1. Curriculum MappingCurriculum Mapping
Auditing the Taught CurriculumAuditing the Taught Curriculum
To Improve Student AchievementTo Improve Student Achievement
Virginia Department of EducationVirginia Department of Education
Governor’s Best Practice Center Region 6 - ChathamGovernor’s Best Practice Center Region 6 - Chatham
Pamela V. HeathPamela V. Heath
Curriculum and Instruction SpecialistCurriculum and Instruction Specialist 1

2. Curriculum AlignmentCurriculum Alignment
Curriculum MappingCurriculum Mapping
Curriculum PacingCurriculum Pacing
Curriculum StructuresCurriculum Structures
2

3. Curriculum AlignmentCurriculum Alignment
Curriculum MappingCurriculum Mapping
Curriculum PacingCurriculum Pacing
Curriculum StructuresCurriculum Structures
We are here
3

4. What is Curriculum Alignment?What is Curriculum Alignment?
• CurriculumCurriculum
alignment refers toalignment refers to
the process ofthe process of
interpreting learninginterpreting learning
standards, thenstandards, then
developing learningdeveloping learning
objectives that areobjectives that are
directly targeted todirectly targeted to
the standardsthe standards
4

5. Curriculum AlignmentCurriculum Alignment
Curriculum MappingCurriculum Mapping
Curriculum PacingCurriculum Pacing
Curriculum StructuresCurriculum Structures
5

6. Curriculum Alignment
Curriculum Mapping
Curriculum Pacing
Curriculum Structures
We are here
6

7. A Curriculum Pacing Guide
is a planning tool that helps
teachers plan the pacing
of their instruction
so that all tested
topics are taught
prior to the
administration
of the SOL test
7

8. Curriculum AlignmentCurriculum Alignment
Curriculum MappingCurriculum Mapping
Curriculum PacingCurriculum Pacing
Curriculum StructuresCurriculum Structures
8

9. Curriculum Alignment
Curriculum Mapping
Curriculum Pacing
Curriculum Structures
We are here
9

10. What is Curriculum
Mapping?
• Curriculum
mapping is a
process that
helps teachers
keep track of
what has actually
been taught
throughout an
entire year
10

11. Why Curriculum Mapping?
• The map
becomes a tool
that is used to
help modify and
refine next year’s
instruction
11

12. A Pacing
Guide
is an outline of the
intended
curriculum
A Curriculum
Map
is an outline of the
implemented
curriculum
12

13. Steps for mapping...
1. Collect data (record what was
actually taught) using a
calendar-based format:
• Content
• Skills
• Activities
•
Assessments
13

14. Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month
#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.
& Est.
Review addition facts
Vocabulary:
- addend
Addition strategies:
- recall strategies
- “make a ten”
- doubles
• Board practice
• Seatwork
• Flash cards
• Addition Bingo
Homework
Mad Minutes
August
- sum
- number
sentences
1 3.16 Meas.
Order and zero
properties
Time Understand a “minute” • Compare equivalent Mad Minutes
In relation to an hour or
a day
times
• “Things You Can Do
In A Minute”
3 3.22 Prob.
& Stat.
Graphs Read and interpret
graphs
• Favorite movie graph
• Weekly Reader bar
graph
Weekly Reader
science graph
Sept.
8
3
3.8
3.4
Comp.
& Est.
Review subtraction
facts; vocabulary
Fact families
Subtraction strategies:
- recall strategies
- “counting back”
• Board practice
• Seatwork
• Flash cards
• Subtraction Bingo
Homework
Mad Minutes
Silent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:
- “Act it out” strategy
Measuring to nearest
• Group work
• Centers
Chapter 1 Math Test
- addition
- subtraction
- fact families
measurement for
length
inch • Measure individual
students’ heights –
record on “growing
tree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham
14

15. Steps for mapping...
2. Review data
This analytic tool can be used by:
• An individual teacher
• A group of teachers of the same grade level
or the same course
• A group of teachers from varied grade levels
or varied courses within a department
15

16. Steps for mapping...
3. Identify changes that can be made to
curriculum alignment or curriculum
pacing guides to correct deficiencies
16

17. Curriculum Alignment
Curriculum Mapping
Curriculum Pacing
Curriculum Structures
17

18. Description: What?Description: What?
Analysis: So What?Analysis: So What?
Reflection: Now What?Reflection: Now What?
Collect data
Review data
Identify possible changes
18

19. Steps for mapping...
1. Collect data (record what was
actually taught) using a
calendar-based format:
• Content
• Skills
• Activities
•
Assessments
19

20. Grade Level ______ Subject _________________ School _____________________ Name _________________
Month
#
Days SOLs Strand Content Skills Activities Assessments
Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham
20

21. Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month
#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.
& Est.
Review addition facts
Vocabulary:
- addend
Addition strategies:
- recall strategies
- “make a ten”
- doubles
• Board practice
• Seatwork
• Flash cards
• Addition Bingo
Homework
Mad Minutes
August
- sum
- number
sentences
1 3.16 Meas.
Order and zero
properties
Time Understand a “minute” • Compare equivalent Mad Minutes
In relation to an hour or
a day
times
• “Things You Can Do
In A Minute”
3 3.22 Prob.
& Stat.
Graphs Read and interpret
graphs
• Favorite movie graph
• Weekly Reader bar
graph
Weekly Reader
science graph
Sept.
8
3
3.8
3.4
Comp.
& Est.
Review subtraction
facts; vocabulary
Fact families
Subtraction strategies:
- recall strategies
- “counting back”
• Board practice
• Seatwork
• Flash cards
• Subtraction Bingo
Homework
Mad Minutes
Silent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:
- “Act it out” strategy
Measuring to nearest
• Group work
• Centers
Chapter 1 Math Test
- addition
- subtraction
- fact families
measurement for
length
inch • Measure individual
students’ heights –
record on “growing
tree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham
21

22. Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month
#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.
& Est.
Review addition facts
Vocabulary:
- addend
Addition strategies:
- recall strategies
- “make a ten”
- doubles
• Board practice
• Seatwork
• Flash cards
• Addition Bingo
Homework
Mad Minutes
August
- sum
- number
sentences
1 3.16 Meas.
Order and zero
properties
Time Understand a “minute” • Compare equivalent Mad Minutes
In relation to an hour or
a day
times
• “Things You Can Do
In A Minute”
3 3.22 Prob.
& Stat.
Graphs Read and interpret
graphs
• Favorite movie graph
• Weekly Reader bar
graph
Weekly Reader
science graph
Sept.
8
3
3.8
3.4
Comp.
& Est.
Review subtraction
facts; vocabulary
Fact families
Subtraction strategies:
- recall strategies
- “counting back”
• Board practice
• Seatwork
• Flash cards
• Subtraction Bingo
Homework
Mad Minutes
Silent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:
- “Act it out” strategy
Measuring to nearest
• Group work
• Centers
Chapter 1 Math Test
- addition
- subtraction
- fact families
measurement for
length
inch • Measure individual
students’ heights –
record on “growing
tree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham
22

23. Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month
#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.
& Est.
Review addition facts
Vocabulary:
- addend
Addition strategies:
- recall strategies
- “make a ten”
- doubles
• Board practice
• Seatwork
• Flash cards
• Addition Bingo
Homework
Mad Minutes
August
- sum
- number
sentences
1 3.16 Meas.
Order and zero
properties
Time Understand a “minute” • Compare equivalent Mad Minutes
In relation to an hour or
a day
times
• “Things You Can Do
In A Minute”
3 3.22 Prob.
& Stat.
Graphs Read and interpret
graphs
• Favorite movie graph
• Weekly Reader bar
graph
Weekly Reader
science graph
Sept.
8
3
3.8
3.4
Comp.
& Est.
Review subtraction
facts; vocabulary
Fact families
Subtraction strategies:
- recall strategies
- “counting back”
• Board practice
• Seatwork
• Flash cards
• Subtraction Bingo
Homework
Mad Minutes
Silent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:
- “Act it out” strategy
Measuring to nearest
• Group work
• Centers
Chapter 1 Math Test
- addition
- subtraction
- fact families
measurement for
length
inch • Measure individual
students’ heights –
record on “growing
tree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham
23

24. Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month
#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.
& Est.
Review addition facts
Vocabulary:
- addend
Addition strategies:
- recall strategies
- “make a ten”
- doubles
• Board practice
• Seatwork
• Flash cards
• Addition Bingo
Homework
Mad Minutes
August
- sum
- number
sentences
1 3.16 Meas.
Order and zero
properties
Time Understand a “minute” • Compare equivalent Mad Minutes
In relation to an hour or
a day
times
• “Things You Can Do
In A Minute”
3 3.22 Prob.
& Stat.
Graphs Read and interpret
graphs
• Favorite movie graph
• Weekly Reader bar
graph
Weekly Reader
science graph
Sept.
8
3
3.8
3.4
Comp.
& Est.
Review subtraction
facts; vocabulary
Fact families
Subtraction strategies:
- recall strategies
- “counting back”
• Board practice
• Seatwork
• Flash cards
• Subtraction Bingo
Homework
Mad Minutes
Silent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:
- “Act it out” strategy
Measuring to nearest
• Group work
• Centers
Chapter 1 Math Test
- addition
- subtraction
- fact families
measurement for
length
inch • Measure individual
students’ heights –
record on “growing
tree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham
24

25. Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month
#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.
& Est.
Review addition facts
Vocabulary:
- addend
Addition strategies:
- recall strategies
- “make a ten”
- doubles
• Board practice
• Seatwork
• Flash cards
• Addition Bingo
Homework
Mad Minutes
August
- sum
- number
sentences
1 3.16 Meas.
Order and zero
properties
Time Understand a “minute” • Compare equivalent Mad Minutes
In relation to an hour or
a day
times
• “Things You Can Do
In A Minute”
3 3.22 Prob.
& Stat.
Graphs Read and interpret
graphs
• Favorite movie graph
• Weekly Reader bar
graph
Weekly Reader
science graph
Sept.
8
3
3.8
3.4
Comp.
& Est.
Review subtraction
facts; vocabulary
Fact families
Subtraction strategies:
- recall strategies
- “counting back”
• Board practice
• Seatwork
• Flash cards
• Subtraction Bingo
Homework
Mad Minutes
Silent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:
- “Act it out” strategy
Measuring to nearest
• Group work
• Centers
Chapter 1 Math Test
- addition
- subtraction
- fact families
measurement for
length
inch • Measure individual
students’ heights –
record on “growing
tree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham
25

26. Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month
#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.
& Est.
Review addition facts
Vocabulary:
- addend
Addition strategies:
- recall strategies
- “make a ten”
- doubles
• Board practice
• Seatwork
• Flash cards
• Addition Bingo
Homework
Mad Minutes
August
- sum
- number
sentences
1 3.16 Meas.
Order and zero
properties
Time Understand a “minute” • Compare equivalent Mad Minutes
In relation to an hour or
a day
times
• “Things You Can Do
In A Minute”
3 3.22 Prob.
& Stat.
Graphs Read and interpret
graphs
• Favorite movie graph
• Weekly Reader bar
graph
Weekly Reader
science graph
Sept.
8
3
3.8
3.4
Comp.
& Est.
Review subtraction
facts; vocabulary
Fact families
Subtraction strategies:
- recall strategies
- “counting back”
• Board practice
• Seatwork
• Flash cards
• Subtraction Bingo
Homework
Mad Minutes
Silent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:
- “Act it out” strategy
Measuring to nearest
• Group work
• Centers
Chapter 1 Math Test
- addition
- subtraction
- fact families
measurement for
length
inch • Measure individual
students’ heights –
record on “growing
tree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham
26

27. Remember...
Your curriculum map reflects
what actually occurs in your
classroom
• Reality is “messy”
• May not be a “pretty” document
• That’s ok!
27

28. Some Guidelines...
• Include enough specifics to make
the map useful (so it “tells” you
something upon reflection)
• Use specific vocabulary vs.
vague/generic terms
28

29. Some Guidelines...
• Don’t write too much!
• No need to write out objectives or
complete activities
29

30. Grade Level ______ Subject _________________ School _____________________ Name ______________
Month
#
Days SOLs Strand Content Skills Activities Assessments
April 5 BIO.1
BIO.2
BIO.4
BIO.5
Bacteria Video
Lecture
Yogurt Lab
Agar Plates Activity
Lab write-up
Prepared slides
5 BIO.1
BIO.4
BIO.5
Fungi Video
Lecture
Specimens
Test
2
3
BIO.1
BIO.4
BIO.5 Intro. Plants/
Seedless Plants
Internet Research/
Library Research
Computer Lab/Library
Lecture
Worksheet
Plant Project
Specimens
2
3
BIO.1
BIO.3
BIO.4
BIO.5
Seed Plants
Photosynthesis
Lecture
Worksheet
Specimens
Video
Test
May 5 BIO.1
BIO.3
Photosynthesis/
Respiration
Worksheet
Chlorophyll Lab
Worksheet
Lab Questions
Quizzes
BIO.5 Lecture
Biology I
30

31. Grade Level ______ Subject _________________ School _____________________ Name ______________
Month
#
Days SOLs Strand Content Skills Activities Assessments
April 5 BIO.1
BIO.2
BIO.4
BIO.5
Bacteria Video
Lecture
Yogurt Lab
Agar Plates Activity
Lab write-up
Prepared slides
5 BIO.1
BIO.4
BIO.5
Fungi Video
Lecture
Specimens
Test
2
3
BIO.1
BIO.4
BIO.5 Intro. Plants/
Seedless Plants
Internet Research/
Library Research
Computer Lab/Library
Lecture
Worksheet
Plant Project
Specimens
2
3
BIO.1
BIO.3
BIO.4
BIO.5
Seed Plants
Photosynthesis
Lecture
Worksheet
Specimens
Video
Test
May 5 BIO.1
BIO.3
Photosynthesis/
Respiration
Worksheet
Chlorophyll Lab
Worksheet
Lab Questions
Quizzes
BIO.5 Lecture
Biology I
31

32. Grade Level ______ Subject _________________ School _____________________ Name ______________
Month
#
Days SOLs Strand Content Skills Activities Assessments
April 5 BIO.1
BIO.2
BIO.4
BIO.5
Bacteria Video
Lecture
Yogurt Lab
Agar Plates Activity
Lab write-up
Prepared slides
5 BIO.1
BIO.4
BIO.5
Fungi Video
Lecture
Specimens
Test
2
3
BIO.1
BIO.4
BIO.5 Intro. Plants/
Seedless Plants
Internet Research/
Library Research
Computer Lab/Library
Lecture
Worksheet
Plant Project
Specimens
2
3
BIO.1
BIO.3
BIO.4
BIO.5
Seed Plants
Photosynthesis
Lecture
Worksheet
Specimens
Video
Test
May 5 BIO.1
BIO.3
Photosynthesis/
Respiration
Worksheet
Chlorophyll Lab
Worksheet
Lab Questions
Quizzes
BIO.5 Lecture
Biology I
?
?
32

33. Grade Level ______ Subject _________________ School _____________________ Name ______________
Month
#
Days SOLs Strand Content Skills Activities Assessments
April 5 BIO.1
BIO.2
BIO.4
BIO.5
Bacteria Video
Lecture
Yogurt Lab
Agar Plates Activity
Lab write-up
Prepared slides
5 BIO.1
BIO.4
BIO.5
Fungi Video
Lecture
Specimens
Test
2
3
BIO.1
BIO.4
BIO.5 Intro. Plants/
Seedless Plants
Internet Research/
Library Research
Computer Lab/Library
Lecture
Worksheet
Plant Project
Specimens
2
3
BIO.1
BIO.3
BIO.4
BIO.5
Seed Plants
Photosynthesis
Lecture
Worksheet
Specimens
Video
Test
May 5 BIO.1
BIO.3
Photosynthesis/
Respiration
Worksheet
Chlorophyll Lab
Worksheet
Lab Questions
Quizzes
BIO.5 Lecture
Biology I
?
?
What video?
33

34. Grade Level ______ Subject _________________ School _____________________ Name ______________
Month
#
Days SOLs Strand Content Skills Activities Assessments
April 5 BIO.1
BIO.2
BIO.4
BIO.5
Bacteria Video
Lecture
Yogurt Lab
Agar Plates Activity
Lab write-up
Prepared slides
5 BIO.1
BIO.4
BIO.5
Fungi Video
Lecture
Specimens
Test
2
3
BIO.1
BIO.4
BIO.5 Intro. Plants/
Seedless Plants
Internet Research/
Library Research
Computer Lab/Library
Lecture
Worksheet
Plant Project
Specimens
2
3
BIO.1
BIO.3
BIO.4
BIO.5
Seed Plants
Photosynthesis
Lecture
Worksheet
Specimens
Video
Test
May 5 BIO.1
BIO.3
Photosynthesis/
Respiration
Worksheet
Chlorophyll Lab
Worksheet
Lab Questions
Quizzes
BIO.5 Lecture
Biology I
?
?
What video?
What kind of test?
34

35. Grade Level ______ Subject _________________ School _____________________ Name ______________
Month
#
Days SOLs Strand Content Skills Activities Assessments
April 5 BIO.1
BIO.2
BIO.4
BIO.5
Bacteria Video
Lecture
Yogurt Lab
Agar Plates Activity
Lab write-up
Prepared slides
5 BIO.1
BIO.4
BIO.5
Fungi Video
Lecture
Specimens
Test
2
3
BIO.1
BIO.4
BIO.5 Intro. Plants/
Seedless Plants
Internet Research/
Library Research
Computer Lab/Library
Lecture
Worksheet
Plant Project
Specimens
2
3
BIO.1
BIO.3
BIO.4
BIO.5
Seed Plants
Photosynthesis
Lecture
Worksheet
Specimens
Video
Test
May 5 BIO.1
BIO.3
Photosynthesis/
Respiration
Worksheet
Chlorophyll Lab
Worksheet
Lab Questions
Quizzes
BIO.5 Lecture
Biology I
?
?
What video?
What kind of test?
35

36. Grade Level ______ Subject _________________ School _____________________ Name _________________
Month
#
Days SOLs Strand Content Skills Activities Assessments
Nov. 4 4.6
Inter./
Earth/
Space
Sys.
Storms:
Cause/Effect/Safety
Culmination of unit
Compare/contrast Create “tornado tube” w/
2-liter drink bottle
Watch Nova weather
Video from library
Open-book
assessment
3 4.2 Force,
Motion
Energy
Machines: Intro. of unit
- force, inertia, gravity,
& friction
(old book)
- perform each vocab.
word
Check notebooks for
definitions of new
vocab.
- use digital camera to
record each group
demo. of vocab. word
Answer questions
4 4.2
Work and forms of
energy
Collect pictures from
magazines that
demonstrate particular
forms of energy. Make
collage from pictures
“Forms of Energy”
worksheet
Check worksheet
3 4.2 Work/energy/force Review and
assessment
“Book”-created
chapter assessment
-- CHRISTMAS BREAK --
Make list of simple &
4 4.2
Machines
Simple & Compound Compare/contrast
compound machines
at home
ID the simple machines
in manual can-opener
Team activities
4th Science
36

37. Grade Level ______ Subject _________________ School _____________________ Name _________________
Month
#
Days SOLs Strand Content Skills Activities Assessments
Nov. 4 4.6
Inter./
Earth/
Space
Sys.
Storms:
Cause/Effect/Safety
Culmination of unit
Compare/contrast Create “tornado tube” w/
2-liter drink bottle
Watch Nova weather
Video from library
Open-book
assessment
3 4.2 Force,
Motion
Energy
Machines: Intro. of unit
- force, inertia, gravity,
& friction
(old book)
- perform each vocab.
word
Check notebooks for
definitions of new
vocab.
- use digital camera to
record each group
demo. of vocab. word
Answer questions
4 4.2
Work and forms of
energy
Collect pictures from
magazines that
demonstrate particular
forms of energy. Make
collage from pictures
“Forms of Energy”
worksheet
Check worksheet
3 4.2 Work/energy/force Review and
assessment
“Book”-created
chapter assessment
-- CHRISTMAS BREAK --
Make list of simple &
4 4.2
Machines
Simple & Compound Compare/contrast
compound machines
at home
ID the simple machines
in manual can-opener
Team activities
4th Science
37

38. Steps for mapping...
2. Review data
This analytic tool can be used by:
• An individual teacher
• A group of teachers of the same grade level
or the same course
• A group of teachers from varied grade levels
or varied courses within a department
38

39. As an individual teacher...
Can review timing, sequence,
level of instruction
Serves as documentation of
successful instructional activities
Assists in monitoring types of
instructional methods used (ex.,
cooperative learning, direct
instruction, etc.)
39

40. As a group of teachers of
the same grade level or
course...
Can share activities and
assessments (both successful
and unsuccessful)
Collaboration enhances “team”
feeling
Can serve as a guide for new
teachers
40

41. As a group of teachers of
varied grade levels or varied
courses within a
department...
Can examine for “gaps” in the
curriculum
Can note “repetitions” in the
curriculum
Provides opportunity to
collaborate with colleagues
across grade levels and courses 41

42. Steps for mapping...
3. Identify changes that can be made to
curriculum alignment or curriculum
pacing guides to correct deficiencies
42

43. CURRICULUM MAPPING REVIEW
Individual Teacher
Same Grade Level
or Course
(Horizontal)
Varied Grade Levels
or Courses
(Vertical)
Description
(What?)
(Individual maps
describe each teacher’s
implemented
curriculum)
Analysis
(So What?)
Reflection
(Now
What?)
43

44. CURRICULUM MAPPING REVIEW
Individual Teacher
Same Grade Level
or Course
(Horizontal)
Varied Grade Levels
or Courses
(Vertical)
Description
(What?)
(Individual maps
describe each teacher’s
implemented
curriculum)
Analysis
(So What?)
Reflection
(Now
What?)
Social Studies
Realized while
mapping that
having to write
down what she
was teaching
helped to keep
her on track.
Concluded that
mapping was an
easy way to
ensure she
stayed focused
and followed her
pacing guide.
44

45. CURRICULUM MAPPING REVIEW
Individual Teacher
Same Grade Level
or Course
(Horizontal)
Varied Grade Levels
or Courses
(Vertical)
Description
(What?)
(Individual maps
describe each teacher’s
implemented
curriculum)
Analysis
(So What?)
Reflection
(Now
What?)
English
Noticed that
different
teachers were
using different
novels to teach
concepts, and
pacing varied
greatly.
Identified which
novels and pacing
formats seemed
to be most
successful.
Shared
successful
learning activities.
45

46. CURRICULUM MAPPING REVIEW
Individual Teacher
Same Grade Level
or Course
(Horizontal)
Varied Grade Levels
or Courses
(Vertical)
Description
(What?)
(Individual maps
describe each teacher’s
implemented
curriculum)
Analysis
(So What?)
Reflection
(Now
What?)
Science
Noticed that test
scores were weak in
the area of scientific
investigation.
Realized the process
was not being taught
consistently across
grade levels.
Defined how
process would be
taught across
grades. Agreed to
use consistent
vocabulary/
terminology.
46

47. Curriculum Alignment
Curriculum Mapping
Curriculum Pacing
Curriculum Structures
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48. • Make sure that your course
curriculum is aligned with
the Standards of Learning
• Develop a pacing guide to
ensure that all tested
topics are taught prior to
the administration of the
SOL test
• Use curriculum mapping as
a tool to monitor and “fine
tune” your curriculum
A Review...
48

49. How does our school getHow does our school get
-------->
Standards
of
Learning
Student
Achievement
from here...from here... to here?to here?
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50. Important toImportant to
know and doknow and do
Assessment
InstructionCurriculum
50

51. Important toImportant to
know and doknow and do
Assessment
InstructionCurriculum
Standards
of
Learning
51

52. Assessment
Instruction
Standards
of
Learning
52

53. Assessment
Instruction
Standards
of
Learning
53

54. Curriculum Alignment,Curriculum Alignment,
Pacing, and MappingPacing, and Mapping
Can Put You On TargetCan Put You On Target
for Success!for Success!
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55. Comments or Questions?Comments or Questions?
• Phone:Phone: (804) 432-7243(804) 432-7243
• Fax:Fax: (804) 432-7260(804) 432-7260
• E-mail:E-mail: pheath@mail.vak12ed.edupheath@mail.vak12ed.edu
• Address: Governor’s Best PracticeAddress: Governor’s Best Practice
CenterCenter 11700 US 2911700 US 29
Chatham, VA 24531Chatham, VA 24531
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