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Projection Map Revision

Translating Reflection into Action

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PRESENTED BY

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• Continue to move towards guaranteed and viable curriculum
• Preview information needed for your projection map revision work session:
• Revise grade level projection maps for 24-25 according to feedback, best practice and new adoption
• Make educated decisions regarding existing maps and new materials
• Build capacity for ongoing revision process

OBJECTIVES FOR THE DAY

Check-in

If you could invite one famous person (living or nonliving) to dinner, who would it be?

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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!
• Work thoughtfully, yet efficiently balancing discussion with decision making.

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What is the decision rule?

Types of Curriculum Maps

Projection Map

(Similar to Scope/Sequence)

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Unit Map

(Forward)

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Backward Map

(Diary/Reflection)

Guaranteed and Viable Curriculum

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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 them?

State: Alignment is just one of many criteria

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Publisher: Submits their correlation

Reviewers: Perform spot checks in materials

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It Was a Bit Like This...

The Resources

1. Standards
2. Last year’s projection map
3. Your notes/reflections
4. Common sense of your team
5. Scope and sequence of new materials�

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Something to Consider

Once the projection map is revised, �what else will be affected and how?

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Instructional Decisions, Pacing, etc.

NOT This Today!

Emotional Adventures in Feedback

Let’s move everything and start over!

They know better than us. Change it!

I am exhausted. Let’s just get it done!

They don’t know anything!

Feedback

Read and consider:

1. What trends do you notice?
2. What outliers jumped out at you as potentially significant?
3. What do we need to gain consensus on?
4. What else have you heard from others, that didn’t show up here?

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Options for Revision

Yes - We made the recommended change…

1. Move the standard
2. Combine/Break up a standard
3. Move/Reorder a unit/module
4. Remove a unit/module (disperse standards elsewhere)

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No - We did not make the change BECAUSE…

1. Do nothing and explain why on the feedback form

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Other - Questions, additional info needed, lacking enough context to know which grade/unit is being referred to, alternative options/solutions needed…

Warning: You are asking them to please resubmit with more info!

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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.

Mapping Materials or Standards?

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

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

Complete Reorder

Use As Is

What’s Best for Students?

There are many different ways to do this work.

It’s important to keep students at the front of our decision making!

What if it Spirals: Option 1

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6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

What if it Spirals: Option 2

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6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

* Materials spiral, but you choose to teach it all in one unit on your map. Previous units may introduce elements, later units will get practiced again.

Blend Map Creation

For the Reading Literature (RL), Reading Informational (RI), Writing (W), and Speaking and Listening (SL) standards

• Place priority standards of the higher grade first
• Place supporting standards of the higher grade
• Align lower grade standards with higher grade �(This should be an obvious correlation)

Blend Map Creation Cont.

For Reading Foundation (RF) and Language (L) standards:

• They do correlate, but not by CCSS code �(ie, 1.L1d ≆2.L1d)
• Place higher grade level RF standards, find correlations for lower grade when present
• Place higher grade level Language standards, find correlations for lower grade when present

Process for Revision

1. Discuss
2. Decide
3. Record on map
4. Move on!

Remember the Code

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!

https://bit.ly/VoyagerPM

Getting Closer…

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Adjust Pacing

1. 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?

Remember the budget is

• 151 days for full year course, 51 for trimester
• 33 days (once per week, year long courses), 9 days (once per month, year long courses)
• Fix any errors/concerns
• Revise dates to match 24-25 school year calendar

Fight the temptation to add/drop days due to calendar preferences!

Remember, if you moved standards around, this WILL impact number of days given/needed!

When You Are Ready To Verify:

1. Take a real 5 minute break. Leave the room, discuss something else, drink a cup of coffee.
2. Then, go standard by standard (Mark off as it is covered. If it is covered more than once, start tally marks)
3. Then check your coding for EACH item. (Priority)
4. 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?
5. Fix any errors/concerns
6. Celebrate… you are done!

Thank You

Your feedback is important to us.

Please fill out the reflection form.

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We read every response!

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PRESENTED BY