CURRICULUM MAP COMPONENTS
THE COURSE = ON THE DROPDOWN MENU, MAP ELEMENTARY VIEW ( GRADES K-5) – Red
THE UNIT = ON THE DROPDOWN MENU, UNIT ELEMENTARY VIEW (GRADES K-5)- Blue
THE COURSE = ON THE DROPDOWN MENU, MAP SECONDARY VIEW ( GRADES 6 TO 12) - Red
THE UNIT = ON THE DROPDOWN MENU, UNIT SECONDARY VIEW (GRADES 6-12)- Blue
Revised March 14, 2012
CURRICULUM MAP: COURSE OUTLINE
SUBJECT, CONTENT OR CURRICULUM AREA SUCH AS, BUT NOT LIMITED TO, THOSE BELOW:
Art
Business Education
Computer Technology
English (Grades 9-12 only)
English Language Arts (Grades K-8 only)
Family & Consumer Science
Health & Wellness
Library Media / Physical Education
Mathematics
Music
Reading (Grades K-8 only)
Science
Social Studies
Technology Education
Theater
COURSE TITLE / GRADE LEVEL / DAILY INSTRUCTIONAL MINUTES / DAYS PER SCHOOL YEAR / TOTAL ANNUAL INSTRUCTIONAL TIME
COURSE DESCRIPTION
Write a brief, descriptive narrative of 200 words or less to explain the goal and purpose of this course and what students will know and be able to do upon completion of this course. Describe the outcomes that students should achieve by the end of the course. Include aspects of the course that make it unique such as: field trips, use of specific equipment, long term assignments or use of instructional technology. Describe particular instructional strategies that may be used such as small group instruction, cooperative learning or team teaching. If applicable, state the time period the course covers or the novels or plays that will be studied or the products that will be developed or the topical units that will be studied
Include any information related to prior knowledge prerequisites within the course description.If there is a recommended, preferred or required sequence to a course or series of courses, indicate what those requirements are. For example, it might be a requirement to enroll and successfully complete Algebra 1 before enrolling in Algebra 2. Maybe only students who earn an A or B in Calculus can enroll in Trigonometry. Include recommendations for the preferred sequence of courses also. Other prerequisites might include teacher recommendation, a specific skill set, particular knowledge of the topic or the ability to use tools, equipment, technology or software programs. Provide as much information as possible so that the course is clearly defined for the reader whether it is a professional, a parent or a student.
Here are some additional guidelines for writing the Course Description and other information throughout the curriculum mapping process that will promote consistency:
1. Avoid passive voice. Use active voice. In active voice, the subject acts: The city controls rental rates. In passive voice the subject is acted upon: Rental rates are controlled by the city.
2. Use a comma before and. John, Mary, and Steve are working on the project together.
3. Use Arabic figures 1 2, 3, 4, and 5 instead of Roman numerals: I, II, III, IV, V.
4. In academic and general writing, numbers are usually spelled out. Spell out numbers instead of using the numeral. Students must complete three major projects in this course.
5. Check the font and font size. Use Tahoma 4 for consistency and readability.
6. Don't use acronyms or abbreviations. The reader may not know what they mean. Write out Individual Education Program instead of IEP. Write out Calculus instead of Calc. Write out Computer Science instead of Comp Sci.
7. Don’t make references to specific people: For more information see Mrs. Jones in the office. Instead, consider using: For more information see your counselor in the guidance office. Use roles as a reference, not an individual person.
K-8 Course descriptions might begin with the grade level of the students: "Sixth grade students study the four areas of communication: reading, listening speaking and writing."
Grade 9-12 Course descriptions might begin with the title of the course: "English 9 students focus on particular aspects of literature and grammar. In literature, students read..."
ACCOMMODATIONS
Accommodationsare services or supports used to enable a student to fully access the subject matter and instruction. An accommodation does not alter the content or expectations; instead it is an adjustment to instructional methods. Accommodations should be specified in a student's IEP.Accommodations arechanges in instructional strategy or process that help students overcome or work around the disability.Examples include assistive technology, instructional technology, technology applications, books on CD, content enhancements and allowing additional time to take a test.
Accommodations are designed to helpchildrendo the same work astheirpeers. The following strategies will help ensure success for students by differentiating material based on varying learning styles.
1.  Size- Reduce the numberof items required in an assignmentorthe scopeand breadthof an assignment.
2.  Time- Adjustor extend the amount of timethe child is given to complete tasks.
3.  Input- Teaching strategies that are used that helpchildren tounderstand whatthey are learning such as, but not limited to:video, computer programs,visual aids, graphic organizers.
4.  Level of Support-Organizing cooperative groups, peer buddy, a mentor or a paraeducatoremployedto helpchildrenstudy andlearn.
5.  Difficulty- Skills are varied, different levels and processes are used to helpchildren to understand such as, but not limited to:using a calculator, reading tothe child, using manipulatives.
6.  Output-Wayschildrencan demonstrate whatthey havelearnedsuch as, but not limited to: sayinganswers to tests or assignments orally instead ofin writing, typing instead of handwriting, using the child’s modality preference, such as auditory, visual or tactile/kinesthetic, using the child’s multiple intelligence strengths; verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal, intrapersonal and/or naturalistic.
Type in this boilerplate statement which is in the Help menu:
All students will be appropriately accommodated based on student learning needs and will comply with Specially Designed Instruction (SDI) for students with an Individualized Education Plan (IEP) or 504 Agreement.
ADAPTATIONS AND MODIFICATIONS
Adaptations involve an adjustment to the instructional content or performance expectations of students with disabilities from what is expected or taught to students in general education. Adaptations are usually included as part of a student's IEP. Adaptations can include decreasing the number of exercises the student is expected to complete, assignment of different reading materials, or use of a calculator instead of working out problems by hand.
Adaptations and Modifications are designed to help children to do similar, but different work as their peers.
Because the IEP or GIEP learning goals may differ, the expectations and outcomes may differ. Primary Types of Modifications:
1.  Participation- Adjust the degree to which children are expected to participate which may be different from that of other students at the same age and/or grade level.
2.  Alternate Goals- Modify the outcomes, products or projects that are expected of the student for example, a child may copy information instead of composing information.
3.  Substitute Curriculum- Use an alternative textbook or workbook that may be more or less challenging for the student.
Type in this boilerplate statement which is in the Help menu: :
All students will be appropriately accommodated based on student learning needs and will comply with Specially Designed Instruction (SDI) for students with an Individualized Education Plan (IEP) or 504 Agreement.
ENRICHMENT AND EXTENSIONS
Enrichment is a form of differentiation, as is extension. They can, of course, overlap, though each has its own essential characteristics. Enrichment might be said to involve staying with a theme, subject or skill and developing it in depth; rounding out the basic curriculum subjects with a wider context; relating learning to new areas; providing pupils with experiences outside the regular curriculum and thus increasing the breadth of the curriculum. Enrichment is also described as a higher quality of work than the norm for the age group. Enrichment is sometimes seen in terms of the development of certain qualities of mind. These include problem solving, creative thinking, initiative and self-direction, discovery, higher order thinking skills, profound personal interests, self-acceptance and the courage to be different. Opportunities for these kinds of enrichment should be created throughout the curriculum, as well as beyond lesson time – and both in school and outside it. An important feature of enrichment is that it must enhance the curriculum and the student’s general learning experience. This applies both to work done in the classroom and to activities outside school.
Extensions, on the other hand, gives students opportunities for accelerated progress and access to new, more challenging concepts or content beyond their assigned grade level. Most evidence supports the use of both enrichment and extension as appropriate to the learner who might be more able in one or more content areas. Extension means that the subject matter is covered in more depth; broadening of the learning experience; promoting a higher level of thinking; inclusion of additional subject areas and/or activities and/or use of supplementary materials beyond the normal range of resources.
Type in this boilerplate statement which is in the Help menu: :
All students will be appropriately enriched based on student learning needs and will comply with Gifted Individual Education Plans (GIEP) goals and objectives.
SUMMATIVE ASSESSMENTS
http://www.pdesas.org/Assessment/About
PDE says that summative assessment seeks to make an overall judgment of progress made at the end of a defined period of instruction. They occur at the end of a school level, grade, or course, or are administered at certain grades for purposes of state or local accountability. These are considered high-stakes assessments and the results are often used in conjunction with No Child Left Behind (NCLB) and Adequate Yearly Progress (AYP). They are designed to produce clear data on the student’s accomplishments at key points in his or her academic career. Scores on these assessments usually become part of the student’s permanent record and are statements as to whether or not the student has fallen short of, met, or exceeded the expected standards. Whereas the results of formative assessments are primarily of interest to students and the teachers, the results of summative assessments are also of great interest to parents, the faculty as a whole, the central administration, the press and the public at large. It is the data from summative assessments on which public accountability systems are based. If the results of these assessments are reported with reference to standards and individual students, they can be used as diagnostic tools by teachers to plan instruction and guide the leadership team in developing strategies that help improve student achievement. Examples of summative assessment are PSSA, Terra Nova, Iowa Test of Basic Skills, Educational Records Bureau (ERB) Tests or Stanford Achievement Tests. Other examples include, but are not limited to, Keystone Exams, Final or Semester Course Exams, Unit Exams and Chapter Tests.
FORMATIVE, INFORMATIVE (INFORMS INSTRUCTIONAL PRACTICE), ASSESSMENTS
http://www.pdesas.org/Assessment/About
PDE says that formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. The primary purpose of the formative assessment process, as conceived in this definition, is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process. Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals. Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback. One key feature of this definition is its requirement that formative assessment should be regarded as a process rather than a particular kind of assessment. In other words, there is no such thing as “a formative test.” Instead, there are a number of formative assessment strategies that can be implemented during classroom instruction. These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction. A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers and students. The students must be actively involved in the systematic process intended to improve their learning. The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
In Pennsylvania formative assessment is defined as classroom based assessment that allows teachers to monitor and adjust their instructional practice in order to meet the individual needs of their students. Formative assessment can consist of formal instruments or informal observations.
The key is how the results are used. Results should be used to shape teaching and learning. It is recommended that information from formative assessment should NOT be used for grading purposes. Black and William (1998) define formative assessment broadly to include instructional formats that teachers utilize in order to get information that when used diagnostically alter instructional practices and have a direct impact student learning and achievement. Under this definition, formative assessment encompasses questioning strategies, active engagement check-ins, (such as response cards, white boards, random selection, think-pair-share, popsicle sticks for open-ended questions, and numbered heads) and analysis of student work based on set rubrics and standards including homework and tests. Assessments are formative when the information is used to adapt instructional practices to meet individual student needs as well as providing individual students corrective feedback that allows them to “reach” set goals and targets. Ongoing formative assessment is an integral part of effective instructional routines that provide teachers with the information they need to differentiate and make adjustments to instructional practice in order to meet the needs of individual students. When teachers know how students are progressing and where they are having trouble, they can use this information to make necessary instructional adjustments, such as re-teaching, trying alternative instructional approaches, or offering more opportunities for practice. The use of ongoing formative classroom assessment data is an imperative. Effective teachers seamlessly integrate formative assessment strategies into their daily instructional routines.