Parkland School District
• An Introduction to
• CurriculumCONNECTOR
• A Curriculum Mapping Management System
• February 27,28, 2013
PerformancePLUS
Contact Information
Marty Horner
Office
Educational Consultant
Performance PLUS
5010 Ritter Road – Suite 119
Mechanicsburg, PA 17055
Office: 866-905-8989 x27593
Cell: 717-873-3643
martin.horner@sungardps.com
www.sungardps.com
Leading with Data
Assessment
Standards-Based
Alignment
Data Analysis
Technologies
Curriculum
Standards-Based
Alignment
Data Analysis
Technologies
Essential Question
How do we create a
data-informed culture
that supports the
improvement of student learning?
Guiding Questions
• What is curriculum
mapping?
• Why are we mapping?
• What are the components
of a quality curriculum
map?
• How do we effectively use
CurriculumCONNECTOR
to map our curriculum?
Learning Targets
By the end of today’s session, learners will
be able to:
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define Curriculum Mapping
explore reasons for mapping
identify components of quality maps
access and build maps in
CurriculumCONNECTOR, and
• reporting on curriculum data
Today’s Agenda*
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The What and Why of Curriculum Mapping *
Making Curriculum Mapping Decisions
Introduction to CurriculumCONNECTOR
Guided & Independent Practice
Closure
Feedback Survey
Guiding Question 1:
What is Curriculum Mapping?
Curriculum Mapping
Gives us:
• A standards-based curriculum
• A dynamic look at how a student progresses
through our school/district
• Data on student learning
Simply put, curriculum mapping
offers
“a guaranteed and viable
curriculum.”
–Dr. Robert Marzano
Guiding Question 2:
Why are we Mapping?
Why Curriculum Mapping?
“To make sense of our
students' experiences over
time, we need two lenses:
a zoom lens into this
year's curriculum for a
particular grade and a
wide-angle lens to see the
K-12 perspective”
-Heidi Hayes Jacobs
Curriculum Mapping Institute 2008
Why?
Curriculum Mapping shows us:
• the journey that a student makes through our school
system.
• the difference between our written and taught
curriculum.
• a comparative look between classrooms.
• how our curriculum aligns with standards.
• where there are gaps and unnecessary repetitions.
Why Mapping?
To Support
Data-Informed Decision-Making
that
Enhances Student Learning
An
Overview
of
Core vs. Diary Mapping
A Core Map…
Reflects the agreed-upon content and skills
within each discipline that are addressed
with consistency and flexibility
within a school or district.
We Core Map to…
• define learning targets (what students must
know, understand, and be able to do).
• communicate the agreed upon curriculum.
• provide a resource for instructional decisionmaking & teacher planning.
An Overview of Core vs.
Diary Mapping
Diary - the taught curriculum
• Individually allows teachers to flexibly use the
Core Map for individual classes
• Showcases differentiated approaches
We Diary Map To …
• illustrate how the Core Map is implemented in
the classroom.
• assist in our response to various children and
their needs.
• showcase how teachers are flexible in their
approach and delivery.
• identify the gaps and repetitions.
Core and Diary Maps: The Relationship
Mr. Smith’s
7th Grade
Science
Diary Map
7th
Grade
Science
Core
Map
Ms.
Benitez’s 7th
Grade
Science
Diary Map
End Result: Mapping
• Core Map: A collaborative data collection on
the fundamental curriculum every student
receives
• Diary Map: A calendar-based data collection
on the taught curriculum in our school/district
The Shift
“One Room
Schoolhouse”
Professional
Learning
Community
Successful mapping initiatives encourage
teachers to collaborate by opening the doors
to their classrooms and their expertise.
Turning Maps into Data
Make data informed
decisions.
Integrate curriculum
data with other data.
Collect curriculum data
using maps.
Information is gathered
from reports.
Guiding Question 3:
What are the components of
a quality curriculum map?
Mapping Vocabulary
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Units and Sub-Units
Content
Skills
Assessments
Lessons
Standards
Essential Questions
Unit
• Broad Noun – Informs the reader of the
content or topic of the unit.
• Think of a label on a hanging file folder
• Usually a general term
• Ex:
20th Century
Lit
Number
Sense
Impressionism
• Poetry
• Life Science
• Fractions
• Economics
Unit Examples
Curriculum Area
Unit Name
Social Studies
Rise of Organized Labor
Phys. Ed.
Physical Fitness
Art
Impressionism
Language Arts
Narratives
Math
Fractions
Science
The Solar System
Units and Sub Units
* Can break a larger unit
into smaller sub units
* Based on standards
alignment
* Example: reading
portion of the unit,
writing portion of the
unit
Aligned to
Standards
Sub-Unit
Sub-Unit
Essential Questions
• Show overarching unit
themes
• Direct student thinking
• Represent big ideas
• Are in the form of a
question
• Should be limited in
number per unit
• Can be optional to start
Focus on BIG
ideas
Essential Questions*
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Focus on BIG
ideas
What is justice?
Is art a matter of taste or principles?
In what ways does light act wave-like?
What is healthy eating?
How well can fiction reveal truth?
How does how we measure influence what we
measure?
* From Grant Wiggins www.authenticeducation.org
Considerations for Developing an
Essential Question:
1. What is the targeted understanding?
2. Given the content knowledge to be learned,
what is an important question for which the
course/unit resources provide the answer?
Examples
Unit on nutrition
• What is wellness?
• Could a healthy diet for one individual be
unhealthy for another?
Unit on insects
• In nature, do only the strong survive?
• How do insects use natural resources to help
them survive?
Content
• Tells what the students
will know when
proficient
• Focuses on specific
knowledge
• Is written as a noun or
noun phrase
• Clarifies the ‘what’
students should know.
What students
will KNOW
Content Examples
Area
Soc. Studies
Unit Name
Content
Rise of
Upper Class & Working Class
Organized Labor
Families
Phys. Ed.
Physical Fitness
Components of Physical
Fitness
Art
Impressionism
Characteristics of
Impressionism
English
Narratives
Reading Strategies
Math
Fraction
Proper & Improper Fractions
Science
The Solar
System
Characteristics of Solar
System
Counter Content Examples
Area
Unit Name
Content
Soc. Studies
Rise of Organized
Labor
Chapter 1
Phys. Ed.
Physical Fitness
Module 5
Art
Impressionism
Unit 2
Language Arts
Narratives
Reading Anthology
Math
Fraction
Sections 1 and 2
Science
The Solar System
Pages 55 - 70
Note: The name of a novel, story, or poem is NOT content. It is the vehicle
through which you teach the content.
Skills
• tell what the students
will be able to do when
proficient
• are precise
• can be observed and
assessed
• written as an action
verb or verb phrase
• derived from standards
What students will be
able TO DO
Skills Examples
Area
Unit Name
Skills
Soc. Studies
Rise of Organized
Labor
Identify characteristics of
upper and working class
families
Phys. Ed.
Physical Fitness
Define components of physical
fitness
Art
Impressionism
Analyze an impressionistic
print
Language Arts
Narratives
Apply reading strategies to
narrative text
Math
Fraction
Add proper & improper
fractions
Science
The Solar System
Illustrate the characteristics of
the Solar System
Counter Skills Examples
Area
Unit Name
Skills
Soc. Studies
Rise of
Organized Labor
Show the characteristics of
upper & working class
families
Phys. Ed.
Physical Fitness
Know the components of
physical fitness
Art
Impressionism
Understand the
characteristics of an
impressionistic print
Language Arts
Narratives
Know reading strategies to
understand narrative text
Math
Fraction
Demonstrate proper fractions
Science
The Solar
System
Learn the characteristics of
the Solar System
Skills
What students will be
able TO DO
• Alphabetize to the
second letter
• Define the hypothesis
and conclusion
• Identify main idea and
supporting details
• Compare and contrast
the risks and benefits of
nuclear power
• Estimate sums and
differences
• Interpret data in a bar
graph
• Analyze the experiment
Bloom’s
Taxonomy
Wheel
Standards
Guide to larger
outcomes
• are used as the basis
for developing content
and skills
• dictate what students
will demonstrate
• represent our minimum
expectations
Unwrapping a Standard
To Find Content
Direction: Circle nouns or noun phrases
Differentiate fact from opinion in non-fictional text.
Content:
• facts in non-fictional text
• opinions in non-fictional text
Unwrapping a Standard
To Find Skills
Direction: Underline the verb
Differentiate fact from opinion in non-fictional text.
• identify statements of fact
• interpret statements of fact
• identify statements of opinion
• interpret statements of opinion
Unwrapping a Standard
To Find Content and Skills
Standard
Identify, plot,
or match
points given an
ordered pair.
Content
Skills
Assessments
* Aligned to standards
* Demonstrate current
student understanding
* Encourage student
thinking
* Match the Depth of
Knowledge
Students show what they
KNOW and can DO
Assessments*
Students show what they
KNOW and can DO
Assessments can be designated for different purposes:
1.
Assessment of learning (Summative): This assessment is
designed as a summary event, generally at the end of a unit
or as a benchmark.
2.
Assessment for learning (Formative): This assessment is
designed to provide on-going feedback to students during
the learning process and is scored, not graded.
3.
Student self-assessment (Formative): This assessment is
designed for students to become more capable of
monitoring and adjusting their own work.
* Based on the work of
Dr. Richard Stiggins
Methods of Assessment
1. Selected Response
2. Extended Written Response
3. Performance Assessments
4. Personal/Oral Communications
Students show what they
KNOW and can DO
Assessments
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Anecdotal records
Book reviews
Checklists
Diagrams
Exhibits
Journals
Lab reports
Research papers
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Speeches
Worksheets
Story maps
Graphic organizer
Tests: essay, objective,
short answer
• Letters: personal,
business
Why Identify Purpose?
Why Identify Method & Type?
Where Do I Begin?
Preparing to Map in CC
Identify:
• Name of the unit, and any necessary notes
• Begin to create the Unit Elements
• Standards
• Essential Questions / Learnings
• Content
• Skills
• Assessments
• Other Components as Selected by District
– Resources, Differentiated Instruction, Vocabulary
Guiding Question 4:
How do we use
CurriculumCONNECTOR
to effectively map our
curriculum?
We begin…
Getting Help
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CurrciulumCONNECTOR
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Reviewing Learning Targets
By the end of today’s session, learners will
be able to:
• define Curriculum Mapping,
• explore reasons for mapping,
• identify components of quality maps,
• access and build maps in
CurriculumCONNECTOR, and
• report on curriculum data.
CRSD’s CurriculumCONNECTOR URL:
https://xyz.perfplusk12.com
User Log-In:
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Password:
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Educational Consultants
xyz@sungardps.com
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Feedback Survey
http://www.surveygizmo.com/s/xxxxxx/name