District Essential
Curriculum Mapping
Algebra I
February 2008
Written by
The Albuquerque Public Schools District Essential Curriculum Mapping Task Force
Lynda Idle, Instructional Manager
Christina Fritz, Assessment Manager
Jennifer Macdonald, Curriculum Coordinator
Gina Middleton, RDA Resource Teacher
Kathy Richter-Sand, TLS Resource Teacher
Sue Broemmer, TLS Resource Teacher
Jackie Calvert, TLS Resource Teacher
Janet Malta, Sandia Cluster Staff Developer
Margie Maes, Manzano Cluster Staff Developer
Lynn Wilson, Valley Cluster Staff Developer
Cindy Williams, Chaparral ES Instructional Coach
Agenda
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Welcome/Sign-in/Introductions
District Curriculum Mapping Initiative
Connections to the A2L/High School Short-Cycle
Assessment
Algebra I Curriculum Map
 Standards
 Assessment
 Content
 Skills
Plus/Delta
Group Norms
 Begin
and end on time
 Be courteous to colleagues, limit sidebar
conversations
 Equity of voice
 Stay on task
 Turn cell phones to vibrate/step outside to
take calls
 Take care of personal needs
What is a
District Essential Curriculum Map?
 A district
planning tool used to map out
standards-based instruction
 An alignment of instruction and
assessments to state standards
 A communication vehicle for teachers,
students, and parents to promote
understanding of standards-based
instruction
What is a
District Essential Curriculum Map?
 A tool
that addresses Performance
Standards, Essential Questions/Big Ideas,
Content, Skills, and Assessments
 An organizer which supports professional
vertical and horizontal articulation
 A blueprint to be used as a guide to
support schools’ development of
differentiated course/content planning
What is the purpose of the
District Essential Curriculum Maps?
“DECMs”
1.
2.
3.
To align with Public Education
Department High School Redesign
(SB561)
To align with APS Redesign K-12
initiatives
To align APS assessments and
instruction to NM Standards
DECM Goals
1.
2.
3.
Every APS course/content area (K-12)
will have a curriculum map
Every curriculum map will be
articulated horizontally and vertically
Educators will have online access to
District Essential Curriculum Maps
through the Albuquerque Instructional
Management System (AIMS)
What are the key
components of a
Curriculum Map?
Curriculum Map Template
Curriculum Map Components
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Performance Standards
Essential Questions/Big Ideas
Content
→ with related academic vocabulary
Skills
→ with related learning activities
Assessment
→ Formative and Summative
→ Rubrics (links)
Resources
Performance Standards
A performance standard identifies what
students need to know and be able
to do at a specific grade level.
Linking Performance Standards to
Assessments
 Performance
Standards are aligned to
district benchmark assessments
 High School Short Cycle Assessment is
aligned to the scope and sequence of the
Algebra I curricular framework
The High School Short Cycle Assessment is
given for:
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Algebra I, Geometry, & Algebra II
grades 8-12
Fall, Winter, Spring administration
Essential Questions
Lead students to Big Ideas based upon the
Performance Standards
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Encourage higher-level thinking
Ask “Why” and “How” rather than “What”
Organize key concepts
Written in student-friendly language
EXAMPLES
In what ways can the graph of a quadratic equation
help us answer questions about the height of an object?
Why look for patterns?
How can data be represented, organized, or interpreted?
Essential Questions
The “mental Velcro” that help
ideas stick in students’ minds
for a long time to come!
Big Ideas
Are student answers to Essential Questions
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Central themes
Teachers use in planning to develop Essential
Questions
EXAMPLES
1. Foundations
2.Rule of Four
3.Equivalent equations/expressions
4.Linear Functions
5.Quadratic Equations
6.Data Analysis
Content
What students need to know
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Discipline- or field-based
Interdisciplinary
Student-centered
Written in Noun form
Vocabulary (academic language); words
students need to know to understand concepts
EXAMPLES
exponents
linear equations
polynomials
Tools and Resources
Frayer Model
Teaching and Learning with Text
Marzano’s Building Academic Vocabulary
Skills
What students need to be able to do
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Written in Verb form
Specific, not broad-based
Measurable
Used to develop guided learning activities
Based on standards
EXAMPLES
Solving a story problem
Analyzing graphs
Applying order of operations
Assessment
Products or performances that
demonstrate student learning
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Formative assessments
• Guides instruction
• Informs the need for differentiation
EXAMPLES
Student demonstration
Group research project (checks along the way)
Pretest
KWL
Quiz
A2L
Checking for Understanding
Exit Slips
Assessment
Products or performances that
demonstrate student learning
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Summative assessments
• Evidence of mastery of standards at
specific points-in-time
• Graded assessment at the end of the
unit of study
Examples:
Unit Tests
Projects
Presentations
Resources to include on a map
- Adopted instructional materials (math,
reading, writing programs, etc.)
- Technology
- Supplemental materials
- Links to curriculum frameworks and other
websites
What Does a CM Look Like?
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It is a graphic organizer and planner.
Standards-based units are listed.
It shows a timeline of what is taught,
when!
The “how” is based on student data.
A DECM includes Performance
Standards, Essential Questions/Big
Ideas, Content, Skills, Assessments,
and Resources.
Curriculum Map Template
Next Steps to Mapping
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Discuss Curriculum Map template and
connections to district short-cycle assessment
 Determine placement of assessment standards
to specific months
 Identify and place remaining performance
standards onto map
 Review the resources
- High School Short-cycle Assessment (HSSCA)
- Examine Algebra I Curricular Framework
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Begin mapping
8 ESSENTIAL COMPONENTS
August
September
1. Performance Standards
2. Essential Questions
Questions that lead students to Big Ideas.
3. Big Ideas
Student answers to EQs that lead them to the
Big Ideas
4. Cognitive Level
Webb’s/Bloom’s Taxonomy Link
5. Content
What students need to know (nouns)
Vocabulary List
Words students need to know to understand
concept
6. Skills
What students need to be able to do (verbs)
Learning Activities / Lesson Plan Links
Essential Experiences or Guided Practice
7. Assessments:
Formative Assessments
How will students and teacher know what
students have learned so far?
Differentiated
Rubric Links / Attached
Summative Assessments
How will students show that they have
mastered the standard? Differentiated
Rubric Links / Attached
8. Resources
Links,
Curriculum Frameworks,
Other Websites
A2L/HSSCA:
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Strand II A: 3(1), 6(1),
7(*), 8(2), 10(5), 12(3)
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Strand IIB: 18(1), 19(2),
20(1), 21(2)
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Strand IIC: 24(1), 25(*)
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Strand IVB: 5(1)
October
November
December
Outcomes for Today’s Work:
Step 1: Review Assessments (HSSCA) &
place performance standards linked to
assessments on curriculum map
Step 2: Place remaining performance
standards on map for both semesters
Step 3: Identify Assessments for each
standard
Step 4: Identify Content & Skills for each
standard
Assessments
Review HSSCA on curriculum maps
Look at curriculum frameworks, lesson
plans, resources
Plot standards on curriculum map….
Performance Standards
As a whole group…
Place identified HSSCA performance
standards in order by month of when
taught on curriculum map
Place remaining performance standards on
curriculum map for both semesters
Content, Skills, Assessments
In small groups…
Complete the curriculum map for both
semesters with examples of:
content,
skills,
in-class assessments
Articulation
Each group share out today’s work
Look for repetitions, omissions, gaps
Next Steps
Quickly identify next steps for February 21st
Algebra I Curriculum Mapping Group
Big Ideas/Essential Questions
Academic Vocabulary
Resources
Complete Maps
Look for Repetitions, Gaps, Omissions
What materials do you want to bring for next time?
Plus/Delta
Please complete a plus/delta before you
leave. Thank you!