District Essential District Essential Curriculum MappingCurriculum Mapping

Algebra I

February 2008

Written byThe Albuquerque Public Schools District Essential Curriculum Mapping Task Force

Lynda Idle, Instructional ManagerChristina Fritz, Assessment Manager

Jennifer Macdonald, Curriculum CoordinatorGina Middleton, RDA Resource Teacher

Kathy Richter-Sand, TLS Resource TeacherSue Broemmer, TLS Resource TeacherJackie Calvert, TLS Resource Teacher

Janet Malta, Sandia Cluster Staff DeveloperMargie Maes, Manzano Cluster Staff Developer

Lynn Wilson, Valley Cluster Staff DeveloperCindy Williams, Chaparral ES Instructional Coach

AgendaAgenda

Welcome/Sign-in/IntroductionsWelcome/Sign-in/Introductions District Curriculum Mapping InitiativeDistrict Curriculum Mapping Initiative Connections to the A2L/High School Short-Cycle Connections to the A2L/High School Short-Cycle

AssessmentAssessment Algebra I Curriculum Map Algebra I Curriculum Map

StandardsStandards AssessmentAssessment ContentContent SkillsSkills

Plus/DeltaPlus/Delta

Group NormsGroup Norms

Begin and end on timeBegin and end on time Be courteous to colleagues, limit sidebar Be courteous to colleagues, limit sidebar

conversationsconversations Equity of voiceEquity of voice Stay on taskStay on task Turn cell phones to vibrate/step outside to Turn cell phones to vibrate/step outside to take callstake calls Take care of personal needsTake care of personal needs

What is aWhat is aDistrict Essential Curriculum Map?District Essential Curriculum Map? A district planning tool used to map out A district planning tool used to map out

standards-based instructionstandards-based instruction An alignment of instruction and An alignment of instruction and

assessments to state standardsassessments to state standards A communication vehicle for teachers, A communication vehicle for teachers,

students, and parents to promote students, and parents to promote understanding of standards-based understanding of standards-based instructioninstruction

What is aWhat is aDistrict Essential Curriculum Map?District Essential Curriculum Map?

A tool that addresses Performance Standards, A tool that addresses Performance Standards, Essential Questions/Big Ideas, Content, Skills, Essential Questions/Big Ideas, Content, Skills, and Assessmentsand Assessments

An organizer which supports professional vertical An organizer which supports professional vertical and horizontal articulationand horizontal articulation

A blueprint to be used as a guide to support A blueprint to be used as a guide to support schools’ development of differentiated schools’ development of differentiated course/content planningcourse/content planning

What is the purpose of theWhat is the purpose of theDistrict Essential Curriculum MapsDistrict Essential Curriculum Maps??

““DECMsDECMs””

1.1. To align with Public Education To align with Public Education Department High School Redesign Department High School Redesign (SB561)(SB561)

2.2. To align with APS Redesign K-12 To align with APS Redesign K-12 initiativesinitiatives

3.3. To align APS assessments and To align APS assessments and instruction to NM Standardsinstruction to NM Standards

DECM GoalsDECM Goals1.1. Every APS course/content area (K-12) will Every APS course/content area (K-12) will

have a curriculum maphave a curriculum map

2.2. Every curriculum map will be articulated Every curriculum map will be articulated horizontally and verticallyhorizontally and vertically

3.3. Educators will have online access to Educators will have online access to District Essential Curriculum Maps District Essential Curriculum Maps through the Albuquerque Instructional through the Albuquerque Instructional Management System (AIMS)Management System (AIMS)

What are the key What are the key components of a components of a Curriculum Map? Curriculum Map?

Curriculum Map TemplateCurriculum Map Template

Curriculum Map ComponentsCurriculum Map Components Performance StandardsPerformance Standards Essential Questions/Big IdeasEssential Questions/Big Ideas Content Content

→ → with related academic vwith related academic vocabularyocabulary

SkillsSkills →→ with related learning activitieswith related learning activities

AssessmentAssessment →→ Formative and SummativeFormative and Summative

→→ Rubrics (links)Rubrics (links)

ResourcesResources

Performance StandardsPerformance Standards

A performance standard identifies what A performance standard identifies what students need to know and be able students need to know and be able to do at a specific grade level.to do at a specific grade level.

Linking Performance Standards to Linking Performance Standards to AssessmentsAssessments

Performance Standards are aligned to district Performance Standards are aligned to district benchmark assessmentsbenchmark assessments

High School Short Cycle Assessment is aligned to High School Short Cycle Assessment is aligned to the scope and sequence of the Algebra I the scope and sequence of the Algebra I curricular frameworkcurricular framework

The High School Short Cycle Assessment is given The High School Short Cycle Assessment is given

for:for: Algebra I, Geometry, & Algebra IIAlgebra I, Geometry, & Algebra II grades 8-12grades 8-12 Fall, Winter, Spring administrationFall, Winter, Spring administration

Essential QuestionsEssential Questions Lead students to Big Ideas based upon the Lead students to Big Ideas based upon the

Performance StandardsPerformance Standards Encourage higher-level thinkingEncourage higher-level thinking Ask “Why” and “How” rather than “What”Ask “Why” and “How” rather than “What” Organize key conceptsOrganize key concepts Written in student-friendly languageWritten in student-friendly language

EXAMPLESEXAMPLESIn what ways can the graph of a quadratic equationIn what ways can the graph of a quadratic equationhelp us answer questions about the height of an help us answer questions about the height of an

object?object?Why look for patterns?Why look for patterns?

How can data be represented, organized, or How can data be represented, organized, or interpreted?interpreted?

Essential QuestionsEssential Questions

The The ““mental Velcromental Velcro”” that help that help ideas stick in studentsideas stick in students’’ minds minds

for a long time to come!for a long time to come!

Big IdeasBig IdeasAre student answers to Essential QuestionsAre student answers to Essential Questions

Central themesCentral themes Teachers use in planning to develop Essential Teachers use in planning to develop Essential

QuestionsQuestions EXAMPLESEXAMPLES

1. Foundations1. Foundations

2.2.Rule of FourRule of Four

3.3.Equivalent equations/expressionsEquivalent equations/expressions

4.4.Linear FunctionsLinear Functions

5.5.Quadratic EquationsQuadratic Equations

6.6.Data AnalysisData Analysis

ContentContentWhat students need to knowWhat students need to know

Discipline- or field-basedDiscipline- or field-based InterdisciplinaryInterdisciplinary Student-centeredStudent-centered Written in Noun formWritten in Noun form Vocabulary (academic language); words Vocabulary (academic language); words

students need to know to understand conceptsstudents need to know to understand concepts

EXAMPLESEXAMPLESexponentsexponents

linear equationslinear equationspolynomialspolynomials

Tools and ResourcesTools and ResourcesFrayer ModelFrayer Model

Teaching and Learning with TextTeaching and Learning with TextMarzano’s Building Academic VocabularyMarzano’s Building Academic Vocabulary

SkillsSkills

What students What students need to be able to doneed to be able to do

Written in Verb formWritten in Verb form Specific, not broad-basedSpecific, not broad-based MeasurableMeasurable Used to develop guided learning activitiesUsed to develop guided learning activities Based on standardsBased on standards

EXAMPLESEXAMPLESSolving a story problemSolving a story problem

Analyzing graphsAnalyzing graphs

Applying order of operationsApplying order of operations

AssessmentAssessmentProducts or performances thatProducts or performances thatdemonstrate student learningdemonstrate student learning

Formative assessmentsFormative assessments• Guides instructionGuides instruction• Informs the need for differentiationInforms the need for differentiation

EXAMPLESEXAMPLESStudent demonstrationStudent demonstration

Group research project (checks along the way)Group research project (checks along the way)PretestPretest

KWLKWLQuizQuizA2LA2L

Checking for UnderstandingChecking for UnderstandingExit SlipsExit Slips

AssessmentAssessmentProducts or performances thatProducts or performances thatdemonstrate student learningdemonstrate student learning

Summative assessmentsSummative assessments• Evidence of mastery of standards at Evidence of mastery of standards at

specific points-in-timespecific points-in-time• Graded assessment at the end of the Graded assessment at the end of the

unit of studyunit of study

Examples:

Unit Tests

Projects

Presentations

Resources to include on a mapResources to include on a map

- Adopted instructional materials- Adopted instructional materials (math, (math,

reading, writing programs, etc.)reading, writing programs, etc.)

- Technology- Technology

- Supplemental materials- Supplemental materials

- Links to curriculum frameworks and other- Links to curriculum frameworks and other

websiteswebsites

What Does a CM Look Like?What Does a CM Look Like?

It is a graphic organizer and planner.It is a graphic organizer and planner. Standards-based units are listed.Standards-based units are listed. It shows a timeline of It shows a timeline of whatwhat is taught, is taught,

whenwhen!! The “how” is based on student data.The “how” is based on student data. AA DECM DECM includes Performance includes Performance

Standards, Essential Questions/Big Standards, Essential Questions/Big Ideas, Content, Skills, Assessments, Ideas, Content, Skills, Assessments, and Resources.and Resources.

..

Curriculum Map TemplateCurriculum Map Template

Next Steps to MappingNext Steps to Mapping

Discuss Curriculum Map template and Discuss Curriculum Map template and connections to district short-cycle assessmentconnections to district short-cycle assessment

Determine placement of assessment standards to Determine placement of assessment standards to specific monthsspecific months

Identify and place remaining performance Identify and place remaining performance standards onto mapstandards onto map

Review the resourcesReview the resources

- High School Short-cycle Assessment (HSSCA)- High School Short-cycle Assessment (HSSCA)

- Examine Algebra I Curricular Framework- Examine Algebra I Curricular Framework

Begin mappingBegin mapping

8 ESSENTIAL COMPONENTS8 ESSENTIAL COMPONENTS

AugustAugust SeptemberSeptember OctoberOctober NovemberNovember DecemberDecember

1. Performance Standards1. Performance Standards

2. Essential Questions2. Essential QuestionsQuestions that lead students to Big Ideas. Questions that lead students to Big Ideas.

3. Big Ideas 3. Big Ideas Student answers to EQs that lead them to the Big Student answers to EQs that lead them to the Big

IdeasIdeas

4. Cognitive Level4. Cognitive LevelWebb’s/Bloom’s Taxonomy LinkWebb’s/Bloom’s Taxonomy Link

5. Content5. ContentWhat students need to knowWhat students need to know (nouns) (nouns)

Vocabulary List Vocabulary List Words students need to know to understand Words students need to know to understand

conceptconcept

6. Skills6. SkillsWhat students need to be able to doWhat students need to be able to do (verbs) (verbs)

Learning Activities / Lesson Plan LinksLearning Activities / Lesson Plan LinksEssential Experiences or Guided PracticeEssential Experiences or Guided Practice

7. Assessments: 7. Assessments: Formative AssessmentsFormative AssessmentsHow will students and teacher know what How will students and teacher know what

students have learned so far? students have learned so far? Differentiated Differentiated

Rubric Links / AttachedRubric Links / Attached

A2L/HSSCA:A2L/HSSCA: Strand II A: 3(1), 6(1), Strand II A: 3(1), 6(1),

7(*), 8(2), 10(5), 12(3) 7(*), 8(2), 10(5), 12(3) Strand IIB: 18(1), 19(2), Strand IIB: 18(1), 19(2),

20(1), 21(2)20(1), 21(2) Strand IIC: 24(1), 25(*)Strand IIC: 24(1), 25(*) Strand IVB: 5(1)Strand IVB: 5(1)

Summative AssessmentsSummative AssessmentsHow will students show that they have How will students show that they have

mastered the standard? Differentiatedmastered the standard? DifferentiatedRubric Links / AttachedRubric Links / Attached

8. Resources 8. Resources Links,Links,Curriculum Frameworks, Curriculum Frameworks, Other WebsitesOther Websites

APS/LEI/TLS/JAN08

Outcomes for Today’s Work:Outcomes for Today’s Work:

Step 1: Review Assessments (HSSCA) & Step 1: Review Assessments (HSSCA) & place performance standards linked to place performance standards linked to assessments on curriculum mapassessments on curriculum map

Step 2: Place remaining performance Step 2: Place remaining performance standards on map for both semestersstandards on map for both semesters

Step 3: Identify Assessments for each Step 3: Identify Assessments for each standardstandard

Step 4: Identify Content & Skills for each Step 4: Identify Content & Skills for each standard standard

AssessmentsAssessments

Review HSSCA on curriculum mapsReview HSSCA on curriculum maps

Look at curriculum frameworks, lesson Look at curriculum frameworks, lesson plans, resourcesplans, resources

Plot standards on curriculum map….Plot standards on curriculum map….

Performance StandardsPerformance Standards

As a whole group…As a whole group…

Place identified HSSCA performance Place identified HSSCA performance standards in order by month of when standards in order by month of when taught on curriculum maptaught on curriculum map

Place remaining performance standards on Place remaining performance standards on curriculum map for both semesterscurriculum map for both semesters

Content, Skills, AssessmentsContent, Skills, Assessments

In small groups…In small groups…

Complete the curriculum map for both Complete the curriculum map for both semesters with examples of:semesters with examples of:

content, content, skills, skills, in-class assessmentsin-class assessments

ArticulationArticulation

Each group share out today’s workEach group share out today’s work

Look for repetitions, omissions, gapsLook for repetitions, omissions, gaps

Next StepsNext Steps

Quickly identify next steps for February 21Quickly identify next steps for February 21stst Algebra I Curriculum Mapping GroupAlgebra I Curriculum Mapping Group

Big Ideas/Essential QuestionsBig Ideas/Essential QuestionsAcademic VocabularyAcademic VocabularyResourcesResourcesComplete MapsComplete MapsLook for Repetitions, Gaps, OmissionsLook for Repetitions, Gaps, Omissions

What materials do you want to bring for next time?What materials do you want to bring for next time?

Plus/DeltaPlus/Delta

Please complete a plus/delta before you Please complete a plus/delta before you leave. Thank you!leave. Thank you!