The real

voyage of
discovery
consists not
in seeking new
landscapes,
but in having CM: An Introduct ion &
new eyes. Look at Mapp ing Systems
--Marcel P rou st Sess ion 1
 All that is shared during our time together
is
based on the work of Dr. Heidi Hayes Jacobs…
Mapping the Big Picture.
1997, ASCD.
Getting Results with
Curriculum Mapping.
2004, ASCD.

Active Literacy
Across the Curriculum.
2006, Eye On
Education. As well as…
Keys to Curriculum
Mapping: Strategies
and Tools to Make It
Work
Susan Udelhofen
2005, Corwin Press
A Guide To
Curriculum Mapping:
Planning,
Implementing,
and Sustaining
the Process
Janet Hale
2008, Corwin Press
 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?
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.
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.
 Curriculum Jacobs (2006) states:
Consider the following reality. Johnny
(Latin Root) has a flotilla of teachers…the total
= A Path Run number of teachers that Johnny
In Small Steps 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
Reference: with more precision with any of the
Jacobs, H.H. (2006) Active flotilla of teachers through
literacy across the technology. (pp. 114-115)
curriculum.
 What is Curriculum
Mapping
based on Jacobs’ model?
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!”
Share with a neighbor(s)
where you went on a planned trip —
and then share "what really
 Mapping Is An Process
Ongoing
State/Other
Types of Maps Standards
Proficiency
Essential Targets
Consensus
Projected Lesson Plans
Diary ONGOING (Daily)
(Monthly) PROCESS

Reality
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.
 Curriculum Mapping is never “done”…

The Far Side®

“Stop asking me if we are almost there,

we’re Nomads for crying out loud!”
ll Types of Curriculum Maps are…
Designed BY Teachers FOR
Teacher
to aid in collaboration
generating ongoing
focus
on student s
learning.

Collaboration = To work together,

especially in a joint intellectual effort
Two The Empty Chair
CM Rules 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.”
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.
Curriculum mapping is a
calendar-based (monthly)
process and
for collecting
maintaining an
ongoing
of thedatabase
operational
and planned curriculum
throughout a learning
organization.
Curriculum mapping asks
teachers to design the curriculum via
authentic examination,
 “Why Map?”
Three Common Reasons Why
Learning Organizations
Choose To Map…

• Marie Strangeway, CM Consultant

 3 Base Reasons To Map
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
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+.
 3 Base Reasons To Map
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
Be aware: CM is designed
development.
to fully align curriculum and
improve learning: PreK-12+.
egardless of what is or was the
purpose(s) for your initiative…

Issues Grass Good to

Roots Great
NO curriculum maps
(Diary Maps, Projected Maps,
Consensus Maps, Essential Maps)
are EVER used for
TEACHER EVALUATION or PUNITIVE
 Curriculum Mapping =
Curriculum = Systemic Second-Order
A Path Run In Change
Small Steps
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…
 Four Types of
Curriculum
Maps
• Diary Map

• Projected Map

• Consensus Map

• Essential Map
 The “Essence” of
Curriculum Mapping
I am a Diary Map
data- (Recorded Monthly)
collection • A personalized* map
portal… 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.
 N ’ jected Map
NutsPro
• A map that has been created by an
Bolts individual person for a discipline or
course before the actual yearly testing
out of its “planned itinerary”
Mapping
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
1 2 3 4 5 6 7 0 9 10111213141516171 0212223 4252627 0293031 2333435 637

t
019

Language
J
r
@II 1

~ Updated: Thursday. July 27. 2006

These two types of maps are, in actually, the same map.

Differentiation is based on the currentmonth of the year.
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
Consensus Map as a foundation* for his
the
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

e
E’ssential Map
Nuts N
(An Entire School Year
Bolts Of Learning Usually Recorded By
Grading Periods)
Mapping • A map created via a team of
educators (Task Force) that is
representative of District learning
Language expectation.* The Essential Map
serves as the base-instruction map
wherein all who teach the
use the map to plan learning and
course
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.
“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.
 Base DETAIL Bergenfield
School District
Lincoln
Consensus Elementary Grade 1
Map Essential
School Maps
Grade 1
Math More DETAIL
Diary Map Janet Biggins
Janet Nicki McGrane
Biggins Susan McGuire
Grade 1
Math Most (Monthly) DETAIL

Much More Specific W

Weekly/Daily
(Day By Day) DETAIL Le
Lesson Plans
 A Tradition of Excellence

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Admission
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sAdministration

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Projected/DWaiaererLyORETTO beceuse ...
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Ongoin gg W eWhold hold
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We value our pride,
beliefs ond uphold our integrity.
HOM
E Co ll a b oo rra t i v e
e
W e oreore oo circ le leof f ri end s intertwined by our souls
circ
We ore independent threeds in the tapestry of sister ond
Mission a ti v e
fol'
of oflifetime.
ri end s brotherhecd,
the strengths we
Statement
Pare1J! Assocmon of
Horizon t We
shore.
lo1·etto
Oiiiiiieoon.mo Vertically
a lly a n A d li g n e d
We ore moving W
look bock.
e or ewhile
ferwcrd em
o ponotwerfol'getting
ed with too pioneering spirit.
.1s ore b o nded to geth er by
Consens u s M a p s Th e d reem Providing
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Vision
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n
Direction fol' Citizens of the World
 Weld County School District Re4
Karen Trusler. Superlntendent of Schools
WELD RE·4 SCHOOL DISTRICT 1020 M,1in
r••••••••• ••• •••••••• •••••u•• ••• '''' ••'"''"' ••• ''' ••••••
Windsor, CO
Street

- • Voice: 970.686.8000 I Fax 80550

970.686-5280

Schools Oistricl Departments Employee Info. Campus Portal Search

Site

Annual Personal
Projected/Diary Maps
Mt V'iew Elemeutar' Ongoing
Collaborative
Horizontally and
Vertically Aligned
Tom Prinaly
Consensus Maps
Task Force-Led
Windsoi H~ School Horizontally
Essential Maps and
Wid5ol MiddleSchooI Vertically
Diary Map
Mr. A Month’s
Watson Worth Of
High
School
= Learning
US
History
What are the common initial elements
data included in a Map?
Projected/Diary
• UNIT NAME* *Some
• CONTENT commercial
mapping
• SKILLS systems
require a
• ASSESSMENTS
Unit Name
• RESOURCES (MATERIALS) to enter
map data.
• STANDARDS

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

Essential Questions
 I know what you
are thinking …
What came first,
the “egg” or the
“chicken?” Chicken Coop
Organization-
wide
Essential Maps

Chickens
Each School
Site’s
Consensus Maps
You can best
Speed Bump by Dave Coverly all sessions...
answer after
 21st Centu ry Mapping…
All types of
curriculum maps
are recorded and
accessible via an
Internet-based
mapping system
(Internet Software).

Most
Well-Known
Commercial
Systems
 makes mapping
interactive.
You can
conduct reviews
in one school,
between schools,
and throughout
the learning The question is…
organization Which system is
instantly and
the right system for
easily
since all schools you and your
are included in learning
 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!
1. Collection of map data refers to
each teacher (or teachers) inputting
course learning within a selected
Internet-based or self-generated
mapping system.
process takes (ThisAsinputting
time. 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
 CM Seven-Step Review Process
1.CollectingOngoingData(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!”
 Remember
Curriculu Mapping is NOT…
mSTATIC … IT’S ONGOING!

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!
 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?
 I aml ooking
forward to our
remaining
WebCasts!
Please visit
my Website for
mapping
resources and
materials that
may enhance
yourl earni ng and
curriculum
mapping
i ni ti ati ve.