BCHS Curriculum Mapping

Handbook

2007-2008

Table of Contents

Diary Map Overview 1

Curriculum Map Rationale 2

Curriculum Map Rubric 3

Activity versus Skill 4

Critical Thinking Action Verbs 5

Sample Map “Mastery” Level 6

Sample Map “Adequate” Level 7

Sample Map “Needs Revision” Level 8

BCHS Mapping Map 9

Atlas Quick Reference Guide 13

Curriculum Mapping Glossary 17

BCHS

Diary Mapping Overview

November 8 Skeleton Map Completed

November 9 Roll-out of Diary Maps

10th of each

month Previous month’s map updated

Starting week of

November 12

First and Third Thursday Collaborations will be

used for diary mapping

Diary Mapping Expectation:

• Diary Map a minimum of 2 preps during Semester 1

• Diary Map a minimum of 3 preps during Semester 2

• Diary Maps are updated by the 10th of each month for the prior

month. Example: By December 10, November’s diary map will

be completed

1

What is this all about and why

should I do it?

What is curriculum mapping?

• A reality-based record of the content that is actually taught, how long

it is taught, and the match between what is taught and the district’s

assessment program (Fenwick English, 1980).

• A process for meaningfully documenting and discussing the real,

taught curriculum.

• The process that helps us create a viable, reality-based curriculum

• An integral component of nearly all school improvement efforts

• The systematic way we continually manage the “real” curriculum—it

is NOT an event.

• It is NOT merely creating curriculum documents—it is using them to

improve student and teacher learning and practice.

What are the benefits of curriculum mapping?

• To analyze what is really taught in the classroom

o Content, skills, activities and how they are assessed

• To identify gaps and meaningless repetitions across grade level,

departments and buildings.

• To develop a common language among all teachers.

• Mapping brings teachers out of isolation and provides a focused,

reflective and collaborative process that has a positive impact on all

stakeholders (Udelhofen, 2005).

• To inform and connect all district initiatives.

• Curriculum is the only data source within our “sphere of influence”

• The students…the students…the students…

2

Activity versus Skill

Activity Skill

Students form a poetry circle • Perform oral poetry reading.

• Demonstrate good eye contact,

projection, tone, volume, and

articulation

Make a table to solve problems • Solve multiplication problems

with products up to 100.

• Develop a problem-solving table

for multiplication problems with

products up to 100

Idea map showing photosynthesis Identify and illustrate the steps of

photosynthesis

Create an insect collection Categorize and label insects by

kingdom, phylum, class order,

family genus, and species

3

Bolded words are used on MCA II exams

Critical Thinking Action Verbs Knowledge Comprehension Application Analysis Synthesis Evaluation

Arrange Classify Apply Analyze Adapt Propose Appraise

Choose Compare Build Appraise Arrange Set up Argue

Define Contrast Choose Calculate Assemble Solve Assess

Duplicate Describe Construct Categorize Change Test Attach

Find Demonstrate Demonstrate Classify Choose Theorize Award

Label Discuss Dramatize Compare Collect Write Choose

List Explain Employ Contrast Combine Compare

Match Express Experiment with Criticize Compile Conclude

Memorize Extend Express Differentiate Compose Criticize

Name Identify Identify Distinguish Construct Decide

Omit Illustrate Interpret Discriminate Create Deduct

Order Indicate Interview Distinguish Delete Defend

Recall Infer Make use of Divide Design Determine

Recognize Interpret Model Examine Develop Disprove

Relate Locate Operate Experiment Discuss Dispute

Repeat Outline Organize Inspect Elaborate Estimate

Reproduce Relate Plan Question Estimate Evaluate

Select Rephrase Practice Simplify Formulate Explain

Show Report Schedule Survey Imagine Interpret

Spell Restate Sketch Test Improve Judge

Tell Review Solve Invent Justify

Trace Select Use Make up Measure

Show Utilize Manage Predict

Summarize Write Maximize Prioritize

Translate Minimize Prove

Modify Rate

Organize Rule On

Plan Select

Predict Support

Prepare Value

4

Central Idea / Enduring

Understandings

Inquiry / Essential Questions

Content Skills Assessments Activities

Mastery

• Can transfer to

other

disciplines

• Frames /Aligns

with all

components of

map

• Clear Key

points

(i.e. events,

important info,

key terms)

Specific

• Varied Action

words of critical

thinking

• Includes all

levels of

thinking

• Reflects

standards

• Aligns w/

Essential

Understanding /

Central Idea

AND skills

• 2 types of

Assessment

Strategies

(Performance

Tasks and

Other

Assessments –

tests, essays)

• What students

are doing to

meet the skill

• Varied

• Total alignment

w/ skills,

enduring

understandings

, and guiding

questions

Adequate

• Answers the

question: “Why

are we learning

this?”

• Ex: Students

will understand

that …”

• Clear / Focused

• Lead to inquiry

• Vague topic w/

few general

sub-topics

• Most action

words of critical

thinking are the

same (little

variance)

• Items are

assessable

• Aligns with

skills

• Tangible

specific tests

• Formative /

Summative

• Not varied

Needs Revision

• Truism – has

an answer

• Rewords skills

• Non-Inquiry

• It is a given

• Lacks

relevance

• Essential

Question is a

statement

• Broad or vague

topic

• No action

words of critical

thinking

• Missing

altogether

• Does not align

w/ skills

• Vague (test)

• Not tangible

(class

participation)

• Doesn’t state

what students

are doing

• Not varied

• Not aligned

Curriculum Mapping Rubric

5

6

7

8

3/31/08

2007-2008 Brooklyn Center High School When Content Skills Assessment Timeline

August Curriculum Mapping

leadership team

identified

Members willing to

pilot diary map

Effective K-12

curriculum mapping

committee

August-ongoing

August Leadership team (LT)

develops plan for

effective roll-out of

mapping

Identify specific

needs of team

Review use of Atlas

Sept-Oct LT diary maps Team will map:

One prep at the

secondary level

Planner at EB—

including integration

LA standards in map

Completed diary

maps

Sept-Oct 2007

Oct LT troubleshoots ID possible problem

areas of mapping

with Atlas and needs

staff may have when

implementing

mapping

Oct 2007

November 9

(Half day K-12 staff

development day)

Roll-out diary maps

to all faculty.

Define diary maps

and required mapping

categories: enduring

understandings,

guiding question,

content, areas of

interaction, skill,

activities,

assessments, and

resources

Faculty completes

monthly diary maps

Nov 2007-June 2008

9

3/31/08

When Content Skills Assessment Timeline

(Nov-June) Weekly

collaboration time

dedicated to mapping

Work with

knowledgeable

colleague to assist

with comfort and

knowledge using the

software to enter

curriculum data

Enter data in required

mapping categories

on Rubicon Atlas

Status check of maps BCHS: Maps are due

by the 10th of each

month. (For example:

December’s map is

due January 10th)

January 18, 2007 Small group read-

throughs of

November and

December’s map

• Assess maps using

map rubric

• Identify

commonalities,

differences, clarity

of mapping data,

clear connections

between content,

activities, skills and

assessments

• Initial Individual

Map Read-through

form.

• Self-assessment of

map using map

rubric

January 18, 2008

January-June, 2008 Curriculum

Leadership team

reviews maps

• Identify strengths

and areas of growth

within the maps

• Assess maps using

map rubric

Monthly

March 7, 2008

Early Release

Small group read-

throughs of Jan-Feb

maps

• Assess maps using

map rubric

• Identify

commonalities,

differences, clarity

of mapping data,

clear connections

between content,

• Initial Individual

Map Read-through

form.

• Self-assessment of

map using map

rubric

March 7, 2008

10

3/31/08

When Content Skills Assessment Timeline

activities, skills and

assessments

March-April Curriculum

Leadership Team

reviews small group

meeting notes

• Analyze areas of

strength and growth

• Create an action

plan with:

Goals

Responsibilities

Timeline

Completed action

plan

May 12, 2008

April 11, 2008

Staff Development

Day

Small group read-

throughs of March’s

map

• Assess maps using

map rubric

• Identify

commonalities,

differences, clarity

of mapping data,

clear connections

between content,

activities, skills and

assessments

• Initial Individual

Map Read-through

form.

• Self-assessment of

map using map

rubric

April 11, 2008

May 16, 2008 Grade level outcomes Identify appropriate

grade level learning

outcomes

Completed grade

level outcomes form

May 16, 2008

11

3/31/08

2008-2009 (Draft) When Content Skills Assessment Timeline

Summer 2008 Standards

placements

Identify gaps and

overlaps of standards

placement grades 7-

12

Analyzed data from

Atlas reports/graphs

Summer 2008

September 2008 Common

assessments in core

areas

Develop common

assessments

appropriate to the

State benchmarks

Completed common

assessments

2008-2009

November 2008 Revision of

curriculum maps

Revise curriculum

based on standards

placement data

Action plan

identifying how the

curriculum will be

revised to reflect

appropriate

placement of

standards

November 2008

January 2009 Continuation of

developing common

assessments and

revision of curriculum

Develop common

assessments

appropriate to the

State benchmarks

Revise curriculum

based on standards

placement data

Updated action plan

of curriculum revision

Completed common

assessments

January 2009

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Q U I C K S T A R T

R E F E R E N C E G U I D E

1. Use one of two methods to select your name:

- Find your name in the drop down menu.

- Click the Search Names button, then type a recognizable anddistinct portion of your first or last name in the field and click OK.

2. Enter your initial default password provided by your instructor.

3. Click the Login button or hit the Return/Enter key on your keyboard.

L O G G I N G I N T O A T L A S

C H A N G I N G Y O U R P A S S W O R D

1. Select the Click here to change your user settings link onthe chalkboard of the Welcome page.

2. The Change Password option will require you to enter yournew password twice.

- Passwords are case sensitive.

- Your new password will take effect the next time you loginto Atlas.

3. Check that your email address and information are up to date. Make any necessary changes.

4. Click on the Save Password & Email Changes button to complete your changes.

- Passwords may be any combination of letters and numbers.

AtlasCURRICULUM MAPPING

- You will only be required to change your password once

2.

4.

3.

2.

1.

3.

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Selecting your Unit Calendar

To begin working in your curriculum map, first create yourunits of instruction.

1. To create units, click on the Develop button.

2. Click on the Units button to the right of the course youwish to work in.

Tip: Any course name followed by an asterisk is a collaborative map that can be modified by others on your team.

D E V E L O P I N G Y O U R C U R R I C U L U M

B A S I C N A V I G A T I O N

1. The buttons across the top of the page make up the primary navigation menu in Atlas. You may access any functiondirectly by clicking on the appropriate button.

2. The �breadcrumbs� are links that allow you to navigate back to previous pages without using the back button, whileensuring any changes made have been saved. Simply click on any underlined word in the breadcrumbs to return tothat page.

3. Logout of Atlas when you have saved all of your updated curriculum and completed your session.

T H R E E B U T T O N S T O R E M E M B E R

The Save button should be used regularly to save your work.

1.

2.3.

The Eyeglasses button will save your work and display your map in a separate window.

The Atlas Logo will return you to the previous page from any mapwith a white background.

1.

2.

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Adding a New Unit

1. Click in the Specify a Unit Name text box and enter the name of your unit.

2. Select the time span of the unit using the From: and Through: options.

3. Click Save to create the unit. The unit now appears in thetable for the periods you selected.

1. Edit: Click in any box. Then type, change or delete data directly in the web interface.

Tip: In almost all cases, you may copy and paste informationfrom other electronic documents into your curriculummap.

2. Save: Save your data frequently by clicking the Savebutton near the upper right-hand corner or bottom of thepage.

3. Unit Calendar: To return to the Unit Calendar, click onthe underlined link in the breadcrumbs. Be sure to saveyour work first.

W O R K I N G W I T H U N I T S O F I N S T R U C T I O N

Resequencing and Rescheduling Units

1. Click on any underlined unit name to select it. An icon willappear next to the unit.

2. Resequence the unit by using the up and down buttons.

3. Reschedule or adjust the timeperiod of the unit by either:

E D I T I N G Y O U R C U R R I C U L U M

4. View Map: Clicking on the Eyeglasses icon will saveyour work and then show you the entire curriculum mapin a new browser window. After reviewing your map�sprogress, click on the Atlas logo in the upper-left cornerof the map to return to the edit page.

To enter curriculum for anyunit, click on the dot or baricon corresponding to the unitand time period you wish tomap.

1.

2.

3.

3.

2.1.

1.

2.3. 4.

- clicking the left/right arrows in the direction you wish it to move; or

- changing the timeframe that the unit begins and ends by using the From and Through options.

15

Tip: Remember to logout after you save your work.

@ C o p y r i g h t 2 0 0 5 R u b i c o n I n t e r n a t i o n a l � M a n u f a c t u r e d b y L a m i n a t i n g S e r v i c e s , I n c . S t . P e t e r s b u r g , F L , a n d ( m a n u f a c t u r i n g ) s o l d u n d e r l i c e n s e f r o m F a s t M a r k H o l d i n g s , L L C . P a l o A l t o , C A U S A u n d e r o n e o r m o r e o f t h e f o l l o w i n g P a t e n t s ; U . S . P a t e n t N o s . 5 , 0 6 3 , 6 3 7 a n d 5 , 2 7 3 , 4 3 2 �

A T L A S R E S O U R C E S

This section provides general information regardingthe use of Atlas and links to other resources. Findanswers to frequently asked questions, tips and tricks,the Atlas Online Manual and other items of interest.

Ask the Experts

If you need more assistance, click on the Ask the Experts link in the Info section. Atlas identifies system administratorsfor your site who can assist you with common functions, such as resetting your password and updating your course list.

You are welcome to contact Rubicon directly with any questions you may have.

Atlas Online Manual

From the Info section you can click through to theAtlas Online Manual. All the major functions of theAtlas system are captured in this section.

Functions are organized just like the navigation buttons.Click on any of the links to view screenshots and step-by-step instructions for al l Atlas features.

I N F O

References

Click on References to view the Atlas Curriculum ResourceCenter with helpful links to your school�s existing curriculumdocuments and a complete collection of educational resources,including:

- Regional & State Standards- Associations & Accredidation agencies- Differentiated Instruction- Bloom�s Taxonomy- Special Education- Pedagogical Approaches- and many other helpful links

Training Checklist and Evaluation

Use the Training Checklist to self-assess andtrack which features and functions you feelcomfortable using.

- Track your progress and assess your own learning.

- Easily identify features of Atlas that are unfamiliar.

- Utilize the quick and convenient links to the Atlas Online Manual or online Training Videos specific to each topic.

- Deliver your own faculty training and track the progress of faculty

16

Curriculum Mapping Glossary

Assessment • Demonstration of skills development and content

understanding

• Culminating projects, products or performances that

you would accept as evidence of learning.

• Three types of assessment:

o Selected response: multiple choice,

matching, true/false, fill-in the blank

o Writing Assessments: constructed

response, extended response, short

answer, essay

o Performance-based: skill demonstration,

products, performances

• Personal Communication: question/answer,

conferences, interviews

Content: • The “Big Idea”.

Concepts supported by: facts, events, pertinent

information, focus resources

Curriculum

Mapping

• A procedure of collecting a data base of the

operational school curriculum in a school and/or

district.

• The purpose is to collect authentic data about the

classroom and genuine information about what

students actually experience, not what others think

they should be learning.

Diary Mapping • Asks teachers to document the content, skills,

activities and assessments at the end of each month

as they are taught

Essential

Understanding

• Embody the concept, big idea

• Focus instruction and learning

• Push students to higher levels of learning

• Help student make connections beyond the content

being studied

Formative

Assessments

• Process oriented

• Occurs during learning

• Provides information for modifying teaching and

learning activities

• Assists students to self-assess and learn more

Guiding

question

A broad-based question which frames a specific unit.

It helps to focus on what is the essence of the unit.

Guiding questions should avoid being narrow or

content specific. Guiding questions may well prompt

students to ask more questions, and ultimately to use

the content as well as research skills and thinking

skills to come up with answers.

17

Projection

Mapping

Requires teachers to record their planned content,

skills and assessments for the entire school year at

one time.

Skills • The skills as student would need to demonstrate and

develop in pursuit of the content.

• Defines what “understanding” really means.

• Begin with an ACTION verb

• Assessable, observable, measurable

Benchmarks and critical skills that align with the

concept.

Summative

Assessments

• Designed primarily for the purposes of accountability.

• Is an event after learning.

• Measures how much students have learned at a point

in time.

Assessment of learning

18