4th Grade Math Curriculum Map Development Guide by Rory Jenkins

1. Step 1: Assemble the Team

1.1. First, we must assemble a team. Within our team we want input from teachers, the district, our learning philosophy, students, and previous experiences. Schutte et al. (2018) states, "It will take collaboration among all institutional constituencies. Working as a team throughout the entire mapping process will increase the potential for meaningful course and program changes"(p. 89).

1.1.1. Our team will include the district superintendent, district math instructional coach, the district assistant superintendent of curriculum and instruction, two fourth grade math teachers and assistant principal from Paine Elementary, one fourth grade math teacher and the principal from Magnolia Elementary, and one fourth grade math teacher and the assistant principal from Cahaba Elementary. Students and parents will be added to the team at a later time within the process.

2. Step 2: Define Purpose & Outcomes

2.1. The team members will identify what state standards need to be taught, what order does the content needs to be taught in, and what the long-term goals for our students will be. It is essential for the team to identify the purpose of the map and to define the program outcomes. According to Schutte et al. (2018), "Answering these questions and associated sub-questions is a central purpose of the mapping" (p 84).

2.1.1. Committee Members Responsible: Administrators, Teachers, and District Representatives

3. Step 3: Form Essential Questions

3.1. Team members must develop essential questions for what students need to learn from the curriculum map. During this time , the most important questions for the team is: What are the state standards and what do our students need to know? Herbold (2012) states, "Essential questions should be the cornerstone of each unit and enable students to make meaning and connections" (p. 40).

3.1.1. Committee Members Responsible: Administrators, Teachers, and District Representatives

4. Step 4: Map Course within Learning Outcomes

4.1. According to the Rawle et al. (2017), “Curriculum mapping is an active process for aligning student learning outcomes and curriculum activities” (p. 75). Once state standards and essential questions have been identified, the team must map the course within the learning outcomes. What materials (including adopted district textbooks) can be used to address standards? What vocabulary is important for students to know? What support will students receive in the learning process? How will students receive timely feedback on their performance?

4.1.1. Committee Members Responsible: Administrators, Teachers, and District Representatives

5. Step 5: Analyze Results

5.1. Each person on the team needs to analyze the final draft of the curriculum map (Schutte, 2018). Chalk (2021) says to look for the following to make sure curriculum maps are at the highest quality possible: -What is taught and assessed is clearly articulated -Options for differentiated learning are identified and clearly outlined. -Skills are clearly described. -Assessments are linked to skills and content. -Language and terminology are easily understood. -A reader can understand the map without the writer explaining it.

5.1.1. Committee Members Responsible: Administrators, Teachers, and District Representatives

6. References

6.1. Chalk. (2021). The complete guide to curriculum mapping. Retrieved from https://www.chalk.com/curriculum-mapping-guide/

6.2. Herbold, J. (2012). Curriculum mapping and research-based practice: Helping students find the path to full potential. Odyssey: New Directions in Deaf Education, 13, 40-43.

6.3. Rawle, F., Bowen, T., Murke, B., & Hong, R. J. (2017). Curriculum mapping across the disciplines: Differences, approaches, and strategies. Collected Essays on Learning and Teaching, 10, 75-88.

6.4. Schutte, K., Line, D., & McCullick, C. (2018). Using curriculum mapping and visualization to maximize effective change. Administrative Issues Journal: Connecting Education, Practice and Research, 8(2), 81-93.

7. Step 6: Implementation

7.1. Once the original team members have finalized the curriculum map, it is time for implementation and the addition of all 4th grade math teachers to the team. First, all fourth grade teachers should receive professional development and training on how to read the guide, where to find and how to use materials, and ask any questions needed. After all teachers have been trained, they will begin to use the curriculum map in their classrooms with their students on a daily basis. Additional support should be provided to teachers throughout implementation, if needed. Herbold (2012) stated that during this phase, teachers "can make notes of different activities and new ideas that can be added to the map" (p. 42).

7.1.1. Committee Members Responsible: Administrators, All 4th Grade Math Teachers, and District Representatives.

8. Step 7: Ongoing Evaluation

8.1. After the curriculum maps is implemented, the process of evaluation must become a continuous cycle. Adjustments and changes should be made to the curriculum map as needed. During this phase of curriculum map development, team members can "review assessment information to determine if the mapped out unit does what it is intended to do" (Herbold, 2012, p. 42). Team members may also use student feedback, parent feedback, notes, and other data to make necessary changes.

8.1.1. Committee Members Responsible: Administrators, All 4th Grade Math Teachers, District Representatives, Parents, and Students.