Getting Results - ASCD

1 Getting ResultswithCurriculumMappingGetting Resultsw i t hCurriculum MappingFacilitator s GuideFacilitator s GuideAssociAtion for supervisionAnd curriculum development Association for Supervision and curriculum DevelopmentAlexandria, Virginia USAG etting Resultsw i t hCurriculumMappingFacilitator's GuideAbout the DevelopersThis guide was prepared by Ann Johnson, executive director of curriculum , andCrista Carlile, science curriculum coordinator, Des Moines Public Schools,Des Moines, Iowa; John Checkley, executive producer, ascd ; and Rebecca Baker,program coordinator, video program was produced by Oppix Productions, Inc., and gratefully acknowledge the support and participation of Des Moines PublicSchools, Des Moines, Iowa, and East High School, West Chester, StaffVideo ProductionJohn Checkley,Executive Producer and Project ManagerRebecca Baker,Program CoordinatorJudy Ochse,Senior Associate EditorKathy Checkley,Development Team MemberScott Willis,Development Team MemberManual ProductionGary Bloom,Director, Design and Production ServicesMary Beth Nielsen,Manager, Editorial ServicesDina Murray Seamon,Production Specialist/Team LeadGreer Beeken,Senior Graphic DesignerJudy Ochse,Senior Associate EditorSarah Plumb,Production SpecialistASCD is a community of educators, advocating sound policies and sharing bestpractices to achieve the success of each learner.

2 Founded in 1943, ascd is a nonprofit,nonpartisan, international education association with headquarters in Alexandria, publications present a variety of viewpoints. The views expressed or implied inthis video program and manual should not be interpreted as official positions of 2006 by the Association for Supervision and curriculum Development,1703 North Beauregard Street, Alexandria, VA 22311-1714 USA. All rights in the Handouts and Overheads and Readings and Resources sections of thismanual are intended for use in face-to-face workshops designed as part of this videostaff development program. For this purpose, materials in these sections of the guidemay be reproduced. Any other use of these materials is prohibited, unless writtenpermission is granted by for Supervision and curriculum DevelopmentTelephone: 1-800-933-2723, or 1-703-578-9600 Fax: 1-703-575-5400 Internet: : Stock Nos.

3 : VHS Tape, 406166; DVD, 606166; Facilitator s Guide, 406166FG;VHS Tape and Facilitator s Guide, 406167; DVD and Facilitator s Guide, 606167 ISBN Nos.: VHS Tape with Facilitator s Guide, 978-1-4166-0458-7 and1-4166-0458-8; DVD with Facilitator s Guide, 978-1-4166-0459-4 and 1-4166-0459-6;Facilitator s Guide, 978-1-4166-0460-0 and 1-4166-0460-X; VHS Tape only,978-1-4166-0473-0 and 1-4166-0473-1; DVD only, 978-1-4166-0474-7 and1-4166-0474-X11 10 09 08 07 06 10 9 8 7 6 5 4 3 2 1 IntroductionGetting Results with curriculum mapping .. 3 Purpose of the Program .. 6 About the Program .. 6 Role of the Workshop Facilitator.. 10 WorkshopsGetting Results with curriculum MappingWorkshop 1.. 15 Workshop 2.. 18 Handouts and OverheadsHandout 1 Workshop Objectives .. 33 Handout 2 Old Versus New Vocabulary .. 35 Handout 3 Working Definitions.

4 37 Handout 4 Benefits of curriculum mapping .. 39 Handout 5 Biology One-Year curriculum Map .. 41 Handout 6 curriculum Map for Biology, Grade 10,October: Genetics .. 47 Handout 7 Mathematics, Grade 5, One-Year Map .. 49 Handout 8 curriculum Map for Mathematics, Grade 5: Algebra .. 55 Handout 9 curriculum Map for American Citizenship, Grade 8 .. 57 Handout 10 curriculum Map for Civics, Grade 8, October .. 61 Handout 11 Consensus or District Map for Biology .. 63 Handout 12 District Map for Mathematics, Grade 5 .. 67 Handout 13 Consensus or District Map for American Civics,Grade 8.. 71 Handout 14 Implementation Plan: Factors to Consider .. 73 Handout 15 Incorporating Technology: Three Essential Questions .. 75 Overhead 1 Workshop Objectives .. 77 Overhead 2 Old Versus New Vocabulary .. 79 Overhead 3 Benefits of curriculum mapping .. 81 Overhead 4 Creating Quality Maps: Guiding Questions.

5 83 Overhead 5 Key Concepts of Consensus, One-Year,and One-Month or Unit Maps .. 85 Overhead 6 Articulation and Teamwork: Reflection Questions .. 87 Overhead 7 Incorporating Technology: Three Essential Questions .. 89 GettingResults withCurriculumMappingReadings and ResourcesReading 1 Long-Term Journey That Transformed a District, by A. Johnson and J. L. Johnson .. 93 Reading 2 Creating a Timely curriculum : A Conversation withHeidi Hayes Jacobs, by D. Perkins-Gough .. 101 Resource 1 curriculum mapping Software Programs:Thoughts and Questions to Consider .. 107 Resource 2 Template for a Professional Development Plan .. 113 Resource 3 Sample Professional DevelopmentImplementation Plan .. 115 Resource 4 Coaching Questions for Developing aQuality Month or Unit Map .. 117 Resource 5 Critical Documents in the CurriculumMapping Process.. 119 Resource 6 Steps in the curriculum mapping Process.

6 121 Resource 7 District or Building Assessments toDetermine Next Steps .. 123 Resource 8 curriculum mapping Implementation .. 125 Resource 9 Discussion Questions for SupplementaryVideo Segments .. 133 Getting Resultsw i t hCurriculumMappingIntroductionGettingRes ults withCurriculumMappingAs the world moves forward into the 21st century, information accessis growing exponentially; demanding jobs are requiring more educa-tion and knowledge of technology than ever before; and teachers arebeing bombarded by an overwhelming number of textbooks that containmore information than can possibly be covered in a single school they think about and plan for their classes and lessons, educatorsneed to focus on this question: What do students need from my class tobe successful at the next level in their lives? At the same time, educatorsmust realize that this question cannot possibly be answered in isolation,because a good education is the composite effort of an entire series ofteachers a student meets from the first day of prekindergarten to gradua-tion day years later.

7 No teacher acts alone; every teacher plays some rolein preparing a child for the future. To unify and focus their efforts, there-fore, they need to mapping can be the vehicle for opening up the lines of com-munication among all educators within a school system. Encouragingteachers and school leaders to have conversations within their own build-ing as well as with other schools in their district will lead to a greatersense of collegiality. Such conversations will help educators focus onmore than what takes place in their own individual curriculum map is a working document that illustrates exactly what istaking place in classrooms. Maps reveal what is being taught over thecourse of a year, within a unit of study, and even down to a specific les-son. Often, a map for a lesson will include essential questions, the con-tent that will be covered, skills students will demonstrate if theyunderstand the content, assessments, and Hayes Jacobs president of curriculum Designers, Inc.

8 , directorof the Center for curriculum mapping , and this program s consultant views mapping as integral to improving instruction. mapping is a procedure for finding out what teachers actually do withtheir students through the course of the calendar school year. It s a wayof collecting data based on the lessons, units, and annual curriculumplans that serve as a reality check, says adds, Rather than looking at what teachers aresupposed to dowithkids, we deal with what theyreally do. But more than anything, [a cur-riculum map is] a communication tool between teacher and student andbetween teacher and teacher to look at kids experience over the longhaul not only through the course of one year but over the entire K 12journey. 3A key question educators ask is this: How will we know we re gettingresults with curriculum mapping ? The question brought this responsefrom Jacobs during an interview for this video program:It will be because there is a direct relationship in improve-ment, in student performance, in achievement, that we cansee and measure over a reasonable period of time.

9 Mappingis a tool to make that happen. And specifically, one of themost important advanced strategies is that we learn how todisaggregate assessment data of all kinds criterion-referenced tests, standardized tests, portfolio work, class-room performance tests, or quizzes whatever forms ofassessment we have. [We can] figure out what kids need onthe basis of that analysis, and then formally, cumulatively,and collaboratively revise our maps, K through 12, bothvertically and across grade levels, and monitor the research bears out that this approach the combinationof assessment review, formal mapping and alignment, andongoing monitoring and communication is instrumentaland key in terms of improving student speaks from her experience working in schools. My experienceis that teachers actually don t know what s going on down the hall, evenwith colleagues they ve worked with for 20 years.

10 There are virtualgrand canyons between buildings. So, in reality, we need to communi-cate better if we re going to improve instruction. Let s start off with whatwe do as a way to get better and grow and grow. mapping curriculum is analogous to developing a road map for a per-sonal journey. The curriculum mapping process can lead a teacher toexamine areas of a subject never seen before and to discover gaps as stu-dents go through a subject area from start to finish. By clearly articulat-ing what skills students are expected to demonstrate at each grade leveland tightly aligning those skills to the content that is presented, mappingallows teachers to see their role in a student s journey through a preK 12 course enables teachers at each grade level to seehow to scaffold skills to build on the work students have done prior totheir course. It also allows educators to consider when to incorporate thehigher-order thinking skills necessary for students to succeed at the nextlevel.