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Curriculum Leadership Team

Check-in on Curriculum Progress Next Steps. Curriculum Leadership Team. Essential Focus of Mapping. Big Ideas in Curriculum Mapping. Brings all of the pieces together. Transparency Creates curriculum conversation A tool for the journey Essential focus. Transparency.

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Curriculum Leadership Team

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  1. Check-in on Curriculum Progress Next Steps Curriculum Leadership Team

  2. Essential Focus of Mapping

  3. Big Ideas in Curriculum Mapping • Brings all of the pieces together. • Transparency • Creates curriculum conversation • A tool for the journey • Essential focus

  4. Transparency • Makes curriculum progress clear to everyone. • Provides smooth transitions for our students. • Allows the school community to work more seamlessly. • Illuminates best instructional practice.

  5. Bringing All the Pieces Together

  6. CURRICULUM MAPPING The curriculum design work determines the WHAT, WHERE, WHEN, WHY, and WHO (grade level) The curriculum structure describes what MUST be taught to have consistency The Curriculum design does not determine the HOW, or curriculum practice. That takes place in the classroom.

  7. Curriculum Mapping Process “The BIG Picture” State Standards Content and Skills that are to be taught by all teachers at every grade level District Curriculum Mapping Process Step #1: Translating the state standards into teacher-friendly, unpacked language Step #2: Creating Planning guides - Units Individual Mapping Translating the Master Consensus curriculum into individual teachers’ classroom teaching practice

  8. Two Types of Maps *Master Consensus Map *Individual Map BOTH are needed!!! It is not about the Maps, it is more about the Curriculum work, the TALK to create and implement the mapping data. “MAP and TALK”

  9. Why a District Map? *Katieand Eddie are the focus of our work * Consistencyin instruction and assessment *Alignmentto the content standards *Increased accountabilityfor instruction *Accessto data about instruction, assessment and student learning *Vehicle forintegrationof skills in all subject areas *Awarenessof other teachers work and best practices

  10. It’s All About the Conversation! Moving from isolation …

  11. It’s All About the Conversation! …to a community of learners.

  12. Navigating Atlas

  13. Navigating Atlas • http://edpower.rubiconatlas.org • Brief overview • Log in and change your password • Default password: talent • Browse by subject and check that your faculty course assignments are correct

  14. Sustaining the Mapping ProcessA complete map is only useful if it impacts teaching and learning through conversations and reflection.

  15. Mapping is a coin with two sides One side is the documentation –the maps themselves One side is the review process – examining and revising map cumulatively between teachers

  16. FIVE TYPES OF ALIGNMENT • Internal: The elements in a teacher or district consensus curriculum map align to one another. • Cumulative: The curriculum maps build year to year; class to class K-12 • External: The curriculum and assessment maps align to external standards • To Students: Curriculum and assessment maps are specifically designed to match the needs of specific learners in specific locations. • Global: The aims and actions of our school curriculum and programs will help our learners connect to global communities.

  17. Strategic Grouping for Professional Reviews • Vertical – K-12 - extended departmental meetings • Targeted Vertical- examples: K-1; 3-6 ; 7-11; 10-12 • Across grade level- all third grade; all teachers of freshmen • Targeted cross grade level- interdisciplinary 7th grade team • Extended team- special area teachers, special ed staff, ESL • Feeder pattern- in larger districts only those sharing same students; within school following student groups • Expanded local team- virtual groupings (online); parents; community; internships • Global team- Feedback and collaboration with meaningful worldwide educators and students.

  18. Targeting Needs: Discussions, debates, and decisions will be based on… • What is in the best interest of our specific clients, the students in our educational setting? • Their ages • Their stages of development • Their learning characteristics • Their communities • Their aspirations • Their needs • The need for cumulative learning

  19. What information do we collect initially on a map? • CONTENT • SKILLS • ASSESSMENT All aligned with standards

  20. Indicators of Standards-Based Teaching and Learning • The school develops clear statements of what students should know and be able to do. • Standards apply to all students with high expectations for their success • The teacher knows how each lesson relates to district and state academic standards

  21. Students know what they are learning, what standards are related to it, and why they are learning it. • Standards are constant, instructional strategies and time are the variables. • Planning begins with standards/mastery skills rather than materials.

  22. Students have multiple opportunities to demonstrate achievement of standards. • Assessment of student achievement is consistent across teachers and schools, using common performance indicators. • Teachers work with colleagues to share and compare scoring of classroom-based assessments

  23. How can mapping improve the classroom experience for teachers? • Brainstorm how this reflective practice could impact teaching? • What are possible benefits of using Atlas for students? • Benefits for Teachers? • Benefits for the District?

  24. FOCUS of our Process The Curriculum mapping process focuses are: COMMUNICATION with your teachers CURRICULAR DIALOGUE that clarifies and supports the goal of the map design Communication plus Curricular Dialogue = COHERENCY

  25. It’s a process, not a product.

  26. It’s hard to put a puzzle together unless you’ve seen the complete picture. - Bonnie Campbell Hill

  27. Sample – Curriculum Goals

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