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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

The Intersection of Curriculum Mapping & Achievement

Making classroom decisions based on data

Dakota Valley

Fall 2009 ~ ESA 2

today
Today…
  • Reminder of why we mapped
  • Data retreat process
  • Using maps – track indcators
  • Self analyze
  • Group analysis
why create curriculum maps
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
how can curriculum mapping guide meaningful assessments
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

what impact does curriculum mapping have on student achievement
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
data retreat findings
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.
today self analysis
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
then group analysis
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
establishing immediate points
Establishing Immediate Points
  • What needs to be addressed RIGHT NOW?
  • What can be held off?
share finding
Share finding
  • Reconvene and share with large group
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