report

1. The real
voyage of
discovery
consists not
in seeking new
landscapes,
but in having
new eyes.
--Marcel Proust
CM: An Introduction &
Look at Mapping Systems
Session 1

2. Mapping the Big Picture.
1997, ASCD.
Getting Results with
Curriculum Mapping.
2004, ASCD.
All that is shared during our time together is
based on the work of Dr. Heidi Hayes Jacobs…
Active Literacy
Across the Curriculum.
2006, Eye On
Education. As well as…

3. Keys to Curriculum
Mapping: Strategies
and Tools to Make It
Work
Susan Udelhofen
2005, Corwin Press

4. A Guide To
Curriculum Mapping:
Planning,
Implementing,
and Sustaining
the Process
Janet Hale
2008, Corwin Press

5. Essential Question
How does inquiry
effect knowledge?
Supporting Questions
How may curriculum mapping
aid in improving student
learning and performance?
What is critical to realize regarding
curriculum mapping basics?
What is critical to realize regarding
the use of a mapping system?

6. 1. Curriculum mapping is a multifaceted,
ongoing process designed to improve
student learning.
2. All curricular decisions are data-driven
and in the students' best interest.
3. Curriculum maps represent both the
planned and operational learning.
4. Curriculum maps are created and
accessible using 21st century technology.
5. Teachers are leaders in curriculum
design and curricular decision-making
processes.

7. 6. Administrators encourage and support
teacher-leader environments.
7. Curriculum reviews are conducted on an
ongoing and regular basis.
8. Collaborative inquiry and dialogue are
based on curriculum maps and other data
sources.
9. Action plans aid in designing, revising,
and refining maps.
10. Curriculum mapping intra-organizations
facilitate sustainability.
Hale, J. A. (2008). A guide to curriculum mapping: Planning,
implementing, and sustaining the process. Thousand Oaks, CA:
Corwin Press.

8. Curriculum
(Latin Root)
= A Path Run
In Small Steps
Jacobs (2006) states:
Consider the following reality. Johnny
has a flotilla of teachers…the total
number of teachers that Johnny
has over his thirteen years from
K-12 ranges from between forty
and sixty-five. Curriculum mapping
does not guarantee that all of these
teachers will become intimately
acquainted with Johnny’s needs or his
experience. What it can do is provide a
real data base allowing any of his
teachers to find what he has
experienced and is experiencing
currently, and it can communicate
with more precision with any of the
flotilla of teachers through
technology. (pp. 114-115)
Reference:
Jacobs, H.H. (2006) Active
literacy across the curriculum.
Larchmont, NY: Eye On
Education.

9. What is Curriculum Mapping
based on Jacobs’ model?
Share with a neighbor(s)
where you went on a planned trip —
and then share "what really
Advertisers know how to get potential
consumers to remember the qualities
(value) of their products…
We need to experience a TV
ad three times to even begin
to remember a product;
seven times for it to “stick!”

10. Types of Maps
Essential
Consensus
Projected
Diary
(Monthly)
Lesson Plans
(Daily)
Reality
State/Other
Standards
Proficiency
Targets
ONGOINGONGOING
PROCESSPROCESS
Mapping is a continuous cycle of reviewing and making
decisions based what has actually happened (Diary Maps)
compared and contrasted with curriculum planning (other
Types of Maps) through ongoing curricular dialogue.
Mapping Is An Ongoing Process

11. “Stop asking me if we are almost there,
we’re Nomads for crying out loud!”
Curriculum Mapping is never “done”…
The Far Side®

12. All Types of Curriculum Maps are…
Designed BY Teachers FOR Teachers
to aid in generating ongoing
collaborations focuse
on student learning.
Collaboration = To work together,
especially in a joint intellectual effort

13. Two
CM Rules
Data-driven Reviews and
Collaborations
If it is in Chris’ best interest to
change, modify, stop, start, or maintain
a practice or other school/District-related
issue, there must be data-based proof.
The Empty Chair
Whenever review teams or entire
staffs meet in person, there is
literally or figuratively an empty
chair placed front-and-center in the
room. This chair represents all of the
students in a school or throughout a
learning organization. The student in
the chair is oftentimes referred to as
“Chris.”

14. Curriculum mapping is a
calendar-based (monthly) process
for collecting and
maintaining an
ongoing database
of the operational
and planned curriculum
throughout a learning
organization.
Curriculum mapping asks
teachers to design the curriculum via
authentic examination,

15. “Why Map?”
Three Common Reasons Why
Learning Organizations
Choose To Map…
• Marie Strangeway, CM Consultant

16. Issue Motivated Initiative-
Turns to mapping to address
a specific problem or series
of problems.
Low test scores in ____
(e.g., Reading, Writing,
Math, AYP Subgroups,
Etc.). All are looking for
quick results in a specific area or
areas. Be aware: CM is not designed
to be a “quick fix” and then discarded.
3 Base Reasons To Map

17. 3 Base Reasons To Map
Grass Roots Initiative - Turns to mapping
because some administrators, faculty, and/
or parents have learned about mapping and
believe that it will help students improve
and succeed. They know or feel there are
gaps, redundancies, and absences
in the curriculum and want
to create horizontal and
vertical communication. Be aware: CM is
designed to provide ongoing evidence via
curriculum maps and other data that empowers
teachers to discover inconsistencies and then
create consistencies in curriculum: PreK-12+.

18. Good to Great – A school or district is
successful by current standards,
however is looking to stay competitive
or to continually improve Adequate
Yearly Progress (AYP) scores.
They are looking to mapping to
become the tool and catalyst for
ongoing curricular dialogue and to
lead to ongoing professional
development.
Be aware: CM is designed
to fully align curriculum and
improve learning: PreK-12+.
3 Base Reasons To Map

19. egardless of what is or was the
purpose(s) for your initiative…
Issues Grass
Roots
Good to
Great
NO curriculum maps
(Diary Maps, Projected Maps,
Consensus Maps, Essential Maps)
are EVER used for
TEACHER EVALUATION or PUNITIVE

20. Curriculum =
A Path Run In
Small Steps
Curriculum Mapping =
Systemic Second-Order
Change
It is all about
“doing business”
differently.
Please realize up front
that everyone will be
learners for some time,
and as with all learners
knowledge is best
presented in small steps…
So, let’s take a look at

21. Four Types of
Curriculum Maps
• Diary Map
• Projected Map
• Consensus Map
• Essential Map

22. The “Essence” of
Curriculum Mapping
Diary Map
(Recorded Monthly)
• A personalized* map
recorded by an individual
person that contains data
reflecting what REALLY
took place during a month
of learning and instruction
• Commonly due by the “7th”
of the next month
*There is no such thing as
“team” diary mapping.
I am a
data-
collection
portal…

23. Nuts N’
Bolts
Mapping
Language
Projected Map
• A map that has been created by an
individual person for a discipline or
course before the actual yearly testing
out of its “planned itinerary”
These two types of maps are, in actually, the same map.
Differentiation is based on the current month of the year.

24. Consensus Map (An Entire School Year Of Months)
• A map designed by two or more educators
wherein all designers have come to
agreement on the course learning and
serves as the planned-learning map
wherein all who teach the course use the
Consensus Map as a foundation* for his or
her course instruction
*Flexibility in additional learning, length of
learning, assessments, resources, and how
learning is executed is up to the discretion of each
teacher teaching the course and is reflected in his
or her Projected Map/Diary Map.
SCHOOL-SITE “LEVEL” MAPS

25. he
Nuts N’
Bolts
Mapping
Language
Essential Map
(An Entire School Year
Of Learning Usually Recorded By
Grading Periods)
• A map created via a team of
educators (Task Force) that is
representative of District learning
expectation.* The Essential Map
serves as the base-instruction map
wherein all who teach the course
use the map to plan learning and
create collaborative, Consensus
Maps and/or personal Projected
Maps
*There needs to two or more “like”
schools or courses offered to warrant
creation and use Essential Maps.

26. “When we travel, road maps become
more distinctive the closer we get to
the ‘main destination’.”
Quote By:
Dr. Heidi Hayes Jacobs
Keynote Presentation,
2006 National Curriculum
Mapping Institute.

27. Weekly/Daily
Lesson Plans
Diary Map
Janet
Biggins
Grade 1
Math
Consensus
Map
Grade 1
Math
Janet Biggins
Nicki McGrane
Susan McGuire
Lincoln
Elementary
School
Bergenfield
School District
Grade 1
Essential
Maps
Base DETAIL
Most (Monthly) DETAIL
More DETAIL
Much More Specific
(Day By Day) DETAIL

28. Annual Personal
Projected/Diary
Maps
Ongoing
Collaborative
Horizontally and
Vertically Aligned
Consensus Maps

29. Annual Personal
Projected/Diary Maps
Ongoing Collaborative
Horizontally and
Vertically Aligned
Consensus Maps
Task Force-Led
Horizontally and
Vertically Aligned
Essential Maps

30. Diary Map
Mr.
Watson
High
School
US
History
=
A Month’s
Worth Of
Learning

31. What are the common initial data elements
included in a Projected/Diary Map?
• UNIT NAME*UNIT NAME*
• CONTENTCONTENT
• SKILLSSKILLS
• ASSESSMENTSASSESSMENTS
• RESOURCES (MATERIALS)RESOURCES (MATERIALS)
• STANDARDSSTANDARDS
For a Consensus Map, common initial elements include:
Unit Name, Intra-alignment of Content, Skills, Standards, and
possibly Common/Same Assessments (only if full agreement by all
teachers designing the learning) and Resources (only if available to
all teachers teaching the course)
*Some
commercial
mapping
systems
require a
Unit Name
to enter
map data.

32. Activities/Strategies
Modifications/
Accommodations
Integration of
Language Arts, such
as various types of
vocabulary
Essential Questions
As the years of
mapping progress,
the
most common
additional
map elements
include
(not necessarily
in this order)…

33. Chickens
Each School Site’s
Consensus Maps
OUR
BABIES
I know what you
are thinking …
What came first,
the “egg” or the
“chicken?”
Eggs
Each Teacher’s
Projected/
Diary Maps
Chicken Coop
Organization-wide
Essential Maps
You can best
answer after
all sessions...Speed Bump by Dave Coverly

34. 21st
Century Mapping…
All types of
curriculum maps
are recorded and
accessible via an
Internet-based
mapping system
(Internet Software).
Most
Well-Known
Commercial
Systems

35. makes mapping
interactive.
You can
conduct reviews
in one school,
between schools,
and throughout
the learning organization
instantly and
easily
since all schools
are included in
the same
The question is…
Which system is
the right system for
you and your
learning

36. It is recommended that you give all three
systems a try using a free-trial access code
once you know a little bit more about
the mapping process and entering
the most common initial elements in a
map.
Take notes, make comparative comments,
ask questions of the companies, and
make certain all schools are represented in the
decision-making process for selecting the system!

37. 1. Collection of map data refers to
each teacher (or teachers) inputting
course learning within a selected
Internet-based or self-generated
mapping system. (This inputting
process takes time. As a norm,
teacher(s) input one discipline [Elem]
or one course [JH/HS/ Specialists] the
first year if projected/diary mapping.)
2. Using the maps as data via a
mapping system’s search and report
features and other databases/research
to solve problems/concerns is
equally as important as inputting
map data.

38. CM Seven-Step Review Process
 1. Collecting Ongoing Data (Initial Read-Through)
 2. First Read-Through Review
 3. Small-Group Review
 4. Large-Group Comparisons
 5. Determine Immediate Revision Points
 6. Determine Points Requiring Some
Research and Planning
 7. Plan for Next Review
From Mapping the Big Picture: Integrating Curriculum
and Assessment K-12; 1997, ASCD, Jacobs, HH.
Dr. Heidi Hayes Jacobs states, “Mapping is like a
two-sided coin: One side is collecting the data …
If you do not ‘flip the coin’ and focus on the other side—
using the data —you miss the ‘true value’ of mapping!”

39. Remember
Curriculum Mapping is NOT…
STATIC …
Curriculum maps serve as the living, breathing,
ever-changing, archived history of PreK-12+ student
learning. Mapping is formal work and takes time.
The improvement in student—and teacher—learning
makes both the work and time worthwhile!
IT’S ONGOING!

40. Essential Question
How does inquiry
effect knowledge?
Supporting Questions
How may curriculum mapping
aid in improving student
learning and performance?
What is critical to realize regarding
curriculum mapping basics?
What is critical to realize regarding
the use of a mapping system?

41. I am looking
forward to our
remaining
WebCasts!
Please visit
my Website for
mapping
resources and
materials that
may enhance
your learning and
curriculum
mapping
initiative.