FAQ

Answer:

Selecting a level for each standard may enrich report data.  However in order for level selection to be meaningful, a district must have consensus among its teachers regarding the definition of each level.

Answer:

There are several options when attaching standards.  Success will depend on consistency in diary maps.  Inconsistency in the placement of standards can result in skewed report data.

Option 1:  Attach a standard at the end of each skill statement.  This indicates that a particular skill is facilitating progress toward mastery of selected standards.  If not all teachers do it this way, this could result in the illusion that teachers are covering standards more than others.

Option 2:  Attach standards following a series of skills statements indicating that all of the skills above the attached standards are involved in facilitating progress toward mastery of selected standards.  This could result in a disconnect between skills, standards and assessment.  By attaching standards in this manner a teacher may be removing a level of specificity from their data because it becomes impossible to align particular skills and assessments with particular standards. 

Answer:

Planning for instruction is what teachers do prior to and in order to teach.  This may be in the form of lesson plans, plan books, scope and sequence, etc.  Usually the lesson plans includes resources and activities.  This is the intended curriculum.

Curriculum Mapping is a process that takes place after instruction.  It is the collection of data in order to document the authentic curriculum, or what was actually taught.  Mapping follows guidelines to capture the essential content, skills, and assessment strategies, aligned with the standards. 

Planning tools represent the intention of what is to be taught.  Maps represent the reality. 

Answer:

A skill is what students must be able to do. The measurable verb used at the onset of a skill statement is critical for accurately informing map readers, without the map writer(s) being present, what the students are expected to be able to do.

An activity provides practice concerning a particular skill or skill set. An activity does not appear on the map but is found in the lesson plan.

Answer:

• The detail level of the assessment column is a direct reflection of the stated purpose of the map and focus for the dialog/conversation.
• The assessments represent the body of evidence that validate and verify the learning (skills).
• The assessments are aligned with the skills.
• The assessments should be clear concerning type (Selected Response, Constructed Response, Performance Task, Observation, and/or Student Self-Evaluation/Reflection), evaluation method, and size.
• The assessment is written as a noun (no verbs, directions, activities).
• The assessments are aligned with the appropriate level of learning.
• All summative assessments should be mapped
• Formative assessments should be mapped - they represent the only source of evidence for the skill.
• State/District Benchmark assessments should be included at the appropriate time of year for triangulation and alignment purposes.
• Not all assessments in a map have to be graded.
• All assessments in a map must be physical evidence of data collected and not reside in the memory alone. (video, checklist, dot next to a child’s name, picture, teacher annotated notes, capstone projects)

Answer:

Calibration is an ongoing process to regulate and align specific aspects of maps (map style, map elements, vocabulary) to ensure all curriculum maps are useful, usable, readable, and consistent in design.

Maps that have not been calibrated are difficult to read, understand, and extract data in a meaningful way. The refinement process will be hindered and/or even stalled preventing possible revision points that should result in improved student achievement.

The calibration process begins with the development of clearly defined criteria often in the form of a checklist or rubric. The instrument should focus on a single aspect of the curriculum map for each investigation.

Effective calibration results in maps that are readable by all, independent of the author.