Read through your maps - • Core teachers - focus on the specific indicators: R.3 & G.1 • Others focus on your specific areas • Consider ‘08-09 & potential changes ’09-’10: • Frequency • Blooms level • Assessment practices • Other • Make your own observations & note strategies

  9. Then:Group Analysis • Elect a “Recorder” & “Task Master” • Use page 2 of the analysis tool • Share self analysis observations etc. • Note Group consensus regarding • Frequency • Blooms level • Assessment practices • Other • Consider strategies as a group – resources… • Consider support/pd needed as a group • Complete page 2

  10. Establishing Immediate Points • What needs to be addressed RIGHT NOW? • What can be held off?

  11. Share finding • Reconvene and share with large group

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