Using Assessment Data and Student Work to Improve Curriculum Maps and Student Performance

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• Using Assessment Data and Student Work to Improve
  Curriculum Maps and Student Performance
• Teachscape
• Las Vegas, Nevada
• April 12, 2006

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Reflections for action.

• Assessment data need to be examined on two
  fundamental levels.
• Response to data needs to be cumulative and
  formal.
• Curriculum Mapping provides the tool for
  integrating data by effectively using technology.
• A 21st century data base needs a 21st century
  organization.
• Student performance can and must be improved.
• The revision of curriculum in response to
  assessment findings should and is leading to
  modernization of our curriculum.

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Essential Questions

• How can curriculum mapping improve student
  performance K-12?
• How can we revise our curriculum maps using
  assessment data cumulatively?
• How can mapping be implemented by a school or
  district?

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Creating a New Collaborative Culture to Support
Curriculum Mapping

• Trainers must diagnose
• The existing values and social structure of the
  building and school
• Social and professional groups within the school
• Common myths and problems discussed in the school
• Readiness for mapping
• Perception of students
• Perception of parents and larger community
• The view of colleagues within the building

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Using the CM Implementation Chart

• A school culture develops when it sees itself
  making progress.

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Curriculum Mapping and the Research for Effective
Schools

• Collaboration
• Reflection
• Shared Vision for Professional Growth
• Student Learning
• The process of curriculum mapping
  incorporates all these principles and brings
  educators together to learn from their practice
  as they share their insights to create a
  positive, effective learning environment for
  students.

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Curriculum Mapping Requires a Shift in Our
Thinking About Curriculum

• Curriculum is no longer an individual choice or
  action individual curriculum maps are made
  public
• Curriculum is never finished rather it is an
  on-going dynamic process

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Creating A Plan For Differentiated Staff
Development

• Goals
• Essential Questions
• Content
• Skills
• Evidence/Product
• Timeline

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1 High Technology High CM
2 Low Technology High CM
HIGH
CM Design
4 Low Technology Low CM
3 High Technology Low CM

LOW
LOW
HIGH
TECHNOLOGY
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Consider a Range of
P.D. Venues

• Various Groupings
• Hands-On Labs
• Small Workshops
• Work Sessions
• On-line Courses
• Staff Development Days Based On Data
• Observing Mentors
• Peer Coaching
• Video Conferencing

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The Basics terms, purpose, and software
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Preparation The Prologue

• Setting up leadership groups in each building
  to create the conditions for success
• Structuring conditions that will make a
  difference in your planning and initiating
• Carrying out effective R D for technology and
  long-term plans

Prologue Establishing a Leadership Cadre in each
building.
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The TRAINERS work with the building planning
team

• Diagnose present status on CM Implementation
  Chart
• Become knowledgeable about, and comfortable with,
  the mapping basics
• Identify and choose a technology format and
  template
• Identify most valuable forms of assessment.
• Draft an Action Plan (Timeline) for introducing
  the mapping process to the faculty.

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Features for software consideration

• 1) To what extent do you need to see compiled
  data from many maps2) The nature of the
  reports and summaries for which you are
  looking.3) Search possibilities- consider
  every angle for searching the maps that you
  think will be necessary for your faculty and
  administrators. 4) Alignment features with
  standards5) Lesson plan features6) Ease
  of use7) Possibilities for hyperlinks8)
  Technology support9) Training support
• 10) Means of linking with student performance
  data11) Upcoming versions and new features
• 12 Budget implications
• 13) Current options not for profit in area
• 14) State Education Department policies

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In order to motivate and engage staff

• Best Practice
• Introduce CM as a tool to solve a specific
  teaching and learning problem at the school.
• Best Practice
• Introduce CM as a hub for integrating building
  and district initiatives.

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The Hub Effect

• Identify initiatives that would be better served
  through the use of the CM review process, for
  example

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Establishing Purpose for Curriculum Mapping

• The Use of the Empty Chair
• Examining Beginning and Future Mapping Tasks

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Coaching for a Quality Map
Developed with the assistance of Dr. Ann
Johnson Des Moines, Iowa
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What is mapping?

• Calendar based curriculum mapping is a procedure
  for collecting a data base of the operational
  curriculum in a school and/or district.
• It provides the basis for authentic examination
  of that data base.

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There are three basic elements on a map

• CONTENT
• SKILLS
• ASSESSMENT

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The elements will eventually be framed focused
around a set of ESSENTIAL QUESTIONS
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..looking deeper

• Content- is the subject matter itself key
  concepts facts topics important information.
• Skills- are the targeted proficiencies technical
  actions and strategies.
• Assessment- is the demonstration of skill
  development and content understanding.

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Content The subject matter itself
key concepts supported byfacts
eventspertinent informationfocus resources
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Content Formats
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Content-
Identify the unit you are working on and write
down the key concepts, BIG IDEAS that you plan
to teach. This will give you the groundwork for
your essential questions.
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Content
Identify the critical pieces or subcategories and
include them under the concept, BIG IDEA, or
unit.
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Skills
Identify the skills a student would need to
demonstrate and develop in pursuit of the content.
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Skills are displayed on the map with precision

• Precise skills are
• assessed
• observed
• described in specific terms
• Commence with an action verb
• Are not written as a
• general process

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Skills include

• Precise skills that can be
• Accessed/measured
• Observed
• Described in specific terms
• Benchmarks and critical skills that align with
  the concept, BIG IDEA, or unit that are
  included in your local and state curriculum
  documents.

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Skills can come directly from standards

• Most state standards and organizational standards
  are written as proficiencies.
• These standards almost always begin with an
  action verb.
• The standard is integrated directly into the map.

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Precision Skills within Disciplines
in Science, Precise Inquiry Skills might be

• Observe and make notations of an event in the
  natural world or space
• Collect and display data
• Cite significant variables
• Pose explanations
• Predict future results

• 
  
  
  

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Skills across disciplines precise
skills might include

• Edit and revise skills in all disciplines
• Utilize organizational skills
• Read for decoding
• Read for text interaction
• Speak in a range of forums
• Research using technology for information access
• Create a technological production purposes
• Isolate and improve career habits for personal
  and group work

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Assessments are the Major Products and
Performances

• Assessment is a demonstration of learning
• Assessment is observable evidence
• They must be nouns.
• Tangible products
• Observable performances

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Assessments
Identify culminating products, projects, and/or
performances that you would accept as evidence
learning.
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Types of Assessments include

• Multiple Choice
• Constructed Response
• Performance-Based

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Three Tiers of Skill and Assessment Work

• Drill Practice
• Rehearsal Scrimmage
• Authentic Performance

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Essential Questions
Create essential questions that

• Embody the concept big idea enduring
  understanding
• Focus instruction and learning
• Push students to higher levels of thinking.
• Help students make connections beyond the content
  being studied.

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Check for Alignment

• Unpack the assessment and identify the skills
  students need to successfully complete the
  product, project, and performance.
• What skills do students need to be able to
  demonstrate to answer the essential questions?
• Have you incorporated the integrated skills (i.e.
  reading, writing, research) necessary to
  demonstrate mastery?

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Clarify the relationship between the map and
lesson plans.

• -blueprints and construction plans
• -levels of mapquest

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Coaching protocols Giving feedback

• Work with CM Master Rubric
• Examine examples
• Model but do not do the work
• Begin with the personal I found it helped me
• Develop sets of behaviors from a group about how
  the group can help one another
• Paired feedback
• One unit to start

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Coaching for Essential Questions
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Essential questions are designed to meet the
needs of YOUR SPECIFIC student population

• their stage of development
• Their age group
• their learning characteristics
• their communities
• their aspirations
• their needs

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What are the learning outcomes for my students?

• Enduring understandings
• Key concepts
• Critical facts
• Precision skill development
• Products and performances

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Essential questions should align with our key
curriculum elements

• CONTENT
• ASSESSMENT
• SKILLS

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Why do we need essential questions?

• Potpourri problem
• Lack of focus
• Long term recall
• Communication between teachers
• Communication between student and teacher
• Clarifying purpose
• Framing connections between content, skill, and
  assessment choices

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Essential questions designing mental velcro

• To set direction
• To increase text interaction and retention
• To focus content
• To meet standards
• To work within time constraints
• To avoid coverage

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Refining the content data

• Revisiting the content section .
• Revisiting it whether it is based on a topic,
  theme, issue, problem, or work.
• REFINING and FOCUSING the content using a set of
  essential questions.

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Design Essential Questions

• Structure the unit around 2 to 5 essential
  questions
• Use questions as the scope and sequence of unit
• Embrace the appropriate standards
• Engage the learner
• Inspire the learner
• Focus the learner

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Criteria for Essential Questions

• Highlights conceptual priorities
• Fulfills outcomes
• Language for organizing
• 2 to 5 questions
• Distinct section
• Non-repetitive set

• Realistic set of time
• POSTED by all
• Connects a range of disciplines (if.....)
• Logical sequence
• Understood by each child
• Open for investigation

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Should use language for organizing

• Since the questions serve an organizational
  purpose similar to chapter headings in a book,
  they should frame a set of activities and plans.
• They are organizing a set of learning experiences
  and have the breadth to do so.
• A highly narrow question answerable as a yes/no
  will not work.

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Highlights conceptual priorities

• The essential question should have a clear
  CONCEPT embedded.
• A concept is a relational statement. This
  statement represents a CLEAR understanding and
  idea. FACTS relate directly to the concept to
  support its meaning.
• EXAMPLE A countrys geography has a direct
  impact on its economy.

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Fulfills Learning Outcomes

• A good essential question supports the key
  learning goals that have been determined for your
  learners.
• There are many possible questions for a unit of
  study, so we must choose those that are the most
  important (the most essential) for our SPECIFIC
  learners.

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Two to Five Questions

• In order to keep the unit manageable for students
  and for teachers, it is recommended to use two to
  five questions.
• On occasion, one question will suffice.
• Using too many questions often indicates overlap.

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Distinct section

• Each question represents a section of study that
  can stand on its own.
• There should be an inherent integrity to the
  essential question and the set of
  activities/lesson plans that are within its
  grasp.
• Think of the analogy to chapter headings in a
  book. Every page in any specific chapter belongs
  there.

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Non-Repetitive Set

• Questions should not overlap.
• It is important that a sequence of questions are
  not repetitious.
• If they are repetitious, this is a sign that they
  can be combined.

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Realistic set of time

• An important consideration is how much time is
  available for a unit of study.
• With a shorter unit, obviously fewer questions
  are possible to investigate.
• A longer timeframe does not necessarily mean many
  questions are needed, but it does allow for more.
• The idea is to match the number of questions with
  the goals of the unit and with the available
  timeframe for instruction.

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POSTED by all

• A critical instructional strategy is to POST all
  essential questions prominently.
• EQs should be highly visible. They should be
  featured on all assignments on the blackboard
  and, on tests.

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Connects a range of disciplines if the unit is an
interdisciplinary design.

• Essential questions can be used within any
  discipline. (For example, in a biology unit on
  DNA).
• If you are designing an interdisciplinary unit,
  it is critical that questions embrace all of your
  designated disciplines naturally.
• A forced connection is a contradiction in terms,
  and students need to see easily how the subject
  area directly relates to the question.

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Logical sequence

• The sequence of the questions is very important
  to the learner.
• There should be a clear sequence to the sets of
  questions.
• This does not mean that a teacher has to be rigid
  in referring to the questions, but it does
  suggest that there should be a rationale for the
  sequence.

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Understood by each child

• The actual word choice for the questions should
  be thoughtfully considered.
• The questions are FOR THE STUDENTS.
• They should written with clear and accessible
  language.

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Open for investigation

• One of the most exciting aspects of writing
  essential questions is that they can spark
  investigation.
• Each question can and should frame targeted
  content that the teachers wishes students to
  investigate. (In teacher developed units.)
• Each question should also BE OPEN for genuine
  investigation as well.

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Essential Questions as an Organizer
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FLIGHT

• What flies?
• How and why do things in nature fly?
• How does flight impact human beings?
• What is the future of flight?
• Fourth Grade- six week interdisciplinary unit

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Everyday Physics Transportation Safety

• How can cars, boats, and airplanes becomes safer
  for passengers?
• How can principles of force and motion help
  driver effectiveness and safety?
• Are safety and speed compatible?
• 12th grade -Physics course-seminar model 6 week
  cycle

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COMMUNITIES

• What is a community?
• What are the characteristics of a rural,
  suburban, and urban community?
• Second grade science unit on communities

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INTELLIGENCE

• What is intelligence?
• How has intelligence evolved?
• How is intelligence measured?
• Is intelligence solely a human phenomenon?
• How will intelligence be altered?
• 11th grade-A.P.. Biology -interdisciplinary-four
  week unit

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Prejudice and Tolerance

• What are the different kinds of human prejudice?
• How can tolerance be taught?
• What has been the impact of individual and group
  prejudice?
• How can I become more tolerant?
• 8th grade-interdisciplinary team-thematic unit- 3
  weeks

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SNOW

• What is snow?
• How does it affect people?
• How does it affect me?
• First grade-3 weeks-interdisciplinary unit

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Multiplication

• How will I ever learn to multiply?
• Where will I ever use multiplication?
• Second and Third Grade (multigrade classroom)-
  three week intensive -discipline based-then
  through year

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Prejudice and Tolerance

• What are the different kinds of human prejudice?
• How can tolerance be taught?
• What has been the impact of individual and group
  prejudice?
• How can I become more tolerant?
• 8th grade-interdisciplinary team-thematic unit- 3
  weeks

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Linking questions to skills and assessments
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Coherent design
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Range of situations for questions

• Classroom unit design specific units of study
• Classroom strands ongoing school year sets of
  experiences (i.e. writers workshop)
• School wide initiatives affective or academic
  for short term or long term study
• Independent study these are designed by the
  student
• Over-arching questions
• Unit questions
• Professional development we should practice what
  we preach and use questions in our own staff
  development

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Diagnosing Student Needs from Assessment Data

• Prescribing a Curricular Response in Our Maps

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Gap analysisMerging Findings into Maps

• Bi-Level Analysis We examine student work and
  performance data in terms of
• The subject matter concepts and skills needing
  attention.
• The requisite language capacity necessary to
  carry out tasks
• Linguistic patterns
• High frequency words
• Specialized terms
• Editing/revising strategies

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Every teacher is a language teacher and should

• identify precision skills
• elevate reading, writing, speaking, listening
  in every class
• assess performance of precision language skills
  in all student work.

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Practice analyzing

• Actual test items
• Assignments
• Performance Tasks
• Common points of confusion

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Skill or Activity?

• Form a poetry circle
• Bring in pictures of different types of food
• Create a salt dough map
• Put together a puzzle of the continents
• Visit Pendarvis and Bevans mine and view video
  tapes of other mining areas

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Analyzing the Skills Poetry Example

• Skill
• Use an organizer to plan and write an end rhyme
  poem using good organization and word choice

• Rewritten to reflect more precise skills
• Use Venn diagram or web to organize poem ideas
• Demonstrate organization when writing end rhyme
  poem
• Apply appropriate word choice
• Write an end rhyme poem

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Assessment DataInclude all Assessments

• Crucial component of the maps
• Often the least developed,
• Describes the student feedback that informs our
  instruction
• Balanced mix of assessing of learning and
  assessing for learning
• Measures the skills and content
• Assesses multiple skill levels (Blooms)
• Represents a variety of assessment strategies
• What does Chapter 3 test tell us?
• What are the ways (other than tests) you receive
  feedback from your students that informs their
  grades?

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Assessment Types

• Selected Response
• Multiple choice, matching, true/false, fill-in
  blank,
• Writing Assessments
• Constructed response, extended response, short
  answer, essay
• Personal Communication
• Question/answer, conferences, and interviews
• Performance-based
• Skill demonstrations, products, performances

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Formative and Summative

• Assessing FOR Learning
• Process oriented occurs during learning
• Provides information for modifying teaching and
  learning activities
• Assists students to self-assess and learn more

• Assessing Of Learning
• Designed primarily for purposes of
  accountability, ranking of students and/or
  certifying competence
• Is an event after learning
• Measures how much students have learned at a
  particular point in time

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7 Strategies for Assessing For Learning

• Provide a clear vision of learning target to
  learner
• Use models of strong and weak work
• Offer regular, descriptive feedback
• Teach students to self-assess and set goals
• Design lessons to focus on one aspect of quality
  at a time
• Teach students focused revision
• Engage students in self-reflection, keeping track
  of their learning and sharing
• Circle the assessment strategies that you
  currently implement on a regular basis in your
  classroom that assess for learning.

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Assessments Must Be Balanced

• of (summative) learning and for (formative)
  learning
• multiple, varied assessment to serve all learners
• Keeping in mind that its not the type that
  determines formative or summative its how the
  results are used.

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Most Frequently Assessed Tasks on Standardized
Exams That We Must Consider When Creating Our Own
Assessments

• Using and interpreting graphs
• Making Inferences
• Using Map and Globe Skills
• Defending an Idea
• Critiquing a Solution
• Determining Cause and Effect Relationships
• Writing For Different Audiences and for a Variety
  of Purposes

• Critically Analyzing Written and Other Visual
  Material
• Editing for Mechanics and Sentence Structure
• Evaluating and Extending Meaning
• Synthesizing Information and Ideas

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Practice Reviewing Maps

• Look at the Maps for Critique and practice
  looking for
• Readability
• Connection between content, skills and
  assessments
• Balanced assessments
• Your questions
• Use the protocol sheet for your comments

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What are Data?

• Information organized for analysis or used as the
  basis for decision-making
• Primary Data Sources
• Outcome test scores, attendance reports,
  behavior reports, survey results
• Demographic gender, socio-economic, race,
  disability status, limited English
• Process practices that make up the
  instructional program
• the information on curriculum maps is a vital
  source of process data

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What Data Do The Curriculum Maps Provide?

• Current, authentic, time-bound process data that
  help us assess
• the skills/standards are actually taught and
  assessed?
• If all elements of the standard/learning target
  taught?
• The amount of time spent teaching the particular
  skills reflective of this learning target or test
  item?
• Is there enough time?
• Too much time?

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What The Maps Provide continued

• If classroom assessments relate to the learning
  targets and larger standards
• if the classroom assessments are appropriate
• if the learning target action verbs are listed on
  the maps
• If we know and agree with the definition of the
  action verbs?
• If the vocabulary used on the exam is included in
  the curriculum?

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Standards Data Alignment

• Meaningful standards alignment
• Meaningful alignment to standards
• What does cover really mean?
• What do the standards really ask my students to
  know ?
• How do I connect the standards to the mapping
  data?
• Assessment piece is key

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Assessment is a demonstration of learning

• The focus should be on feedback
• Designed to help the learner REVISE his or her
  performance independently.
• The assessments should be cumulative
  progressions.
• CAN HE or SHE MAKE THE PERFORMANCE BETTER?

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Assessment should reflect our times

• screenplays
• teleplays
• broadcasts
• email
• grant proposals
• web page
• spread sheets
• CAD blueprints
• forecasts
• media criticism

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Technology as a platform for revising assessment
possibilities

• Curriculum Mapping real time data and revision
• Electronic site visits
• Electronic video conferencing
• Data banks for assessments

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Improving Assessment Design

• Editing the maps for a thoughtful application of
  developmental perspectives on the maps.
• Generating BENCHMARK assessments based on item
  analysis of a sites specific student population.

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Assessment is a demonstration of learning

• The focus should be on feedback
• Designed to reveal knowledge and insight into the
  essential questions
• Designed to reveal skill acquisition in the
  examination of those questions

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DEVELOPMENTAL GENRE

• MATCHING TYPES OF WORK WITH THE CHARACTERISTIC OF
  THE LEARNER

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Developmental Stages your learners growth
patterns

• Cognitive
• Affective
• Moral
• Social role taking
• Physical

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K-2

• Sculptures
• Models
• Observation notes
• Captions
• Story boards
• Joke-telling
• Murals
• Diorama
• Graphs
• Charts
• Checklists
• Symbol systems
• Speech to persuade

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-----------------------Grades 3-5

• artifact analysis
• comparative observation
• play performance
• newspaper articles
• math matrix design
• extended research
• reports
• note cards
• interview questions
• short stories
• photo essaytext

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Grades 6-8

• the essay, the essay, the essay....
• hypothesis testing and telling
• issue based forums
• blueprints
• models
• museum text/captions
• four note taking forms
• organizational templates
• presentation of findings

• original playwriting
• simulations

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Grades 9-10and 11-12

• position papers
• legal briefs
• business plans
• anthologies
• choreography
• game strategy books

• film criticism
• policy statements
• literary criticism
• professional journals
• senior defense project
• workstudy analysis

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• Reaching new ground
• Guiding a staff to establishing benchmark
  assessments

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Mapping Benchmark Assessments

• Benchmarks can be designed on multiple levels
  state tests, district, classroom tasks.
• A school establishes a common set of skills
  needing development.
• An internally generated benchmark assessment task
  is developed by teachers with the same protocols
  the same timetable.

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Continued...

• The task should merge with the ongoing curriculum
  naturally.
• Student products can then be evaluated both
  vertically and horizontally.
• Revisions in the curriculum map should reflect a
  few targeted skills needing help.
• Revisions should be applied thoughtfully to
  developmental characteristics of the learner.

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Integrating Cross-Curricular

• Identify grade level benchmarks
• Use map to identify where skills are being taught
• Add appropriate benchmarks that may be missing
• Align with classroom assessments
• Use feedback from assessments to modify
  instruction if needed

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Action Verbs Listed in Learning Target
Appropriate Assessment Method
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High School Standards ExamplesMaking the
Connections

• Examples
• 9th grade LA
• Synthesize the content from several sources on a
  single issue or written by a single author,
  clarifying ideas and connecting them to other
  sources and related topics
• 9th Grade Math
• Analyze information found in maps, charts,
  tables, graphs, diagrams, cutaways and overlays

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• 9th grade geography
• Interpret data to make comparisons between and
  among countries and regions including birth rate,
  death rates, infant mortality rates, education
  levels and per capita Gross Domestic Product
• 11th grade Life Sciences
• Relate how birth rates, fertility rates and death
  rates are affected by various environmental
  factors
• 11th grade Science Inquiry
• Summarize data and construct a reasonable
  argument based on these data and other known
  information

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Standards and the Maps

• What do these standards have in common?
• Could these standards be connected across the
  curriculum?
• Could teachers gather together across content
  areas and discuss these connections?
• Would this save time?
• Would we better meet the standard?
• Would it increase student understanding?
• Could we make our assessments more meaningful?

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Sample State Exam Questions

• Social Studies
• Use the following graph to answer the following
  questions
• Math
• The graph below represents the relationship
  between distance and time. During what interval
  was Travis average rate of travel the fastest
• Science
• Use the table to answer
• Language arts
• Choose one of the following ideas for a graphic
  to accompany this passage.
• What does this information tell us?

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Analyzing or drilling down into the curriculum
maps to help find answers.
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One Districts Story

• Outcomes from the initial cycle of mapping in
  K-12 language arts
• Writing
• Unclear from the maps how writing is assessed at
  all grade levels (consistency is needed)
• Is a common writing rubric needed?
• What pre-writing, organizational tools are used
  at each level it is inconsistent (outlining,
  4-square, other graphic organizers, etc.)
• What types of writing are required at each grade
  level?
• Consistent terminology regarding topic sentence
  and thesis statement
• How are transition words taught? What are they
  at each level?
• Parts of Speech
• What parts of speech should be taught at each
  grade level? There is a focus on nouns and
  verbs what about the other parts of speech?
• Vocabulary
• Should we have a vocabulary strand on the maps
  that would include high-frequency words and
  content-specific vocabulary?
• Phonics
• What is the definition of phonics, phonemic
  awareness and decoding?
• Reading
• Predominance of fiction

119
Outcomes From State Language Arts Exam Analysis
Grades 4,8,10

• Scored near state average in most areas but there
  were areas in need of attention
• Editing skills sentence structure, grammar,
  spelling, verb tense
• Exam Vocabulary challenging language that most
  students probably do not know
• Ability to summarize, draw conclusions, make
  predictions,
• most likely, mostly about, least likely, mainly
  about,
• Nonfiction texts many of the reading excerpts
  were nonfiction
• Using transition words before, after, although,
  however

120
Comparing the Results

• How did both processes work together?
• What themes can you identify across both data
  sources?
• How would this information improve student
  achievement?
• How would this information inform teaching and
  learning?

121
The Outcomes K-12 Language Arts

• Made changes on the maps as the data was
  analyzed, compared and decisions were made
• Shared writing assessments
• Analyzed what and how writing organizational
  tools were used (4-square writing)
• Modified sequence of skills (especially parts of
  speech)
• Made decisions regarding what can and should go
  and what must be taught in more depth
• The discussion was student-focused

122
Administrator Support is Crucial!!

• Administrators must
• have a good understanding of the process
• celebrate and recognize the value of the process
  with teachers and communicate this at every
  opportunity
• communicate the process to School Board and
  parents
• be flexible and forgiving in order to learn what
  is taught and not taught
• assure teachers during the mapping process maps
  are not used for evaluation

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Every teacher is a language teacher and should

• identify precision skills
• elevate reading, writing, speaking, listening
  in every class
• assess performance of precision language skills
  in all student work.

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ANCIENT EGYPT Land of the Pharaohs

• Why Egypt?
• What were major contributions of the Ancient
  Egyptians?
• What is their legacy?
• Sixth grade- 7 week humanities unit-middle school
  interdisciplinary team unit

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The Element of Assessment

• Assessment is a demonstration of learning
• Assessment is evidence of the learners growing
  insight and skill

126
Products

• are tangible objects
• examples charts stories, poems, models,
  pictures, photos, models, diagrams, spreadsheets,
  maps, etc.

127
Performances

• are temporal and observable
• examples debates, role plays, music recitals,
  dramas, athletic events, discussions, etc.

128
Reading, Writing, Speaking, and Listening A
Developmental Perspective K-2

• Sculptures
• Models
• Observation notes
• Captions
• Story boards
• Joke-telling
• Murals
• Diorama
• Graphs
• Charts
• Checklists
• Symbol systems
• Speech to persuade

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-----------------------Grades 3-5

• artifact analysis
• comparative observation
• play performance
• newspaper articles
• math matrix design
• extended research
• reports
• note cards
• interview questions
• short stories
• photo essaytext

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Grades 6-8

• the essay, the essay, the essay....
• hypothesis testing and telling
• issue based forums
• blueprints
• models
• museum text/captions
• four note taking forms
• organizational templates

• original playwriting
• simulations

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Grades 9-10and 11-12

• position papers
• legal briefs
• business plans
• anthologies
• choreography
• game strategy books

• film criticism
• policy statements
• literary criticism
• professional journals
• senior defense project
• workstudy analysis

132
Skills should be identified precisely

• within a discipline
• across disciplines
• communicated through curriculum maps
• revealed through assessments
• linked to essential questions
• spiraled with nuance and complexity over time

133
Mapping Benchmark Assessments

• Benchmarks can be designed on multiple levels
  state tests, district, classroom tasks.
• A school establishes a common set of skills
  needing development.
• An internally generated benchmark assessment task
  is developed by teachers with the same protocols
  the same timetable.

134
Continued...

• The task should merge with the ongoing curriculum
  naturally.
• Student products can then be evaluated both
  vertically and horizontally.
• Revisions in the curriculum map should reflect a
  few targeted skills needing help.
• Revisions should be applied thoughtfully to
  developmental characteristics of the learner.

135
Coaching the Mapping Review Process Revision is
a K-12 Journey

• Curriculum Mapping as a central tool in the
  revision process.
• Calendar based to reflect the operational
  curriculum
• Relies on technology to upgrade our communication
• Opportunity to efficiently and effectively
  improve and invigorate curriculum

136
Wide Angle and ZOOM
137
Procedures

• PHASE 1 collecting the data
• PHASE 2 first read-through
• PHASE 3 small mixed group review
• PHASE 4 large group comparisons
• PHASE 5 determine immediate revision points
• PHASE 6 determine points requiring some research
  and planning
• PHASE 7 plan for next review cycle

138
Curriculum Mapping Accentuating Language
Capacity phase l Collecting the Data

• Eventually each teacher in the building completes
  a map
• The format is consistent for each teacher but
  reflects the individual nature of each classroom
• Technology simplifies data collection

139
Collecting Content Data

• type of focus
• Topics
• Issues
• Works
• Problems
• Themes

• configuration
• Discipline Field based
• Interdisciplinary
• Student-Centered

140
Collecting Skill and Assessment Data

• Enter the skills and assessments FOREGROUNDED for
  each unit of study or course
• Precision is the key

• Enter the skills and assessments that are ongoing
  through the course of a year
• Portfolio checks
• Early Childhood assessments

141
phase 2 First Read-Through

• Each teacher reads the entire school map as an
  editor and carried out the tasks.
• Places where new information was gained are
  underlined.
• Places requiring potential revision are circled.

142
Gain information on two levels

• Read through the maps for elements within and
  between grade levels in targeted subject.
• Eventually tag every skill entry that
  accentuates reading, writing, speaking,
  listening.
• Identify those assessments that will prove
  revealing for language needs.

143
Edit for Repetitions

• Recognizing the difference between repetitions
  and redundancy, identify places where titles are
  repeated skills are being introduced where
  assessments become redundant.
• Spiraling as a goal.

144
Edit for Gaps

• Gap analysis is possible in content, skills, and
  assessment based on student performance.
• Precise language strategies in every class.
• Assessments based on the students ability to
  self-assess and monitor language skills.

145
Validate standards developmentally

• Search the maps for places where students are
  completing performance tasks that match your
  standards ON A DEVELOPMENTAL BASIS
• Identify gaps.
• Familiarize the staff with the language
  underpinning for each standard in every subject.

146
Edit for timeliness

• Review the maps for timely issues, breakthroughs,
  methods, materials, and new types of assessment.
• Contemporary genre.
• Be vigilant about technology.

147
Edit for Coherence

• Scrutinize maps for a solid match between the
  choice of content, the featured skills
  processes, and the type of assessment.
• This is called internal alignment!

148
phase 3Mixed Small Group Review

• Groups of 5 to 8 faculty members are formed.
• Groups should be from diverse configurations
  (i.e... different grade levels and departments).
• The goal is to share individual findings from
  personal read through.
• Identify areas for further work both subject
  area concerns and language strategy needs.
• No revisions are suggested.

149
phase 4 Large Group Review

• All faculty members come together and examine the
  compilation of language related findings from the
  smaller groups.
• Session is facilitated by principal and/or
  teacher leader

150
phase 5Determine areas for immediate revision

• The faculty identifies those areas that can be
  handled by the site with relative ease.
• These are often repeated materials and units
• The specific faculty members involved in those
  revisions determine a timetable for action.

151
phase 6Determine those areas requiring long term
planning

• Faculty members identify those areas requiring
  more R D.
• These are commonly
• generating staff development for
• language strategies
• creating a common set of editing and revision
  standards
• establishing building based benchmarks for every
  class
• bridging transitions between buildings.

152
Professional Learning Communities and Curriculum
Mapping

• A professional learning community is a place
  where teachers and students care about, look
  after, root for one another and work together for
  the good of the whole, in times of need as well
  as time of celebration.
• Roland Barth

153
Summary Professional learning community tenets

• Effective Schools research
• Clear purpose
• Required product
• Flexible grouping
• Opportunities for collaboration and reflection
• Establishment of common ground shared vision
• Most important focus - talk about students

154
Shifting to Site-based Councils and District
Cabinets

• Streamline decision making with mapping by
  shedding existing structures
• Set-up site-based teaching and learning councils
  to replace existing structures
• Create bridges and on-going communication between
  buildings, grade levels, and departments.

155
Technology is necessary to create a new type of
paradigm for successful educational planning!
156
Task Decision Making for Curriculum-The Status
Quo

• Create a flow chart that reflects the current way
  curriculum decision making occurs in your setting
  (school and/or district).
• Note all external and internal influences on the
  choices that finally reach the classroom teacher
  and our students.
• Identify if and how assessment data impacts
  decisions.

157
The Role of the School Curriculum (CM) Councils
158
Building Your Curriculum CM
Councils

• Meets regularly with diary and projected (and
  eventually, essential) maps
• Focus on school-based curriculum, assessment, and
  instruction
• Open to all members of school faculty
• Representatives selected via a job description
• Determine future focuses for individual/corporate
  staff development

159
Site-Based Councils

• Rotate council membership
• Create a job description
• Look at the issue of time
• Plan for future staff development
• Train new staff members on process of mapping,
  etc. (on-going)
• Note The principal is a sitting member on the
  council.

• Consider having teachers serve 1, 2, and 3 years
  so no one is on the council for ever
  (rotation-style)
• Determine times for meetings lengths of meetings
• Generate agendas for all to see Remember,
  meetings are always open
• Determine how teachers will be rewarded for time
  on the council

160
Relationship Between Inter-Schools Curriculum
(CM) Councils
Consider Your Feeder Patterns!
161
Receiving and Feeder School Sites

• It is critical that you focus on the actual
  pattern of students in a K-12 continuum.
• Larger districts should keep communication
  regularly channeled within specific feeder
  patterns.
• In school districts set up with short-grade
  spans, feeder patterns can also play a critical
  role (i.e., K-2 3-5 grade levels in one
  buildingacross grade subjects on the high school
  level).

162
The Role of the District Curriculum (CM) Cabinet
These representatives play a crucial role in your
CM success!
163
Creating The District-Level Curriculum Cabinet

• After the initial pre-curser Exploration of CM
  Process year (if this can feasibly be done,
  please know it is well worth it!), the CM Cabinet
  usually meets three to four times per year
• There needs to be a balanced number of
  representation from each sites CM Council

164
Creating The District-Level Curriculum Cabinet
(cont.)

• It is recommended that the district-level
  technology experts are involved in the CM Cabinet
  especially when utilizing an Internet-based
  Curriculum Mapping system
• Focuses on district-level curriculum, assessment,
  and instruction questions and concerns
• When more R D is needed, the CM Cabinet sets up
  Task Forces.

165
The CM RD Task Force(s)
166
What is Needed From the Administrators

• A clear understanding of why you are leading your
  teachers through this process
• Can you answer the following questions
• What is your goal?
• Why is this important to your
• school?
• Can you make the case?

167
Challenges

• Culture and climate
• Trust
• Honesty
• Time
• Creating ownership and buy-in

168
Connecting to Other Initiatives

• How will mapping help you meet other initiatives
  in your building or district?
• How does mapping provide a hub for your district?
  
• Illustrate these connections to your staff

169
CM Implementation Plan and Timeline

• Creating a Professional Development Projected
  Map!
• What will the steps be and who will be
  responsible along the way?
• What are the mapping goals for the first year,
  second year, ?
• What skills will the staff need to be successful
  at completing the goals?
• What products/evidence will they produce?
• What resources will be incorporated in the
  process?
• How will the mappers and staff developers get
  feedback?
• How will you ensure quality?

170
Goals

• What do you hope to accomplish with your staff
  this year?
• How will you use the allocated staff development
  time?

171
Essential Questions

• What are the broad, overarching questions that
  tie all staff development together for coming
  school year?
• What is the focus?
• Why are we doing this?

172
Content

• The initiative
• The concept
• The topic
• The essential components that you plan to address
  in the training.

173
Skills

• What are the skills that you want your staff to
  know and be able to do as a result of the staff
  development training?
• What are the action steps that you plan to focus
  on during the training
• These are written in action verb form

174
Evidence/Product

• How will you know that your teachers understand
  what was presented?
• What will you accept as evidence?
• Written in noun form

175
Timeline/Assignment

• What will be required of teachers to complete
  following the staff development session?
• When will it be due?

176
Understand the Process

• Participate in the training
• Become knowledgeable of the process
• Set the tone
• Create your own map

177
Creating A Map

• Administrators can create a map for implementing
  curriculum mapping
• See sample
• What might your map of
• mapping look like?

178
Time and Scheduling

• Creative ways to work around time and scheduling
  issues
• early release
• late starts
• staff in-service days
• extended contract
• providing floating substitute teachers

179
District/Building Leadership

• Those leading the charge must know why this is
  important
• Form a steering committee
• Administrative involvement THIS IS CRUCIAL
• Connect to district initiatives
• Create a 3-year plan and communicate that plan to
  all staff before you begin

180
Heads-Up Meeting

• Classroom teachers from multiple levels
• Special Education
• Related Arts
• Administrators
• Curriculum leaders