Transcript Curriculum Mapping

Curriculum Mapping
Auditing the Taught Curriculum
To Improve Student Achievement
Virginia Department of Education
Governor’s Best Practice Center Region 6 - Chatham
Pamela V. Heath
Curriculum and Instruction Specialist
Curriculum Structures
Curriculum Alignment
Curriculum Mapping
Curriculum Pacing
Curriculum Structures
Curriculum Alignment
Curriculum Mapping
We are here
Curriculum Pacing
What is Curriculum Alignment?
• Curriculum
alignment refers to
the process of
interpreting learning
standards, then
developing learning
objectives that are
directly targeted to
the standards
Curriculum Structures
Curriculum Alignment
Curriculum Mapping
Curriculum Pacing
Curriculum Structures
Curriculum Alignment
Curriculum Mapping
Curriculum Pacing
We are here
A Curriculum Pacing Guide
is a planning tool that helps
teachers plan the pacing
of their instruction
so that all tested
topics are taught
prior to the
administration
of the SOL test
Curriculum Structures
Curriculum Alignment
Curriculum Mapping
Curriculum Pacing
Curriculum Structures
We are here
Curriculum Alignment
Curriculum Mapping
Curriculum Pacing
What is Curriculum Mapping?
• Curriculum
mapping is a
process that helps
teachers keep
track of what has
actually been
taught
throughout an
entire year
Why Curriculum Mapping?
• The map becomes
a tool that is used
to help modify
and refine next
year’s instruction
A Pacing
Guide
A Curriculum
Map
is an outline of the
is an outline of the
intended
implemented
curriculum
curriculum
Steps for mapping...
1. Collect data (record what was
actually taught) using a
calendar-based format:
• Content
• Skills
• Activities
• Assessments
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month
#
Days
SOLs
Strand
7
3.8
Comp.
& Est.
Content
Review addition facts
Vocabulary:
- addend
- sum
- number
sentences
August
Skills
Activities
Assessments
Addition strategies:
- recall strategies
- “make a ten”
- doubles




Board practice
Seatwork
Flash cards
Addition Bingo
Homework
Mad Minutes
Understand a “minute”
In relation to an hour or
a day

Compare equivalent
times
“Things You Can Do
In A Minute”
Mad Minutes
Order and zero
properties
1
Sept.
3.16
Meas.
Time

3
3.22
Prob.
& Stat.
Graphs
Read and interpret
graphs


Favorite movie graph
Weekly Reader bar
graph
Weekly Reader
science graph
8
3.8
Comp.
& Est.
3
3.4
Review subtraction
facts; vocabulary
Fact families
Subtraction strategies:
- recall strategies
- “counting back”
3.10
Word problems
Problem solving:
- “Act it out” strategy 
Board practice
Seatwork
Flash cards
Subtraction Bingo
Homework
Mad Minutes
Silent Math Contests
4




2
3.14
Meas.
Standard units of
measurement for
length
Measuring to nearest
inch
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham


Group work
Centers
Measure individual
students’ heights –
record on “growing
tree”
Chapter 1 Math Test
- addition
- subtraction
- fact families
- word problems
Observation
Steps for mapping...
2. Review data
This analytic tool can be used by:
• An individual teacher
• A group of teachers of the same grade level or
the same course
• A group of teachers from varied grade levels or
varied courses within a department
Steps for mapping...
3. Identify changes that can be made to
curriculum alignment or curriculum
pacing guides to correct deficiencies
Curriculum Structures
Curriculum Alignment
Curriculum Mapping
Curriculum Pacing
Description: What?
Collect data
Analysis: So What?
Review data
Reflection: Now What?
Identify possible changes
Steps for mapping...
1. Collect data (record what was
actually taught) using a
calendar-based format:
• Content
• Skills
• Activities
• Assessments
Grade Level ______ Subject _________________ School _____________________ Name _________________
Month
#
Days
SOLs
Strand
Content
Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham
Skills
Activities
Assessments
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month
#
Days
SOLs
Strand
7
3.8
Comp.
& Est.
Content
Review addition facts
Vocabulary:
- addend
- sum
- number
sentences
August
Skills
Activities
Assessments
Addition strategies:
- recall strategies
- “make a ten”
- doubles




Board practice
Seatwork
Flash cards
Addition Bingo
Homework
Mad Minutes
Understand a “minute”
In relation to an hour or
a day

Compare equivalent
times
“Things You Can Do
In A Minute”
Mad Minutes
Order and zero
properties
1
Sept.
3.16
Meas.
Time

3
3.22
Prob.
& Stat.
Graphs
Read and interpret
graphs


Favorite movie graph
Weekly Reader bar
graph
Weekly Reader
science graph
8
3.8
Comp.
& Est.
3
3.4
Review subtraction
facts; vocabulary
Fact families
Subtraction strategies:
- recall strategies
- “counting back”
3.10
Word problems
Problem solving:
- “Act it out” strategy 
Board practice
Seatwork
Flash cards
Subtraction Bingo
Homework
Mad Minutes
Silent Math Contests
4




2
3.14
Meas.
Standard units of
measurement for
length
Measuring to nearest
inch
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham


Group work
Centers
Measure individual
students’ heights –
record on “growing
tree”
Chapter 1 Math Test
- addition
- subtraction
- fact families
- word problems
Observation
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month
#
Days
SOLs
Strand
7
3.8
Comp.
& Est.
Content
Review addition facts
Vocabulary:
- addend
- sum
- number
sentences
August
Skills
Activities
Assessments
Addition strategies:
- recall strategies
- “make a ten”
- doubles




Board practice
Seatwork
Flash cards
Addition Bingo
Homework
Mad Minutes
Understand a “minute”
In relation to an hour or
a day

Compare equivalent
times
“Things You Can Do
In A Minute”
Mad Minutes
Order and zero
properties
1
Sept.
3.16
Meas.
Time

3
3.22
Prob.
& Stat.
Graphs
Read and interpret
graphs


Favorite movie graph
Weekly Reader bar
graph
Weekly Reader
science graph
8
3.8
Comp.
& Est.
3
3.4
Review subtraction
facts; vocabulary
Fact families
Subtraction strategies:
- recall strategies
- “counting back”
3.10
Word problems
Problem solving:
- “Act it out” strategy 
Board practice
Seatwork
Flash cards
Subtraction Bingo
Homework
Mad Minutes
Silent Math Contests
4




2
3.14
Meas.
Standard units of
measurement for
length
Measuring to nearest
inch
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham


Group work
Centers
Measure individual
students’ heights –
record on “growing
tree”
Chapter 1 Math Test
- addition
- subtraction
- fact families
- word problems
Observation
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month
#
Days
SOLs
Strand
7
3.8
Comp.
& Est.
Content
Review addition facts
Vocabulary:
- addend
- sum
- number
sentences
August
Skills
Activities
Assessments
Addition strategies:
- recall strategies
- “make a ten”
- doubles




Board practice
Seatwork
Flash cards
Addition Bingo
Homework
Mad Minutes
Understand a “minute”
In relation to an hour or
a day

Compare equivalent
times
“Things You Can Do
In A Minute”
Mad Minutes
Order and zero
properties
1
Sept.
3.16
Meas.
Time

3
3.22
Prob.
& Stat.
Graphs
Read and interpret
graphs


Favorite movie graph
Weekly Reader bar
graph
Weekly Reader
science graph
8
3.8
Comp.
& Est.
3
3.4
Review subtraction
facts; vocabulary
Fact families
Subtraction strategies:
- recall strategies
- “counting back”
3.10
Word problems
Problem solving:
- “Act it out” strategy 
Board practice
Seatwork
Flash cards
Subtraction Bingo
Homework
Mad Minutes
Silent Math Contests
4




2
3.14
Meas.
Standard units of
measurement for
length
Measuring to nearest
inch
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham


Group work
Centers
Measure individual
students’ heights –
record on “growing
tree”
Chapter 1 Math Test
- addition
- subtraction
- fact families
- word problems
Observation
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month
#
Days
SOLs
Strand
7
3.8
Comp.
& Est.
Content
Review addition facts
Vocabulary:
- addend
- sum
- number
sentences
August
Skills
Activities
Assessments
Addition strategies:
- recall strategies
- “make a ten”
- doubles




Board practice
Seatwork
Flash cards
Addition Bingo
Homework
Mad Minutes
Understand a “minute”
In relation to an hour or
a day

Compare equivalent
times
“Things You Can Do
In A Minute”
Mad Minutes
Order and zero
properties
1
Sept.
3.16
Meas.
Time

3
3.22
Prob.
& Stat.
Graphs
Read and interpret
graphs


Favorite movie graph
Weekly Reader bar
graph
Weekly Reader
science graph
8
3.8
Comp.
& Est.
3
3.4
Review subtraction
facts; vocabulary
Fact families
Subtraction strategies:
- recall strategies
- “counting back”
3.10
Word problems
Problem solving:
- “Act it out” strategy 
Board practice
Seatwork
Flash cards
Subtraction Bingo
Homework
Mad Minutes
Silent Math Contests
4




2
3.14
Meas.
Standard units of
measurement for
length
Measuring to nearest
inch
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham


Group work
Centers
Measure individual
students’ heights –
record on “growing
tree”
Chapter 1 Math Test
- addition
- subtraction
- fact families
- word problems
Observation
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month
#
Days
SOLs
Strand
7
3.8
Comp.
& Est.
Content
Review addition facts
Vocabulary:
- addend
- sum
- number
sentences
August
Skills
Activities
Assessments
Addition strategies:
- recall strategies
- “make a ten”
- doubles




Board practice
Seatwork
Flash cards
Addition Bingo
Homework
Mad Minutes
Understand a “minute”
In relation to an hour or
a day

Compare equivalent
times
“Things You Can Do
In A Minute”
Mad Minutes
Order and zero
properties
1
Sept.
3.16
Meas.
Time

3
3.22
Prob.
& Stat.
Graphs
Read and interpret
graphs


Favorite movie graph
Weekly Reader bar
graph
Weekly Reader
science graph
8
3.8
Comp.
& Est.
3
3.4
Review subtraction
facts; vocabulary
Fact families
Subtraction strategies:
- recall strategies
- “counting back”
3.10
Word problems
Problem solving:
- “Act it out” strategy 
Board practice
Seatwork
Flash cards
Subtraction Bingo
Homework
Mad Minutes
Silent Math Contests
4




2
3.14
Meas.
Standard units of
measurement for
length
Measuring to nearest
inch
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham


Group work
Centers
Measure individual
students’ heights –
record on “growing
tree”
Chapter 1 Math Test
- addition
- subtraction
- fact families
- word problems
Observation
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month
#
Days
SOLs
Strand
7
3.8
Comp.
& Est.
Content
Review addition facts
Vocabulary:
- addend
- sum
- number
sentences
August
Skills
Activities
Assessments
Addition strategies:
- recall strategies
- “make a ten”
- doubles




Board practice
Seatwork
Flash cards
Addition Bingo
Homework
Mad Minutes
Understand a “minute”
In relation to an hour or
a day

Compare equivalent
times
“Things You Can Do
In A Minute”
Mad Minutes
Order and zero
properties
1
Sept.
3.16
Meas.
Time

3
3.22
Prob.
& Stat.
Graphs
Read and interpret
graphs


Favorite movie graph
Weekly Reader bar
graph
Weekly Reader
science graph
8
3.8
Comp.
& Est.
3
3.4
Review subtraction
facts; vocabulary
Fact families
Subtraction strategies:
- recall strategies
- “counting back”
3.10
Word problems
Problem solving:
- “Act it out” strategy 
Board practice
Seatwork
Flash cards
Subtraction Bingo
Homework
Mad Minutes
Silent Math Contests
4




2
3.14
Meas.
Standard units of
measurement for
length
Measuring to nearest
inch
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham


Group work
Centers
Measure individual
students’ heights –
record on “growing
tree”
Chapter 1 Math Test
- addition
- subtraction
- fact families
- word problems
Observation
Remember...
Your curriculum map reflects
what actually occurs in your
classroom
• Reality is “messy”
• May not be a “pretty” document
• That’s ok!
Some Guidelines...
• Include enough specifics to make
the map useful (so it “tells” you
something upon reflection)
• Use specific vocabulary vs.
vague/generic terms
Some Guidelines...
• Don’t write too much!
• No need to write out objectives or
complete activities
Biology I
Grade Level ______ Subject _________________
School _____________________ Name ______________
Month
#
Days
April
5
BIO.1
BIO.2
BIO.4
BIO.5
Bacteria
Video
Lecture
Yogurt Lab
Agar Plates Activity
Prepared slides
Lab write-up
5
BIO.1
BIO.4
BIO.5
Fungi
Video
Lecture
Specimens
Test
2
BIO.1
BIO.4
BIO.5
Computer Lab/Library
Plant Project
3
2
3
May
5
SOLs
Strand
Content
Skills
Internet Research/
Library Research
Activities
Assessments
Intro. Plants/
Seedless Plants
Lecture
Worksheet
Specimens
BIO.1
BIO.3
BIO.4
BIO.5
Seed Plants
Lecture
Worksheet
Specimens
Video
Worksheet
Test
BIO.1
BIO.3
BIO.5
Photosynthesis/
Respiration
Chlorophyll Lab
Worksheet
Lecture
Lab Questions
Quizzes
Photosynthesis
Biology I
Grade Level ______ Subject _________________
School _____________________ Name ______________
Month
#
Days
April
5
BIO.1
BIO.2
BIO.4
BIO.5
Bacteria
Video
Lecture
Yogurt Lab
Agar Plates Activity
Prepared slides
Lab write-up
5
BIO.1
BIO.4
BIO.5
Fungi
Video
Lecture
Specimens
Test
2
BIO.1
BIO.4
BIO.5
Computer Lab/Library
Plant Project
3
2
3
May
5
SOLs
Strand
Content
Skills
Internet Research/
Library Research
Activities
Assessments
Intro. Plants/
Seedless Plants
Lecture
Worksheet
Specimens
BIO.1
BIO.3
BIO.4
BIO.5
Seed Plants
Lecture
Worksheet
Specimens
Video
Worksheet
Test
BIO.1
BIO.3
BIO.5
Photosynthesis/
Respiration
Chlorophyll Lab
Worksheet
Lecture
Lab Questions
Quizzes
Photosynthesis
Biology I
Grade Level ______ Subject _________________
School _____________________ Name ______________
Month
#
Days
April
5
BIO.1
BIO.2
BIO.4
BIO.5
Bacteria
?
5
BIO.1
BIO.4
BIO.5
Fungi
?
2
BIO.1
BIO.4
BIO.5
3
2
3
May
5
SOLs
Strand
Content
Skills
Internet Research/
Library Research
Activities
Assessments
Video
Lecture
Yogurt Lab
Agar Plates Activity
Prepared slides
Lab write-up
Video
Lecture
Specimens
Test
Computer Lab/Library
Plant Project
Intro. Plants/
Seedless Plants
Lecture
Worksheet
Specimens
BIO.1
BIO.3
BIO.4
BIO.5
Seed Plants
Lecture
Worksheet
Specimens
Video
Worksheet
Test
BIO.1
BIO.3
BIO.5
Photosynthesis/
Respiration
Chlorophyll Lab
Worksheet
Lecture
Lab Questions
Quizzes
Photosynthesis
Biology I
Grade Level ______ Subject _________________
School _____________________ Name ______________
Month
#
Days
April
5
BIO.1
BIO.2
BIO.4
BIO.5
Bacteria
?
5
BIO.1
BIO.4
BIO.5
Fungi
?
2
BIO.1
BIO.4
BIO.5
3
2
3
May
5
SOLs
Strand
Content
Skills
Internet Research/
Library Research
Activities
Assessments
Video What video? Lab write-up
Lecture
Yogurt Lab
Agar Plates Activity
Prepared slides
Video
Lecture
Specimens
Test
Computer Lab/Library
Plant Project
Intro. Plants/
Seedless Plants
Lecture
Worksheet
Specimens
BIO.1
BIO.3
BIO.4
BIO.5
Seed Plants
Lecture
Worksheet
Specimens
Video
Worksheet
Test
BIO.1
BIO.3
BIO.5
Photosynthesis/
Respiration
Chlorophyll Lab
Worksheet
Lecture
Lab Questions
Quizzes
Photosynthesis
Biology I
Grade Level ______ Subject _________________
School _____________________ Name ______________
Month
#
Days
April
5
SOLs
BIO.1
BIO.2
BIO.4
BIO.5
Strand
Content
Bacteria
Skills
?
Activities
Assessments
Video What video? Lab write-up
Lecture
Yogurt Lab
Agar Plates Activity
Prepared slides
What kind of test?
5
BIO.1
BIO.4
BIO.5
2
BIO.1
BIO.4
BIO.5
3
2
3
May
5
Fungi
?
Internet Research/
Library Research
Video
Lecture
Specimens
Test
Computer Lab/Library
Plant Project
Intro. Plants/
Seedless Plants
Lecture
Worksheet
Specimens
BIO.1
BIO.3
BIO.4
BIO.5
Seed Plants
Lecture
Worksheet
Specimens
Video
Worksheet
Test
BIO.1
BIO.3
BIO.5
Photosynthesis/
Respiration
Chlorophyll Lab
Worksheet
Lecture
Lab Questions
Quizzes
Photosynthesis
Biology I
Grade Level ______ Subject _________________
School _____________________ Name ______________
Month
#
Days
April
5
SOLs
BIO.1
BIO.2
BIO.4
BIO.5
Strand
Content
Bacteria
Skills
?
Activities
Assessments
Video What video? Lab write-up
Lecture
Yogurt Lab
Agar Plates Activity
Prepared slides
What kind of test?
5
BIO.1
BIO.4
BIO.5
2
BIO.1
BIO.4
BIO.5
3
2
3
May
5
Fungi
?
Internet Research/
Library Research
Video
Lecture
Specimens
Test
Computer Lab/Library
Plant Project
Intro. Plants/
Seedless Plants
Lecture
Worksheet
Specimens
BIO.1
BIO.3
BIO.4
BIO.5
Seed Plants
Lecture
Worksheet
Specimens
Video
Worksheet
Test
BIO.1
BIO.3
BIO.5
Photosynthesis/
Respiration
Chlorophyll Lab
Worksheet
Lecture
Lab Questions
Quizzes
Photosynthesis
4th
Science
Grade Level ______
Subject _________________
School _____________________ Name _________________
Month
Nov.
#
Days
SOLs Strand
4
4.6
3
4.2
4
4.2
3
4.2
Inter./
Earth/
Space
Sys.
Content
Storms:
Cause/Effect/Safety
Culmination of unit
Skills
Compare/contrast
Force, Machines: Intro. of unit
Motion - force, inertia, gravity,
Energy & friction
Activities
Create “tornado tube” w/
2-liter drink bottle
Watch Nova weather
Video from library
(old book)
- perform each vocab.
word
- use digital camera to
record each group
demo. of vocab. word
Work and forms of
energy
Assessments
Open-book
assessment
Check notebooks for
definitions of new
vocab.
Answer questions
Collect pictures from
magazines that
demonstrate particular
forms of energy. Make
collage from pictures
Work/energy/force
“Forms of Energy”
worksheet
Check worksheet
Review and
assessment
“Book”-created
chapter assessment
-- CHRISTMAS BREAK --
4
4.2
Machines
Simple & Compound
Compare/contrast
Make list of simple &
compound machines
at home
ID the simple machines
in manual can-opener
Team activities
4th
Science
Grade Level ______
Subject _________________
School _____________________ Name _________________
Month
Nov.
#
Days
SOLs Strand
4
4.6
3
4.2
4
4.2
3
4.2
Inter./
Earth/
Space
Sys.
Content
Storms:
Cause/Effect/Safety
Culmination of unit
Skills
Compare/contrast
Force, Machines: Intro. of unit
Motion - force, inertia, gravity,
Energy & friction
Activities
Create “tornado tube” w/
2-liter drink bottle
Watch Nova weather
Video from library
(old book)
- perform each vocab.
word
- use digital camera to
record each group
demo. of vocab. word
Work and forms of
energy
Assessments
Open-book
assessment
Check notebooks for
definitions of new
vocab.
Answer questions
Collect pictures from
magazines that
demonstrate particular
forms of energy. Make
collage from pictures
Work/energy/force
“Forms of Energy”
worksheet
Check worksheet
Review and
assessment
“Book”-created
chapter assessment
-- CHRISTMAS BREAK --
4
4.2
Machines
Simple & Compound
Compare/contrast
Make list of simple &
compound machines
at home
ID the simple machines
in manual can-opener
Team activities
Steps for mapping...
2. Review data
This analytic tool can be used by:
• An individual teacher
• A group of teachers of the same grade level or
the same course
• A group of teachers from varied grade levels or
varied courses within a department
As an individual teacher...
Can review timing, sequence, level
of instruction
Serves as documentation of
successful instructional activities
Assists in monitoring types of
instructional methods used (ex.,
cooperative learning, direct
instruction, etc.)
As a group of teachers of the
same grade level or course...
Can share activities and
assessments (both successful and
unsuccessful)
Collaboration enhances “team”
feeling
Can serve as a guide for new
teachers
As a group of teachers of
varied grade levels or varied
courses within a department...
Can examine for “gaps” in the
curriculum
Can note “repetitions” in the
curriculum
Provides opportunity to collaborate
with colleagues across grade levels
and courses
Steps for mapping...
3. Identify changes that can be made to
curriculum alignment or curriculum
pacing guides to correct deficiencies
CURRICULUM MAPPING REVIEW
Individual Teacher
Description
(What?)
Analysis
(So What?)
Reflection
(Now
What?)
(Individual maps
describe each teacher’s
implemented
curriculum)
Same Grade Level
or Course
(Horizontal)
Varied Grade Levels
or Courses
(Vertical)
CURRICULUM MAPPING REVIEW
Individual Teacher
Description
(What?)
Analysis
(So What?)
Reflection
(Now
What?)
Social Studies
(Individual maps
describe each teacher’s
implemented
curriculum)
Realized while
mapping that
having to write
down what she
was teaching
helped to keep her
on track.
Concluded that
mapping was an
easy way to
ensure she
stayed focused
and followed her
pacing guide.
Same Grade Level
or Course
(Horizontal)
Varied Grade Levels
or Courses
(Vertical)
CURRICULUM MAPPING REVIEW
Description
(What?)
Analysis
(So What?)
Reflection
(Now
What?)
Individual Teacher
Same Grade Level
or Course
(Horizontal)
(Individual maps
describe each teacher’s
implemented
curriculum)
English
Noticed that
different teachers
were using
different novels
to teach
concepts, and
pacing varied
greatly.
Identified which
novels and pacing
formats seemed
to be most
successful.
Shared successful
learning activities.
Varied Grade Levels
or Courses
(Vertical)
CURRICULUM MAPPING REVIEW
Individual Teacher
Description
(What?)
Analysis
(So What?)
Reflection
(Now
What?)
(Individual maps
describe each teacher’s
implemented
curriculum)
Same Grade Level
or Course
(Horizontal)
Varied Grade Levels
or Courses
(Vertical)
Science
Noticed that test
scores were weak in
the area of scientific
investigation.
Realized the process
was not being taught
consistently across
grade levels.
Defined how
process would be
taught across
grades. Agreed to
use consistent
vocabulary/
terminology.
Curriculum Structures
Curriculum Alignment
Curriculum Mapping
Curriculum Pacing
• Make sure that your course
curriculum is aligned with
the Standards of Learning
A Review...
• Develop a pacing guide to
ensure that all tested topics
are taught prior to the
administration of the SOL
test
• Use curriculum mapping as
a tool to monitor and “fine
tune” your curriculum
How does our school get
from here...
Standards
of
Learning
-------->
to here?
Student
Achievement
Important to
Curriculum
know and do
Instruction
Assessment
Important to
Curriculum
know and doStandardsInstruction
of
Learning
Assessment
Standards
Instruction
of
Assessment
Learning
Standards
Instruction
of
Assessment
Learning
Curriculum Alignment,
Pacing, and Mapping
Can Put You On Target
for Success!
Comments or Questions?
• Phone:
• Fax:
• E-mail:
(804) 432-7243
(804) 432-7260
[email protected]
• Address: Governor’s Best Practice Center
11700 US 29
Chatham, VA 24531