This document discusses the process of designing a systemic curriculum based on the Common Core State Standards for Mathematics (CCSSM). It emphasizes the importance of thinking systemically and strategically planning as this affects curriculum mapping. An effective approach is to form a K-12 mathematics task force to collaboratively design the curriculum with a vertical emphasis. The task force breaks down the standards to create content and skills, which are then organized into units of study with vertical and horizontal alignment. Implementing this design requires leadership to manage the magnitude of change and build teacher relationships throughout the process.

1. Designing
CCSSM
Systemic
Curriculum:
An
Experience
from
the
Field
Presented
By
Janet
Hale
and
Valerie
Lyle

www.CurriculumMapping101.com
Backchannel: todaysmeet.com/ccssm

3. EssenGal
QuesGons
/
SupporGng
QuesGons
EQ:
How
does
thinking
systemically
affect
curriculum
mapping?
SQ:
How
does
thinking
systemically
affect
designing
CCSSM-­‐based
curriculum?
EQ:
How
does
strategic
planning
affect
short-­‐
and
long-­‐term
goals?
SQ:
How
does
strategic
planning
affect
teachers
charged
with
designing
systemic
CCSSM-­‐based
curriculum?

4. FoundaGonal
Points
Oak Grove
Mentality
Independent
1 Grove … Multiple Root Systems

5. Aspen Grove Mentality
Systemic Design - Interdependent
1 Grove…1 Root System

6. Architects Contractors
design. build.
LEARN TEACH

7. Mapping
System(ic)

8. Districtwide Map Type Clarification…
Essential Maps Consensus Maps
2 or more like schools 1 school per level
in district in district
(e.g., 34 ES, 13 MS, 9 HS) (e.g., 1 ES, 1 MS, 1 HS)
CollaboraGvely
Designed
With
VerGcal
Emphasis

9.
K
1
2…
If a larger district…
Need to figure out how
to have balanced
representation from each
school within/among
grade levels for the
K-12 Math Task Force.
If one school per level…
All teachers responsible
for Math would be
considered the K-12
Math Task Force
(K-5 teachers, Math
Departments – MS / HS).
Specialist/Special Ed?

10. K-12 Math Task Force
3 teachers per grade level
(K-5)
6 teachers per grade level
(6-8)
12 HS teachers (9-10)

11. K-12 Math Task Force
The
Cream
of the
Crop

12. Leadership Considerations
Magnitude
of
Change
(Second-­‐Order
Versus
First-­‐Order
Change)
Building
RelaGonships
Teachers
need
to
see
administrators
present
and
caring.
(District
Level
&
School
Level)

13. It will take more time than you think it will take.

14. Plan Ahead … Be Proactive

15. EssenGal
QuesGons
/
SupporGng
QuesGons
EQ:
How
does
thinking
systemically
affect
curriculum
mapping?
SQ:
How
does
thinking
systemically
affect
designing
CCSSM-­‐based
curriculum?
EQ:
How
does
strategic
planning
affect
short-­‐
and
long-­‐term
goals?
SQ:
How
does
strategic
planning
affect
teachers
charged
with
designing
CCSSM-­‐based
curriculum?

16. How much do the
Implementation K-12 Math Task Force
members know about
developing EUs/EQs?
How much do the
K-12 Math Task Force
members know about
the CCSSM?
How much do the
K-12 Math Task Force
members know about
systemic design?

17. 1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity
in repeated reasoning.
(CCSS, pp. 7-8)
Standards for Mathematical Practice are the same K-12…

18. walk
RecommendaGons
C ross for
use
by
task
force…
Gap
A
nalys
is

19. walk
Best
Use
of
Crosswalk
C ross Documents
for
Curriculum
Design
Verifies
what
task-­‐force
members
“discover”
AFTER
FIRST
studying
and
analyzing
verGcal/horizontal
CCSSM.

20. nalysis
G ap
A
Most
Beneficial
Use
of
Gap
Analysis
Documents
for
Curriculum
Design
Indicates
to
Math
Task
Force
members
who
may
be
best
to
call
on
as
resident
experts
when
fellow
task-­‐force
members
may
need
some
(or
a
lot)
of
aid
in
designing
unfamiliar
learning
(content
–
skills).

21. Part 1 Design / Part 2 Design
Vertical Alignment Horizontal Alignment
Design units that represent Design units of study that
K-12 learning continuum integrate learning within and/
(e.g., Geometry, Measurement/Data) or among strands
by single/mixed domains in one grade level
across grade levels (e.g., intradisciplinary,
program-based,
interdisciplinary)

22. Implementation: Beginning to Design
Breaking Apart (translating, unpacking)
Standards to [first] create Content
(what students must KNOW), which
is noun-based.
K-2 … 3-5 … 6-8 / HS
Content written as Noun Phrase: Descriptor
Time: Analog/Digital (Hour, ½ Hour)
Time: Elapsed
Started with
GEOMETRY (Gr. K-2, 6-8)
GEOMETRY/MEASUREMENT (Gr. 3-5)

23. GEOMETRY (Grade 4) Vocab
ulary
A.
2-­‐Dimensional
Shapes
Vocabulary:
8
Terms
B.
2-­‐Dimensional
Shapes:
Visual
Figure
Representa=ons
/
Figure
Classifica=on
Based
On
Lines
And
Angles
(Square,
Rectangle,
Rhombus,
Parallelogram,
Trapezoid,
Right
Triangle,
Acute
Triangle,
Obtuse
Triangle)
C.
2-­‐Dimensional
Shapes
Vocabulary:
1
Term
D.
2-­‐Dimensional
Shapes:
Line
Of
Symmetry
E.
3-­‐Dimensional
Shapes
Vocabulary:
6
Terms
F.
3-­‐Dimensional
Shapes:
Nets
(Cube,
Cylinder)
G.
Lines/Angles
Vocabulary:
7
Terms
H.
Lines/Angles:
Point,
Line,
Line
Segment,
Ray
/
Parallel
Lines,
Perpendicular
Lines
I.
Lines/Angles
Vocabulary:
8
Terms

24. GEOMETRY (Grade 4)
(Cont.)
J.
Lines/Angles:
Right
Angle,
Acute
Angle,
Obtuse
Angle,
Straight
Angle
/
Addi=on/
Subtrac=on
of
Angles
K.
Angle
Measurement:
Protractor
L.
Angle
Measurement
Vocabulary:
2
Terms
M.
Angle
Measurement:
Circle
(2
Rays
Crea=ng
An
Angle)
N.
Area
Vocabulary:
1
Term
O.
Area:
Area
Formula
(Rectangles)
P.
Perimeter:
Perimeter
Formula
(Rectangles)

25. V
E
R
T
I
C
A
L
HORIZONTAL
Scaffolded
Skills

26. While
breaking
apart
standards
to
design
content,
and
especially
skills,
task-­‐force
members
are
oeen
quesGoning
and
inquiring
using
Internet-­‐based
resources
as
well
as
one
another’s
experGse.
An
atmosphere
needs
to
be
created
that
allows
teachers
to
openly
admit
to
one
another/
facilitator…
“I
don’t
know.”
“We
don’t
have
a
clue
what
this
should
look
like
as
a
scaffolded
skill
set!”

27. Seven-Step Review Process (HHJ, 1997)
 1. Collecting the Data
 2. First Read-Through
 3. Small Group Review
 4. Large Group
Comparisons
 5. Determine Immediate
Revision Points
 6. Determine Points
Requiring Research and
Planning
 7. Plan for Next Review

28. 1.
CollecGng
the
Data

29. 1.
CollecGng
the
Data

30. Seven-Step Review Process
 1. Collecting the Data
 2. First Read-Through
 3. Small Group
Review
 4. Large Group
Comparisons
 5. Determine
Immediate Revision
Points
 6. Determine Points
Requiring Research
and Planning
 7. Plan for Next
Review

31. 2.
First
Read-­‐Through

32. 3.
Small
Group
Review

33. 4.
Large
Group
Comparisons

34. 5.
Determine
Immediate
Revision
Points

35. 6.
Determine
Points
Requiring
Research
and
Development
(?)

36. 7.
Plan
For
Next
Review

37. Seven-Step Review Process
 1. Collecting the Data
 2. First Read-Through
 3. Small Group Review
 4. Large Group
Comparisons
 5. Determine Immediate
Revision Points
 6. Determine Points
Requiring Research and
Planning
 7. Plan for Next Review

38. Part 1 Design / Part 2 Design
Vertical Alignment Horizontal Alignment
Design units that represent Design units of study that
K-12 learning continuum integrate learning within and/
(e.g., Geometry, Measurement/Data) or among strands
by single/mixed domains in one grade level
across grade levels (e.g., intradisciplinary,
program-based,
interdisciplinary)

39. Slow and steady stays the course(s).

40. Janet
Hale
www.CurriculumMapping101.com
teachtucson@aol.com
520-­‐241-­‐8797
Valerie
Lyle
vlyle@msn.com
618-­‐534-­‐4558