STAY SAFE AND HEALTHY LIBERTY! Resources and Updates for 2020-21

Free meals for kids, teens| COVID-19 | The 2020-21 School Year

Curriculum Mapping

Curriculum Mapping consists of the process of collecting and maintaining a database or an accessible document of the operational curriculum in a  school or district. The database or accessible document is essential as it allows the basis for continuous evaluation of the curricula. The outcomes of curriculum mapping are as follows:

  • Alignment of curricula, assessments, and instructional practices with the Next Generation Standards (or applicable standards for specific content areas).
  • Creating curricula that support 21st-century teaching and learning and the social-emotional development of our students. Connecting school, state, and national initiatives
  • Aligning all instructional curriculum mapping components, including Learning Targets, Essential Questions, Big Ideas, Unit Time Frames, Skills, Activities, and Resources.

Components of the Curriculum Map(s)


Time Frame of Unit

Teams are to indicate the time frame of the unit. Specifically, the specific weeks or months the unit will be taught.

Standards

Teams are to indicate what specific Next Generation, Social Studies, Science, Music, Visual Arts, World Languages, Physical Education & Health, and etc. standards are being addressed within the unit of study.

Overview of Content in Units

Teams are to indicate what areas of their respective content will be covered in the specific units of study.

Essential Questions

Are opened questions that fulfill the following requirements:

  1. Is open-ended; that is, it typically will not have a single, final, and correct answer.
  2. Is thought-provoking and intellectually engaging, often sparking discussion and debate.
  3. Calls for higher-order thinking, such as analysis, inference, evaluation, prediction. It cannot be effectively answered by recall alone.
  4. Points toward important, transferable ideas within (and sometimes across) disciplines.
  5. Raises additional questions and sparks further inquiry.
  6. Requires support and justification, not just an answer.
  7. Recurs over time; that is, the question can and should be revisited again and again.

Learning Targets

Are goals written in student-friendly language that clearly describe what students will learn and be able to do by the end of a class, unit, project, or even a course. Learning targets should have an action verb that promotes higher-order thinking (using Blooms or Webbs DoK) and performance of understanding (how will we measure that the student met the target, using a “by” statement).

Teaching Points/Skills

Teams are to indicate what knowledge and skills the students need to master and reach the learning target.

Resources/Materials Used

Teams are to indicate what resources are used to support the curriculum. Resources should include technology, texts, and other pertinent materials.

Description of Assessments

Teams are to indicate what assessments (summative and formative) will be used within the units of study.

The Purpose and Components of Curriculum Maps


Time Frame of Unit

The team should indicate the number of weeks and anticipated months of the unit. This will help with common curricular pacing and alignment. Ideally, each class should be at the same pace.

Standards

All units should address the respective standards according to NYSED requirements. This will help our teams analyze how our current curricula address all standards and will help us adapt our curricula to fulfill standards-based deficiencies.

Overview of Content in Units

This will allow team members to know what content will be covered in the units. Thus, this will help create horizontal and vertical curricular articulation regarding content.

Essential Questions

Essential questions promote rigor and relevance across all curricula. Moreover, essential questions facilitate interdisciplinary high-order thinking skills. These questions support learning targets and help set the tone for the lesson’s closure segment.

Learning Targets

Learning targets empower the students, guide the teacher’s lesson, and align each lesson to a standard. It should take 3-4 learning targets to reach a standard within the unit. Moreover, learning targets guide high-order thinking (with the verb) and the lesson’s assessment (performance of understanding).

Teaching Points/Skills

This component will allow the team to align what skills and knowledge are needed to reach the learning target(s) and standard(s).

Resources/Materials Used

This will help all team members know what resources and materials are being used throughout the units. Ideally, this will indirectly allow the teams to share the best material practices and will support horizontal and vertical articulation.

Description of Assessments

This will help all teams identify what assessments are being used. Also, this will set the foundation for common assessments that will create aligned data points to support the PLC and MTSS frameworks.

WHY?


Curriculum Maps will help new staff members and will memorialize what we are teaching. Ultimately, curriculum maps will be the foundation of our discussions as it will help us evaluate what we are teaching and why we are teaching.

The Big Next Step


As all curriculum maps are living documents and as we continue on our Leader In Me path, we will have to align our curriculum maps with the Leader In Me language. Also, we will identify ways to embed the 7 Healthy Habits conceptual framework so we are implementing SEL into our curricula. In addition to SEL, the teams will have to evaluate how culturally responsive is our curricula. When we accomplish these two tasks, we will have equitable curricula that are aligned to all New York State Standards.