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Transcript of Curriculum mapping-train-the-trainer
Curriculum MappingCurriculum MappingAuditing the Taught CurriculumAuditing the Taught Curriculum
To Improve Student AchievementTo Improve Student Achievement
Virginia Department of EducationVirginia Department of EducationGovernor’s Best Practice Center Region 6 - ChathamGovernor’s Best Practice Center Region 6 - Chatham
Pamela V. HeathPamela V. HeathCurriculum and Instruction SpecialistCurriculum and Instruction Specialist 1
Curriculum AlignmentCurriculum AlignmentCurriculum MappingCurriculum Mapping
Curriculum PacingCurriculum Pacing
Curriculum StructuresCurriculum Structures
2
Curriculum AlignmentCurriculum AlignmentCurriculum MappingCurriculum Mapping
Curriculum PacingCurriculum Pacing
Curriculum StructuresCurriculum Structures
We are here
3
What is Curriculum What is Curriculum Alignment?Alignment?
• Curriculum Curriculum alignment refers to alignment refers to the process of the process of interpreting interpreting learning standards, learning standards, then developing then developing learning objectives learning objectives that are directly that are directly targeted to the targeted to the standardsstandards
4
Curriculum AlignmentCurriculum AlignmentCurriculum MappingCurriculum Mapping
Curriculum PacingCurriculum Pacing
Curriculum StructuresCurriculum Structures
5
Curriculum AlignmentCurriculum Mapping
Curriculum Pacing
Curriculum Structures
We are here 6
A Curriculum Pacing Guideis a planning tool that helps teachers plan the pacingof their instruction so that all testedtopics are taughtprior to the administrationof the SOL test
7
Curriculum AlignmentCurriculum AlignmentCurriculum MappingCurriculum Mapping
Curriculum PacingCurriculum Pacing
Curriculum StructuresCurriculum Structures
8
Curriculum AlignmentCurriculum Mapping
Curriculum Pacing
Curriculum StructuresWe are here
9
What is Curriculum Mapping?
• Curriculum mapping is a process that helps teachers keep track of what has actually been taught throughout an entire year
10
Why Curriculum Mapping?
• The map becomes a tool that is used to help modify and refine next year’s instruction
11
A Pacing Guide
is an outline of the
intended curriculum
A Curriculum
Map
is an outline of the
implemented
curriculum
12
Steps for mapping...
1. Collect data (record what was actually taught) using a calendar-based format:
• Content• Skills• Activities• Assessments 13
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.& Est.
Review addition facts
Vocabulary:- addend
Addition strategies:- recall strategies- “make a ten”- doubles
Board practice Seatwork Flash cards Addition Bingo
HomeworkMad Minutes
August
- sum- number
sentences
1 3.16 Meas.
Order and zeroproperties
Time Understand a “minute” Compare equivalent Mad MinutesIn relation to an hour ora day
times “Things You Can Do
In A Minute”
3 3.22 Prob.& Stat.
Graphs Read and interpretgraphs
Favorite movie graph Weekly Reader bar
graph
Weekly Readerscience graph
Sept.
8
3
3.8
3.4
Comp.& Est.
Review subtractionfacts; vocabularyFact families
Subtraction strategies:- recall strategies- “counting back”
Board practice Seatwork Flash cards Subtraction Bingo
HomeworkMad MinutesSilent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:- “Act it out” strategy
Measuring to nearest
Group work
Centers
Chapter 1 Math Test- addition- subtraction- fact families
measurement forlength
inch Measure individualstudents’ heights –record on “growingtree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham14
Steps for mapping...2. Review data
This analytic tool can be used by:
• An individual teacher• A group of teachers of the same grade level or
the same course• A group of teachers from varied grade levels
or varied courses within a department
15
Steps for mapping...
3. Identify changes that can be made to curriculum alignment or curriculum pacing guides to correct deficiencies
16
Curriculum AlignmentCurriculum Mapping
Curriculum Pacing
Curriculum Structures
17
Description: What?Description: What?
Analysis: So What?Analysis: So What?
Reflection: Now Reflection: Now What?What?
Collect data
Review data
Identify possible changes 18
Steps for mapping...
1. Collect data (record what was actually taught) using a calendar-based format:
• Content• Skills• Activities• Assessments 19
Grade Level ______ Subject _________________ School _____________________ Name _________________
Month#
Days SOLs Strand Content Skills Activities Assessments
Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham
20
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.& Est.
Review addition facts
Vocabulary:- addend
Addition strategies:- recall strategies- “make a ten”- doubles
Board practice Seatwork Flash cards Addition Bingo
HomeworkMad Minutes
August
- sum- number
sentences
1 3.16 Meas.
Order and zeroproperties
Time Understand a “minute” Compare equivalent Mad MinutesIn relation to an hour ora day
times “Things You Can Do
In A Minute”
3 3.22 Prob.& Stat.
Graphs Read and interpretgraphs
Favorite movie graph Weekly Reader bar
graph
Weekly Readerscience graph
Sept.
8
3
3.8
3.4
Comp.& Est.
Review subtractionfacts; vocabularyFact families
Subtraction strategies:- recall strategies- “counting back”
Board practice Seatwork Flash cards Subtraction Bingo
HomeworkMad MinutesSilent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:- “Act it out” strategy
Measuring to nearest
Group work
Centers
Chapter 1 Math Test- addition- subtraction- fact families
measurement forlength
inch Measure individualstudents’ heights –record on “growingtree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham21
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.& Est.
Review addition facts
Vocabulary:- addend
Addition strategies:- recall strategies- “make a ten”- doubles
Board practice Seatwork Flash cards Addition Bingo
HomeworkMad Minutes
August
- sum- number
sentences
1 3.16 Meas.
Order and zeroproperties
Time Understand a “minute” Compare equivalent Mad MinutesIn relation to an hour ora day
times “Things You Can Do
In A Minute”
3 3.22 Prob.& Stat.
Graphs Read and interpretgraphs
Favorite movie graph Weekly Reader bar
graph
Weekly Readerscience graph
Sept.
8
3
3.8
3.4
Comp.& Est.
Review subtractionfacts; vocabularyFact families
Subtraction strategies:- recall strategies- “counting back”
Board practice Seatwork Flash cards Subtraction Bingo
HomeworkMad MinutesSilent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:- “Act it out” strategy
Measuring to nearest
Group work
Centers
Chapter 1 Math Test- addition- subtraction- fact families
measurement forlength
inch Measure individualstudents’ heights –record on “growingtree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham22
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.& Est.
Review addition facts
Vocabulary:- addend
Addition strategies:- recall strategies- “make a ten”- doubles
Board practice Seatwork Flash cards Addition Bingo
HomeworkMad Minutes
August
- sum- number
sentences
1 3.16 Meas.
Order and zeroproperties
Time Understand a “minute” Compare equivalent Mad MinutesIn relation to an hour ora day
times “Things You Can Do
In A Minute”
3 3.22 Prob.& Stat.
Graphs Read and interpretgraphs
Favorite movie graph Weekly Reader bar
graph
Weekly Readerscience graph
Sept.
8
3
3.8
3.4
Comp.& Est.
Review subtractionfacts; vocabularyFact families
Subtraction strategies:- recall strategies- “counting back”
Board practice Seatwork Flash cards Subtraction Bingo
HomeworkMad MinutesSilent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:- “Act it out” strategy
Measuring to nearest
Group work
Centers
Chapter 1 Math Test- addition- subtraction- fact families
measurement forlength
inch Measure individualstudents’ heights –record on “growingtree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham23
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.& Est.
Review addition facts
Vocabulary:- addend
Addition strategies:- recall strategies- “make a ten”- doubles
Board practice Seatwork Flash cards Addition Bingo
HomeworkMad Minutes
August
- sum- number
sentences
1 3.16 Meas.
Order and zeroproperties
Time Understand a “minute” Compare equivalent Mad MinutesIn relation to an hour ora day
times “Things You Can Do
In A Minute”
3 3.22 Prob.& Stat.
Graphs Read and interpretgraphs
Favorite movie graph Weekly Reader bar
graph
Weekly Readerscience graph
Sept.
8
3
3.8
3.4
Comp.& Est.
Review subtractionfacts; vocabularyFact families
Subtraction strategies:- recall strategies- “counting back”
Board practice Seatwork Flash cards Subtraction Bingo
HomeworkMad MinutesSilent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:- “Act it out” strategy
Measuring to nearest
Group work
Centers
Chapter 1 Math Test- addition- subtraction- fact families
measurement forlength
inch Measure individualstudents’ heights –record on “growingtree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham24
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.& Est.
Review addition facts
Vocabulary:- addend
Addition strategies:- recall strategies- “make a ten”- doubles
Board practice Seatwork Flash cards Addition Bingo
HomeworkMad Minutes
August
- sum- number
sentences
1 3.16 Meas.
Order and zeroproperties
Time Understand a “minute” Compare equivalent Mad MinutesIn relation to an hour ora day
times “Things You Can Do
In A Minute”
3 3.22 Prob.& Stat.
Graphs Read and interpretgraphs
Favorite movie graph Weekly Reader bar
graph
Weekly Readerscience graph
Sept.
8
3
3.8
3.4
Comp.& Est.
Review subtractionfacts; vocabularyFact families
Subtraction strategies:- recall strategies- “counting back”
Board practice Seatwork Flash cards Subtraction Bingo
HomeworkMad MinutesSilent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:- “Act it out” strategy
Measuring to nearest
Group work
Centers
Chapter 1 Math Test- addition- subtraction- fact families
measurement forlength
inch Measure individualstudents’ heights –record on “growingtree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham25
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.& Est.
Review addition facts
Vocabulary:- addend
Addition strategies:- recall strategies- “make a ten”- doubles
Board practice Seatwork Flash cards Addition Bingo
HomeworkMad Minutes
August
- sum- number
sentences
1 3.16 Meas.
Order and zeroproperties
Time Understand a “minute” Compare equivalent Mad MinutesIn relation to an hour ora day
times “Things You Can Do
In A Minute”
3 3.22 Prob.& Stat.
Graphs Read and interpretgraphs
Favorite movie graph Weekly Reader bar
graph
Weekly Readerscience graph
Sept.
8
3
3.8
3.4
Comp.& Est.
Review subtractionfacts; vocabularyFact families
Subtraction strategies:- recall strategies- “counting back”
Board practice Seatwork Flash cards Subtraction Bingo
HomeworkMad MinutesSilent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:- “Act it out” strategy
Measuring to nearest
Group work
Centers
Chapter 1 Math Test- addition- subtraction- fact families
measurement forlength
inch Measure individualstudents’ heights –record on “growingtree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham26
Remember...
Your curriculum map reflectswhat actually occurs in your
classroom
• Reality is “messy”• May not be a “pretty” document• That’s ok!
27
Some Guidelines...
• Include enough specifics to make the map useful (so it “tells” you something upon reflection)
• Use specific vocabulary vs. vague/generic terms
28
Some Guidelines...
• Don’t write too much!
• No need to write out objectives or complete activities
29
Grade Level ______ Subject _________________ School _____________________ Name ______________
Month#
Days SOLs Strand Content Skills Activities Assessments
April 5 BIO.1BIO.2BIO.4BIO.5
Bacteria VideoLectureYogurt LabAgar Plates Activity
Lab write-up
Prepared slides
5 BIO.1BIO.4BIO.5
Fungi VideoLectureSpecimens
Test
2
3
BIO.1BIO.4BIO.5 Intro. Plants/
Seedless Plants
Internet Research/ Library Research
Computer Lab/Library
LectureWorksheet
Plant Project
Specimens
2
3
BIO.1BIO.3BIO.4BIO.5
Seed Plants
Photosynthesis
LectureWorksheetSpecimensVideo
Test
May 5 BIO.1BIO.3
Photosynthesis/ Respiration
Worksheet
Chlorophyll LabWorksheet
Lab QuestionsQuizzes
BIO.5 Lecture
Biology I
30
Grade Level ______ Subject _________________ School _____________________ Name ______________
Month#
Days SOLs Strand Content Skills Activities Assessments
April 5 BIO.1BIO.2BIO.4BIO.5
Bacteria VideoLectureYogurt LabAgar Plates Activity
Lab write-up
Prepared slides
5 BIO.1BIO.4BIO.5
Fungi VideoLectureSpecimens
Test
2
3
BIO.1BIO.4BIO.5 Intro. Plants/
Seedless Plants
Internet Research/ Library Research
Computer Lab/Library
LectureWorksheet
Plant Project
Specimens
2
3
BIO.1BIO.3BIO.4BIO.5
Seed Plants
Photosynthesis
LectureWorksheetSpecimensVideo
Test
May 5 BIO.1BIO.3
Photosynthesis/ Respiration
Worksheet
Chlorophyll LabWorksheet
Lab QuestionsQuizzes
BIO.5 Lecture
Biology I
31
Grade Level ______ Subject _________________ School _____________________ Name ______________
Month#
Days SOLs Strand Content Skills Activities Assessments
April 5 BIO.1BIO.2BIO.4BIO.5
Bacteria VideoLectureYogurt LabAgar Plates Activity
Lab write-up
Prepared slides
5 BIO.1BIO.4BIO.5
Fungi VideoLectureSpecimens
Test
2
3
BIO.1BIO.4BIO.5 Intro. Plants/
Seedless Plants
Internet Research/ Library Research
Computer Lab/Library
LectureWorksheet
Plant Project
Specimens
2
3
BIO.1BIO.3BIO.4BIO.5
Seed Plants
Photosynthesis
LectureWorksheetSpecimensVideo
Test
May 5 BIO.1BIO.3
Photosynthesis/ Respiration
Worksheet
Chlorophyll LabWorksheet
Lab QuestionsQuizzes
BIO.5 Lecture
Biology I
?
?
32
Grade Level ______ Subject _________________ School _____________________ Name ______________
Month#
Days SOLs Strand Content Skills Activities Assessments
April 5 BIO.1BIO.2BIO.4BIO.5
Bacteria VideoLectureYogurt LabAgar Plates Activity
Lab write-up
Prepared slides
5 BIO.1BIO.4BIO.5
Fungi VideoLectureSpecimens
Test
2
3
BIO.1BIO.4BIO.5 Intro. Plants/
Seedless Plants
Internet Research/ Library Research
Computer Lab/Library
LectureWorksheet
Plant Project
Specimens
2
3
BIO.1BIO.3BIO.4BIO.5
Seed Plants
Photosynthesis
LectureWorksheetSpecimensVideo
Test
May 5 BIO.1BIO.3
Photosynthesis/ Respiration
Worksheet
Chlorophyll LabWorksheet
Lab QuestionsQuizzes
BIO.5 Lecture
Biology I
?
?
What video?
33
Grade Level ______ Subject _________________ School _____________________ Name ______________
Month#
Days SOLs Strand Content Skills Activities Assessments
April 5 BIO.1BIO.2BIO.4BIO.5
Bacteria VideoLectureYogurt LabAgar Plates Activity
Lab write-up
Prepared slides
5 BIO.1BIO.4BIO.5
Fungi VideoLectureSpecimens
Test
2
3
BIO.1BIO.4BIO.5 Intro. Plants/
Seedless Plants
Internet Research/ Library Research
Computer Lab/Library
LectureWorksheet
Plant Project
Specimens
2
3
BIO.1BIO.3BIO.4BIO.5
Seed Plants
Photosynthesis
LectureWorksheetSpecimensVideo
Test
May 5 BIO.1BIO.3
Photosynthesis/ Respiration
Worksheet
Chlorophyll LabWorksheet
Lab QuestionsQuizzes
BIO.5 Lecture
Biology I
?
?
What video?
What kind of test?
34
Grade Level ______ Subject _________________ School _____________________ Name ______________
Month#
Days SOLs Strand Content Skills Activities Assessments
April 5 BIO.1BIO.2BIO.4BIO.5
Bacteria VideoLectureYogurt LabAgar Plates Activity
Lab write-up
Prepared slides
5 BIO.1BIO.4BIO.5
Fungi VideoLectureSpecimens
Test
2
3
BIO.1BIO.4BIO.5 Intro. Plants/
Seedless Plants
Internet Research/ Library Research
Computer Lab/Library
LectureWorksheet
Plant Project
Specimens
2
3
BIO.1BIO.3BIO.4BIO.5
Seed Plants
Photosynthesis
LectureWorksheetSpecimensVideo
Test
May 5 BIO.1BIO.3
Photosynthesis/ Respiration
Worksheet
Chlorophyll LabWorksheet
Lab QuestionsQuizzes
BIO.5 Lecture
Biology I
?
?
What video?
What kind of test?
35
Grade Level ______ Subject _________________ School _____________________ Name _________________
Month#
Days SOLs Strand Content Skills Activities Assessments
Nov. 4 4.6Inter./Earth/SpaceSys.
Storms:Cause/Effect/SafetyCulmination of unit
Compare/contrast Create “tornado tube” w/ 2-liter drink bottleWatch Nova weather Video from library
Open-book assessment
3 4.2 Force,MotionEnergy
Machines: Intro. of unit- force, inertia, gravity, & friction
(old book)- perform each vocab. word
Check notebooks for definitions of new vocab.
- use digital camera to record each group demo. of vocab. word
Answer questions
4 4.2Work and forms of energy
Collect pictures from magazines that demonstrate particular forms of energy. Make collage from pictures
“Forms of Energy” worksheet
Check worksheet
3 4.2 Work/energy/force Review and assessment
“Book”-created chapter assessment
-- CHRISTMAS BREAK --
Make list of simple &
4 4.2Machines Simple & Compound Compare/contrast
compound machines at homeID the simple machines in manual can-opener
Team activities
Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham
4th Science
36
Grade Level ______ Subject _________________ School _____________________ Name _________________
Month#
Days SOLs Strand Content Skills Activities Assessments
Nov. 4 4.6Inter./Earth/SpaceSys.
Storms:Cause/Effect/SafetyCulmination of unit
Compare/contrast Create “tornado tube” w/ 2-liter drink bottleWatch Nova weather Video from library
Open-book assessment
3 4.2 Force,MotionEnergy
Machines: Intro. of unit- force, inertia, gravity, & friction
(old book)- perform each vocab. word
Check notebooks for definitions of new vocab.
- use digital camera to record each group demo. of vocab. word
Answer questions
4 4.2Work and forms of energy
Collect pictures from magazines that demonstrate particular forms of energy. Make collage from pictures
“Forms of Energy” worksheet
Check worksheet
3 4.2 Work/energy/force Review and assessment
“Book”-created chapter assessment
-- CHRISTMAS BREAK --
Make list of simple &
4 4.2Machines Simple & Compound Compare/contrast
compound machines at homeID the simple machines in manual can-opener
Team activities
Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham
4th Science
37
Steps for mapping...2. Review data
This analytic tool can be used by:
• An individual teacher• A group of teachers of the same grade level or
the same course• A group of teachers from varied grade levels
or varied courses within a department
38
As an individual teacher... Can review timing, sequence,
level of instruction Serves as documentation of
successful instructional activities Assists in monitoring types of
instructional methods used (ex., cooperative learning, direct instruction, etc.)
39
As a group of teachers of the same grade level or course... Can share activities and
assessments (both successful and unsuccessful)
Collaboration enhances “team” feeling
Can serve as a guide for new teachers
40
As a group of teachers of varied grade levels or varied courses within a department... Can examine for “gaps” in the
curriculum Can note “repetitions” in the
curriculum Provides opportunity to
collaborate with colleagues across grade levels and courses
41
Steps for mapping...
3. Identify changes that can be made to curriculum alignment or curriculum pacing guides to correct deficiencies
42
CURRICULUM MAPPING REVIEW
Individual TeacherSame Grade Level
or Course(Horizontal)
Varied Grade Levelsor Courses(Vertical)
Description
(What?)
(I ndividual mapsdescribe each teacher’s
implementedcurriculum)
Analysis
(So What?)
Reflection
(NowWhat?)
43
CURRICULUM MAPPING REVIEW
Individual TeacherSame Grade Level
or Course(Horizontal)
Varied Grade Levelsor Courses(Vertical)
Description
(What?)
(I ndividual mapsdescribe each teacher’s
implementedcurriculum)
Analysis
(So What?)
Reflection
(NowWhat?)
Social Studies
Realized while mapping that having to write down what she was teaching helped to keep her on track.
Concluded that mapping was an easy way to ensure she stayed focused and followed her pacing guide.
44
CURRICULUM MAPPING REVIEW
Individual TeacherSame Grade Level
or Course(Horizontal)
Varied Grade Levelsor Courses(Vertical)
Description
(What?)
(I ndividual mapsdescribe each teacher’s
implementedcurriculum)
Analysis
(So What?)
Reflection
(NowWhat?)
English
Noticed that different teachers were using different novels to teach concepts, and pacing varied greatly.
Identified which novels and pacing formats seemed to be most successful. Shared successful learning activities.
45
CURRICULUM MAPPING REVIEW
Individual TeacherSame Grade Level
or Course(Horizontal)
Varied Grade Levelsor Courses(Vertical)
Description
(What?)
(I ndividual mapsdescribe each teacher’s
implementedcurriculum)
Analysis
(So What?)
Reflection
(NowWhat?)
Science
Noticed that test scores were weak in the area of scientific investigation. Realized the process was not being taught consistently across grade levels.
Defined how process would be taught across grades. Agreed to use consistent vocabulary/ terminology.
46
Curriculum AlignmentCurriculum Mapping
Curriculum Pacing
Curriculum Structures
47
• Make sure that your course curriculum is aligned with the Standards of Learning
• Develop a pacing guide to ensure that all tested topics are taught prior to the administration of the SOL test
• Use curriculum mapping as a tool to monitor and “fine tune” your curriculum
A Review...
48
How does our school getHow does our school get
-------->Standards ofLearning
StudentAchievement
from here...from here... to here?to here?
49
Important toImportant toknow and doknow and do
Assessment
InstructionCurriculum
50
Important toImportant toknow and doknow and do
Assessment
InstructionCurriculum Standard
sof
Learning
51
AssessmentInstructionStandard
sof
Learning
52
AssessmentInstructionStandard
sof
Learning
53
Curriculum Alignment,Curriculum Alignment,Pacing, and MappingPacing, and Mapping
Can Put You On TargetCan Put You On Targetfor Success!for Success!
54
Comments or Questions?Comments or Questions?• Phone:Phone: (804) 432-7243 (804) 432-7243• Fax:Fax: (804) 432-7260 (804) 432-7260• E-mail:E-mail: [email protected] [email protected]• Address: Governor’s Best Practice Address: Governor’s Best Practice
CenterCenter 11700 US 29 11700 US 29 Chatham, VA 24531Chatham, VA 24531
55