Bypassing the Roadblocks

Bypassing the RoadblocksBypassing the Roadblocks

Steps for Implementing

Curriculum Mapping

Paula Kedy - Director of Curriculum

Ada Public Schools

Jon Myers - Director of Curriculum

Noble Public Schools

Steps for Implementing

Curriculum Mapping

Paula Kedy - Director of Curriculum

Ada Public Schools

Jon Myers - Director of Curriculum

Noble Public Schools

If only we would have had maps!

If only we would have had maps!

Gilligan’s IslandGilligan’s Island

So sit right back, and you will hear a tale.

A tale of a curriculum trip.

So sit right back, and you will hear a tale.

A tale of a curriculum trip.


That started with Jon and I running our mouths,

about this tiny ship.

That started with Jon and I running our mouths,

about this tiny ship.


The format was an easy one.

The research tried and true.

The format was an easy one.

The research tried and true.


So Noble and Ada sat sail one day for a Curriculum Mapping Cruise.

A Curriculum Mapping Cruise.

So Noble and Ada sat sail one day for a Curriculum Mapping Cruise.

A Curriculum Mapping Cruise.


PASS skills started getting doct-ed.

Best Practices were sought.

PASS skills started getting doct-ed.

Best Practices were sought.


If not for the support of the teaching crew, the process would be lost.

The process would be lost.

If not for the support of the teaching crew, the process would be lost.

The process would be lost.


The maps got done and stored in this…

Some web-based mapping form.

The maps got done and stored in this…

Some web-based mapping form.


With consistency,With consistency,


And alignment too.And alignment too.


It’s calendar-based,

with our PASS.

It’s calendar-based,

with our PASS.


The curriculumThe curriculum


is operational

and official,

Here at our Schools.

is operational

and official,

Here at our Schools.

The VoyageThe Voyage

The Dreaded InitiativesThe Dreaded Initiatives

Stop and think for a minute… How do your colleagues and/or staff look at

certain initiatives? Let’s take a look at some images that might

represent how they feel.

Stop and think for a minute… How do your colleagues and/or staff look at

certain initiatives? Let’s take a look at some images that might

represent how they feel.

The Long Haul…The Loneliness…

Hanging on for Dear Life…

Wake me when it isover….

An uncomfortable feeling…

A Great Relief…

Yuck….No Child Left BEHIND

I Can’t Believe It…I Can’t Believe It!

I Can’t Believe It…I Can’t Believe It!

A Tale of 2 CitiesA Tale of 2 Cities

ADM - 2,683 About 200 teachers 6 School Sites

Glenwood (Pre-K - K) Hayes (1 - 2) Washington (3 - 4) Willard (5 - 6) Ada Junior HS Ada HS

ADM - 2,683 About 200 teachers 6 School Sites

Glenwood (Pre-K - K) Hayes (1 - 2) Washington (3 - 4) Willard (5 - 6) Ada Junior HS Ada HS

ADM - 2750 About 200 teachers 5 School Sites

KID (Pre-K - 1st) Hubbard (2nd - 3rd) Pioneer (4th - 5th) CIMS (6th - 8th) Noble HS

ADM - 2750 About 200 teachers 5 School Sites

KID (Pre-K - 1st) Hubbard (2nd - 3rd) Pioneer (4th - 5th) CIMS (6th - 8th) Noble HS

RoadblocksRoadblocks

What roadblocks do you feel you will see in your near future with your school’s mapping initiative?

What roadblocks do you feel you will see in your near future with your school’s mapping initiative?

Now it is time for…

Jon and Paula’s Top 10 List

Now it is time for…

Jon and Paula’s Top 10 List

Jon & Paula’s Top Ten ListJon & Paula’s Top Ten List

10. “Been there - done that!” What type of individual does this statement describe?

To us, this is a teacher who thinks that he/she has seen it all.

Jon’s evaluation Following a failed initiative

Have your pompons ready!!!!!

10. “Been there - done that!” What type of individual does this statement describe?

To us, this is a teacher who thinks that he/she has seen it all.

Jon’s evaluation Following a failed initiative

Have your pompons ready!!!!!


9. “Where will I find the time?” This statement describes every one of us to

some degree. Teachers and Administrators are so pressed

for time that anything new can be overwhelming to them.

APS - Plan of Action NPS - Plan of Action

9. “Where will I find the time?” This statement describes every one of us to

some degree. Teachers and Administrators are so pressed

for time that anything new can be overwhelming to them.

APS - Plan of Action NPS - Plan of Action


8. “You want me to map with my department? Are you kidding? I can’t stand my colleagues!”

Comfort Levels cannot be at stake when student learning is at stake.

Jon’s Dilemma Sometimes you may need to have an

administrator to help keep things on task or an agenda established for each meeting.

8. “You want me to map with my department? Are you kidding? I can’t stand my colleagues!”

Comfort Levels cannot be at stake when student learning is at stake.

Jon’s Dilemma Sometimes you may need to have an

administrator to help keep things on task or an agenda established for each meeting.

Jon & Paula’s Top Ten ListJon & Paula’s Top Ten List7. “There is nothing wrong with my unit on the 9

planets…..it’s in the textbook that way! What type of individual does this statement describe?

I’ve always taught dinosaurs and that is just the way it is. We can’t adopt this physical science textbook. It doesn’t start with

the physics side until chapter 15; it starts with chemistry. I can’t have that.

“The closest 5th grade pass skills I could find for the human body are the ones on ecology….so I stuck them in the map under the Human Body Content Area. Is that okay Mr. Myers?”

We need to remember, we are teaching PASS, not the textbook.

7. “There is nothing wrong with my unit on the 9 planets…..it’s in the textbook that way!

What type of individual does this statement describe? I’ve always taught dinosaurs and that is just the way it is. We can’t adopt this physical science textbook. It doesn’t start with

the physics side until chapter 15; it starts with chemistry. I can’t have that.

“The closest 5th grade pass skills I could find for the human body are the ones on ecology….so I stuck them in the map under the Human Body Content Area. Is that okay Mr. Myers?”

We need to remember, we are teaching PASS, not the textbook.

Jon & Paula’s Top Ten ListJon & Paula’s Top Ten List6. “Just like a cheap band-aid….No Adherence!”

What are some strategies that would help districts “adhere” to the curriculum map? Consensus - Pledge Benchmarks Monitor Curriculum Walkthroughs Signoffs

6. “Just like a cheap band-aid….No Adherence!” What are some strategies that would help districts

“adhere” to the curriculum map? Consensus - Pledge Benchmarks Monitor Curriculum Walkthroughs Signoffs

Jon & Paula’s Top Ten ListJon & Paula’s Top Ten List5. “How many more years do I have left?”

What type of individual…..?

They’re tired. They have had a long career and they know in 2 years they are done or they are just “one bad day away”.

We as leaders of a mapping initiative need to find a way to convince them and to get them to understand that we need and want their expertise.

5. “How many more years do I have left?” What type of individual…..?

They’re tired. They have had a long career and they know in 2 years they are done or they are just “one bad day away”.

We as leaders of a mapping initiative need to find a way to convince them and to get them to understand that we need and want their expertise.

Jon & Paula’s Top Ten ListJon & Paula’s Top Ten List4. “What happens in Vegas…stays in Vegas!”

These teachers don’t have an open door policy. Their attitude is “don’t ask - don’t tell”.

Teacher Collaboration - Best Practices Beg…Borrow…and Steal!

4. “What happens in Vegas…stays in Vegas!” These teachers don’t have an open door policy. Their

attitude is “don’t ask - don’t tell”. Teacher Collaboration - Best Practices Beg…Borrow…and Steal!

Jon & Paula’s Top Ten ListJon & Paula’s Top Ten List3. “Why should I map? Shouldn’t the people below

me be the ones worried about mapping?” Certain individuals will feel at times that they should

not have to map due to what they teach.

Paula’s Dilemma Those 5th grade CRTs! It is a K-12 Celebration!

3. “Why should I map? Shouldn’t the people below me be the ones worried about mapping?”

Certain individuals will feel at times that they should not have to map due to what they teach.

Paula’s Dilemma Those 5th grade CRTs! It is a K-12 Celebration!

Jon & Paula’s Top Ten ListJon & Paula’s Top Ten List2. “So what if I am number 9 out of 10 in teaching

performance. I’m still better than one.” Ineffective teachers don’t know they are ineffective. Several teachers are in survival mode.

2. “So what if I am number 9 out of 10 in teaching performance. I’m still better than one.”

Ineffective teachers don’t know they are ineffective. Several teachers are in survival mode.

Jon & Paula’s Top Ten ListJon & Paula’s Top Ten List1. “This is way too much and we already have

curriculum guides.” How do we convince them that maps are a useable

tool? Schools may need to step back and look at their

situations. Feeder Schools Horizontal Schools Gaps and Redundancies

1. “This is way too much and we already have curriculum guides.”

How do we convince them that maps are a useable tool?

Schools may need to step back and look at their situations. Feeder Schools Horizontal Schools Gaps and Redundancies

The FrameworkThe Framework

Setting Goals and Preparing a Long Range Plan

Designing a Template Establishing Your Process Making it Work

Setting Goals and Preparing a Long Range Plan

Designing a Template Establishing Your Process Making it Work

The MarketingThe Marketing

Selling the Product Motivation

Having all of your ducks in a row…. Have your plan of attack

Lead your staff to…

Selling the Product Motivation

Having all of your ducks in a row…. Have your plan of attack

Lead your staff to…

Good CurriculumGood Curriculum

Good curriculum begins by asking all teachers to document the content and skills they teach and then providing opportunities for them to talk with one another about their real classroom teaching and how those practices affect our students.

Dr. Susan Udelhofen

National Staff Development Leader

Good curriculum begins by asking all teachers to document the content and skills they teach and then providing opportunities for them to talk with one another about their real classroom teaching and how those practices affect our students.

Dr. Susan Udelhofen

National Staff Development Leader

?????? What are 3 of the most important

questions that need to be asked if we want our schools to improve?

What are 3 of the most important questions that need to be asked if we want our schools to improve?

Question 1Question 1

What is it we want all children to learn?

By grade levelby courseby unit of instruction

What is it we want all children to learn?

By grade levelby courseby unit of instruction

MathMath

Consistency Sequence Benchmark

Assessments Targets Language-Based

Approach

Consistency Sequence Benchmark

Assessments Targets Language-Based

Approach

Flexibility Approach Pace Grouping of Students Assignments

Flexibility Approach Pace Grouping of Students Assignments

English/Language ArtsEnglish/Language Arts

Consistency Exposure to Specific

Genres Expression of Genre Grammar Sequence Rubrics

Consistency Exposure to Specific

Genres Expression of Genre Grammar Sequence Rubrics

Flexibility Choice of Books

Within Genres Independent Reading

Selections Instructional Support

Flexibility Choice of Books

Within Genres Independent Reading

Selections Instructional Support

;

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How will we know when each student has acquired the intended knowledge and skills? CRTs/EOIs – Can we wait that long? Benchmark Tests – Locally or Manufactured

How will we know when each student has acquired the intended knowledge and skills? CRTs/EOIs – Can we wait that long? Benchmark Tests – Locally or Manufactured


How will we respond when students experience initial difficulty so that we can improve upon current levels of learning? Will we just pass them on until we lose them completely?

By then – all sites have felt the repercussions. Will we hold them accountable and offer them support no matter what it

takes? Schools that improved the most insisted students get extra help

whenever there was evidence that those students were having difficulty in learning.

How will we respond when students experience initial difficulty so that we can improve upon current levels of learning? Will we just pass them on until we lose them completely?

By then – all sites have felt the repercussions. Will we hold them accountable and offer them support no matter what it

takes? Schools that improved the most insisted students get extra help

whenever there was evidence that those students were having difficulty in learning.

The Big PictureThe Big Picture

Consistent instruction of PASS Common Benchmarks set to that Consistent

Instruction Teacher Collaboration on those Common

Benchmarks

Consistent instruction of PASS Common Benchmarks set to that Consistent

Instruction Teacher Collaboration on those Common

Benchmarks

Curriculum MappingCurriculum Mapping

“Would you tell me, please, which way I ought to walk from here?”

“That depends a good deal on where you want to get to,” said the Cat.

“I don’t much care where,” said Alice. “Then it doesn’t matter which way you

walk,” said the Cat.

“Would you tell me, please, which way I ought to walk from here?”

“That depends a good deal on where you want to get to,” said the Cat.

“I don’t much care where,” said Alice. “Then it doesn’t matter which way you

walk,” said the Cat.

VisionVision VisionSkills VisionIncentives VisionResources VisionAction PlanSustainable

Change

Confusion

Anxiety

Resistance

Frustration

Treadmill

Implementing the Curriculum Mapping Process

VisionVision VisionSkills VisionIncentives VisionResources Vision

VisionVision VisionSkills VisionIncentives Vision VisionAction Plan

VisionVision VisionSkills Vision VisionResources VisionAction Plan

VisionVision Vision VisionIncentives VisionResources VisionAction Plan

Vision VisionSkills VisionIncentives VisionResources VisionAction Plan

Curriculum MappingCurriculum Mapping

In the end - I wanted a curriculum map that would say…

This is what is required of an Biology I or a 2nd grade math student based off of a curriculum map.

In the end - I wanted a curriculum map that would say…

This is what is required of an Biology I or a 2nd grade math student based off of a curriculum map.

Curriculum & InstructionCurriculum & Instruction

Official Operational Assessed Operational = Official = Assessed Consistent? Basis for Collaboration?

Official Operational Assessed Operational = Official = Assessed Consistent? Basis for Collaboration?

Benefits of Curriculum Mapping

Benefits of Curriculum Mapping

Consistent core curriculum Common language for communication Tool to examine skills and forms of assessments Foundation for professional development plans and a

timeline Tool to focus and inform instruction Vehicle to revise and refine curriculum Tool for cross-curricular Tool for communication Tool for alignment both horizontal and vertical

Consistent core curriculum Common language for communication Tool to examine skills and forms of assessments Foundation for professional development plans and a

timeline Tool to focus and inform instruction Vehicle to revise and refine curriculum Tool for cross-curricular Tool for communication Tool for alignment both horizontal and vertical

What do we need to do?What do we need to do?

We need to ensure: that the material students are being tested on

(assessments) is the same material they are being taught in the

classroom (curriculum) and will allow students to reach the expectations

set by the state (standards). And in the process…..improve lessons and

teachers by consistency.

We need to ensure: that the material students are being tested on

(assessments) is the same material they are being taught in the

classroom (curriculum) and will allow students to reach the expectations

set by the state (standards). And in the process…..improve lessons and

teachers by consistency.

The Game Plan 2005-2006The Game Plan 2005-2006

September, 2005 Heidi Hayes Jacobs OKC Mapping WS

Oct./Nov. 2005 Research

Jacobs, DuFour Schools Software

September, 2005 Heidi Hayes Jacobs OKC Mapping WS

Oct./Nov. 2005 Research

Jacobs, DuFour Schools Software

November, 2005 Met with Leadership

Team

December, 2005 Met with Curriculum

Council

January, 2006 Presented to K-8 Presented 9-12

November, 2005 Met with Leadership

Team

December, 2005 Met with Curriculum

Council

January, 2006 Presented to K-8 Presented 9-12


February, 2006 K-5 Professional Dev.

April, 2006 6-12 Professional Dev.

May, 2006 K-5 Science Maps Due 6-12 Maps Due

June, 2006 Curriculum Mapper

Training

February, 2006 K-5 Professional Dev.

April, 2006 6-12 Professional Dev.

May, 2006 K-5 Science Maps Due 6-12 Maps Due

June, 2006 Curriculum Mapper

Training

August, 2006 Continuation of K-5

maps (Math and LA) Introduce Benchmarks

for Math and Reading

September, 2006 Met with Curriculum

Mapper Team

Offered Sub Support

August, 2006 Continuation of K-5

maps (Math and LA) Introduce Benchmarks

for Math and Reading

September, 2006 Met with Curriculum

Mapper Team

Offered Sub Support


Continued to Map and Benchmark

January, 2007 Vertical Alignment using

Maps Continued to Map and

Benchmark August, 2007

ALCA - Test Data

Continued to Map and Benchmark

January, 2007 Vertical Alignment using

Maps Continued to Map and

Benchmark August, 2007

ALCA - Test Data

October, 2007 Purchase of

Benchmark Software

Offered Sub Support Will finish out year

October, 2007 Purchase of

Benchmark Software

Offered Sub Support Will finish out year

The Game PlanThe Game Plan

2007-2008 Project Mitochondria Project Slope Intercept Project E-Day Project Caesar Project Bay Psalm Project Alg. II/Geom

2007-2008 Project Mitochondria Project Slope Intercept Project E-Day Project Caesar Project Bay Psalm Project Alg. II/Geom

Next steps Implement Consistent

Benchmarks for Grades 2-8 and some HS subjects

Building Academic Vocabulary

Create Quality Consensus Maps

Next steps Implement Consistent

Benchmarks for Grades 2-8 and some HS subjects

Building Academic Vocabulary

Create Quality Consensus Maps

For the Wolf – For the PackFor the Wolf – For the Pack

“For the strength of the pack is the wolf, and the strength of the wolf is the pack.”

Rudyard KiplingThe Law of the Wolves

Consistent Instruction with common assessments with productive feedback on how to improve (best practices)

“For the strength of the pack is the wolf, and the strength of the wolf is the pack.”

Rudyard KiplingThe Law of the Wolves

Consistent Instruction with common assessments with productive feedback on how to improve (best practices)

Helpful LinksHelpful Links

www.curriuculumdesigners.com www.curriuclummapper.com www.curriculummapping101.com www.su-consulting.com www.sde.state.ok.us www.nea.org/webresources/curricmap.htm www.nobleps.com or www.adapss.com [email protected] [email protected]

www.curriuculumdesigners.com www.curriuclummapper.com www.curriculummapping101.com www.su-consulting.com www.sde.state.ok.us www.nea.org/webresources/curricmap.htm www.nobleps.com or www.adapss.com [email protected] [email protected]

http://www.curriuculumdesigners.com/

http://www.curriuclummapper.com/

http://www.curriculummapping101.com/

http://www.su-consulting.com/

http://www.sde.state.ok.us/

http://www.nea.org/webresources/curricmap.htm

http://www.nobleps.com/

http://www.adapss.com/

mailto:[email protected]


http://www.curriuculumdesigners.com/

http://www.curriuclummapper.com/

http://www.curriculummapping101.com/

http://www.su-consulting.com/

http://www.sde.state.ok.us/

http://www.nea.org/webresources/curricmap.htm

http://www.nobleps.com/

http://www.adapss.com/



Bypassing the Roadblocks

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