Julie M. Ksycki

1. Julie M. Ksycki

2. Overview of Curriculum Mapping:What is it Really? This session will focus on the 4 steps listed above which will help to ensure that your school/district is successful in the mapping processThis session will focus on the 4 steps listed above which will help to ensure that your school/district is successful in the mapping process

3. What is Curriculum Mapping�.Really? Understanding process vs. product Refining curriculum, instruction, assessment Uncovering the operational curriculum Investigating and changing Collaborating to make refinement decisions Improving student learning What is it, really? Important points to remember about Curriculum Mapping: Mapping is a process, not a product, that aids in refining curriculum, instruction, and assessment � remember, Mapping is a lot like life long learning � it should last as long as we teach. Uncovering the curriculum is a key point of mapping - if we are not aware of, or even a part of creating our students K-12 experiences, then we are guilty of educational malpractice. Our cardiologist wouldn�t dream of prescribing medication without consulting our primary care physician, or at least the records, to discover what meds we are already taking . We shouldn�t assume that our students �need� or �don�t need� certain instruction without investigation. It is the first time that we are actually asking everyone to open their doors and share, truthfully, what is going on inside of each classroom in order to make informed decision regarding the education of all students. Authentic map data allows us to refine the K-12 curriculum � to state and local standards, to grade levels and course above and below our own, to other disciplines to make connections for the learners we are entrusted to educate. Change is very difficult for us humans, but is necessary if we continue to do the same things, expecting different results (insanity according to Albert Einstein). We cannot continue to try to teacher harder (not smarter), faster, more, etc� Collaboration is the key to creating a seamless curriculum. If we view our curriculum as a novel in which each teacher has a hand in writing a chapter (Chapter K, Chapter 1, �. Chapter 6, Chapter 7,�. Chapter Chemistry, Chapter Physical Education) then we must ensure that our chapters make sense as the reader (the student) progresses through to the end of the book. Finally, always remember it is about improving student learning!What is it, really? Important points to remember about Curriculum Mapping: Mapping is a process, not a product, that aids in refining curriculum, instruction, and assessment � remember, Mapping is a lot like life long learning � it should last as long as we teach. Uncovering the curriculum is a key point of mapping - if we are not aware of, or even a part of creating our students K-12 experiences, then we are guilty of educational malpractice. Our cardiologist wouldn�t dream of prescribing medication without consulting our primary care physician, or at least the records, to discover what meds we are already taking . We shouldn�t assume that our students �need� or �don�t need� certain instruction without investigation. It is the first time that we are actually asking everyone to open their doors and share, truthfully, what is going on inside of each classroom in order to make informed decision regarding the education of all students. Authentic map data allows us to refine the K-12 curriculum � to state and local standards, to grade levels and course above and below our own, to other disciplines to make connections for the learners we are entrusted to educate. Change is very difficult for us humans, but is necessary if we continue to do the same things, expecting different results (insanity according to Albert Einstein). We cannot continue to try to teacher harder (not smarter), faster, more, etc� Collaboration is the key to creating a seamless curriculum. If we view our curriculum as a novel in which each teacher has a hand in writing a chapter (Chapter K, Chapter 1, �. Chapter 6, Chapter 7,�. Chapter Chemistry, Chapter Physical Education) then we must ensure that our chapters make sense as the reader (the student) progresses through to the end of the book. Finally, always remember it is about improving student learning!

4. Curriculum Mapping:A Basic Definition 1. This is a process because mapping should never end. We are constantly revising our curriculum to meet the needs of our students. 2. The data we place in our maps must be authentic otherwise we are not apply to truthfully know what our student�s are missing. Authenticity is only accomplished if everyone maps. If we have three 4th grade classes, we need all three classes to take the state assessment, not just one teacher�s class, to get authentic information. Mapping is also done a monthly basis. The reason for this is some schools are on 6 weeks schedule, others 9 weeks, others block or modified blocks. We all teach something in October, the same for November, etc and with a click of a button we can copy over to a month anything we did not complete. 3. We must know who is teaching what and when. The what will tell us if we are teaching dinosaurs three years in a row, reading the same novel or and over again. When is extremely important because of benchmark and state tests. If we find our students are struggling with a concept or a skill we need to know when in the year we are addressing this so we know if we need to modify our curriculum. 4. The end result is we must makes those critical decisions so as to improve student learning. 1. This is a process because mapping should never end. We are constantly revising our curriculum to meet the needs of our students. 2. The data we place in our maps must be authentic otherwise we are not apply to truthfully know what our student�s are missing. Authenticity is only accomplished if everyone maps. If we have three 4th grade classes, we need all three classes to take the state assessment, not just one teacher�s class, to get authentic information. Mapping is also done a monthly basis. The reason for this is some schools are on 6 weeks schedule, others 9 weeks, others block or modified blocks. We all teach something in October, the same for November, etc and with a click of a button we can copy over to a month anything we did not complete. 3. We must know who is teaching what and when. The what will tell us if we are teaching dinosaurs three years in a row, reading the same novel or and over again. When is extremely important because of benchmark and state tests. If we find our students are struggling with a concept or a skill we need to know when in the year we are addressing this so we know if we need to modify our curriculum. 4. The end result is we must makes those critical decisions so as to improve student learning.

5. Explain that these are the 4 pieces of the process that we will be discussing. Documenting � the is simply the stage where maps are written. It is extremely important that the process NOT end here! Analyzing � this step begins the process of using the map data in meaningful ways. Data can be analyzed through various reports to begin identifying gaps, redundancies, and other roadblocks to learning Refining � this is where educators make critical decisions regarding what to do about what was discovered in the analysis Managing � this is a process, and must be managed: time to document, analyze, and refine Systems in place to document and communicate findings Steps to monitor the progress of implemented decisions etc Explain that these are the 4 pieces of the process that we will be discussing. Documenting � the is simply the stage where maps are written. It is extremely important that the process NOT end here! Analyzing � this step begins the process of using the map data in meaningful ways. Data can be analyzed through various reports to begin identifying gaps, redundancies, and other roadblocks to learning Refining � this is where educators make critical decisions regarding what to do about what was discovered in the analysis Managing � this is a process, and must be managed: time to document, analyze, and refine Systems in place to document and communicate findings Steps to monitor the progress of implemented decisions etc

6. Documenting the Curriculum We�ll begin with Documenting the CurriculumWe�ll begin with Documenting the Curriculum

7. What will our maps look like? Core Components Content Skills Assessment Almost every school that maps uses these 3 columns so that will be our focus for today. Almost every school that maps uses these 3 columns so that will be our focus for today.

8. Curriculum Map Guidelines Content � What was taught? Nouns or noun phrases Avoids chapter/page numbers, acronyms, abbreviations Enough detail to informothers about instruction Skills � What was learned? Seeable, measurable verbs(Bloom�s Taxonomy) Precise, exhibit active demonstrations of learning Not activities Not restatement of standards Content (If I am the teacher, the is the �All About Me� column) What was taught? Was it 2-digit addition with and without regrouping? Was it figurative language? As a teacher, what was the content I instructed? Skills (This is the �All About the Student� column) What was learned? Remember Bloom�s? In the skills column, you really want to stay away from using terms like �knows� and �understands.� Those are not seeable, measurable skills. Using Bloom�s Taxonomy allows teachers to not only pull from a list of seeable, measurable verbs, but also allows them to reflect upon the levels of thinking required for the students. Assessment (This is the �How was the learning measured? How did the students demonstrate learning?� column) How was the learning measured? Was the assessment a performance or product? Skit, 30 question MC test, Personal narrative scored with the 6 Trait rubrics for Ideas and Organization? Standards Where were standards instructed, to what degree? Where the standards appear varies from map to map and state to state. Be sure to ask teachers to place standards in a common column, for consistency sake, and for the sake of searching for this data later. Also, where the standards go is based upon how they are written. Content standards generally appear in the content column, if they are written in content knowledge language If standards are written in student skill-based language (verbs), (ie identify and explain the causes of the American Revolution) then they appear in the Skills column. If standards are targeted as Assessment frameworks � written in testable language, then they may appear in the Assessment column in order to match/align them to the types of assessments being used. Content (If I am the teacher, the is the �All About Me� column) What was taught? Was it 2-digit addition with and without regrouping? Was it figurative language? As a teacher, what was the content I instructed? Skills (This is the �All About the Student� column) What was learned? Remember Bloom�s? In the skills column, you really want to stay away from using terms like �knows� and �understands.� Those are not seeable, measurable skills. Using Bloom�s Taxonomy allows teachers to not only pull from a list of seeable, measurable verbs, but also allows them to reflect upon the levels of thinking required for the students. Assessment (This is the �How was the learning measured? How did the students demonstrate learning?� column) How was the learning measured? Was the assessment a performance or product? Skit, 30 question MC test, Personal narrative scored with the 6 Trait rubrics for Ideas and Organization? Standards Where were standards instructed, to what degree? Where the standards appear varies from map to map and state to state. Be sure to ask teachers to place standards in a common column, for consistency sake, and for the sake of searching for this data later. Also, where the standards go is based upon how they are written. Content standards generally appear in the content column, if they are written in content knowledge language If standards are written in student skill-based language (verbs), (ie identify and explain the causes of the American Revolution) then they appear in the Skills column. If standards are targeted as Assessment frameworks � written in testable language, then they may appear in the Assessment column in order to match/align them to the types of assessments being used.

9. Blueprints and Maps Architects have a common format for blueprints. This allows any architect to read any other architect�s blueprint and visualize precisely what the structure looks like, regardless of whether the blueprints are for a house, a high-rise, or a nuclear power-plant. Our maps should not only follow the Curriculum Map Guidelines, but should also be consistent in formatArchitects have a common format for blueprints. This allows any architect to read any other architect�s blueprint and visualize precisely what the structure looks like, regardless of whether the blueprints are for a house, a high-rise, or a nuclear power-plant. Our maps should not only follow the Curriculum Map Guidelines, but should also be consistent in format

10. Sample Curriculum Map What do you notice about the Content, Skills, and Assessment statement? What do you notice about the organizational structure/format? As a reader, what questions for clarity do you have for this map writer?Sample Curriculum Map What do you notice about the Content, Skills, and Assessment statement? What do you notice about the organizational structure/format? As a reader, what questions for clarity do you have for this map writer?

11. Analyzing the Curriculum Analyzing the Curriculum data comes next. Many schools� mapping process comes to a halt or ceases because they never move to this step � they simply ask teachers to map without giving them the tools to begin using the dataAnalyzing the Curriculum data comes next. Many schools� mapping process comes to a halt or ceases because they never move to this step � they simply ask teachers to map without giving them the tools to begin using the data

12. Protocol:Read-Through Process When analzying, it is extremely helpful to have a process for analysis. We recommend the following Protocol: Read-Through Process Curriculum mapping is a process and the critically important steps involved in using the maps to make important decisions and refine the curriculum are a part of that process. The four steps you see here are repeated over and over again throughout the year and year after year. Each time we go through this, we focus on a different aspect of the curriculum. The important thing to take away with you is that it is the process that is important here. If we get that down, then we can review, adapt, and refine the curriculum. Focus determines the type and making of the group� Procedures: Individual Review Read individual maps � individually, by yourself, with no one else around Make notes on specific review point � as you are individually reading the maps Group Review Report finding in small group meeting � this is when teachers actually get together and meet to share their results of the review, using the notes they took in order to give specific meaningful feedback to their peers Collect group results in order to share specific findings at the Large Group meeting Group Report Small groups report findings � each group reports findings Make notes on specific review point � administrator or some other person takes notes to record the findings Review findings � what do they tell us, what a-ha�s do we have? Determine revision points � are there curricular issues that can be addressed right away? Do we need more data/information before we make a decision? Group make-up is determined by the type of review. For example, in Calibration, we recommend that groups consist of 3-5 teachers who DO NOT teach the same subject or grade level. This ensures that the review remains clearly focused on Calibration, and does not stray into another area. (ie, �why are you teaching fractions in May when I teach it in November?�) The time for these discussion will occur - and when we conduct these reviews with calibrated maps, the review will go much faster and more smoothly. When analzying, it is extremely helpful to have a process for analysis. We recommend the following Protocol: Read-Through Process Curriculum mapping is a process and the critically important steps involved in using the maps to make important decisions and refine the curriculum are a part of that process. The four steps you see here are repeated over and over again throughout the year and year after year. Each time we go through this, we focus on a different aspect of the curriculum. The important thing to take away with you is that it is the process that is important here. If we get that down, then we can review, adapt, and refine the curriculum. Focus determines the type and making of the group� Procedures: Individual Review Read individual maps � individually, by yourself, with no one else around Make notes on specific review point � as you are individually reading the maps Group Review Report finding in small group meeting � this is when teachers actually get together and meet to share their results of the review, using the notes they took in order to give specific meaningful feedback to their peers Collect group results in order to share specific findings at the Large Group meeting Group Report Small groups report findings � each group reports findings Make notes on specific review point � administrator or some other person takes notes to record the findings Review findings � what do they tell us, what a-ha�s do we have? Determine revision points � are there curricular issues that can be addressed right away? Do we need more data/information before we make a decision? Group make-up is determined by the type of review. For example, in Calibration, we recommend that groups consist of 3-5 teachers who DO NOT teach the same subject or grade level. This ensures that the review remains clearly focused on Calibration, and does not stray into another area. (ie, �why are you teaching fractions in May when I teach it in November?�) The time for these discussion will occur - and when we conduct these reviews with calibrated maps, the review will go much faster and more smoothly.

13. Analyzing: fractions Stapleton School District Where are fractions being taught? Grade levels Months What else do you notice? Stapleton School District Where are fractions being taught? Grade levels Months What else do you notice?

14. Stapleton School District Where are fractions being taught? Grade levels What else do you notice? Stapleton School District Where are fractions being taught? Grade levels What else do you notice?

15. Stapleton School District Where are fractions being taught? Months What else do you notice? Stapleton School District Where are fractions being taught? Months What else do you notice?

16. Stapleton School District Where are fractions being taught? Schools What else do you notice? Stapleton School District Where are fractions being taught? Schools What else do you notice?

17. Stapleton School District What fraction skills are students developing in Grade 4? What gaps or redundancies in learning occur? What else do you notice? Stapleton School District What fraction skills are students developing in Grade 4? What gaps or redundancies in learning occur? What else do you notice?

18. Stapleton School District What fraction skills are students developing in Grade 4? What gaps or redundancies in learning occur? What else do you notice? Stapleton School District What fraction skills are students developing in Grade 4? What gaps or redundancies in learning occur? What else do you notice?

19. Stapleton School District What fraction skills are students developing in Grades 8-10? What gaps or redundancies in learning occur? What else do you notice? Stapleton School District What fraction skills are students developing in Grades 8-10? What gaps or redundancies in learning occur? What else do you notice?

20. Stapleton School District What fraction skills are students developing in Grades 8-10? What gaps or redundancies in learning occur? What else do you notice? Stapleton School District What fraction skills are students developing in Grades 8-10? What gaps or redundancies in learning occur? What else do you notice?

21. Refining the Curriculum Refining the Curriculum It�s not enough to simply identify the issues � we have to do something about itRefining the Curriculum It�s not enough to simply identify the issues � we have to do something about it

22. Instructional Decision Making When looking at making decisions concerning improving curriculum and instruction, we need to make sure we are using authentic data. Let�s start with the WRITTEN or INTENDED curriculum. This is actually what we hope will happen in our classrooms � the instructional plan. This is outlined in the Curriculum Guide which is then translated to our lesson plans. Some districts take the curriculum and writing Pacing Guides which identify when instruction should take place. Many schools then look at the ATTAINED CURRICULUM or LEARNED CURRICULUM. (1) LET ME ASK, What does your school or district use to determine the LEARNED curriculum? Answer question: What data do you currently use to make curricular decisions? The missing puzzle piece is the ATTAINED or what we call the OPERATIONAL CURRICULUM. Maps are written based on what has actually occurred in our classrooms. It is important to look at what we SHOULD accomplish but in order to make important instructional decisions we need to see what actually was carried out and by whom (i.e., did all third grade teachers get to Estimating and measuring quarts, gallons, and liters?) If we just look at the INTENDED CURRICULUM and the ATTAINED CURRICULUM we are missing that critical piece. The MAPS give us the authentic data needed to make decisions so our INSTUCTIONAL DECISION MAKING LOOP should be between the LEARNED AND OPERATIONAL CURRICULUM. How is this model different (or the same) as our current practices? When looking at making decisions concerning improving curriculum and instruction, we need to make sure we are using authentic data. Let�s start with the WRITTEN or INTENDED curriculum. This is actually what we hope will happen in our classrooms � the instructional plan. This is outlined in the Curriculum Guide which is then translated to our lesson plans. Some districts take the curriculum and writing Pacing Guides which identify when instruction should take place. Many schools then look at the ATTAINED CURRICULUM or LEARNED CURRICULUM. (1) LET ME ASK, What does your school or district use to determine the LEARNED curriculum? Answer question: What data do you currently use to make curricular decisions? The missing puzzle piece is the ATTAINED or what we call the OPERATIONAL CURRICULUM. Maps are written based on what has actually occurred in our classrooms. It is important to look at what we SHOULD accomplish but in order to make important instructional decisions we need to see what actually was carried out and by whom (i.e., did all third grade teachers get to Estimating and measuring quarts, gallons, and liters?) If we just look at the INTENDED CURRICULUM and the ATTAINED CURRICULUM we are missing that critical piece. The MAPS give us the authentic data needed to make decisions so our INSTUCTIONAL DECISION MAKING LOOP should be between the LEARNED AND OPERATIONAL CURRICULUM. How is this model different (or the same) as our current practices?

23. Some schools choose to begin the process with Diary Maps. After instruction, each teacher documents the Content, Skills, and Assessments in a Diary Map. These maps are the month view of what really happened in each classroom. These Diary Maps are then analyzed throughout the process to determine what, if any, revisions to the curriculum need to be made. Teachers continue instruction and continue documenting authentic data in Diary Maps. Through the process, the revision points help in the creation of the Master Maps � the non-negotiables for the course. These non-negotiables are determined through consensus-building throughout the mapping process. Some schools choose to being with draft Master Maps. Teachers, or small groups of teachers, created a draft of what they currently believe the non-negotiables are. Teachers use these planning maps to plan then implement instruction. Next, they document what really occurred in their Diary Maps, and continue on the same path of analysis to determine revision points, and thus revisions to the Master Map would should result in revisions to lesson plans and instruction. By the way, when beginning with Master Maps, teachers can copy the Master into their Diary Map template and make the revisions that way�Some schools choose to begin the process with Diary Maps. After instruction, each teacher documents the Content, Skills, and Assessments in a Diary Map. These maps are the month view of what really happened in each classroom. These Diary Maps are then analyzed throughout the process to determine what, if any, revisions to the curriculum need to be made. Teachers continue instruction and continue documenting authentic data in Diary Maps. Through the process, the revision points help in the creation of the Master Maps � the non-negotiables for the course. These non-negotiables are determined through consensus-building throughout the mapping process. Some schools choose to being with draft Master Maps. Teachers, or small groups of teachers, created a draft of what they currently believe the non-negotiables are. Teachers use these planning maps to plan then implement instruction. Next, they document what really occurred in their Diary Maps, and continue on the same path of analysis to determine revision points, and thus revisions to the Master Map would should result in revisions to lesson plans and instruction. By the way, when beginning with Master Maps, teachers can copy the Master into their Diary Map template and make the revisions that way�

24. Correlating the Master Maps and Diary maps with assessment data is key for further refinement to the curriculum. Eliminations of gaps and redundancies, as well as analyzing student strengths and weakness in various assessments, all help us determine how best to meet the needs of our learners.Correlating the Master Maps and Diary maps with assessment data is key for further refinement to the curriculum. Eliminations of gaps and redundancies, as well as analyzing student strengths and weakness in various assessments, all help us determine how best to meet the needs of our learners.

25. Managing the Process Why should we include mapping in our school improvement process?

26. Connecting to other Initiative RtI Differentiation UbD Response to Intervention A Core Curriculum should meet the needs of about 80% of our learners, without the need of interventions. Do we have a core curriculum that does that? Differentiation Maps allow us to view what our colleagues are teaching so that we can see if there are areas we can do interdisciplinary units, address our gifted learners and such. Understanding by Design If we are planning in a backward design model, we can map in that way as well. Mapping helps us to discover if what we planned for our learners really happened, and how the enacted curriculum helps increase achievement on assessments Response to Intervention A Core Curriculum should meet the needs of about 80% of our learners, without the need of interventions. Do we have a core curriculum that does that? Differentiation Maps allow us to view what our colleagues are teaching so that we can see if there are areas we can do interdisciplinary units, address our gifted learners and such. Understanding by Design If we are planning in a backward design model, we can map in that way as well. Mapping helps us to discover if what we planned for our learners really happened, and how the enacted curriculum helps increase achievement on assessments

27. How will we use our maps? Teachers Administrators Parents and Students School Board Community Collect authentic data Accountability Collaboration with our school board, parents and our students Create Partnerships in the community All about Refining the Curriculum! Collect authentic data Accountability Collaboration with our school board, parents and our students Create Partnerships in the community All about Refining the Curriculum!

28. Lenses for Review Calibration process Common vocabulary Content sequence Skill progression Assessment types Interdisciplinary connections The lenses through which you identify gaps and unnecessary redundancies in curriculum It is important to select a specific lens for a review - in order to focus the review, otherwise you may get a scattered approach the ends in frustration. In the previous review, Calibration was our lens�. Some possible lenses for continued review are: Common vocabulary Regrouping vs carry/borrow Lack of abbreviations and acronyms Are we using the vocabulary of the standards? Does our vocabulary remain constant K-12 Content sequence While some content must be presented in a specific sequence (ie mathematics � multiplication must come before quadratic equation) Other content is more flexible (ie language arts � fiction, non-fiction, poetry does not have to be presented in a certain sequence) Skill progression Is it stagnant, or does it spiral? Do skills become more rigorous as students proceed through a year; as they matriculate through our district? Assessment types Are they varied, and do they actually assess the skills stated? Is there a correlation between the assessments in the map and the standards being addressed? Do they prepare students for future assessments (ie state test, next grade level) Interdisciplinary connections � erase the boundaries between the disciplines � to make connections for students A-ha�s: I didn�t know you did that in your math class! We also do that in science. How can we support each other to make the connections for our students? Is something being expected in science before the math teachers teach it? Measurement: industrial arts teacher says students can�t measure � they can, just can�t apply to new situation, or finding out that they can apply measurement in industrial arts (hands-on) but the abstract application (like achievement tests) is faltering. The lenses through which you identify gaps and redundancies in your curriculum It is important to select a specific lens for a review - in order to focus the review, otherwise you may get a scattered approach the ends in frustration. In the previous review, Calibration was our lens�. Some possible lenses for continued review are: Common vocabulary Regrouping vs carry/borrow Lack of abbreviations and acronyms Are we using the vocabulary of the standards? Does our vocabulary remain constant K-12 Content sequence While some content must be presented in a specific sequence (ie mathematics � multiplication must come before quadratic equation) Other content is more flexible (ie language arts � fiction, non-fiction, poetry does not have to be presented in a certain sequence) Skill progression Is it stagnant, or does it spiral? Do skills become more rigorous as students proceed through a year; as they matriculate through our district? Assessment types Are they varied, and do they actually assess the skills stated? Is there a correlation between the assessments in the map and the standards being addressed? Do they prepare students for future assessments (ie state test, next grade level) Interdisciplinary connections � erase the boundaries between the disciplines � to make connections for students A-ha�s: I didn�t know you did that in your math class! We also do that in science. How can we support each other to make the connections for our students? Is something being expected in science before the math teachers teach it? Measurement: industrial arts teacher says students can�t measure � they can, just can�t apply to new situation, or finding out that they can apply measurement in industrial arts (hands-on) but the abstract application (like achievement tests) is faltering. The lenses through which you identify gaps and redundancies in your curriculum

29. Test Data Correlation Assessment data Benchmark State Instruction Timeliness Sequence Duration and Intensity Standards Match This is one type of data correlation - using various test data. Please keep in mind - we want to avoid focusing on one data point. Need to ensure we are Triangulating Data! This step in the read-through phase may happen once a year or throughout the year, depending upon which test data set you are reviewing: Yearly state achievement test data Quarterly test data (NWEA) Bi-annual test data Local Benchmark assessment data and occur within the small and large group review formats. While the small and large group reviews are the structure and process for reviewing maps for gaps, redundancies, possible integration points, this step uses that same structure and format to review maps through the lens of our test data, to determine revision points to the curriculum, like: Timeliness of the instruction When in the calendar year Sequence of instruction Does it build in a logical order Duration and intensity of instruction Does it match the needs of the students How long do we spend on the content Do we hit it once � that�s it? Or do we return and build upon it Matched to state assessed standards Is there a direct relationship between what is being taught, and what the standards tell us should be addressed? This is one type of data correlation - using various test data. Please keep in mind - we want to avoid focusing on one data point. Need to ensure we are Triangulating Data! This step in the read-through phase may happen once a year or throughout the year, depending upon which test data set you are reviewing: Yearly state achievement test data Quarterly test data (NWEA) Bi-annual test data Local Benchmark assessment data and occur within the small and large group review formats. While the small and large group reviews are the structure and process for reviewing maps for gaps, redundancies, possible integration points, this step uses that same structure and format to review maps through the lens of our test data, to determine revision points to the curriculum, like: Timeliness of the instruction When in the calendar year Sequence of instruction Does it build in a logical order Duration and intensity of instruction Does it match the needs of the students How long do we spend on the content Do we hit it once � that�s it? Or do we return and build upon it Matched to state assessed standards Is there a direct relationship between what is being taught, and what the standards tell us should be addressed?

30. Vision + Skills + Incentives + Resources + Mapping Plan = Sustainable Change These are the pieces necessary, in any implementation, in order to obtain Sustainable Change. If any one of the pieces are missing, the corresponding effect will occur.Vision + Skills + Incentives + Resources + Mapping Plan = Sustainable Change These are the pieces necessary, in any implementation, in order to obtain Sustainable Change. If any one of the pieces are missing, the corresponding effect will occur.

31. For additional information Professional Learning Associates 1s660 Midwest Rd, Suite 310 Oakbrook Terrace, IL 60181 800.318.4555 www.clihome.com Julie M. Ksycki juliek@clihome.com