It is important that all schools engage in continuous curriculum review cycles. The process of curriculum mapping — the process of making a curriculum map — is the practice of aligning skills to classes and grade levels, and supporting those through a Catholic lens.
For 2022-23, we have a Curriculum Subcommittee of GRACE teacher leaders and any other Catholic school educators interested in discussing details about the process for adopting curriculum. More information can be found here: Curriculum Protocol Sub-Committee 2022-23 – My Catholic School
In a traditional sense, a curriculum map can look a lot like a spreadsheet, or formatted in a way that compartmentalizes the different aspects of curriculum. Some rows show the weeks or months in a marking period, and the columns show information taught in that timeframe, like state standards and the resources available to address those standards. Here are a few resources to help schools begin their curriculum writing process:
Course Design and Materials Selection Toolkit – OSPI
Curriculum Planning Packet (from GRACE 2020)
Curriculum Mapping by Unit Example (from SJS)
Assessments are important for schools, teachers, and students themselves as a process of accountability, instructional guidance, and goal setting for student progress. At the Office for Catholic Schools, we support rigorous formative (regular, official and non-official) and summative (final, comprehensive) assessments in the classroom. We support common assessments created individually in school settings based on the curriculum used in each school, as well as standardized process Archdiocesan-wide assessments such as the NWEA MAP test and STAR testing.
Archdiocesan Common Assessment Data Analysis Protocol (GRACE 2019)
Distance Learning & Assessment Guidelines Q & A (2020)
PROFESSIONAL LEARNING COMMUNITIES PROCESS
How do I begin the process of creating a curriculum review cycle and continuously align assessments?
Every year, before the school year even begins, the school instructional leaders must determine what the focus areas of curriculum review will be for the most impact on student learning. This can be determined by looking at the areas of growth and accomplishment based on MAP or STAR assessments, formative and summative assessments from the previous year and relooking at the resources available at schools currently to continuously challenge and inform teaching practices.
In order to prioritize this process, the school leader must determine the cadence of the school year professional development calendar, including the monthly staff meeting times and purpose of the meetings. OCS recommends that at a minimum, one staff meeting a month is dedicated solely to the curriculum/assessment process in a PLC format. (If your school is beginning the PLC process and would like professional training in the Learning by Doing (DuFour) protocols, please consider participating in the GRACE Teacher Leader program or reach out to the Assistant Superintendent of Academic Excellence for more information).
Here are some resources to help get that process started:
PLC (Professional Learning Communities) resources
Template-PLC Action Plan- 18-19 -blank
The PLC Work of Collaborative Teams
Establishing a Culture of PLCs Packet (GRACE 2018)
Resource- Sample Completed Agenda for the PLC