Muscogee County School District
Division of Academics
Rubicon Atlas Training
The Integration of
Georgia Performance Standards
and
Curriculum Mapping
Division of Academics
Muscogee County School District
Mission
The Muscogee County School District is committed to
providing educational experiences that will enable each
student to become a lifelong learner, enter the work
force with necessary skills and achieve academic and
personal potential.
Muscogee County School District
Vision
We envision a School District in which:
 Each student is given multiple opportunities to excel
in his/her academic, social, emotional and physical
development in a safe, nurturing environment.
 Well-prepared, responsible and caring employees
are committed to excellence in education.
 Parents, community members, staff and students are
full partners in the education of children.
Beliefs
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




All students learn when provided high-quality instruction that is engaging and
challenging.
All students must have a physically and emotionally safe learning environment.
All district employees work collaboratively to improve student achievement.
All organizational and instructional decisions are data driven.
All district personnel are committed to continuous professional learning.
Motto
Just as the lighthouse guides the ships at sea through safe channels, the Muscogee County School
District must carefully guide the students through the channels of learning enlightenment.
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Table of Contents
What is Curriculum Mapping? .................................................................................................................... 3
What are the Four Parts of a Standard? ...................................................................................................... 4
Vocabulary of Georgia Performance Standards and Atlas .......................................................................... 5
Unit Template Example ............................................................................................................................... 8
Authentic Task Template ............................................................................................................................ 9
What Might Be Included on a Map? ......................................................................................................... 10
Indicators of Engaged Learning (IEL) ...................................................................................................... 11
Working on the Work Correlations to IEL ................................................................................................ 13
Curriculum Mapping Resources ................................................................................................................ 16
Adobe Reader Quick Tips ......................................................................................................................... 17
Rubicon Atlas: Online Manual How-To List ........................................................................................... 18
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What is curriculum mapping software
and why should I want it?
The implementation of curriculum mapping software will assist the Muscogee County School District in
establishing professional learning communities and enhance system collaboration. This software tool offers a
unique strategy to support all teachers in the Georgia Performance Standards (GPS) implementation which
results in improved student achievement. As teachers transition to standards-based instruction, the modeling
of exemplary instructional strategies for system teachers is imperative to meet MCSD Comprehensive LEA
Implementation Plan (CLIP) goals. This is a one-stop shop for housing all relative standards, GPS units,
varied assessment tools, and model instructional practices. Ease of use of this software mapping tool and the
support it provides cannot be underestimated.
Through a rigorous selection process, Rubicon Atlas identified professional learning strengths. Rubicon is
committed to working with Muscogee County School District to develop an effective implementation plan that
prepares all district teachers for mastery in curriculum mapping.
Research shows that when curriculum is well articulated and aligned to assessment, and when
school leaders monitor the extent to which it is actually covered, the measurable impact- or effect
size- of such strategies is 31 percent points in student achievement. (Marzano, 2000).
Questions
Reflections
What is a curriculum map?
Why do I want curriculum
mapping software?
What will ensure success in
mapping across the MCSD?
What will motivate MCSD
teachers to maximize use of
curriculum mapping software?
How can I make a difference in
maximizing the use of Atlas?
http://mcsdga.rubiconatlas.org/
Participant’s Name
Password
Email Address
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What are the ……
M3D1. Students will create and interpret simple tables and graphs.
Elements
Task
a. Solve problems by organizing and
displaying data in bar graphs and tables.
Jane, Linda, Bob and Liz want to go to a
movie. Jane can’t go on Tuesday. Linda
can’t go on Wed. or Thurs. Bob can’t go
on Tues. or Wed. No one can go on
Sunday. Use a table to determine what
days of the week they could all go
together to see a movie.
S
Student Work
Jane
Linda
Bob
Liz

Teacher
Commentary
Standard

M
X
X
X
X
T
W
T
F
S
X
X
X
X
X
The table is labeled to indicate the days
of the week and the names of the group
members.
It would be helpful to complete the task
by identifying the days of the week that
are available to each member.
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Vocabulary
Georgia Performance Standards
Terms
1. Assessment
2. Authentic Task
3. Big Idea
4. Content
5. Core Knowledge
6. Curriculum Map
7. Enduring
Definitions
All assessment and evaluation instruments to be included in the unit are
indicated or described in Stage 2 of the unit design. Varied assessment tools
provide students with diverse opportunities to demonstrate proficiency.
Assessment results are utilized throughout the unit to modify instruction to
meet the specific identified needs of the students before progressing further in
the unit instruction. Specific instructional modifications are noted in Stage 3 of
the unit design and in daily Learning Plans.
Examples:
 Authentic Task (Stage 3)
 Essay Question
 Expository Writing Assignment
 Lab Assignment
 MAP (Muscogee County School District Assessment Performance)
 Multiple Choice Test
 Narrative Writing Assignment
 Peer-Editing
 Performance Assessment Task (Stage 2)
 Presentation, Auditory
 Presentation, Visual
 Portfolio
 Practice Computation Assignment
 Recital
 Project
 Report
 Rubric
 Short-Answer Test
 Teacher Observation of Participation
 Term Paper
 Vocabulary Quiz
All unit tasks (Stage 2 and Stage 3) are Authentic Tasks. Small tasks (Stage 3)
serve as activities to build skills toward the unit Performance Assessment Task
(Stage 2) and help students achieve the learning goals of the unit.
Key concepts, enduring understandings, principle, issues, or problems act as the
overarching guide for the unit design.
The Big Idea related to the content and standards taught are identified in
Content of Rubicon Atlas.
Content and knowledge that are presented in the context of real situations –
comprise the foundation of effective learning.
Three basic types of information are provided: brief description of the content,
description of skills and process, and assessment tools. The map provides the
scope of instruction, assessment, and learning for the school year.
Concepts are to be learned and remembered by the students. Brainstorming of
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Understandings
8. Engaged Learner
9. Essential Questions
10. Graphic Organizer
11. Integrated Standards
12. Learning
Environment
13. Learning Plan
14. Performance
Standard
15. Performance
(Assessment) Task
16. Primary Standard
17. Process Standards
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specific ideas (nouns) and content to be addressed by the unit provide a map for
the design of future learning experiences. The understandings are identified and
recorded in the unit Stage 1.
Students engaged in the learning process produce quality work as they discover
and apply knowledge and skills. Variables and Indicators for the Engaged
Learner are provided by the North Central Regional Education Laboratory and
WOW by Phillip Schlechty.
Open-ended, thought-provoking questions guide instruction and motivate
students to uncover the important ideas at the heart of the subject area. Essential
Questions are not easily answered and may cause on-going discussions.
Examples:
Social Studies: How has the Civil War had an effect on my life?
Science: Why is my car so much hotter in the summer-time?
Mathematics: When does mathematics have a direct effect the quality of my
life?
English/Language Arts: Is 21st Century music influenced by the poetry or
language of the 19th Century masters?
A visual tool for collecting and organizing information guides student learning.
Standards are included in the unit design that relate or support the targeted
Georgia Performance Standards. Examples: technology standards, process
standards, other discipline standards
Students learn in various environments and are not confined to the classroom.
Examples:
Classroom
Media Center
Out-Door Classroom
Learning plans (lesson plans) guide the daily learning experiences. The term
Learning Plan directs the focus toward student-centered instruction more than
the term Lesson Plan
Performance standards (PS) go into much greater depth than the content
standards used in the previous curriculum.
Performance standards provide clear expectations for assessment, instruction,
and student work. PS define specific expectations of what students should know
and be able to do.
Four Parts of the Performance Standard:
Standard
Element
Student Work
Teacher Commentary
Culminating, authentic, tasks are designed to provide students with
opportunities to apply skills to real-word situations. The application of higherorder thinking skills are addressed through an authentic scenario. This task is
described in Stage 2 of the unit design. The Performance Task must correlate to
the identified unit Georgia Performance Standards.
Key standards all students have the opportunity to meet are the focus of the
unit.
The process standards are correlated to the content standards to develop
patterns of thought processes that lead to conceptual understanding and content
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literacy.
18. Resources
Instructional and learning aides enhance the learning process.
Examples:
Manipulatives
Audio and Visual Materials
Resource Kits
Books
Software
Graphic Organizers
Text Books
Guest Speakers
Web Sites
Handouts
19. Scenario
The hook or real-world story introduces and describes an authentic task
circumstances. This task introduction relates to the interests of the students and
identifies their engagement. The task audience and role of the students are
described to enhance the real-world connections.
Unit objectives are correlated to actions (verbs) required of students are
addressed in skills. The Verb-Lists correlated to Bloom’s Taxonomy are
excellent resources to aid in the identification of unit skills. Specific processes
and procedures for what students will do are included the skill descriptions.
Examples:
Compare and contrast the heat from varied colored-paper sheets left in the sun.
Create a timeline of events.
Identify standards and Essential Questions for the unit. “Unpack the standards.”
20. Skills
21. Stage 1
22. Stage 2
23. Stage 3
24. Student Work
25. Tasks
26. Title
27. Teacher
Commentary
28. Teacher Made Tests
30. Unit
31. Unit Objectives
Varied assessment tools are listed in this unit section. The Performance Task
scenario is presented. Links to details of the Performance Task are included.
(formative, summative, formal, informal)
The learning activities are listed for Learning Plan designs.
Examples of student work are included to identify specific skills that are needed
to meet the standard.
Authentic application of standards is student-centered. Students are actively
engaged in the learning.
The Unit Title may reflect the standard, the Big Idea or unit learning
experiences.
Communication between teacher and student, through an ongoing regular basis,
guides improvement or enhances the learning.
29. Teacher Made Tests are identified by the specific assessment listed in Atlas.
Ex: Selected Response, Short-Answer Test
A plan incorporates all assessments, standards and learning activities for a
selected theme. The unit design addresses the assessment of the standard before
the teaching begins. Unit plans typically address more than one standard and
last for several weeks.
Learning Plans (lesson plans) are designed from the unit plan to meet the
specific everyday needs of the students.
Specific action goals are identified for student engagement. (verbs)
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Unit Template Descriptions
MCSD Education
Title:
Grade/Subject/Course:
Topic:
Author/School
Stage 1 – Standards and Goals
Georgia Performance Standards
Focus or Key Standards: (Key standards all students have the opportunity to meet.)
Complementary or Integrated Standards: (Standards are included in the unit design that relate
or support the targeted Georgia Performance Standards.)
Big Idea or Content
Key concepts, enduring understandings, principle, issues, or problems act as the overarching
guide for the unit design.
Enduring Understandings
(Concepts are to be learned and remembered by the students. Brainstorming of specific ideas
(nouns) and content to be addressed by the unit provide a map for the design of future learning
experiences.)
Essential Questions
(Open-ended, thought-provoking questions guide instruction and motivate students to uncover
the important ideas at the heart of the subject area. Essential Questions are not easily answered
and may cause on-going discussions.)
Skills
(Unit objectives are correlated to actions (verbs) required of students are addressed in skills.
The Verb-Lists correlated to Bloom’s Taxonomy are excellent resources to aid in the
identification of unit skills. Specific processes and procedures for what students will do are
included the skill descriptions.)
Stage 2 – Varied Assessment
Performance Assessment Task
(The culminating task assesses the Georgia Performance Standards identified for this unit. The
real-world connection and task description is provided in this section. Often the details of this
task are included as a link for a printable handout.)
Other Evidence
 (Various methods of student assessment are listed for the unit.)
Stage 3
Instructional Timeline and Learning Experiences
Learning Activities:

Learning Materials
(task examples, rubrics, handouts, etc.)

Source:
Adapted from the Georgia Department of Education Standards-Based Unit Design, Jay McTighe and
Grant Wiggins
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Authentic Task Template
[ All unit tasks (Stage 2 and Stage 3) are Authentic Tasks. Small tasks (Stage 3)
serve as activities to build skills toward the unit Performance Assessment Task
(Stage 2) and help students achieve the learning goals of the unit.]
This template is attached as a link (paperclip) in the Atlas Unit Design in Stage 2 or Stage 3.
Title:
Grade/Subject/Course:
Time Allotment:
Topic:
Author/School:
Primary Standard
Materials
Whole-Group
Instruction
Scenario (description)
Group Assignments:
Individual Assignment:
Assessment Tools:
(rubric, solution, etc.)
Notes:
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What Might Be Included on a Map?
Example: Fourth Grade
(Microsoft Word)
XXXX District
Fourth Grade Collaborative Curriculum Map 2006-2007
Very Best Elementary
Month
Calendar
Big
Idea
s
August
Place
Value
Essential
Question
s
How does
a table
help to
understan
d
mathemat
ics
concepts?
When
would
large
numbers
be useful?
Why is a
4-digit
number
larger
than a 3digit
number?
Grade 4/Mathematics
Assessment
Place
Rubric
Value
Performance
Task:
Who Has the
Most?
Vocabulary
Quiz
Teachers: Wilson, Evans, Sizemore and Biltmore
Content
(Standards/Elements)
M4N1. Students will
further develop their
understanding of how
whole numbers
are represented in the
base-ten numeration
system.
a. Identify place value
names and places from
hundredths through one
million.
b. Equate a number’s
word name, its standard
form, and its expanded
form.
Skills
 Teacher
Checklist
M4N1
 concept



Interactive
Slideshow
Resources
and
Materials
 GaDOE
framework:
4th grade
Unit 2

of a
million
count
read and
write
numbers
through
1,000,000
make a
table
write
numbers
in
standard
form
write
numbers
in
expanded
form
 Base Ten
Technology
Virtual
Manipulatives:
http://nlvm.usu.e
du/en/nav/frames
_asid_152_g_2_t
_1.html
Interactive
Slideshow
Blocks
 Glencoe
textbook
pages 4548
 Cooperativ
e Groups:
Who Has
the
Number?
Continued throughout the year…….
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Indicators of Engaged Learning
North Central Regional Educational Laboratory (NCREL)
Variable
Vision of
Learning
Indicator of
Engaged Learning
Responsible for
learning
Learner actively develops repertoire of
thinking/learning strategies
Energized by
learning
Learner is not dependent on rewards from others,
has a passion for learning
Collaborative
Learner develops new ideas and understanding in
conversations and work with others
Pertains to real world, may be addressed to
personal interest
Challenging
Difficult enough to be interesting by not totally
frustrating, usually sustained
Multidisciplinary
Involves integrating disciplines to solve problems
and address issues
Involving a performance or demonstration, usually
for a real audience and useful purpose
Performance-based
Generative
Assessments having meaning for learner; maybe
produce information, product, service
Seamless and
ongoing
Assessment is part of instruction and vice versa;
students learn during assessment
Equitable
Interactive
Assessment is culture fair
Teacher or technology program responsive to
student needs, requests (e.g., menu driven)
Generative
Instruction oriented to constructing meaning;
providing meaningful activities/experiences
Instruction conceptualizes students as part of
learning community, activities are collaborative
Assessment
Instructional
Model
Collaborative
Learning Context
Learner involved in setting goals, choosing tasks,
developing assessments and standards for the
tasks; has big picture of learning and next steps in
mind
Strategic
Authentic
Tasks
Indicator Definition
Knowledge-building Learning experiences set up to bring multiple
perspectives to solve problems such that each
perspective contributes to shared understanding for
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Empathetic
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all, goes beyond brainstorming
Heterogeneous
Learning environment and experiences set up for
valuing diversity, multiple perspectives, strengths
Small groups with persons from different ability
levels and backgrounds
Equitable
Small groups organized so that over time all
students have challenging learning
tasks/experiences
Flexible
Different groups organized for different
instructional purposes so each person is member
of different groups, works with different people
Engages in negotiation, stimulates and monitors
discussion and project work but does not control
Grouping
Facilitator
Guide
Helps student to construct their own meaning by
modeling, mediating, explaining when needed,
redirecting focus, providing options
Co-learner/coinvestigator
Teacher considers self as learner; willing to take
risks to explore areas outside his or her expertise;
collaborates with other teachers and practicing
professionals
Students have opportunities to explore new
ideas/tools; push the envelope in ideas and research
Teacher Roles
Explorer
Cognitive
Apprentice
Learning is situated in relationship with mentor
who coaches students to develop ideas and skills
that simulate the role of practicing professionals
(i.e., engage in real research)
Teacher
Students encouraged to teach others in formal and
informal contexts
Producer
Students develop products of real use to
themselves and others
Student Roles
Source:
North Central Regional Educational Laboratory. Indicators of Engaged Learning. Retrieved December 12,
2003. http://www.ncrel.org/sdrs/edtalk/engtab1.htm
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Working on the Work
Correlations to IEL
Working on the Work (WOW):
WOW School Standards
Indicators of Engaged Learner (IEL):
Variables
(Schlechty, Phillip. Working on the Work)
(NCREL http://www.ncrel.org/sdrs/edtalk/engtab1.htm)
Standard 1: Patterns of Engagement
Vision of Learning, Tasks, Instructional Model
Standard 2: Student Achievement
Tasks, Assessment
Standard 3: Content and Substance
Vision of Learning,
Tasks, Instructional Model
Standard 4: Organization of Knowledge
Teacher Roles, Instructional Model
Standard 5: Product Focus
Student Role
Standard 6: Clear and Compelling Product
Grouping, Tasks, Student Role
Standard 7: Safe Environment
Teacher Roles, Student Role
Standard 8: Affirmation of Performances
Learning Context, Student Roles
Standard 9: Affiliation
Grouping, Student Role
Standard 10: Novelty and Variety
Instructional Model
Standard 11: Choice
Vision of Learning,
Instructional Model, Student Role
Standard 12: Authenticity
Learning Context, Tasks
Muscogee County School District
Mission
The Muscogee County School District is committed to providing educational experiences that will enable
each student to become a lifelong learner, enter the work force with necessary skills and achieve academic
and personal potential.
Muscogee County School District
Vision
We envision a School District in which:
 Each student is given multiple opportunities to excel in his/her academic, social, emotional and physical
development in a safe, nurturing environment.
 Well-prepared, responsible and caring employees are committed to excellence in education.
 Parents, community members, staff and students are full partners in the education of children.
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Working on the Work: Overview
by Phillip Schlechty
WOW School
Standards
Standard 1:
Patterns of
Engagement
Descriptions
Classes are highly engaged. Students work
on authentic problem solving tasks.
Standard 2:
Student
Achievement
All stakeholders have an invested interest in
the success of students and performance of
schools.
Standard 3:
Content and
Substance
Teachers and administrators have a clear,
consistent understanding of what is
expected of the students.
Teachers and support personnel ensue that
Standard 4:
learning materials and resources are
Organization of
organized, aesthetically pleasing, and
Knowledge
appeal to the interests of the students.
Standard 5:
Product Focus
Student tasks and activities are linked to
performances and/or products that are of
interest to students.
Standard 6:
Clear and
Compelling
Product
Standards and assessment of student
expectations are clear to the students and
teachers.
Standard 7:
Safe
Students and parents feel that the school is a
physically and psychologically safe place to
Guiding Questions
1. Do teachers design plans to engage
students in the learning process?
2. Are learning activities designed to interest
students?
3. Are students actively engaged in the
classroom?
1. Does data guide instructional decisions?
2. Are parents satisfied with student
progress?
3. Do the successive teachers believe
students are mastering needed skills?
1. Can teachers and administrators articulate
what students should know?
2. Is content consistent with experts in the
perspective disciplines?
3. Are students provided with a wide range
of learning experiences that provide rigor
and opportunities for critical thinking?
1. Are teachers guided by the best-interest of
the students in design of instruction?
2. Do teachers attempt to design instruction
to reach those students who may not find
their discipline interesting?
3. Do teachers model technology skills and
encourage their students to strengthen
their own skills?
1. Is student work correlated to a product,
process or exhibition?
2. Are learning activities flexible and/or
designed to meet individual needs of
students?
3. Do students indicate they have a value for
work they produce?
1. Are students encouraged to assess their
own work?
2. Are expectations of student work clear to
the students?
3. Are peer evaluations commonplace?
1. Do faculty members treat students with
respect?
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Environment
Standard 8:
Affirmation of
Performances
Standard 9:
Affiliation
Standard 10:
Novelty and
Variety
Standard 11:
Choice
Standard 12:
Authenticity
learn.
2. Are sincere efforts made to provide
resources needed for students to be
successful?
3. When students are not successful, are
genuine efforts made to correct the
situation?
1. Do students have opportunities to display
their work?
Student performances and products are
2. Do parents and other adults have
shared with those who impact the daily lives
opportunities to view student-work?
of the students, thus empowering the
3. Do parents and other adults have
process and results.
opportunities to be full partners in the
learning process?
1. Is work designed to provide students with
collaborative opportunities?
Opportunities are provided for student
2. Are some of the student products
collaboration.
designed to share with the community?
3. Can students evaluate the collaborative
work processes of themselves and peers?
1. Are varied instructional delivery methods
Tasks and activities include a range of
utilized?
materials (including technology) and
2. Does the physical learning environment
procedures which move the student from the
vary?
simple to complex.
3. Do students have the opportunities to
lead?
1. Do students have choices in presentation
of results or products?
Students are allowed to have input in
2. Do students have opportunities to impact
learning through choices in their instruction
the assessment of their work?
and learning environment.
3. Are students able to control some of their
learning processes?
1. Are student-tasks designed to support
success?
Student tasks have meaning to the students
2. Are tasks designed toward student
lives and/or important to them.
interests?
3. Are consequences of success and failure
for assignments known to the students?
Source:
Schlechty, Phillip. Working on the Work. San Francisco, CA: John Wiley and Sons, Inc., 2002.
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Curriculum Mapping Resources
http://www.curriculummapping101.com/Curriculum_Mapping.html
NCREL
Curriculum mapping: A Process for Continuous Quality Improvement
http://intercom.noeca.esu.k12.oh.us/downloads/npsp03.pdf
http://www.education-world.com/a_curr/virtualwkshp/virtualwkshp004.shtml
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Adobe Reader 7.0 Quick Tips
(.pdf file)
Copy and Paste
1. Open the digital folder where the file is stored.
2. Open the Adobe (.pdf) file by double clicking on the document icon. The Adobe file is indicated by a
red “A” icon.
3. Scroll up or down to locate the text to be copied from the .pdf file.
4. Locate and click the Select Tool (
) at the top of the document.
If this tool is not visible click View, point to Toolbars and click Basic.
5. Highlight the text to be copied (click and drag), using the Select Tool.
6. Copy the highlighted text as you would in Microsoft Word.
7. Locate and click in the new text space.
8. Paste as you would in a Microsoft Word document
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How-To List from the Rubicon Atlas Online Manual
1. Click Info
2. Click “Atlas Online
Manual”.
3. Scroll to the bottom of
the page and locate
“Develop”.
Look for printable steps:
Adding Links and Documents
Copying Data
Differentiated Instruction
Unit Copy
…… and more!
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