The Why Behind the Work

Projection Map Training for Leaders

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Oakridge School District

September 12, 2019

PRESENTED BY

About Us...

Missi Thurman

Meagan Kimball

Ali Hurd

Andrea Sande

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www.educationalexcellence.org

Who is in the Room?

Introduce yourself...

• Current school/position
• Share your favorite childhood breakfast

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How We Work...

OBJECTIVES FOR THE DAY

• Share the “why” behind the work
• Build a shared understanding about curriculum mapping
• Understand your role in the projection mapping days.
• Clarify the plan, timeline and outcomes for the 19-20 school year
• Provide an opportunity for question/answers

The L² Matrix & Data Teams

Understanding Antecedents of Excellence

Achievement of Results

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Lucky

Losing

Ground

Leading

Learning

Work as a table to come up with one non-academic experience

that would put you in each quadrant.

The Challenge We Face...

Turn and Talk

What steps are people making towards equity?

Note: Feel free to include examples from your district as well as others.

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Newsflash!

This is not what is happening in most districts!

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The Reality for Most...

Building an Equitable System

“A guaranteed and viable curriculum is the single most important initiative a school or district can engage in to raise student achievement.”

What Works in Schools: Translating Research into Practice –Marzano, 2003

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Don’t we have that?

It says Common Core…

We finally have adopted materials…

Why can’t we just follow it?

51%*

Building the Boxes

Guaranteed and Viable Curriculum

BRAINSTORM: What are teams doing now?

Time for a Break!

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

“Curriculum mapping is not one more thing on our plate… it is the plate!”

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Types of Curriculum Maps

Projection Map

(Similar to Scope/Sequence, Yearlong Plan Proficiency Map)

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Unit Map

(Forward)

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Backward Map

(Diary/Reflection)

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Types of Curriculum Maps

Projection Map*- district decision to map when and what things are taught in the classroom (Intended)

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Teacher Generated @ District Level

Quality Projection Maps

Guaranteed & Viable…

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

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Types of Curriculum Maps

Forward/Unit Map – follows district projection map with standards deconstructed into student-friendly learning targets, assessments and instructional strategies

(Intended)

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Teacher Generated @ Building Level

Time for a Sort

Step 1 is a BIG step…

In what order do you think the steps should occur?

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The Flow of Step 1: Plan and Prepare

• Choose Priority standards
• Deconstruct to student-friendly learning targets
• Select/revise a post-assessment
• Make a core plan. Use resources & materials to decide which lessons match, what to skip/skim, what needs to be supplemented
• Select additional strategies for Core
• Create pre-assessment
• Create scoring agreements
• Administer pre-assessment & score

What does a “completed” unit map look like?

Types of Curriculum Maps

Backward Map (diary, journal) - mapping, reflecting as you go and once you’re done. Making notes for future use (Enacted/Implemented)

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Teacher Generated @ Building Level

What does a “completed”

backward map look like?

Wait! Are we making ANOTHER map?

This year’s unit map...

Next year’s unit map (after backwards mapping)

Trajectory for the Work

Projection Mapping

Data Team Cycles

Summative Assessments

Unit Mapping/ Backwards Mapping

Projection Mapping is a bit like...

Norms Review & Emphasis

1. This is a safe learning place
2. We will seek to understand before making assumptions
3. Pull your own learning wagon
4. Be mindful about time
5. Add a “support member chair”
6. Utilize decision rules
7. Anything else?

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Talk as a team. How do you want to go about making decisions? Consensus? Fist to Five? Majority? Other?

Why Norms?

“The establishment and adherence to team norms helps build team discipline, trust between team members, and supports a safe environment…”

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Basic Norms often include:

• Time agreements, roles, agenda use, methods for decision making, commitment/accountability statements

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Higher Performing Teams often include:

• Avoidance of negative talk/put downs, time set aside for celebrating success, no rank/all peers (over time), time for fun, regular quality reviews

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Norms- Example/Non Example

• Be Focused
• Stick to the Agenda
• Be Professional
• Be Active Participants
• Listen to Others’ Ideas
• Create an Environment of Safety
• Focus on our Learners
• Be on Time
• Use Technology Professionally

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1. Set realistic agendas! Start time means in the house - Start the agenda 5 minutes later
2. Decision Rule: Discuss both options, then vote. Majority Rules
3. Honesty/Conflicts - Tell people when they need to step up their game in a nice way. Seek advice from team members about communication if needed, but do not vent about team members with other team members. Avoid telling yourself stories that may be based on little fact.
4. Code Word: Noodlehoffen - use to get all back on track! If Noodlehoffen is ignored, a round of drinks must be purchased by ignorer.

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Try to encourage your teammates to move past basic professionalism.

That should already be a given!

Projection Mapping Logistics

• The goal is to place each priority standard one at a time where you actually start teaching it (not practice it/mention it/refer to it)
• 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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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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Example of the Code in Use

Looking at the example projection map, put a where you see the different elements of the code.

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
• Balance is key

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Dates

Using a paper Oakridge 19-20 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☺

Looking at the example projection map, put a where you see the number of days and dates.

You might hear the following...

“We don’t like green/can we change the code/add to it...”

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“We teach this standard all year. We need to put it in several/all units.”

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“Let’s just put the standard somewhere. I don’t care.”

“I always do that unit before break.”

Coming Soon...

The Plan for the Year

Next Steps & Homework

1. Determine the non-negotiables. Based on our work today, what do you already know needs to be included?

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• Please use the norms template in your packet to create norms for your admin team if you do not already have them. Calendar a time now to make this happen!

Dear Facilitator . . .

Burning questions?

Concerns?

Confusion?

What are you still wondering about?

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THANK YOU

Your feedback is important to us.

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Please fill out the last page of your

participant packet.

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We read every response!

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