Master's Notes 4

Mr. Phillips is preparing for his first day at a new school as the curriculum director. The former director provided Mr. Phillips with the curriculum maps the district had, including the following incomplete map: Month Standards Middle School Science Topics August A1.1–A1.3 Growth and development of organisms September A1.4–B1.1 Ecosystems dynamics, functioning, and resilience October D3.1, F4.2, B1.3 Inheritance of traits November Insert standard(s) Insert topic(s) December Insert standard(s) Insert topic(s) Mr. Phillips knows he and the team of teachers and teacher leaders have a lot to do. He knows if he gives the science teachers this map, they will put it in the bottom of their filing cabinet and never look at it again. They need to know what standard A1.1 includes and what their students should know, understand, and be able to do after teaching that standard. As content needs updating or new resources become available, educators evaluate the curriculum using a process called curriculum mapping. This module focuses on the process of curriculum mapping and how curriculum mapping affects student achievement. Curriculum mapping principles will be identified to help guide the process and ensure positive outcomes for students. It will also compare types of curriculum maps that are used based on the needs of teachers, administrators, and stakeholders. Finally, this module will discuss the elements of a curriculum map and how technology can enhance the process of curriculum mapping. After engaging with this module, you should be able to do the following:  Identify the principles of curriculum mapping.  Compare consensus, diary, essential, and projected curriculum maps.  Describe common elements that compose a curriculum map.  Evaluate technology considerations for curriculum mapping. Principles of Curriculum Mapping Learning Objectives  Identify the principles of curriculum mapping. Curriculum mapping helps teachers and administrators ensure that their lessons and instruction align with standards. Curriculum mapping also allows educators to focus on balancing content across the curriculum and gathering data on redundancies and gaps in learning. Here you will read about the principles of curriculum mapping, which will prepare you for creating and revising curriculum maps in your educational setting. Consider the following questions as you read the materials in this section:  What is curriculum mapping and why is it necessary?  How does curriculum mapping relate to curriculum alignment and curriculum evaluation?  What are the principles of curriculum mapping and how are they used to develop or create a curriculum map? Why are Curriculum Maps Important?

There are many advantages to curriculum mapping, including assisting teachers and administrators in recording content that is actually taught. Knowing why curriculum mapping is valuable for student learning helps educators understand the importance of curriculum mapping. Read " Curriculum Mapping " from the Utah Education Network to learn about the benefits of using curriculum maps. As you read this text, consider the following:  How can curriculum maps help teachers identify appropriate instructional strategies and plan activities that align with standards or objectives?  What are the different ways that curriculum maps provide strategies to assess student progress and achievement? Principles of Curriculum Mapping Curriculum mapping is necessary because it helps teachers and administrators ensure that their lessons are effective and instruction aligns with what students should know and be able to do. As you read Chapter 1 from A Guide to Curriculum Mapping: Planning, Implementing, and Sustaining the Process , focus on the tenets of curriculum mapping and reflect on how these principles are used in the development of a curriculum map. " Curriculum Mapping " from the Curriculum Handbook provides a relevant process for curriculum mapping. Teachers often use strategies such as the teaching/learning mapping strategy to assist them with curriculum mapping. As you read this text, focus on the four reasons described in the text for a systematic approach to curriculum mapping. Think about the reasons why curriculum mapping is needed in your instructional setting. Consider the following questions as you read these texts:  Why are strategies such as the teaching/learning mapping strategy necessary for curriculum mapping?  Why are systematic approaches to curriculum mapping needed?  What are the differences between curriculum maps and curriculum guides?  How does curriculum mapping address instruction and assessment? Types of Curriculum Maps Learning Objectives  Compare consensus, diary, essential, and projected curriculum maps. Curriculum maps are created for various reasons and can serve different purposes. Understanding the characteristics of curriculum maps is important for developing maps that will meet the needs of students and stakeholders. This section will examine the characteristics of four types of curriculum maps: diary maps, projected maps, consensus maps, and essential maps. The purposes and the amount of detail included in each curriculum map will also be discussed. Finally, the maps will be compared based on their characteristics and purpose. As you read this text, reflect on the following questions:  How are the characteristics of the different types of curriculum maps related to their purpose?  Which situations would warrant each type of curriculum map?  Which types of curriculum map might you use? The Four Types of Curriculum Maps Understanding each map's purposes and characteristics allows educators to determine the best map for students and stakeholders. The video "What's the Difference? Types of Curriculum Maps" (1:25) from Janet Hale describes important characteristics of the four curriculum maps to help you determine why teachers or school leaders might use each type of map. Curriculum map is for district wide, what students should know no matter what school they are in. A consensus map would be school wide. Essential maps are for all subjects at different grades. The Four Types of Curriculum Maps To deepen your knowledge of the types of maps, read the descriptions of the four types of curriculum maps in Chapter 2 from A Guide to Curriculum Mapping: Planning, Implementing, and Sustaining the Process . As you read the descriptions of the maps, think about situations when each map may be used. As you read, compare the types of maps based on their levels and purposes.

Basic curriculum maps typically contain information on content, skills, assessments, evaluations, standards, and resources and include a visual aspect illustrating intra-alignment. More advanced maps may include specific strategies, modifications or activities, essential questions, and supporting questions. In this section, you will continue exploring curriculum maps and identifying crucial mapping elements. You will also read about the four elements of alignment and how to leverage them to improve your mapping skills. Consider the following questions as you read:  What elements are currently present in your curriculum maps?  What elements would you like to add to your curriculum maps?  How well are your curriculum maps aligned?  How could you use the four areas of alignment to improve your curriculum mapping practice? Common Map Elements Now it is time to take a closer look at the elements contained within curriculum maps. Maps contain many important pieces of information that must be aligned with one another. It is also important to note that curriculum maps are deliberately kept to brief descriptions of the most important curricular aspects. Maps do not replace lesson plans but may serve as a tool for guiding and organizing lesson plans. Chapter 2 from A Guide to Curriculum Mapping: Planning, Implementing, and Sustaining the Process discusses the common elements of curriculum maps. Map alignment is also crucial for a successful mapping initiative. Aligning curriculum maps may also serve as a valuable component of broader horizontal and vertical curriculum alignment initiatives. The " Curriculum Map Elements: An Overview " section from A Guide to Curriculum Mapping: Planning, Implementing, and Sustaining the Process focuses on specific map elements and their alignment. As you read these texts, consider the following questions:  Which elements of curriculum mapping are most critical for your instructional setting?  Which elements of curriculum mapping would you like to incorporate in the future?  What is important about each type of alignment for successful mapping? Review the following sample maps. Each map is unique to a set of educational circumstances. Explore the maps to search for the elements you learned about earlier in the learning resources.  High School Biology Map  Second-Grade Science Map  Fifth-Grade Math Map Consider the following questions as you explore each map:  Which elements occur consistently across the various types of maps?  Which elements are unique to specific types of maps?  Which elements that are not currently present will you incorporate into your mapping practice? Curriculum Mapping Simulation Complete the Curriculum Map Simulation for practice on identifying common map elements. What Are the Four Types of Curriculum Maps? Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information. —Samuel Johnson Curriculum, in Latin, means a course or path run in small steps. Curriculum map is a generic term used to refer to a document that represents a small step in a student’s learning path. Since a student’s path involves numerous teachers over a journey of 13+ years, it is advantageous when teachers have instant access to the maps that represent each small step. Curriculum maps are never intended to be regarded as static documents. They are the living, breathing database of a learning organization’s current and past curricular history that serve as a catalyst for ongoing curriculum dialogue and decision making (Jacobs 2004b). While coordinators and administrators often map professional development and administrative roles, the explanations in all chapters preceding Chapter 10 focus on teachers mapping student learning. Regardless of whether a map represents administration, professional development, or student learning, it can be classified as a specific type of map. FOUR TYPES OF CURRICULUM MAPS There are four types of curriculum maps. As mentioned previously, a Diary Map represents the students’ operational curriculum; it is the only type of map that documents actual learning. Although there is some variation in the names used for each of the remaining three types of maps by the mapping system companies, the common terms used are Projected Map, Consensus Map, and Essential Map. These curriculum maps represent students’ planned learning. Figure 2.1 provides a brief overview of each map type and its purpose. Figure 2.1 Four Types of Curriculum Maps When traveling, road maps become more specific the closer you get to the main destination. The main destination in curriculum mapping is the empty chair—the students in a particular classroom and course of study (Jacobs 2004b). In curriculum mapping, the concept of more specific translates to more detailed data within each type of map. An Essential Map has the least amount of detail, whereas the Projected Map and the Diary Map have the most detail representing monthly learning. A teacher’s daily lesson plans contain the greatest amount of information or level of detail (see Figure 2.2).

Figure 2.2 Levels of Detail in Curriculum Maps A Visual Comparison Figures 2.3 to 2.5 provide a visual snapshot of one month of learning at three different map levels. Notice that the data included in the Essential Map remains in the Consensus Map and the Diary Map. With each level, greater detail regarding learning expectations is included. Essential Map This planned learning map documents required learning throughout a learning organization. There are two imperatives when implementing this type of map: • An Essential Map is never meant to be designed exclusively by administration. A curriculum-mapping tenet states that teachers are involved in designing the curriculum. If a teacher-based task force is not involved in the design of an Essential Map, there will be a high probability of little or no teacher buy-in since they may feel neither trusted as leaders nor honored as curriculum designers. • An Essential Map is never meant to contain excessive detail. This takes away from the autonomy of a school site or an individual teacher. This map is not intended to be a scripted day-by-day or week-by-week pseudo pacing guide or record of lesson plans. When correctly designed, an Essential Map informs schools of the obligatory learning determined to have the greatest impact on ensuring student learning success. When an Essential Map is published within a selected mapping system and is ready for implementation, a school-site teacher team replicates the appropriate grade level or course as a Consensus Map, using the Essential Map’s data as the baseline for student learning, and includes additional planned learning, as represented in Figure 2.4. Consensus Map The term consensus indicates collective agreement. For this type of map, curriculum agreement takes place within a particular school site. For example, if a district has four elementary schools, it would have one Essential Map and four Consensus Maps. A Consensus Map can be designed by teachers with or without other types of maps in existence. If an Essential Map exists, it serves as the foundation for a school site’s Consensus Map. If no Essential Map exists, but Diary Maps do, teachers come to agreement on planned learning by reviewing the existing Diary Maps and revisiting the appropriate standards to design the Consensus Map. If no maps exist, a teacher team may design a Consensus Map by (a) reviewing current or past school- or district-generated curriculum documents that can be adapted to a map element structure and/or (b) enlisting the breaking apart standards procedure, which is explained in Chapter 9. When Consensus Maps are designed without incorporating data from Essential Maps, they are not considered complete when first drafted. A critical step in the design process is to conduct vertical comparison reviews across grade levels or courses. Grade-level or course-specific teams review the drafted Consensus Maps to ensure no gaps, repetitions, or absences are present in the planned learning. Once the Consensus Maps are published and in use, teachers can still expect times of revision and refinement. Ongoing adjustments often take place during the first few years of publication, especially when Essential Maps are later published because this may affect a particular school site’s established Consensus Maps. Figure 2.3 Social Studies Essential Map Month Figure 2.4 Social Studies Consensus Map Month Figure 2.5 Social Studies Diary Map Month Projected Map and Diary Map These two map types are in fact the same map in that they provide data regarding an individual teacher’s learning environment. They are differentiated simply by real time (i.e., calendar months) and purpose. Let’s say it is February. Mrs. Murnighan’s Grade 5 mathematics curriculum map includes detailed data for each month of the school year. The data for September through January is referred to as her Diary Map. Mrs. Murnighan has reviewed the data each month and has made certain that the information included accurately reflects the operational learning for the current school year up to January. The detailed data for the current month through June is referred to as her Projected Map since these months currently provide evidence of the planned learning for the remaining months of the school year. If a teacher designs a personal map without the existence of other types of maps, the teacher will base student learning on grade-level or course-appropriate national, state, or local standards and, if applicable, established curriculum guidelines. If a Consensus Map exists, a teacher’s personal map will be based on the collaborative map’s data, as represented in Figure 2.5. Curriculum Maps Versus Lesson

format, and intra-alignment of the map elements. At the onset of a mapping initiative, less is more. Intra-aligned content, skills, assessments, and standards are the elemental cornerstones (Jacobs 1997). Chapter 4 comprehensively explains these common initial elements as well as the inclusion of evaluations and resources. Chapter 8 addresses refining map data by including one or more of the additional elements. One Discipline at a Time Along with not overloading the number of map elements teachers are initially required to map, make sure to not overload teachers with the number of disciplines or courses to map when initially implementing the mapping process. For the first year, if teachers are asked to create a Projected Map or a Diary Map, it is recommended that each teacher maps one grade-level discipline (elementary), one grade-level or course period (junior high school/middle school/high school), one grade-level discipline or course (specialists), or one pull-out period or one or two specific students (special education) to gain personal confidence in writing and recording the map elements. Districtwide Discipline Focus If curriculum mapping is a districtwide initiative, it is recommended that one discipline be selected as the first districtwide focus. The simplest discipline to systemically map is mathematics due to its somewhat natural learning progression. The most difficult to systemically map is language arts. The multifaceted composite of reading, writing, listening, and speaking makes agreement on how to map this discipline complex. The selection of a districtwide discipline focus does not mean that only those teaching the discipline participate in the mapping process. Everyone who works directly with students needs to learn to map. For environments such as special education, counseling, or support services, what is mapped may vary and is best determined once all teachers and support staff have learned how to write a quality map that includes the common initial elements. Everyone needs to personally internalize (a) the mapping procedures, (b) how to write a quality map, (c) how to record the map elements within a mapping system, and (d) how to use a mapping system’s data-retrieval features to drive curriculum decision making. All disciplines will eventually have a turn at being a districtwide focus. Selecting an initial districtwide discipline to begin the process of ensuring a spiraled curriculum void of gaps, repetitions, and absences will have design implications. For example, while elementary teachers are only mapping mathematics, at the middle school and high school levels, some teachers are mapping mathematics while others are mapping various disciplines. Therefore, it may take four to five years to vertically map and align the collective disciplines of mathematics, science, social studies, and language arts since the elementary teachers are at a slight disadvantage. To expedite the vertical-articulation process, once teachers have internalized how to design and write maps, some larger learning organizations have elementary teachers divide up the yet-to-be-mapped disciplines and each grade level designs Consensus Maps first before recording Projected Maps or Diary Maps for the additional disciplines. Specialists including art, music, physical education, library science, technology, and trade professions should start learning how to write a quality map by mapping one grade level or course at the onset of a mapping initiative. At some point the specialist teachers will need to discuss designing collaborative planned learning maps. For example, if a learning organization is small and has one art teacher in the elementary school, one in the middle school, and one in the high school, these three teachers can work together to design Consensus Maps for each school site. If a learning organization is large and there are two art teachers in each of four elementary schools, two art teachers in each of two middle schools, and three art teachers in one high school, these fifteen teachers may collaboratively design K–12 Essential Maps that include the mandatory learning regardless of school site. Each school site’s art teachers will then use the appropriate Essential Map data as the foundation for the school-specific Consensus Maps. Technology for Curriculum Mapping Learning Objectives  Evaluate technology considerations for curriculum mapping. Technology tools enable educators to craft, customize, and refine curriculum maps with ease. Originally, curriculum mapping was completed with paper and pencil, later with spreadsheets and word processing programs, and eventually with mapping programs. A twenty-first-century mapping system allows ease of collaboration and revision. Today, many districts even subscribe to mapping systems for teacher teams to leverage. New tools become available regularly, so it is important to know what questions to ask when reviewing options. Regardless of the type of program used, it is important to evaluate these factors to provide the best system to aid educators. Consider the following questions as you read the resources in this section:  What types of mapping software are available in your school or district?  Which elements are present in your current mapping program?  Which elements are needed as part of your school's mapping program?

What to Consider When Using Technology The decision-making process for mapping programs is not easy. Chapter 10 from A Guide to Curriculum Mapping: Planning, Implementing, and Sustaining the Process provides some practical steps to aid your work. For example, it is important to speak to those already using the programs of interest to gather information, as well as obtain a trial license to use the program to explore its features and interface. Next, review one district's checklist for interviewing technology companies on page 19 of " Tools for Curriculum Development and Implementation " from the Indiana Department of Education. Consider the following questions as you explore these readings:  Which steps does your district typically employ when exploring technology options to aid planning?  Which steps will need to be implemented that are not part of the current process but that you feel would be beneficial?  What types of information will the interview questions yield?  Which questions from the checklist do you feel are most critical for your school or district, or both? In this module, you will explore the four types of curriculum maps in-depth and learn what is needed to create diary, projected, consensus, and essential maps. Educators must understand each type of map and its application to create and implement the maps in the classroom. Teachers may be assisted in the mapping process by instructional specialists and curriculum directors. These individuals provide support and insight during each mapping phase. Instructional specialists and curriculum directors may also aid teachers in developing cross-curricular connections within the maps. These connections create a well-rounded educational experience for students. Finally, this module will explain the steps necessary to develop a curriculum map. After engaging with this module, you should be able to do the following:  Describe the information needed to create a diary or projected curriculum map.  Describe the information needed to create a consensus or an essential map.  Describe how instructional specialists and curriculum directors can support teacher leadership during the curriculum mapping process.  Recommend strategies for developing cross-curricular connections in curriculum maps.  Identify the steps of developing a curriculum map. Consensus and essential maps are broad agreements designed to inform stakeholders of critical curriculum components. They are created in a collaborative process at the district or local level. Consensus and essential maps help teachers, administrators, board members, students, parents, and the community understand the learning expectations. Consequently, they are often posted on school and district websites for ease of public access. This section will present the difference between consensus and essential maps, describing the purpose of the information inputs needed to create each. Consider the following questions as you read the resources on this page:  What are the similarities and differences between consensus and essential maps?  What information is included in consensus maps?  What information is included in essential maps?  What collaborative processes foster the creation of effective consensus maps? Consensus and Essential Maps In this section, you will explore consensus maps and essential maps, the relationship between them, and their relationship to diary and projected maps. Chapter 6 from A Guide to Curriculum Mapping: Planning, Implementing, and Sustaining the Process presents the elements included in essential and consensus maps. In addition, it discusses the collaborative processes necessary for designing consensus maps, challenges that may arise during mapping collaboration initiatives, and developmental considerations associated with each type of map. Consider the following questions as you read the chapter:  What elements of consensus mapping are already in place in your instructional setting?  What elements of essential mapping are in place in your district? Where are essential maps housed?  How can you incorporate additional practices discussed in this chapter into your setting to improve your curriculum maps? Mapping Spotlight: Consensus Maps In Chapter 6 you learned about the difference between consensus and essential maps. The collaborative process of creating a consensus map presents unique challenges. Educators bring a myriad of skills and knowledge to the collaboration effort because they are informed by classroom experience, understand the students and community, and have a desire to advocate for student needs. Instructional coaches and curriculum directors play a valuable role in creating this space by providing structure, training, and moderation to facilitate successful consensus mapping. Chapter 3 from Getting Results with Curriculum Mapping discusses the collaborative processes associated with consensus mapping, outlines the benefits

 Silencing Activity  Lab: Can you Shatter Glass with Soundwaves?  Cause vs Causation: Reading Jigsaw Resources: A strong practice is to list any resources you used which helped bring the content to life. Atlas is a perfect place to store resources so you don’t have to worry about hard copies or remembering which word or google file you saved them in. It’s also an easy way to access and share resources with others in the future. Circling Back to Your Diary Map: Documenting our curriculum and recording what actually occurs allows us to formally reflect on what we planned, what worked, what never happened, and why. This allows us to constantly streamline instruction, year-to-year. Returning Next Year: After you’ve creating a diary map for each unit within the school year, you’ll be able to return to it the following year as the Planned Map to review before you teach the unit again. This is a great time to think strategically about any changes you might want to make, such as:  Tweaking your Essential Questions  Developing an Enduring Understanding to guide the unit  Creating a fun and enriching new student-centered learning activity  Adding as assessment you’ve been thinking about that will help increase student engagement Capture Reflections: After you’ve taught the unit, circle back again and treat the unit plan as a Diary Map, making sure your unit reflects what you actually did with your students. As we all know, what we do each year shifts based on a number of factors, and your units will need to be updated in order to capture those changes. Once you have a diary map established, depending on the changes you’ve made, you’ll want to take 15 to 20 minutes to update your unit. The consensus map informs the projected map, but the projected map should also contain specific details and data that a consensus map does not contain. A diary map records the operational learning in the classroom as the school year progresses, while a projected map shows the learning planned for the school year. Correct! The diary map records the operational learning as the school year progresses, while a projected map is crafted at the beginning of school to plan learning for the year. Teacher Support During Curriculum Mapping Learning Objectives  Describe how instructional specialists and curriculum directors can support teacher leadership during the curriculum mapping process. Creating a curriculum map can be a daunting task for some teachers. Fortunately, there are system-level school positions dedicated specifically to the work of curriculum development. The focus of this section is to help you understand how, as curriculum directors, curriculum specialists, and school leaders, you can encourage and support the curriculum development and design process. You will examine several district-level positions that focus specifically on curriculum design and making sure teachers have the resources needed to implement the curriculum. This section also highlights strategies you can use to build strong collaborative working groups to enhance the curriculum mapping process. As you read the resources in this section, consider the following questions:  How can curriculum developers and instructional specialists support teachers with curriculum mapping and design?  What are strategies for creating collaborative working groups to support the curriculum mapping process? Supporting Teacher Leadership This section discusses how curriculum directors support and encourage the curriculum design process with teachers and curriculum leaders. Chapter 4 from An Educational Leader's Guide to Curriculum Mapping: Creating and Sustaining Collaborative Cultures describes the curriculum director's role and explains how it involves empowering teachers' knowledge of curriculum design. This section also identifies strategies that curriculum leaders use to build relationships that allow for collaboration during the curriculum mapping process. To further support teachers, Chapter 2 from Getting Results with Curriculum Mapping demonstrates how the curriculum mapping process can be used to create a collaborative learning community in schools. Curriculum design and development requires involvement from all levels of school administration. In the previous section, you looked at the role of the curriculum director or district-level staff in supporting curriculum development. Chapter 5 from An Educational Leader's Guide to Curriculum Mapping: Creating and Sustaining Collaborative Cultures examines the school principal's role and provides strategies that principals can use to build trust among teachers to support curriculum development. Understanding how administrators work with curriculum leaders and how they involve teachers in the

decision-making process of curriculum development is essential to the work of curriculum leaders and teachers. Consider the following questions as you read these chapters:  How can curriculum directors support teachers during the curriculum design and mapping process?  What are strategies that administrators can use to build trust and support teacher leadership?  What strategies are used by curriculum directors to encourage collaboration during the curriculum mapping process?  Why is it important to involve teachers in the decision-making process? Curriculum Mapping Resources Curriculum leaders need to have resources available to support teachers during the mapping process. " Curriculum Mapping " from the Oklahoma State Department of Education provides educators with resources and materials to support an understanding and development of curriculum maps. The Curriculum Map Review Guidelines from Ted Nellen is a checklist of what should be included when you create your map. Consider the following as you read these articles:  How will the guidelines presented help educators identify evidence of redundancies or gaps in the curriculum?  How would these guidelines help educators focus on balancing the content across the curriculum? Curriculum Map Review Guidelines I. The Essential Questions Remember that good essential questions have some basic criteria in common: · They center on major issues, problems, concerns, interests, or themes. · They are open-ended and resist a simple or single right answer. · They are deliberately thought-provoking, sometimes controversial, and are usually higher order type questions. · They require students to draw upon content knowledge and personal experience. · They can be revisited throughout a unit, or beyond, to engage students in evolving dialogue or debate. · They lead to other essential questions · They are NOT just a rewrite of a teaching objective. · While content often repeats, essential questions show the difference in the approach. Discuss the essential questions in terms of the following: 1. Do the questions highlight key concepts? 2. Do the questions relate to the skills ? 3. Do the questions have a logical sequence ? 4. Are the questions framed to engage the learners ? 5. Are the questions open-ended ? 6. Are the questions realistic for the time frame and level ? 7. Are there an appropriate number of questions (not too few/too many)? 8. Are the questions non-repetitious? II. Skills Look over the Skills portion of the maps in respect to these points: 1. Are the skills written as action verbs 2. Do the skills link to the essential questions? 3. Does the level of the skill match the level of study? 4. Are cross-curricular skills, or skills relating to the ESLRs also mentioned at some point? III. Assessment Evaluate the Assessment portion of the map according to the following: 1. Have enough details been given about the type of assessment? 2. Do the assessments show evidence of precise skills? 3. Do the assessments reflect the essential questions? 4. Are the assessments appropriate to the level? 5. Do the assessments (overall) provide evidence of growth or regression over time?

 Identify the main steps for mapping a curriculum.  Describe what is involved in each step of creating a curriculum map. Curriculum Mapping Procedures What are the steps for mapping the curriculum? Read the descriptions for Phases 1–5 in Chapter 2: "Procedures for Curriculum Mapping " from Mapping the Big Picture . This text describes procedures for creating a curriculum map. Although the procedures may vary based on the type of map, the five phases can be applied to create any curriculum map. As you read about each phase, focus on the purpose and goal of the step. Also, reflect on how creating a curriculum map is enhanced when educators collaborate and work together. Learning how to develop curriculum maps involves studying examples. Here are some great examples for you to study to further understand curriculum maps:  Fourth-grade math  Eighth-grade life sciences  Foreign language  Fine arts As you read this chapter, consider the following questions:  What are the steps to create a curriculum map?  What information is included in a curriculum map? Implementing Curriculum Maps Learning Objectives  Identify the organizational components required to successfully implement curriculum maps. The implementation of curriculum maps within a school or school district sometimes requires a systematic change. All stakeholders, including teachers, curriculum leaders, and administrators, must invest time and energy in developing a shared meaning of the curriculum. Developing a shared meaning or understanding involves thoughtful planning and deliberate performance of action steps. This section examines five critical components of systematic change for curriculum mapping. These components are important because they provide a framework for the effective implementation of curriculum maps. As you review the critical components, focus on how your school or school district could use the components to design an implementation plan. Consider the following questions while you review the resources in this section:  How does focusing on the five critical components support the implementation of curriculum maps?  What are the roles of curriculum leaders and stakeholders in the implementation of curriculum maps? Critical Components of Curriculum Implementation As a curriculum leader, your process for implementing curriculum maps with teachers and principals is just as important as the process of designing the curriculum map. Effective implementation of the curriculum requires planning and the identification of proven strategies. Chapter 11 from A Guide to Curriculum Mapping: Planning, Implementing, and Sustaining the Process focuses on helping educators identify factors that support the successful implementation and sustainability of the curriculum. Consider the following questions as you read this chapter:  What are the five critical components of the systematic change in curriculum map implementation?  How are the critical components used to help implement a curriculum map? Why are curriculum map reviews important and why should teachers understand the process? Understanding the purpose of curriculum map reviews and how to conduct a curriculum map review is important because it ensures that concerns or issues are addressed. As you read this section, focus on the following questions:

 What are the purposes of conducting curriculum map reviews?  What is the difference between a formal and an informal curriculum map review? Initiating a Curriculum Map Review Once a map is created, it needs to go through a series of reviews and revisions. The first section of Module 6: "Initiating the Review Cycle: The Read Through Process " from Curriculum Mapping Planner highlights how the review process is initiated and describes what happens once the curriculum map is developed. Consider the following as you read this text:  How can the curriculum become the focal point of meaningful discussions?  How does examining the maps provide teachers with a deeper understanding of the curriculum?  Why might teachers feel vulnerable during the review process due to others reviewing and critiquing their work? Reviewing Curriculum Maps After a curriculum map review is initiated, it is important that there be an agreed-upon process to complete the review. It is necessary to regularly review curriculum maps to evaluate effectiveness in meeting intended outcomes. Review and revision are also important because both processes provide teachers with opportunities to collaborate and make decisions about effective instructional practices. Chapter 7 from A Guide to Curriculum Mapping: Planning, Implementing, and Sustaining the Process describes the importance of conducting reviews on curriculum maps and identifies a process for conducting a formal or an informal review. Consider the following questions as you read this text:  What issues or concerns would require a review of a curriculum map?  How is a curriculum map review conducted?  What are the steps in a curriculum map review process? Module 6. Initiating the Review Cycle: The Read Through Process Mapping is a verb. It is an active review process articulated in the Curriculum Mapping Seven-Step Review Process developed by Jacobs (1997). After developing maps, schools and districts enter the editing phase of the process, known as the read through. During this editing phase, schools or districts find teachers experience the purpose of curriculum mapping. Teachers who may not have been on board in the early stages frequently find themselves very engaged in the rich dialogues that come about as a result of the mapping process. They begin to understand how the maps can become the focal point around which meaningful professional discussions can take place in an efficient manner. During this phase in the process, teachers have an opportunity to gain a deeper understanding of the curriculum by examining their colleagues' maps. They gain a better understanding of the curriculum across the system in addition to having the opportunity to "zoom in" on specific targeted areas. Teachers practice their editing skills as they review the maps for possible gaps, repetitions, and omissions. In addition, they also note questions they may have and clarifications needed to understand the content being taught in different classes or courses. While this is an exciting, engaging process, it is not uncommon for teachers to feel somewhat vulnerable during this because since they are baring their souls by sharing what they believe to be most important in learning—their curriculum. For this reason, we have suggested some strategies that can be used to ensure a safe, respectful sharing environment that encourages these rich professional dialogues. It is during this phase that teachers have the opportunity to truly experience the heart of the mapping process. It takes mapping to another level as teachers gain a clearer sense of the purpose of mapping and how it can be used as a tool to impact classroom instruction and student achievement. In short, having maps does not help learners— using them will. Purpose and Primary Focus Module 6 explains the Seven-Step Review Process and how it serves as a medium for rich professional discussions that can provide the data needed to strengthen alignment and provide a stronger curriculum for the children in their school or district. This module also includes strategies and suggestions to help set up a read through cycle and maximize the benefits from this phase in the mapping process. Key questions that are explored in this module include: How can the mapping process be used to revise the current curriculum in your school or district? What strategies can be used to maximize the benefits of the review cycle? What are the short- and long-term benefits of the review cycle? Activities and Supporting Materials Activities and supporting materials provided in this module focus on the Curriculum Mapping Seven- Step Review Process (Jacobs, 1997); the purpose of the cycle; types of read throughs; map reading strategies; review process protocols; data collection; prioritization of data findings; strategies to address the targets to be addressed; and benefits of the cycle.

Concept: The read through process provides the vehicle through which a school or district can make meaningful instructional decisions.  The Seven-Step Review Process  Purpose of the Review Cycle  Reading Maps for Information  Types of Read Throughs  Protocols for Review Process  Collection and Analysis of Data  Determination of Priorities  Strategies to Address Target Areas  Benefits of the Review Cycle  TERMS Like Coaching Group Review, Mixed Coaching Group Review, Coaching Protocols, Read Through Process, Review Cycle SKILLS  Summarize the Seven-Step Review Cycle.  Distinguish between different types of read throughs.  Use a protocol to implement the review cycle.  Read maps for specific data/areas of focus.  Collect and analyze data to determine immediate priorities.  Generate strategies to address priorities.  Develop a time line and determine next steps.  Identify the benefits of the read through process. EVIDENCE OF LEARNING  Summary notes including: key points, purposes, and questions from the discussion on the Seven-Step Review Cycle  Data collection charts from the different groups  Analysis of data from the read through process with noted priorities  Action plan to address the priorities identified  List of benefits of the process ACTIVITIES Seven-Step Review Cycle (workshop)  Read Chapter 2 in Mapping the Big Picture and Chapters 7 and 8 in A Guide to Curriculum Mapping , which provide information on the Seven-Step Review Cycle.  In table groups, synthesize the information shared and develop a visual (on chart paper) that summarizes the information. Be sure to include: the model, purpose, and types of read throughs.  Discuss the merits of each of the different types of read throughs.  Share your visual in the large group. Read Through Process (small group exercise)  In small groups, using the maps you generated during the last session and any additional months you have had an opportunity to complete, conduct the read through process using the protocol provided in the training module. (For this activity, sample maps could also be used to practice the process.)  Follow the directions in the protocol and generate feedback on large poster sheets.  When all groups have completed the process of generating the feedback for the targeted areas, post the sheets on the wall and conduct a gallery walk. Analysis of Review Cycle Data (small group exercise)  Following the gallery walk, in your read through groups, identify common themes that emerged.  As a group, determine top priority areas.  Share your common themes and priorities with the other groups. Is there consensus? If not, what can you do to reach consensus? Action Plan/Time Line (small group exercise)  In small groups, brainstorm possible ways to address the priority areas. Consider creative ways to find time, who should be involved, time lines, etc.  Share suggestions in the larger group. Processing the Benefits (small group exercise)  In small groups, discuss benefits of the read through process. What worked? What changes would you make in the protocol for the next read through?  Are there any other changes you would recommend for the next review? ASSIGNMENTS  Bring the list of your school or district committees that you developed for the third training module.

 Develop a draft of what you believe is the current organizational structure for school based decision making in your school or district. Bring it to the next training session. Curriculum maps rely on data to best meet student needs. These data guide decisions regarding mapping trends and focus elements. A careful selection of data sources is therefore crucial. Consistent, meaningful data sources should be part of the mapping process from year to year. The data will vary based on the unique needs of the school and the community. In this portion of the module, you will explore an existing map to identify potential sources of additional information. As you read the materials in this section, consider the following questions:  What sources of information do you currently use to inform your mapping practice?  What additional sources of information would you like to incorporate to refine your work? Refining Curriculum Maps Using Data Some curriculum maps include much more detail and data than others. Curriculum map templates and software often have areas for additional fields, where data can be added to support and enhance the map. In this section, you will review options available for additional mapping elements based on available data. These data are unique to each school and can be prioritized based on student needs. In Ch. 8 from A Guide to Curriculum Mapping: Planning, Implementing, and Sustaining the Process , you will read about map element options such as strategies, accommodations, modifications, activities, and types of questions to enhance and refine your maps. Consider the following questions as you read the chapter and as you look at the interactive element below:  What elements are currently in place on your curriculum maps?  What data sources are available to inform future mapping initiatives in your setting?  What elements would you like to include on maps in the future?