district essential curriculum mapping algebra i february 2008 written by the albuquerque public...
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District Essential District Essential Curriculum MappingCurriculum Mapping
Algebra I
February 2008
Written byThe Albuquerque Public Schools District Essential Curriculum Mapping Task Force
Lynda Idle, Instructional ManagerChristina Fritz, Assessment Manager
Jennifer Macdonald, Curriculum CoordinatorGina Middleton, RDA Resource Teacher
Kathy Richter-Sand, TLS Resource TeacherSue Broemmer, TLS Resource TeacherJackie Calvert, TLS Resource Teacher
Janet Malta, Sandia Cluster Staff DeveloperMargie Maes, Manzano Cluster Staff Developer
Lynn Wilson, Valley Cluster Staff DeveloperCindy Williams, Chaparral ES Instructional Coach
AgendaAgenda
Welcome/Sign-in/IntroductionsWelcome/Sign-in/Introductions District Curriculum Mapping InitiativeDistrict Curriculum Mapping Initiative Connections to the A2L/High School Short-Cycle Connections to the A2L/High School Short-Cycle
AssessmentAssessment Algebra I Curriculum Map Algebra I Curriculum Map
StandardsStandards AssessmentAssessment ContentContent SkillsSkills
Plus/DeltaPlus/Delta
Group NormsGroup Norms
Begin and end on timeBegin and end on time Be courteous to colleagues, limit sidebar Be courteous to colleagues, limit sidebar
conversationsconversations Equity of voiceEquity of voice Stay on taskStay on task Turn cell phones to vibrate/step outside to Turn cell phones to vibrate/step outside to take callstake calls Take care of personal needsTake care of personal needs
What is aWhat is aDistrict Essential Curriculum Map?District Essential Curriculum Map? A district planning tool used to map out A district planning tool used to map out
standards-based instructionstandards-based instruction An alignment of instruction and An alignment of instruction and
assessments to state standardsassessments to state standards A communication vehicle for teachers, A communication vehicle for teachers,
students, and parents to promote students, and parents to promote understanding of standards-based understanding of standards-based instructioninstruction
What is aWhat is aDistrict Essential Curriculum Map?District Essential Curriculum Map?
A tool that addresses Performance Standards, A tool that addresses Performance Standards, Essential Questions/Big Ideas, Content, Skills, Essential Questions/Big Ideas, Content, Skills, and Assessmentsand Assessments
An organizer which supports professional vertical An organizer which supports professional vertical and horizontal articulationand horizontal articulation
A blueprint to be used as a guide to support A blueprint to be used as a guide to support schools’ development of differentiated schools’ development of differentiated course/content planningcourse/content planning
What is the purpose of theWhat is the purpose of theDistrict Essential Curriculum MapsDistrict Essential Curriculum Maps??
““DECMsDECMs””
1.1. To align with Public Education To align with Public Education Department High School Redesign Department High School Redesign (SB561)(SB561)
2.2. To align with APS Redesign K-12 To align with APS Redesign K-12 initiativesinitiatives
3.3. To align APS assessments and To align APS assessments and instruction to NM Standardsinstruction to NM Standards
DECM GoalsDECM Goals1.1. Every APS course/content area (K-12) will Every APS course/content area (K-12) will
have a curriculum maphave a curriculum map
2.2. Every curriculum map will be articulated Every curriculum map will be articulated horizontally and verticallyhorizontally and vertically
3.3. Educators will have online access to Educators will have online access to District Essential Curriculum Maps District Essential Curriculum Maps through the Albuquerque Instructional through the Albuquerque Instructional Management System (AIMS)Management System (AIMS)
What are the key What are the key components of a components of a Curriculum Map? Curriculum Map?
Curriculum Map TemplateCurriculum Map Template
Curriculum Map ComponentsCurriculum Map Components Performance StandardsPerformance Standards Essential Questions/Big IdeasEssential Questions/Big Ideas Content Content
→ → with related academic vwith related academic vocabularyocabulary
SkillsSkills →→ with related learning activitieswith related learning activities
AssessmentAssessment →→ Formative and SummativeFormative and Summative
→→ Rubrics (links)Rubrics (links)
ResourcesResources
Performance StandardsPerformance Standards
A performance standard identifies what A performance standard identifies what students need to know and be able students need to know and be able to do at a specific grade level.to do at a specific grade level.
Linking Performance Standards to Linking Performance Standards to AssessmentsAssessments
Performance Standards are aligned to district Performance Standards are aligned to district benchmark assessmentsbenchmark assessments
High School Short Cycle Assessment is aligned to High School Short Cycle Assessment is aligned to the scope and sequence of the Algebra I the scope and sequence of the Algebra I curricular frameworkcurricular framework
The High School Short Cycle Assessment is given The High School Short Cycle Assessment is given
for:for: Algebra I, Geometry, & Algebra IIAlgebra I, Geometry, & Algebra II grades 8-12grades 8-12 Fall, Winter, Spring administrationFall, Winter, Spring administration
Essential QuestionsEssential Questions Lead students to Big Ideas based upon the Lead students to Big Ideas based upon the
Performance StandardsPerformance Standards Encourage higher-level thinkingEncourage higher-level thinking Ask “Why” and “How” rather than “What”Ask “Why” and “How” rather than “What” Organize key conceptsOrganize key concepts Written in student-friendly languageWritten in student-friendly language
EXAMPLESEXAMPLESIn what ways can the graph of a quadratic equationIn what ways can the graph of a quadratic equationhelp us answer questions about the height of an help us answer questions about the height of an
object?object?Why look for patterns?Why look for patterns?
How can data be represented, organized, or How can data be represented, organized, or interpreted?interpreted?
Essential QuestionsEssential Questions
The The ““mental Velcromental Velcro”” that help that help ideas stick in studentsideas stick in students’’ minds minds
for a long time to come!for a long time to come!
Big IdeasBig IdeasAre student answers to Essential QuestionsAre student answers to Essential Questions
Central themesCentral themes Teachers use in planning to develop Essential Teachers use in planning to develop Essential
QuestionsQuestions EXAMPLESEXAMPLES
1. Foundations1. Foundations
2.2.Rule of FourRule of Four
3.3.Equivalent equations/expressionsEquivalent equations/expressions
4.4.Linear FunctionsLinear Functions
5.5.Quadratic EquationsQuadratic Equations
6.6.Data AnalysisData Analysis
ContentContentWhat students need to knowWhat students need to know
Discipline- or field-basedDiscipline- or field-based InterdisciplinaryInterdisciplinary Student-centeredStudent-centered Written in Noun formWritten in Noun form Vocabulary (academic language); words Vocabulary (academic language); words
students need to know to understand conceptsstudents need to know to understand concepts
EXAMPLESEXAMPLESexponentsexponents
linear equationslinear equationspolynomialspolynomials
Tools and ResourcesTools and ResourcesFrayer ModelFrayer Model
Teaching and Learning with TextTeaching and Learning with TextMarzano’s Building Academic VocabularyMarzano’s Building Academic Vocabulary
SkillsSkills
What students What students need to be able to doneed to be able to do
Written in Verb formWritten in Verb form Specific, not broad-basedSpecific, not broad-based MeasurableMeasurable Used to develop guided learning activitiesUsed to develop guided learning activities Based on standardsBased on standards
EXAMPLESEXAMPLESSolving a story problemSolving a story problem
Analyzing graphsAnalyzing graphs
Applying order of operationsApplying order of operations
AssessmentAssessmentProducts or performances thatProducts or performances thatdemonstrate student learningdemonstrate student learning
Formative assessmentsFormative assessments• Guides instructionGuides instruction• Informs the need for differentiationInforms the need for differentiation
EXAMPLESEXAMPLESStudent demonstrationStudent demonstration
Group research project (checks along the way)Group research project (checks along the way)PretestPretest
KWLKWLQuizQuizA2LA2L
Checking for UnderstandingChecking for UnderstandingExit SlipsExit Slips
AssessmentAssessmentProducts or performances thatProducts or performances thatdemonstrate student learningdemonstrate student learning
Summative assessmentsSummative assessments• Evidence of mastery of standards at Evidence of mastery of standards at
specific points-in-timespecific points-in-time• Graded assessment at the end of the Graded assessment at the end of the
unit of studyunit of study
Examples:
Unit Tests
Projects
Presentations
Resources to include on a mapResources to include on a map
- Adopted instructional materials- Adopted instructional materials (math, (math,
reading, writing programs, etc.)reading, writing programs, etc.)
- Technology- Technology
- Supplemental materials- Supplemental materials
- Links to curriculum frameworks and other- Links to curriculum frameworks and other
websiteswebsites
What Does a CM Look Like?What Does a CM Look Like?
It is a graphic organizer and planner.It is a graphic organizer and planner. Standards-based units are listed.Standards-based units are listed. It shows a timeline of It shows a timeline of whatwhat is taught, is taught,
whenwhen!! The “how” is based on student data.The “how” is based on student data. AA DECM DECM includes Performance includes Performance
Standards, Essential Questions/Big Standards, Essential Questions/Big Ideas, Content, Skills, Assessments, Ideas, Content, Skills, Assessments, and Resources.and Resources.
..
Curriculum Map TemplateCurriculum Map Template
Next Steps to MappingNext Steps to Mapping
Discuss Curriculum Map template and Discuss Curriculum Map template and connections to district short-cycle assessmentconnections to district short-cycle assessment
Determine placement of assessment standards to Determine placement of assessment standards to specific monthsspecific months
Identify and place remaining performance Identify and place remaining performance standards onto mapstandards onto map
Review the resourcesReview the resources
- High School Short-cycle Assessment (HSSCA)- High School Short-cycle Assessment (HSSCA)
- Examine Algebra I Curricular Framework- Examine Algebra I Curricular Framework
Begin mappingBegin mapping
8 ESSENTIAL COMPONENTS8 ESSENTIAL COMPONENTS
AugustAugust SeptemberSeptember OctoberOctober NovemberNovember DecemberDecember
1. Performance Standards1. Performance Standards
2. Essential Questions2. Essential QuestionsQuestions that lead students to Big Ideas. Questions that lead students to Big Ideas.
3. Big Ideas 3. Big Ideas Student answers to EQs that lead them to the Big Student answers to EQs that lead them to the Big
IdeasIdeas
4. Cognitive Level4. Cognitive LevelWebb’s/Bloom’s Taxonomy LinkWebb’s/Bloom’s Taxonomy Link
5. Content5. ContentWhat students need to knowWhat students need to know (nouns) (nouns)
Vocabulary List Vocabulary List Words students need to know to understand Words students need to know to understand
conceptconcept
6. Skills6. SkillsWhat students need to be able to doWhat students need to be able to do (verbs) (verbs)
Learning Activities / Lesson Plan LinksLearning Activities / Lesson Plan LinksEssential Experiences or Guided PracticeEssential Experiences or Guided Practice
7. Assessments: 7. Assessments: Formative AssessmentsFormative AssessmentsHow will students and teacher know what How will students and teacher know what
students have learned so far? students have learned so far? Differentiated Differentiated
Rubric Links / AttachedRubric Links / Attached
A2L/HSSCA:A2L/HSSCA: Strand II A: 3(1), 6(1), Strand II A: 3(1), 6(1),
7(*), 8(2), 10(5), 12(3) 7(*), 8(2), 10(5), 12(3) Strand IIB: 18(1), 19(2), Strand IIB: 18(1), 19(2),
20(1), 21(2)20(1), 21(2) Strand IIC: 24(1), 25(*)Strand IIC: 24(1), 25(*) Strand IVB: 5(1)Strand IVB: 5(1)
Summative AssessmentsSummative AssessmentsHow will students show that they have How will students show that they have
mastered the standard? Differentiatedmastered the standard? DifferentiatedRubric Links / AttachedRubric Links / Attached
8. Resources 8. Resources Links,Links,Curriculum Frameworks, Curriculum Frameworks, Other WebsitesOther Websites
APS/LEI/TLS/JAN08
Outcomes for Today’s Work:Outcomes for Today’s Work:
Step 1: Review Assessments (HSSCA) & Step 1: Review Assessments (HSSCA) & place performance standards linked to place performance standards linked to assessments on curriculum mapassessments on curriculum map
Step 2: Place remaining performance Step 2: Place remaining performance standards on map for both semestersstandards on map for both semesters
Step 3: Identify Assessments for each Step 3: Identify Assessments for each standardstandard
Step 4: Identify Content & Skills for each Step 4: Identify Content & Skills for each standard standard
AssessmentsAssessments
Review HSSCA on curriculum mapsReview HSSCA on curriculum maps
Look at curriculum frameworks, lesson Look at curriculum frameworks, lesson plans, resourcesplans, resources
Plot standards on curriculum map….Plot standards on curriculum map….
Performance StandardsPerformance Standards
As a whole group…As a whole group…
Place identified HSSCA performance Place identified HSSCA performance standards in order by month of when standards in order by month of when taught on curriculum maptaught on curriculum map
Place remaining performance standards on Place remaining performance standards on curriculum map for both semesterscurriculum map for both semesters
Content, Skills, AssessmentsContent, Skills, Assessments
In small groups…In small groups…
Complete the curriculum map for both Complete the curriculum map for both semesters with examples of:semesters with examples of:
content, content, skills, skills, in-class assessmentsin-class assessments
ArticulationArticulation
Each group share out today’s workEach group share out today’s work
Look for repetitions, omissions, gapsLook for repetitions, omissions, gaps
Next StepsNext Steps
Quickly identify next steps for February 21Quickly identify next steps for February 21stst Algebra I Curriculum Mapping GroupAlgebra I Curriculum Mapping Group
Big Ideas/Essential QuestionsBig Ideas/Essential QuestionsAcademic VocabularyAcademic VocabularyResourcesResourcesComplete MapsComplete MapsLook for Repetitions, Gaps, OmissionsLook for Repetitions, Gaps, Omissions
What materials do you want to bring for next time?What materials do you want to bring for next time?
Plus/DeltaPlus/Delta
Please complete a plus/delta before you Please complete a plus/delta before you leave. Thank you!leave. Thank you!