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Projection Map Workday

Planning the Road Trip

PRESENTED BY

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Check-in

What is the most embarrassing fashion trend you used to rock?

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Review types of curriculum maps
Provide a virtual supported work opportunity
Create a projection map for the 24-25 school year, including:
Standard emphasis by unit
Number of days per unit
Actual school calendar dates for each unit

OBJECTIVES FOR THE DAY

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Proposed Norms

Pull your own learning wagon.

Be self reflective about your EQ and how it plays out in a group. Specifically be mindful about:
Focusing on what is within your control
Use self regulation strategies
Choose candor in discussion
Recognize we are all here for the same reason... kids!

4. Work thoughtfully, yet efficiently balancing discussion with

decision making.

What is the decision rule? What are our roles?

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Guaranteed and Viable Curriculum

What is it and how do we get there?

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Things We Often Hear:

Don’t we have that?

It says Common Core…

We finally have adopted materials…

Why can’t we just follow it?

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Why Create Curriculum Maps

Communication and reflection

We rarely have these conversations!

Identify what occurs throughout the entire school year
A picture of students’ experience from grade to grade
Teacher expectations to parents and students
Locates gaps, repetitions, areas for integration, assessments
Authentic alignment to standards
Accountability
New teachers
Defines expectations

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Review: Types of Curriculum Maps

Projection Map

(Similar to Scope/Sequence)

Unit Map

(Forward)

Backward Map

(Diary/Reflection)

Teacher Generated @ Building Level

Teacher Generated @ District Level

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Quality Projection Maps

Guaranteed and Viable

A year at a glance
Standards-based with key words
Sequence of units
Real, realistic dates
Improve every year!

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Roadmaps to Learning

Common Core State Standards

Identify desired results

(Targets)

Determine acceptable evidence (Assessment)

Plan learning experiences and instruction (Strategies and Lessons)

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Projection Mapping is a Bit Like...

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New Adoption Guidance

Take a few minutes to flip through and orient yourself to the layout.
If the publisher has provided a scope and sequence type document, do a quick crosswalk to gauge its accuracy utilizing a specific standard.
Next, determine the actual emphasis of the units
If the curriculum is set up to spiral, dig deeper to determine which portion of the standard is more emphasized each time it shows up.

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Mapping Materials or Standards?

Standards must lead
Resources are a tool to get us there
It’s not either/or, its both!

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Flexible Use of Materials

You choose the order
Unit mapping will address how this order will be taught
Repeated standards will be placed in the unit where the bulk of your instruction takes place

Use As Is

Complete Reorder

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Use of Resources

Use past/current resources as a point of reference
Remember the goal is collaboration to create something better (not your idea vs. my idea)
Know that compromise will be required

We are all working together; that’s the secret.

Sam Walton

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Projection Mapping Template

Find your projection map template here:

https://bit.ly/GAPSMaps

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Considerations for Today’s Work

Look at previous documents/unit plans for guidance
Establish a specific note taker to type into the map
Establish a standards verifier to make sure you cover the whole standard at some point in your map

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Considerations for Today’s Work

Start by placing each priority standard one at a time where you actually start teaching it �(not practice it/mention it/refer to it)
Use the number and key words from the standard to write a short description
Remember standards should only be listed once unless they are broken into (chunks)
After priorities have been placed, repeat with the supporting standards

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Caution: Breaking Up A Standard?

9-10th Grade	Unit 1	Unit 2
Writing	W.3 Narrative W.5 (Planning)	W.2 Informative W.7 Research Projects W.5 (Editing)

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Caution: Overarching Standards

Overarching standards are difficult to teach in isolation.

Consider placing these WITH the substandards (a,b,c,d…)

Place the overarching standard with the LAST substandard listed in the year

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Overarching Standard Example

CCSS.ELA-LITERACY.L.K.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1a Print Letters	L.1b Use nouns, verbs L.1c Plural nouns	L.1d Question words L.1e Prepositions L.1f (Produce) complete sentences	L.1 Command of Conventions L.1f (Expand) complete sentences

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Where Should Our Notes Go?

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Time for a Break!

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Follow the Code (Please)

Italics: Unit Names (per Adoption)

Non-Bold: Supporting Standards

Highlighted: Priority Standards

*: Needs to be supplemented by team

( ): Indicates the portion of the standards

taught during this unit. The remaining

portion will be taught during another unit.

The only exception to this is when the parentheses is used by the actual standard to provide an example

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Time to Dive In!

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Work Time

Follow the code

Start by placing each priority standard one at a time where you actually start teaching it

(not practice it/mention it/refer to it)

Then go back and add in supporting standards

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Work Time

Follow the code

Start by placing each priority standard one at a time where you actually start teaching it

(not practice it/mention it/refer to it)

Then go back and add in supporting standards

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Number of Days Per Unit

Read the map top to bottom (column)
How much is highlighted? AKA how many priority standards are being addressed
Starting at the adoption recommendations… Do you need more time? Less?
Goal = 155 days total (year long courses)

77 days (semester courses or A/B block schedule)
51 days (trimester courses)
38 days (quarter courses)

Balance is key

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Dates

Using a paper district 24-25 school calendar:

Count and cross out the actual days as they are allotted for each unit
Record the exact dates

Fight the temptation to change the number of instructional days to match calendar preferences

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Time to Verify!

Take a real 10 min break. Leave the room, discuss something else, drink a cup of coffee…
Then, go standard by standard (mark off as it is covered. If it is covered more than once, start tally marks)
Then check your coding for EACH item. (Priority)
Look the whole map over and ask yourself, does this make sense? Could this really work in the amount of time we allotted for it?
Fix any errors/concerns
Celebrate… you are done!

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Burning questions?

Concerns?

Confusion?

What are you still wondering about?

Dear Facilitator . . .

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Thank You

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