bypassing the roadblocks
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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.
Gilligan’s IslandGilligan’s Island
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.
Gilligan’s IslandGilligan’s Island
The format was an easy one.
The research tried and true.
The format was an easy one.
The research tried and true.
Gilligan’s IslandGilligan’s Island
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.
Gilligan’s IslandGilligan’s Island
PASS skills started getting doct-ed.
Best Practices were sought.
PASS skills started getting doct-ed.
Best Practices were sought.
Gilligan’s IslandGilligan’s Island
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.
Gilligan’s IslandGilligan’s Island
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.
Gilligan’s IslandGilligan’s Island
With consistency,With consistency,
Gilligan’s IslandGilligan’s Island
And alignment too.And alignment too.
Gilligan’s IslandGilligan’s Island
It’s calendar-based,
with our PASS.
It’s calendar-based,
with our PASS.
Gilligan’s IslandGilligan’s Island
The curriculumThe curriculum
Gilligan’s IslandGilligan’s Island
is operational
and official,
Here at our Schools.
is operational
and official,
Here at our Schools.
The VoyageThe Voyage
The VoyageThe Voyage
The VoyageThe Voyage
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!!!!!
Jon & Paula’s Top Ten ListJon & Paula’s Top Ten List
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
Jon & Paula’s Top Ten ListJon & Paula’s Top Ten List
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
;
Question 2Question 2
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
Question 3Question 3
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
The Game Plan 2005-2008The Game Plan 2005-2008
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
The Game Plan 2005-2008The Game Plan 2005-2008
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 Kedyp@adapss.com jmyers@nobleps.com
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 Kedyp@adapss.com jmyers@nobleps.com
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