PE Day 2PE Day 2•Welcome Back!!!Welcome Back!!!•AgendaAgenda•Updates/Q’s/CommentsUpdates/Q’s/Comments

• 1. Do you have a mission statement that defines the goals and objectives of your physical education program?

• Yes ? No ?

• 2. Do you currently have a sequential curriculum in grades K-12? • Yes ? No ?

• 3. Does your current curriculum teach to the New York State Learning Standards?

• Yes ? No ?

• 4. Does your curriculum meet school and community needs? • Yes ? No ?

• 5. Has the physical education staff implemented formative and summative assessments?

• Yes ? No ?

• 6. Does your grading system reflect accountability for learning and performance?• Yes ? No ?

• 7. Does the length of the units in your curriculum provide adequate time for students to achieve benchmarks and standards?

• Yes ? No ?

• 8. Are physical education teachers familiar with the current standardized assessments designed for the commencement level?

• Yes ? No ?

• 9. Have teachers begun to implement the standardized assessments within the high school curriculum?

• Yes ? No ?

• 10. Have you implemented gateway assessments or developed benchmark assessments for elementary or intermediate grade levels?

• Yes ? No ?

• 11. Do you have an efficient form of record keeping? • Yes ? No ?

• 12. Are the results on assessments shared with the stakeholders in your school and community?

• Yes ? No ?

• Adapted from the Council of Administrators (COA), a section of the New York State Association for Health, Physical Education, Recreation and Dance (NYS AHPERD). Administrative Times, September 2002.

•If the answers are "yes" to the questions below, your physical education program is off to a great start. If the answers are "no," develop a plan for addressing or phasing in these components. These questions can also be used as items for a staff development agenda.

Essential QuestionsEssential Questions• Why do we “map” our curriculum?Why do we “map” our curriculum?• How can mapping help us optimize How can mapping help us optimize

the potential for our students to the potential for our students to achieve high standards?achieve high standards?

Further Questions to Further Questions to Discuss…Discuss…

• How often do you communicate and collaborate with your colleagues, K-12?

• Do you know what is expected at the grade levels below or above you?

Do You Ever Feel Do You Ever Feel Isolated???Isolated???

The crush…..of our daily events and The crush…..of our daily events and duties keep us from collaborating on duties keep us from collaborating on such obvious and challenging concerns such obvious and challenging concerns as how to teach more effectively……as how to teach more effectively……and so we work consciously and and so we work consciously and unconsciously toward our own goals, unconsciously toward our own goals, within the limitations of what each of within the limitations of what each of us know or do not know.us know or do not know.

Rick Dufour says…Rick Dufour says…If schools want to enhance their capacity If schools want to enhance their capacity

to boost student learning, they should to boost student learning, they should work on building a collaborative work on building a collaborative culture…..when groups, rather than culture…..when groups, rather than individuals, are seen as the main units individuals, are seen as the main units for implementing curriculum, instruction, for implementing curriculum, instruction, and assessment, they facilitate and assessment, they facilitate development of shared purposes for development of shared purposes for student learning and collective student learning and collective responsibility to achieve it.responsibility to achieve it.

What is Curriculum What is Curriculum Mapping?Mapping?An on-going process for An on-going process for

– planningplanning– implementingimplementing – reflectingreflecting

on student learningon student learning

Curriculum Mapping• Is a calendar-based process for collecting

authentic curriculum data from classrooms.

• Curriculum Mapping creates a database which records the “operational” curriculum within each classroom throughout the school system.

• It provides the basis for authentic examination of that database.

Why Map?Mapping provides a framework for the careful Mapping provides a framework for the careful

examination of curriculum, including an analysis for:examination of curriculum, including an analysis for:• GapsGaps• RepetitionsRepetitions• CoherencyCoherency• TimelinessTimeliness• EffectivenessEffectiveness• RelevanceRelevance• Alignment to standardsAlignment to standards• Alignment of content & skills to assessmentAlignment of content & skills to assessment• Potential points of integrationPotential points of integration

Curriculum Mapping……Curriculum Mapping……Process or Product?Process or Product?

• Curriculum mapping is a process that Curriculum mapping is a process that results in tangible products along the wayresults in tangible products along the way

• The products are tools for the next stepsThe products are tools for the next steps• There are There are NO final products – everything final products – everything

will always be under revisionwill always be under revision• The products are simply interim pieces The products are simply interim pieces

along the wayalong the way• Not mapping, mapping, mapping….but Not mapping, mapping, mapping….but

ongoing mapping for inquiry and upping ongoing mapping for inquiry and upping the ante for studentsthe ante for students

A Map isA Map is NOTNOT a Lesson a Lesson PlanPlan• A map is the summary or paraphrase of the A map is the summary or paraphrase of the

instruction that has or will take place over the instruction that has or will take place over the course of a month in the form of unit name, course of a month in the form of unit name, essential questions, contents, skills and essential questions, contents, skills and assessments. It is the assessments. It is the MACROMACRO picture. picture.

• A lesson plan is the daily delivery of the A lesson plan is the daily delivery of the instruction described in the map. This is instruction described in the map. This is where the artistry and creativity of individual where the artistry and creativity of individual teachers come to life as they make the teachers come to life as they make the curriculum come to life for students. It is the curriculum come to life for students. It is the MICROMICRO picture picture

Bridges the gap between curriculum and assessment!

Lesson Plans

Curriculum Map

GradebookState Assessment Data

What you hope to teach…

What was actually taught…

Formative & Summative

assessments

Summative assessments

(what was actually learned)

What are the three non-negotiable

elements in a Curriculum Map ?•CONTENT CONTENT

•SKILLS SKILLS •ASSESSMENTASSESSMENT

Let’s take a look at 1 way to Let’s take a look at 1 way to start…start…

ThemeTheme• It is your unitIt is your unit

ActivitiesActivities• Your “lessons” in your “unit”Your “lessons” in your “unit”

ConceptsConceptsThink, “Table of Contents.” Think, “Table of Contents.” KnowledgeKnowledgeWritten using specific descriptive Written using specific descriptive nounsnouns

Focus on the vocabulary within the Focus on the vocabulary within the disciplinediscipline

SkillsSkillsPrecise skills can be:Precise skills can be:1.1.AssessedAssessed2.2.ObservedObserved3.3.Described in specific termsDescribed in specific terms

In the maps:In the maps:

Skills contain action verbsSkills contain action verbs

Skills are always associated with contentSkills are always associated with content

AssessmentsAssessmentsAssessments are demonstrations Assessments are demonstrations

of learningof learning

Assessments provide observable Assessments provide observable evidence of performanceevidence of performance

Assessment types should be varied Assessment types should be varied

•Alignment to Standards: Alignment to Standards: usually included in the usually included in the content and skills content and skills section; however can also section; however can also be incl. in assessments – be incl. in assessments – use NYS (and) Nationaluse NYS (and) National

Courtesy of Heidi Hayes Jacobs, Curriculum Designers: www.curriculumdesigners.com

PracticePracticeTHEME ACTIVITIES CONCEPTS KNOWLEDGE SKILLS ASSESSMENT

Traveling Locomotor skills, obstacle courses, small sided games traverse wall, climbing, snowshoeing

Pathways, levels, directions, speeds

High, medium, low, curved, zigzag, fast, medium, slow, up, down, spatial awareness

Skip, gallop, hop, jump, walk, run, jump, jog

Teacherobservation skill checklist authentic assessments

Using the Maps toUsing the Maps to Impact Impact LearningLearning

• Review maps to determine where and Review maps to determine where and how skills are taughthow skills are taught

• Review timeline to determine when they Review timeline to determine when they are taught – identify gaps & repetitionsare taught – identify gaps & repetitions

• Make needed changes or revisionsMake needed changes or revisions• Develop goal plan(s) and timeline(s)Develop goal plan(s) and timeline(s)• Develop staff-development plan(s) and Develop staff-development plan(s) and

timeline(s)timeline(s)

Courtesy of Heidi Hayes Jacobs, Curriculum Designers: www.curriculumdesigners.com

Consistency vs. Consistency vs. FlexibilityFlexibility

• A district must determine where consistency A district must determine where consistency in the curriculum delivered is critical for the in the curriculum delivered is critical for the success of their studentssuccess of their students

• On the other hand, a district must determine On the other hand, a district must determine where flexibility in the curriculum delivered is where flexibility in the curriculum delivered is just as important for the success of their just as important for the success of their studentsstudents

• Each discipline presents different Each discipline presents different considerations when coming to consensus on considerations when coming to consensus on what needs to be consistent across the grade what needs to be consistent across the grade level classrooms and what should be flexiblelevel classrooms and what should be flexible

DifferentiationDifferentiation• Happens at the lesson level…not at Happens at the lesson level…not at

the map levelthe map level• Content and skills need to be the Content and skills need to be the

same for all studentssame for all students• The differentiation reflects the The differentiation reflects the

modifications that need to be made to modifications that need to be made to the content and skills for specific the content and skills for specific studentsstudents

How to proceed…How to proceed…1.1. Type or write current maps (K-12) – all BUT the Type or write current maps (K-12) – all BUT the

right column (standards)right column (standards)2.2. Align them to NYS standards and National Align them to NYS standards and National

Standards (per district?)Standards (per district?)3.3. Take a look at “assessment, charts, grading Take a look at “assessment, charts, grading

packet”packet”4.4. Take a look at “Impact on Curriculum” packetTake a look at “Impact on Curriculum” packet5.5. Compare/contrast where your maps are now, Compare/contrast where your maps are now,

and where you envision them to be. Summarize and where you envision them to be. Summarize observations and changes needed (prioritize – observations and changes needed (prioritize – top 3)top 3)

Curriculum Mapping Curriculum Mapping ResourcesResources• Getting Results With Curriculum Mapping. Getting Results With Curriculum Mapping.

Heidi Hayes Jacobs. ASCD (2004)Heidi Hayes Jacobs. ASCD (2004)

• Mapping the Big Picture : Integrating Mapping the Big Picture : Integrating Curriculum and Assessment K-12. Curriculum and Assessment K-12. Heidi Heidi Hayes-Jacobs. ASCD (1997)Hayes-Jacobs. ASCD (1997)

• www.curriculumdesigners.comwww.curriculumdesigners.com Heidi’s Site Heidi’s Site

• www.curriculummapping101.comwww.curriculummapping101.com Janet’s Janet’s SiteSite

Special Thanks to…Special Thanks to…• Ed Hazen, Dunkirk City School Ed Hazen, Dunkirk City School

DistrictDistrict• Steven Graser, Erie 1 BOCESSteven Graser, Erie 1 BOCES