KHIS Curriculum Mapping KHIS Curriculum Mapping Process – A Vehicle for Process – A Vehicle for Collaborative Collaborative Improvements in Teaching Improvements in Teaching & Learning& Learning

Objectives for the Objectives for the SessionSession•What is Curriculum Mapping?What is Curriculum Mapping?

•How can Curriculum Mapping (CM) How can Curriculum Mapping (CM) improve student performance?improve student performance?

•Why is CM necessary to effectively Why is CM necessary to effectively implementing standards?implementing standards?

•What will CM look like at KHIS into What will CM look like at KHIS into future?future?

•When will we have the time to do When will we have the time to do all this?all this?

““Curriculum Mapping has been one of Curriculum Mapping has been one of the most beneficial initiatives the most beneficial initiatives undertaken by our system. It has not undertaken by our system. It has not only helped us to truly align only helped us to truly align curriculum, removing gaps and curriculum, removing gaps and overlaps; it has caused us to go overlaps; it has caused us to go through a process of examining what through a process of examining what we do and why. This process has we do and why. This process has made teaching & learning more made teaching & learning more relevant and more efficient.”— Dr. relevant and more efficient.”— Dr. Lyle C. Ailshie, Director, Greeneville Lyle C. Ailshie, Director, Greeneville City SchoolsCity Schools (State of Tennessee, (State of Tennessee, 2000)2000)

•How do you currently plan, How do you currently plan, record and communicate / record and communicate / share your curriculum?share your curriculum?

•Please make some notes and Please make some notes and discuss with a neighbor.discuss with a neighbor.

Consider the big picture: Consider the big picture: Your students walk through the Your students walk through the

door on the first day of school.door on the first day of school. •What do you know about them? What do you know about them? •Can you describe what they studied Can you describe what they studied

and what skills they applied in the and what skills they applied in the grade prior to yours? grade prior to yours?

•Without an effective means of Without an effective means of surveying the big picture of surveying the big picture of curriculum over time, curriculum over time, the student is the student is the only one who really knowsthe only one who really knows the the path of his or her experience in path of his or her experience in school. school.

What is Curriculum What is Curriculum Mapping?Mapping?•Curriculum mapping is a Curriculum mapping is a

process anchored in the process anchored in the school calendar, in which each school calendar, in which each teacher records, in real time, teacher records, in real time, the content and skills taught the content and skills taught and how they are assessed.and how they are assessed.

Curriculum mapping is a Curriculum mapping is a technique for exploring the technique for exploring the primary elements of curriculum: primary elements of curriculum:

•What is taught.What is taught.

•How instruction occurs.How instruction occurs.

•When instruction is delivered .When instruction is delivered .

• Critical thinkingCritical thinking• ReadingReading• NumeracyNumeracy• WritingWriting• VocabularyVocabulary• General Learner OutcomesGeneral Learner Outcomes• TechnologyTechnology

truly reflected throughout our school truly reflected throughout our school curriculum in a way that is connected to curriculum in a way that is connected to Standards?Standards?

How are…

•The curriculum data:The curriculum data:

ContentContent

SkillsSkills

AssessmentsAssessments

are entered by month, are entered by month, which adds the time-which adds the time-bound element to the bound element to the mapsmaps

Curriculum Mapping using the Curriculum Mapping using the analogy of a road mapanalogy of a road map

• Drivers use the labels on maps to identify Drivers use the labels on maps to identify their driving destinations just as educators their driving destinations just as educators list content on their maps to identify list content on their maps to identify leaning destinations.leaning destinations.

• Motorists use the roads and highways, as Motorists use the roads and highways, as indicated by the lines on maps, to get them indicated by the lines on maps, to get them to their destinations to their destinations just asjust as educators list educators list skills on maps to be used to assist learners skills on maps to be used to assist learners in reaching the learning destinations.in reaching the learning destinations.

• As travelers progress through their As travelers progress through their journeys, they utilize the maps scale to journeys, they utilize the maps scale to assess their progress related to their assess their progress related to their destination destination just as just as educators list educators list assessments they use assist learners in assessments they use assist learners in determining how close they are to their determining how close they are to their learning destinations.learning destinations.

Here are some very simple Here are some very simple sample curriculum maps:sample curriculum maps:

Seventh Grade Curriculum Map - Life Science Seventh Grade Curriculum Map - Life Science

Middle School Curriculum Map - American CitiMiddle School Curriculum Map - American Citizenship zenship

Grades 10-11 Curriculum Map - World HistoryGrades 10-11 Curriculum Map - World History

•When all of this data is When all of this data is consolidated into a map consolidated into a map made accessible to groups made accessible to groups of teachers, it enables of teachers, it enables each teacher to look at each teacher to look at the content and skills the content and skills taught, as well as how the taught, as well as how the skills are assessed. skills are assessed.

Reading Reading Break:Break:•““The Need for Calendar Based The Need for Calendar Based

Mapping” by Heidi Hayes JacobsMapping” by Heidi Hayes Jacobs

•While reading, think about the While reading, think about the following:following:

How might mapping help us How might mapping help us as educators see the bigger as educators see the bigger picture as experienced by our picture as experienced by our students throughout their K-students throughout their K-12 experience.12 experience.

•How might mapping help us How might mapping help us as educators see the bigger as educators see the bigger picture as experienced by our picture as experienced by our students throughout their K-students throughout their K-12 experience.12 experience.

•When you are finished, talk When you are finished, talk about this with a colleague. about this with a colleague.

•Curriculum mapping is not an Curriculum mapping is not an ideology or a philosophy of ideology or a philosophy of education. Rather, it is a tool that education. Rather, it is a tool that groups of educators use to lay groups of educators use to lay out and reflect upon the path a out and reflect upon the path a curriculum takes over time.curriculum takes over time.

•The process of curriculum The process of curriculum mapping asks teachers to mapping asks teachers to rethink curriculum rethink curriculum development in two very development in two very important ways.important ways.

•1. Each teacher's curriculum 1. Each teacher's curriculum is made public. It is no longer is made public. It is no longer an isolated action; it becomes an isolated action; it becomes information that is shared information that is shared with colleagues.with colleagues.

• Note: There is no formal evaluation Note: There is no formal evaluation tied to Curriculum Mapping. It is tied to Curriculum Mapping. It is strictly an improvement process strictly an improvement process implemented to support professional implemented to support professional educators improve their pedagogy. educators improve their pedagogy.

•2. The curriculum is never "finished." 2. The curriculum is never "finished." Rather, it becomes an on-going Rather, it becomes an on-going dynamic process that is ever-dynamic process that is ever-changing — not a completed product. changing — not a completed product.

HCPS I HCPS II HCPS III…HCPS I HCPS II HCPS III…Increasing rate of information Increasing rate of information

necessitates educators to constantly necessitates educators to constantly update and revise curriculumupdate and revise curriculum

•Curriculum Mapping is a process that Curriculum Mapping is a process that begins with the individual teacher and begins with the individual teacher and expands to include an entire expands to include an entire department, grade level, faculty, or department, grade level, faculty, or district. district.

•Through the Through the reflective collaborative processreflective collaborative process, , educators are able to collectively refine educators are able to collectively refine curriculum to meet the fluctuating curriculum to meet the fluctuating needs of their studentsneeds of their students

It All Starts with the Teachers

Reflective Collaborative Reflective Collaborative ProcessProcess1.1. Teachers individually map their Teachers individually map their

curriculumcurriculum2.2. Teachers spend time reviewing the Teachers spend time reviewing the

curriculum of other teacherscurriculum of other teachers3.3. Teachers collaborate to provide one Teachers collaborate to provide one

another feedback from the map another feedback from the map reviewsreviews

4.4. Teachers use this input to refine their Teachers use this input to refine their curriculumcurriculum

There are two There are two methodsmethods for collecting curriculum for collecting curriculum mapping datamapping data

• In a In a projected mapprojected map, teachers plan , teachers plan and lay out what they expect to and lay out what they expect to cover over the course of an entire cover over the course of an entire school year. school year.

•As the year progresses, they make As the year progresses, they make adjustments and change their plans adjustments and change their plans accordingly. accordingly.

•This method requires teachers to This method requires teachers to project what they believe will be the project what they believe will be the content, skills, and assessments content, skills, and assessments taught and implemented over the taught and implemented over the course of a school year.course of a school year.

•In a In a diary mapdiary map, just like in a real , just like in a real diary, teachers record what is diary, teachers record what is operational on an ongoing basis operational on an ongoing basis at the end of each month, after at the end of each month, after teaching has occurred. teaching has occurred.

•By the end of the school year, By the end of the school year, the year's worth of teaching will the year's worth of teaching will have been mapped.have been mapped.

•The critical component of The critical component of this part of the process is this part of the process is that teachers honestly that teachers honestly communicate “what really communicate “what really happened” with regards to happened” with regards to instruction in their instruction in their classrooms once it classrooms once it occurred.occurred.

•This is essential to the This is essential to the improvement process improvement process

What information do we collect What information do we collect initially on a Curriculum Map?initially on a Curriculum Map?

•ContentContent

•SkillsSkills

•AssessmentsAssessments

ContenContentt

•The is the subject matter itself: The is the subject matter itself: key concepts, facts, events which key concepts, facts, events which may be included within a mapmay be included within a map

•Content is the Content is the essentialessential concepts concepts and topics covered during a and topics covered during a month.month.

Content Cont.Content Cont.

•Content is written beginning Content is written beginning with a with a nounnoun..

•ExamplesExamples: Cultural diversity, : Cultural diversity, water cycle, water cycle, Hamlet,Hamlet, local local government systems, bicycle government systems, bicycle safety.safety.

PracticPracticee

•On your sample map template, On your sample map template, record one record one contentcontent entry in the entry in the appropriate column.appropriate column.

SkillsSkills• Skills are key abilities and processes Skills are key abilities and processes

students will develop related to specific students will develop related to specific content. They are content. They are notnot written as written as objectives (e.g., “students will…) but objectives (e.g., “students will…) but rather as statements.rather as statements.

• Skills are written beginning with an action Skills are written beginning with an action verb.verb.

• ExamplesExamples: reading a map, writing a play, : reading a map, writing a play, analyzing non-fiction text, and writing analyzing non-fiction text, and writing persuasive essays, matching words and persuasive essays, matching words and pictures, inventing a device, comparing pictures, inventing a device, comparing and contrasting two ideas…and contrasting two ideas…

Skills are displayed on maps as Skills are displayed on maps as precise skills that can be:precise skills that can be:

Assessed / measuredAssessed / measuredObservedObservedDescribed in specific termsDescribed in specific terms

Always begin a skill with an Always begin a skill with an action verbaction verb

PracticPracticee

•On your sample map template, On your sample map template, record one record one skillskill entry on the entry on the appropriate column.appropriate column.

Assessments – listed as Assessments – listed as nounsnouns on maps on maps

• Assessments are the products or Assessments are the products or performances that demonstrate student performances that demonstrate student learning. learning.

• They demonstrate student understanding They demonstrate student understanding of the content and mastery of the skills. of the content and mastery of the skills.

• Assessment goes beyond traditional Assessment goes beyond traditional tests, quizzes, and homework (these are tests, quizzes, and homework (these are important but should not be the only important but should not be the only forms of assessment). forms of assessment).

• Each content – skill strand on a Each content – skill strand on a curriculum map should have a curriculum map should have a corresponding assessment (note: one corresponding assessment (note: one assessment tool may address more than assessment tool may address more than one concept-skill strand.)one concept-skill strand.)

• Assessment is what the student does (the Assessment is what the student does (the actual product or performance), actual product or performance), notnot the the evaluation tool used to assess the evaluation tool used to assess the product (e.g., assessment is a group product (e.g., assessment is a group presentation, not the rubric used to presentation, not the rubric used to assess the presentation).assess the presentation).

• ExamplesExamples: web page, bicycle safety : web page, bicycle safety brochure, research paper, skit, debate, brochure, research paper, skit, debate, board game, PowerPoint presentation board game, PowerPoint presentation

PracticPracticee

•On your sample map template, On your sample map template, record one record one assessmentassessment entry entry on the appropriate column.on the appropriate column.

KHIS Faculty Maps developed KHIS Faculty Maps developed to Dateto Date

• 88thth Grade Social Studies – Abey Q Grade Social Studies – Abey Q

• 99thth Grade Study Skills – Jessica Grade Study Skills – Jessica LadieuLadieu

• Integrated Health Sciences Academy Integrated Health Sciences Academy Map Map – Amy – Amy SwiderskiSwiderski, Krista Nielsen, Krista Nielsen

• Career Life Skills – Yvette McDonaldCareer Life Skills – Yvette McDonald

•Curriculum planning and Curriculum planning and collaboration has always collaboration has always existed, but the process has existed, but the process has been transformed into an been transformed into an effective tool for curriculum effective tool for curriculum reform through the use of reform through the use of technology.technology.

Utilizing Technology to help us Utilizing Technology to help us work smarter work smarter

Introducing:Introducing:

How does the sharing How does the sharing occur?occur?

• Windward district is currently working to Windward district is currently working to purchase a district license to the Rubicon purchase a district license to the Rubicon Atlas Curriculum Mapping product.Atlas Curriculum Mapping product.

• Atlas provides educational institutions Atlas provides educational institutions with access to an online data base with access to an online data base educators can use to input and analyze educators can use to input and analyze their curricula data. their curricula data.

• This data can be accessed from any This data can be accessed from any computer with an internet connection. computer with an internet connection.

• Data entry is as easy as using any word Data entry is as easy as using any word processing programprocessing program

•Atlas is a Web-based curriculum management tool that electronically: Incorporates curriculum mapping.

•Tracks gaps and repetition in instruction.

•Allows educators to easily align curriculum to benchmarks and standards.

•Produces updated reports to encourage partnerships among educators

•Facilitates sharing of ideas and communicating them rapidly across buildings, schools and grades.

•Shares requirements with students.

•Can be used (eventually) to showcase planned curriculum to teachers, administrators, students, parents and communities.

Let’s look at some screen shots Let’s look at some screen shots from Atlas:from Atlas:

•Curriculum data entryCurriculum data entry

•Units presented across monthUnits presented across monthss

•Curriculum Map View Curriculum Map View

Atlas provides the tools to help Atlas provides the tools to help us take curricular development us take curricular development to the next levelto the next level

• Features easy to use application with Features easy to use application with intuitive functionality and graphics.intuitive functionality and graphics.

• Offers interactive features to incorporate Offers interactive features to incorporate links to documents, movie clips, pictures, links to documents, movie clips, pictures, web resources and more.web resources and more.

• Eliminates the need for printed Eliminates the need for printed distribution, but allows printing of any map distribution, but allows printing of any map on demand. on demand.

•Saves time in entering and editing Saves time in entering and editing curriculum data.  You can type, cut curriculum data.  You can type, cut & paste or drag & drop.& paste or drag & drop.

•Access information any time from Access information any time from anywhere.anywhere.

•Design can be customized to Design can be customized to individual schools and districts.individual schools and districts.

Imagine & Imagine & ReflectReflect

• Imagine if every K-12 teacher within our Imagine if every K-12 teacher within our complex had their entire curriculum mapped complex had their entire curriculum mapped using a system that allowed all educators using a system that allowed all educators access to the maps of one another.access to the maps of one another.

• What type of potential could this have for What type of potential could this have for improving the quality of instruction we improving the quality of instruction we provide for our students? THINK LONG provide for our students? THINK LONG TERM TERM

• Please discuss with a colleague.Please discuss with a colleague.

Why Map?Why Map?

One of the great problems in American One of the great problems in American education that could be addressed quite education that could be addressed quite readily, and is starting to be addressed, readily, and is starting to be addressed, is the lack of good communication is the lack of good communication between grade levels, between between grade levels, between buildings. It's rare to find a middle buildings. It's rare to find a middle school that knows what the elementary school that knows what the elementary curriculum is in any depth, or [for] the curriculum is in any depth, or [for] the high school to have any understanding; high school to have any understanding; so integration is the kids' experience so integration is the kids' experience integrated over time as well as during integrated over time as well as during the course of any school year. It's a the course of any school year. It's a more dynamic definition than the old more dynamic definition than the old way.     —Heidi Hayes Jacobs (2004)way.     —Heidi Hayes Jacobs (2004)

Hasn’t Much of this been done Hasn’t Much of this been done in the past?in the past?

• Many Home groups have went through a Many Home groups have went through a similar process in the past. similar process in the past.

• A major goal is to have all curricula at KHIS A major goal is to have all curricula at KHIS documented on a digital data base so that it documented on a digital data base so that it is accessible to all share holders.is accessible to all share holders.

• As veteran teachers leave our school, As veteran teachers leave our school, usually their years of experience leave with usually their years of experience leave with them. them.

• A major goal of this process is providing A major goal of this process is providing future generations of teachers access to future generations of teachers access to curricula data generated over time. curricula data generated over time.

Curriculum mapping is a strong Curriculum mapping is a strong tool for curriculum planning. tool for curriculum planning.

•You meet with your colleagues on You meet with your colleagues on a regular basis to reflect on the a regular basis to reflect on the work you're doing in your work you're doing in your classrooms to create a coherent classrooms to create a coherent and consistent curriculum, both and consistent curriculum, both horizontally (within a grade level horizontally (within a grade level and/or content area) and vertically and/or content area) and vertically (across grade levels). (across grade levels).

•This kind of close, regular This kind of close, regular collaboration between collaboration between teachers has the potential to teachers has the potential to change the way a faculty change the way a faculty works together to plan their works together to plan their curriculumcurriculum

•Regularly sharing with Regularly sharing with your colleagues can lead your colleagues can lead to more effective teaching to more effective teaching and more opportunities to and more opportunities to coordinate with other coordinate with other teachers in the building. teachers in the building.

Curriculum Mapping is a Curriculum Mapping is a tool that can bring unity to a tool that can bring unity to a faculty by generating faculty by generating consensus among individual consensus among individual teachers about the teachers about the overarching, basic skills that overarching, basic skills that should be taught.should be taught.

Why Schools Choose to Why Schools Choose to Map?Map?

Mapping allows schools to effectively:Mapping allows schools to effectively:

• Review the actual curriculum in each Review the actual curriculum in each classroom in relationship to the other classroom in relationship to the other teachers in their school and in other teachers in their school and in other schools. schools.

• Plan collaboratively, helping teachers to Plan collaboratively, helping teachers to break out of the relative isolation of a break out of the relative isolation of a typical classroom. typical classroom.

• Revise the curriculum over time, based on Revise the curriculum over time, based on students' needs and in conjunction with students' needs and in conjunction with real teachers.real teachers.

Mapping anchors curriculum Mapping anchors curriculum planning in data generated planning in data generated by real classrooms. Through by real classrooms. Through mapping, groups of mapping, groups of educators can address educators can address curriculum planning from curriculum planning from the "bottom up," instead of the "bottom up," instead of from the "top down."from the "top down."

As the curriculum mapping As the curriculum mapping process evolves, teachers have process evolves, teachers have an increased opportunity to ask an increased opportunity to ask themselves the following themselves the following questions.questions.

•Did I plan what I taught and did I Did I plan what I taught and did I teach what I planned? teach what I planned?

•Are there obvious gaps or Are there obvious gaps or repetitions in how I delivered my repetitions in how I delivered my curriculum that could be revised? curriculum that could be revised?

•Am I working steadily with students Am I working steadily with students on skill development, or could I on skill development, or could I have a better sequence of skill have a better sequence of skill development in my classroom? development in my classroom?

•Are my assessment tools Are my assessment tools developmentally appropriate?developmentally appropriate?

•Will my students find relationships Will my students find relationships among the curricula they are among the curricula they are exposed to? exposed to?

•Do my units/lessons meet state Do my units/lessons meet state and national standards? and national standards?

•Are my lesson sequences Are my lesson sequences complementing other subject complementing other subject areas? Are the main concepts areas? Are the main concepts being reinforced or duplicated? being reinforced or duplicated?

•How can I change or improve my How can I change or improve my plans?plans?

How does this relate to Standards Based

Grading?

• It is very difficult for teachers to align It is very difficult for teachers to align content, skills and assessments to content, skills and assessments to standards with other teachers if all standards with other teachers if all do not have an accurate picture of do not have an accurate picture of what everyone in the school is what everyone in the school is teaching.teaching.

•Curriculum Mapping is a powerful Curriculum Mapping is a powerful process which, implemented process which, implemented effectively, can help all educators in effectively, can help all educators in a community work together to raise a community work together to raise levels of student proficiency in levels of student proficiency in meeting and exceeding standardsmeeting and exceeding standards

Curriculum Mapping as the Curriculum Mapping as the HUB of our School HUB of our School Improvement EffortsImprovement Efforts• As the mapping process is implemented, As the mapping process is implemented,

specific areas of need will begin to emerge.specific areas of need will begin to emerge.

• In what areas do faculty need PD?In what areas do faculty need PD?

• Where are the gaps in students’ learning?Where are the gaps in students’ learning?

• Where are the best opportunities for Where are the best opportunities for integration of multiple disciplines?integration of multiple disciplines?

• What are the most effective ways for What are the most effective ways for teachers to work together to address teachers to work together to address career pathways, literacy, critical thinking, career pathways, literacy, critical thinking, technology.technology.

What will the process look like What will the process look like at our school?at our school?

1.1. Seven teachers at our school have Seven teachers at our school have completed / and or are currently taking completed / and or are currently taking an online course in Curriculum Mapping.an online course in Curriculum Mapping.

2.2. Today we are formally sharing the CM Today we are formally sharing the CM process with the faculty. This is the first process with the faculty. This is the first of many session on Curriculum Mapping.of many session on Curriculum Mapping.

3.3. For the remainder of the school year, For the remainder of the school year, teachers have two options related to teachers have two options related to professional development:professional development:

• A. Those who have been working on A. Those who have been working on their Standards Based Assessment their Standards Based Assessment Portfolios are expected to submit these Portfolios are expected to submit these to the principal prior to the last day of to the principal prior to the last day of school.school.

• B. There is now an alternative option to B. There is now an alternative option to the Portfolio - complete an initial the Portfolio - complete an initial Curriculum Map for one course you Curriculum Map for one course you teach. This can be submitted in place teach. This can be submitted in place of your Standards Based Portfolio.of your Standards Based Portfolio.

• Note: The expectation is for teachers to Note: The expectation is for teachers to submit submit one or the other one or the other by the end of by the end of the school year.the school year.

4.4. KHIS / Windward District will sign up KHIS / Windward District will sign up with Rubicon Atlas for the 05-06 school with Rubicon Atlas for the 05-06 school year.year.

5.5. Aug. 05 – Teachers will receive training Aug. 05 – Teachers will receive training from Atlas / KHIS CM Leadership Team in from Atlas / KHIS CM Leadership Team in documenting curricula using Atlas documenting curricula using Atlas technology.technology.

66. The primary expectation for 05-06 . The primary expectation for 05-06 school year will be for teachers to map school year will be for teachers to map their curriculum they teach to the their curriculum they teach to the standards and to actively participate in standards and to actively participate in the review process.the review process.

What will the review process What will the review process look like at our school?look like at our school?

• Starting in October/November, twice a Starting in October/November, twice a month faculty will gather to collaborate in month faculty will gather to collaborate in reviewing maps. reviewing maps.

• One Wednesday to meet heterogeneouslyOne Wednesday to meet heterogeneously

• One Wednesday to meet homogenouslyOne Wednesday to meet homogenously

At the completion of each collaborative At the completion of each collaborative review session, members will collectively review session, members will collectively submit review data to the Curriculum submit review data to the Curriculum Coordinator (me)Coordinator (me)

• There will be an expectation that There will be an expectation that educators will use the feedback educators will use the feedback obtained through this Reflective obtained through this Reflective Collaborative Process to refine their Collaborative Process to refine their curriculum.curriculum.

When will we have the time to When will we have the time to do all this?do all this?

TimeTime• We are proposing that next year we make We are proposing that next year we make

some changes to our “meeting time”.some changes to our “meeting time”.1.1. There are no meetings – only There are no meetings – only

“collaboration sessions”.“collaboration sessions”.2.2. Focus groups will be temporarily Focus groups will be temporarily

disbanded to form heterogeneous disbanded to form heterogeneous mapping groups. mapping groups.

• Each group will consist of one member Each group will consist of one member from every home group.from every home group.

• Groups will formally gather to collaborate Groups will formally gather to collaborate and and review mapsreview maps once a month starting once a month starting as early as October.as early as October.

• There are various Focus Group initiatives There are various Focus Group initiatives which must be sustained.which must be sustained.

• We are proposing the following solution We are proposing the following solution to this dilemma:to this dilemma:

All critical initiatives will be divided up All critical initiatives will be divided up into individual tasks.into individual tasks.

Every faculty member will be required to Every faculty member will be required to sign up for sign up for oneone task. task.

Tasks will be advertised by the number Tasks will be advertised by the number of people necessary and the amount of of people necessary and the amount of time needed to complete the task.time needed to complete the task.

Once the members of that group have Once the members of that group have executed their task, they are done for executed their task, they are done for the school year.the school year.

The remainder of their non-instructional The remainder of their non-instructional time will be spent participating in the time will be spent participating in the Curriculum Mapping Reflective Curriculum Mapping Reflective Collaborative Process as it relates to Collaborative Process as it relates to improving classroom teaching and improving classroom teaching and learning.learning.

4. Whole Faculty Collaboration Sessions 4. Whole Faculty Collaboration Sessions will convene on another unassigned will convene on another unassigned Wed. Wed.

• On days when Whole Faculty On days when Whole Faculty Collaboration Sessions will not need to Collaboration Sessions will not need to run for the entire time – HG Chairs may run for the entire time – HG Chairs may schedule follow up sessions with their schedule follow up sessions with their members.members.

• Half of the Months have a fifth Half of the Months have a fifth Wednesday – these days can be utilized Wednesday – these days can be utilized flexiblyflexibly

For more information on Curriculum Mapping, visit the Teacher Resource Page of the school website – www.kahukuhs.org