West Virginia Achieves Professional Development Series

1. West Virginia Achieves Professional Development Series Volume III Curriculum Prioritization and Mapping

2. West Virginia Department of Education Mission The West Virginia Department of Education, in conjunction with the Regional Education Service Agencies and the Office of Performance Audits, will create systemic conditions, processes and structures within the West Virginia public school system that result in (1) all students achieving mastery and beyond and (2) closing the achievement gap among sub-groups of the student population.

3. Robert HutchinsThe Conflict in Education in a Democratic Society “Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”

4. What We Know… • An emerging body of research identifies characteristics of high performing school systems. • These school systems have made significant progress in bringing all students to mastery and in closing the achievement gap. • These systems share characteristics described in The West Virginia Framework for High Performing Schools.

5. HIGH PERFORMING SCHOOL SYSTEM SYSTEMIC CONTINUOUS IMPROVEMENT PROCESS CURRICULLUM MANAGEMENT STUDENT/PARENT SUPPORT INSTRUCTIONAL PRACTICES SCHOOL EFFECTIVENESS CULTURE OF COMMON BELIEFS & VALUES Dedicated to “Learning for ALL…Whatever It Takes”

6. Curriculum High Yield Strategies • Implementation of a rigorous standards-based curriculum for all students that aligns with the WV Content Standards and Objectives • Prioritization and mapping of curriculum objectives K-12 to assure articulation and alignment • Development of system-wide grade level performance benchmarks for student achievement • Development of formative assessments that align with district benchmarks and curriculum maps

7. Definition: WV Curriculum The written scope and sequence of what students should know and be able to do as the result of the instructional process as defined by the WV Content Standards and Objectives West Virginia Achieves Framework for High Performing School Systems for High Achieving Schools, 2004.

8. “Curriculum is like . . .” Activity 1

9. Curriculum Alignment The on-going process of bringing congruence to the written curriculum, taught curriculum and assessed curriculum so (1) all that is assessed has been taught, and (2) what is taught encompasses the written curriculum “West Virginia Achieves Framework for High Performing School Systems,” 2004.

10. TRADITIONAL Anything and/or everything Teacher selections Assessment content determined by testing company NEW The content standards Prioritized selections Assessment content based on student learning Curriculum Paradigm Shift

11. Curriculum Prioritization The local consensus process of assigning relative value to curriculum objectives in order to make informed instructional decisions about the amount of time allocated to an objective and the degree to which it is an instructional focus (It is recommended that no objective be completely eliminated during the prioritization process.) “West Virginia Achieves Framework for High Performing School Systems,” 2004.

12. Why do we need to prioritize? • Research tells us that it would take between 22 and 26 years for teachers to teach all the standards and objectives in the state curriculum. (Marzano and Kendall) • Since research tells us this, teachers have two choices: • Teach everything equally • Teach prioritized standards for a deeper level of understanding • Prioritizing does not mean eliminating any standards. It means focusing on some standards more than others.

13. Prioritization Criteria The basis for assigning relative value to curriculum objectives is (a) the overall importance for a student’s enduring understanding of the content; (b) the importance of the objective as a prerequisite to the next level of learning; (c) the results of prior assessments of student proficiency; and (d) the value of the objective on high stakes testing. “West Virginia Achieves Framework for High Performing School Systems,” 2004.

14. Levels of Priority • Essential--The larger concepts, principles, or processes that you want your students to understand at a greater depth. • Important--The key knowledge and skills that lead to student understanding of essential knowledge. • Nice to Know--The lower priority material that students need to encounter but not understand to a greater depth.

15. Priority vs. Instructional Time Prioritized Instructional Content Time • Essential 50% 70% • Important 30% 25% • Nice to Know 20% 5%

16. Curriculum Mapping Survey Activity 2

17. Curriculum Map A graphic representation of the recommended instructional sequence for curriculum objectives during the instructional year and across the grades Pre K to 12, which is used as a management tool for enhancing curriculum continuity, communication and coordination “West Virginia Achieves Framework for High Performing School Systems,” 2004.

18. What does a curriculum map do? A curriculum map: • Addresses the total education of the students in a building/district • Creates a “word snapshot” of the educational activities of every classroom within a building/district • Captures the content and skills to be learned and the assessments to be administered • Provides a visual representation of a timeline for instruction www.glencoe.com

19. Why map? Mapping . . . • leads educators to ask and answer thought provoking questions to improve instruction and promote achievement. • serves as an impetus to align courses horizontally and vertically. • identifies gaps, repetitions and potential areas for integration. • provides a database of the operational curriculum of a school/district.

20. Compare and Contrast Curriculum Map Formats Activity 3

21. General Preparation for Mapping • Determine format and content of map • Identify participants in mapping process • Develop timeline and assignments for completing the entire mapping process • Determine use of technology • Gather necessary data and materials • Ensure that all teachers and administrators understand the concept of mapping

22. Constructing a Map • Identify the content (units/themes/topics) based on prioritized CSOs • Determine sequence of the content • Identify objectives to be learned • Add skill and assessment information for objectives on the map • Include other information depending on the format used (vocabulary, enduring understandings, essential questions, benchmarks, lessons, etc.)

23. Critically Examine Maps • Align content, skills and assessments • Determine adequacy of Content Standards and Objectives coverage: • Gaps/Omissions • Repetitions • Needs based on assessment data • Look for potential areas of integration across subject areas

24. Critical Examination of Maps (cont.) • Examine individually or in small/large groups • Look for areas that can be revised immediately • Establish procedures to work on areas that require long-term research and development

25. The Cycle Continues “A curriculum map is a work in progress and schools that view it as such create and recreate review teams for it, always looking for ways to build bridges among curricula. Schools with established review teams are keenly aware of the changes within the building that impact instruction and assure that such changes are reflected on the curriculum map in use.” www.glencoe.com

26. Prioritizing and Mapping the Curriculum Action Plan Activity 4

27. Final Thought Our guidelines are our intention. Our maps are the reality. Heidi Hayes Jacobs