This document outlines the process of developing a curriculum map for kindergarten literacy at i3 Academy. Constance Blaylock, the new Director of Curriculum and Instruction, will guide a team through the process. They will begin by defining their purpose and benefits. Then they will map the curriculum using a backward design model, collecting data and making adjustments based on assessments. Their goal is to create a living document that can be built upon and adapted as needed to support student learning.

1. Project Map: Curriculum
Map Development Guide
ED 601
University of West Alabama
Dr. Thomas Kyzer
Created by; Constance Blaylock

2. MindMeister- Click Picture for Link

3. About Me:
Hello my name is Constance Blaylock and I have the
pleasure of serving as the new director of curriculum and
instruction, here a i3 Academy.
- My experience
- 2nd grade teacher for 5 years
- 2 years of literacy coaching experience
(most previous role)
- Site director for STAIR of Birmingham
- Network Council President for Birmingham
Education Foundation (2018)
- Red Mountain Fellow(2020)
- New Leaders Cohort Fellow (2019)
- Bachelors University of Alabama at Birmingham (2015)
- Masters University of West of Alabama (2018)
- Leadership Certification (2021)

4. Our work today
❏ The purpose of today is to work together to create a curriculum
map for use in our kindergarten classrooms.
❏ This curriculum map will be used in the upcoming 2022-2023
school year.
❏ My goal is to assist and guide you all in this development.
❏ We will utilize a wide array of resources to create this map
during our time together.

5. My Role and Responsibilities During this Process
❏ Educate on curriculum
mapping
❏ Provide resources and
support during the
process
❏ Provide space and time
for collaboration
❏ Help with implementation
throughout the process as
curriculum mapping is
on-going not stagnant.
❏ Aid in giving voice to upper
level administrators about
the needs and concerns of
the team.
❏ Provide ongoing
professional learning
opportunities throughout
the process.

6. Curriculum Mapping Process
1. Defining what exactly curriculum mapping is (professional
development piece- done today.
2. Within the process:
a. Defining - Program Objectives and indicators
b. Mapping of the Curriculum
c. Collecting the Data
d. Analyzing & Interpreting
e. Improvement of Curriculum and Processes
f. Managing and Implementing Change

7. Members of the Process
❏ Dean of Curriculum & Instruction-i3
Academy
❏ Director of Curriculum & Instruction-
Constance Blaylock- I3 Academy
❏ Head of Schools- i3 Academy
❏ Literacy Coach- i3 Academy
❏ Special Education Coordinator- i3
Academy
❏ Lead Kindergarten Teacher
❏ 2 Kindergarten Teachers
❏ 3 Para Professionals
❏ Literacy Lab Teacher- i3 Academy
❏ Literacy Lab Paraprofessional

8. What is Curriculum Mapping ?

9. ICEBREAKER
Link to Jamboard Above and in Comments

10. Curriculum Mapping
Phases
IN REVIEW

11. What is defining?
Link to Padlet

12. PHASE ONE: Defining - Program Objectives and indicators
Definition:
Define curriculum mapping and your
purpose behind it. Define your
direction so everyone can be on the
same page. Identify the benefits.
Determine the value and how each
person can benefit. Involve all
stakeholders.
Key Components:
❏ Decide what the purpose of the
curriculum mapis It is important to
come to develop a common consensus
around this.
❏ Define what the benefits of doing this
work are. You will not be invested if
you have not defined the benefits of
the work.
❏ Determine how each member of the
team benefits from this work & be sure
to include everyone.

13. Phase One: key components and questions
Key Components:
❏ Decide what the purpose of the
curriculum mapis It is important to
come to develop a common
consensus around this.
❏ Define what the benefits of doing
this work are. You will not be
invested if you have not defined the
benefits of the work.
❏ Determine how each member of the
team benefits from this work & be
sure to include everyone.
Questions:
❏ What do you think is the purpose of
the curriculum map?
❏ What would be the benefits for you?
❏ Do you think everyone who is
needed is at the table?

15. Roles and Responsibilities
❏ Dean of Curriculum & Instruction-i3
Academy & Head of Schools- Consistent
develop knowledge base to serve as an
educated guide in the implementation
process. Focus on feedback and ensure
necessary actions are taken based on that
feedback. Consult with literacy coaches
and curriculum specialists to get progress
updates.
❏ Director of Curriculum & Instruction-
Constance Blaylock- I3 Academy- focus on
the overall processes and procedures of
curriculum development. The goal is to
guide and help develop throughout the
process.
❏ Literacy Coach- i3 Academy- works most
closely alongside the teachers to ensure
they have resources and materials and to
provide feedback. It is important that the
literacy coach stay up to date.
❏ Lead Kindergarten Teacher & kinder
teachers- teachers are directly involved in
the process by creating and developing.
They are the direct point of contact for
changes and information as they are most
knowledgeable
❏ 3 Para Professionals- The para
professionals here at i3 support the
process because they often deliver the
intervention instruction. They are like the
teachers, the direct contact for changes
and information and therefore have the
most tangible role in the process.
❏ Literacy Lab Teacher/para - i3 Academy-
like the teachers, lab teachers are directly
involved in the instructional process.
“Teachers must adhere to the essence of
innovation who adapting it to their
students.(Ornstein & Hunkins, 2017 p. 261)”

16. Phase One
Quick Guide
❏ Is everybody at the table
and is the decision
cohesive?
❏ Are the teachers on the
frontline?
❏ Does everyone understand
the why and see the
benefits?

17. Post to Padlet new
learning
Take a moment and post a gif that accurately depicts how you feel about the
planning phase and its implementation.

18. PHASE 2: Mapping of the Curriculum

19. PHASE 2: Mapping of the Curriculum
Key Components:
Take time to record at the individual
level. This means each teacher has the
opportunity to reflect and assess in
their individual environments. Also,
have as many heads at the table as
possible during the process.
Questions:
❏ Have we looked at the individual
teacher data?
❏ Do we know what design model
we would like to use for the
process?
❏ Have we designed the steps in
mapping of the curriculum? (the
actual design part)

20. Timeline for Curriculum Maps
❏ Today and Tomorrow we work on creating the
kindergarten curriculum map.
❏ We are solely focused on Literacy.
❏ I will support during this process and keep us tasked in
material and guiding questions.
❏ We will work in teams with dived components.
❏ Tomorrow we will review the work we have done in our
time together.

21. Curriculum Model- backward design model
❏ The backwards design model starts with what you want to
accomplish or the desired outcome.
❏ The next step in the backwards design process is determining how
the curriculum will be evaluated once it is in place.
❏ The goal is to think about assessments based on pre-destined and
planned for outcomes.

22. Steps of
Curriculum Map
Design
❏ Begin with the standards.
❏ Develop what you want the
students to learn.
❏ Find resources that match
the determined outcomes.
❏ Build design for input of
information that is easy for
everyone to understand
and follow.
❏ Review map continuously
once complete for
modifications based on
student learning.

23. Current Kindergarten Curriculum Map

24. Strengths & Weaknesses
Strengths:
❏ Collaborative effort amongst the
whole of the kindergarten teachers.
❏ Using embedded array of available
curriculum resources.
❏ Working document that is being
created during the process.
❏ Utilizes a variety of resources
Weaknesses:
❏ Look for the inconsistencies.
❏ Allow room for reflection and next
steps, do not define the process in
guarded timelines.
❏ Identify common areas of concern
and identify resources and practices
to mediate this.
❏ What is they plan for continuance?
❏ Have we established across grade
level common language?

25. Assess the Challenges
Let’s use this quick poll to assess the challenges that may arise
through this design process

26. Phase 2
Quick Guide
❏ Have you all established a
mutual consensus on
format (coaches &
teachers)?
❏ Did you begin with the
end in mind?
❏ Have you established goals
based on the standards?
❏ Have you utilized a wide
array of resources for your
goals?

27. IT’S ALMOST GAME TIME!

28. PHASE 3 & 4: Collecting the Data &
Analyzing & Interpreting

29. PHASE 3 & 4 : Collecting the Data and Analyzing & Interpreting
Key Components:
determine your procedure for reviewing
maps. Find areas of inconsistency and
points for revision. Look for areas of
concern within instructional proficiency
or practice. Use test data and assessment
to guide some of the decision making.
Ensure the curriculum map correlates to
needed outcomes.
Guiding Questions:
❏ What is the procedure for review
the map and assessments?
❏ Are there any areas of concern?
❏ Have you been consistently using
assessment data to make
decisions?

30. Are you really following
step 3 & 4 ?
Take a quick poll to evaluate your team and self. Click Link

31. PHASE 5 & 6 : Improvement of
Curriculum and Processes

32. PHASE 5 & 6 : Improvement of Curriculum and Processes
Key Components:
Build consensus that can be distributed
across grade levels in the creation of their
own maps.
Develop a plan for new teacher
development. Make sure you remember
maps are living and breathing documents.
Allow room for reflection and
improvement.
Guiding Questions:
❏ Can other grade levels duplicate
this process for themselves with
ease? Have we found the beauty in
across grade level consensus?
❏ Have we established plans and
protocols to bring new teachers in?
❏ Is our map a living and breathing
document or have we not updated
in a while through information
learned from assessment?

33. Wrapping it all up
❏ Remember to start with the
end in mind. What is the
goal?
❏ Build your team, this work
can not and should not be
done alone.
❏ Come to a consensus FIRST.
Everyone needs to be on
the same page.
❏ To prevent stangantation,
assess and reflect.
❏ Remember the classroom
teacher is the direct
supplier of innovation.
❏ Don’t forget the purpose
when the process gets a
bit rough.

35. References
Garrett, S. (n.d.). The Process of Curriculum Mapping. OK. Gov. Retrieved November 14, 2021, from https://sde.ok.gov/.
Randles, J. (2020, February 6). 6 benefits of curriculum mapping. ISTE. Retrieved November 13, 2021, from
https://www.iste.org/explore/Lead-the-way/6-benefits-of-curriculum-mapping.
Ornstein, A. C. (2017). Curriculum : foundations, principles and issues / Allan C. Ornstein, Francis P. Hunkins. Pearson.