High School Practical Living - Vocational Studies Curriculum Maps

Published: 10/3/2012 12:58 PM

​High School Practical Living - Vocational Studies Curriculum Maps

 

Jessamine County High School Health and Physical Education Curriculum Map
Jessamine County Schools shared their high school health and physical education curriculum map and the description below.
 
Jessamine County Schools
High School Health and PE
 
Why did your school/district decide to develop curriculum maps?
We needed to vertically and horizontally align the curriculum and to define student outcomes for each grade level and course. There were gaps in essential content and skills. Upon analysis of our assessments we also found that there was a need for depth, rigor and challenge within our courses. We had also made assumptions about what was supposed to be mastered at each grade level. We needed curriculum maps to help us define at each grade level the student expectations for mastery. Additionally, we needed a document that we could use for new teachers to define learning expectations for their new assignment. Curriculum maps could serve that purpose. Curriculum maps are being used to aide us in our discussions at critical transition points (Kindergarten to elementary, elementary to middle, and middle to high). We could have much more productive conversations about expectations using the maps as points of discussion. Rather than saying, "They are coming to us unprepared," we could use the maps to discuss student outcomes for content and processes from level to level.
 
How did your school/district begin and what were the stages in the process?
We first began the maps for the purpose of vertical articulation and gap analysis. We defined the standards of the Academic Expectations, Program of Studies and Core Content for each grade level and course. At the district level we began to define the critical elements the maps would contain. When that was completed we began work to identify what students should know and be able to do at each grade level and in each course. Our elementary schools worked together to agree upon common expectations for students in the core classes. They then expanded the work to include arts and humanities and practical. In our middle and high schools, each school met twice per month in content areas and by grade levels to work on the maps and discuss vertical and horizontal articulation. By the end of the year we had our first draft. Each of the secondary schools had used a slightly different form but each map contained the critical elements. Arts and humanities teachers and practical living and vocational teachers found it preferable to work as district groups because so many of them had singleton courses. We arranged for them to work together using district funds.
 
Where is your school/district in the development of curriculum maps?
We are in need at this time to refine our curriculum maps. Upon first draft review we observed a need for discussion on rigor and challenge. We have decided to use our maps to begin work on common performance tasks and KCCT-like summative questions for each course. As we work on challenging performance tasks and summative assessments we will need to make revision to the curriculum maps and should see evidence of increased rigor and challenge reflected on our maps. We understand that the work on curriculum maps will be a continuous process. We are going to continue to develop common assessments and as we do we will continue to wrestle with issues such as time to teach, depth of content, rigor, challenge, motivation, differentiation. It will take time to build all of this into our courses and as we do we will see an evolution in our curriculum maps. Analysis of student work on the common assessments will drive the revisions we need to make in curriculum, instruction, and assessment. Our maps will be used by teacher to develop or refine Standards based units of study. We see this as a continuous process of refinement and adjustment based on the needs of our students.
 
What are your next steps in the development of curriculum maps or after completion of maps?
Our next steps include the use of maps to develop common performance assessments and summative assessments. They will also be used by teachers to develop or refine standards based units of study. This cyclic process means that our curriculum maps will be revised often. The work that we are providing at this time represents our first efforts to truly define what students should know and be able to do in each grade level or course. It becomes a map to guide us but also to show progress through revision. It provides points of discussion throughout the district for improvement. It will also be use by principals for classroom observations and discussions for individual teacher growth.

Note:
If you'd like to use this map or amend it to suit your needs, please check below for a handy Microsoft Word version. Just click on the Word icon to open it on your computer, then choose Word's Save As command to save it locally.

EJHS-WJHS Map PE.docEJHS-WJHS Map PE.doc


West Jessamine High School Family and Consumer Science Curriculum Maps
West Jessamine High School shared this exemplary Family and Consumer Science curriculum maps and description below.

West Jessamine High School
Family and Consumer Science

Why did your school/district decide to develop curriculum maps?
We needed to vertically and horizontally align the curriculum and to define student outcomes for each grade level and course. There were gaps in essential content and skills. Upon analysis of our assessments we also found that there was a need for depth, rigor and challenge within our courses. We had also made assumptions about what was supposed to be mastered at each grade level. We needed curriculum maps to help us define at each grade level the student expectations for mastery. Additionally, we needed a document that we could use for new teachers to define learning expectations for their new assignment. Curriculum maps could serve that purpose. Curriculum maps are being used to aide us in our discussions at critical transition points (Kindergarten to elementary, elementary to middle, and middle to high). We could have much more productive conversations about expectations using the maps as points of discussion. Rather than saying, "They are coming to us unprepared," we could use the maps to discuss student outcomes for content and processes from level to level.
 
How did your school/district begin and what were the stages in the process?
We first began the maps for the purpose of vertical articulation and gap analysis. We defined the standards of the Academic Expectations, Program of Studies and Core Content for each grade level and course. At the district level we began to define the critical elements the maps would contain. When that was completed we began work to identify what students should know and be able to do at each grade level and in each course. Our elementary schools worked together to agree upon common expectations for students in the core classes. They then expanded the work to include arts and humanities and practical. In our middle and high schools, each school met twice per month in content areas and by grade levels to work on the maps and discuss vertical and horizontal articulation. By the end of the year we had our first draft. Each of the secondary schools had used a slightly different form but each map contained the critical elements. Arts and humanities teachers and practical living and vocational teachers found it preferable to work as district groups because so many of them had singleton courses. We arranged for them to work together using district funds.
 
Where is your school/district in the development of curriculum maps?
We are in need at this time to refine our curriculum maps. Upon first draft review we observed a need for discussion on rigor and challenge. We have decided to use our maps to begin work on common performance tasks and KCCT-like summative questions for each course. As we work on challenging performance tasks and summative assessments we will need to make revision to the curriculum maps and should see evidence of increased rigor and challenge reflected on our maps. We understand that the work on curriculum maps will be a continuous process. We are going to continue to develop common assessments and as we do we will continue to wrestle with issues such as time to teach, depth of content, rigor, challenge, motivation, differentiation. It will take time to build all of this into our courses and as we do we will see an evolution in our curriculum maps. Analysis of student work on the common assessments will drive the revisions we need to make in curriculum, instruction, and assessment. Our maps will be used by teacher to develop or refine Standards based units of study. We see this as a continuous process of refinement and adjustment based on the needs of our students.
 
What are your next steps in the development of curriculum maps or after completion of maps?
Our next steps include the use of maps to develop common performance assessments and summative assessments. They will also be used by teachers to develop or refine standards based units of study. This cyclic process means that our curriculum maps will be revised often. The work that we are providing at this time represents our first efforts to truly define what students should know and be able to do in each grade level or course. It becomes a map to guide us but also to show progress through revision. It provides points of discussion throughout the district for improvement. It will also be use by principals for classroom observations and discussions for individual teacher growth.
For more information about this map, please contact Felicia Roher, Instructional Supervisor, at Jessamine County Schools.
Note: If you'd like to use this map or amend it to suit your needs, please check below for a handy Microsoft Word version. Just click on the Word icon to open it on your computer, then choose Word's Save As command to save it locally.

CM WJHS Pregnancy and Childbirth.docCM WJHS Pregnancy and Childbirth.doc
CM WJHS Growth and Development through Infancy.docCM WJHS Growth and Development through Infancy.doc
CM WJHS Parenting.docCM WJHS Parenting.doc


Jessamine County High Schools Computer and Technology Applications Curriculum Map
Jessamine County Schools shared this exemplary computer and technology applications curriculum map and description below.

West Jessamine High School
Computer and Technology Applications Curriculum Map

Why did your school/district decide to develop curriculum maps?
We needed to vertically and horizontally align the curriculum and to define student outcomes for each grade level and course. There were gaps in essential content and skills. Upon analysis of our assessments we also found that there was a need for depth, rigor and challenge within our courses. We had also made assumptions about what was supposed to be mastered at each grade level. We needed curriculum maps to help us define at each grade level the student expectations for mastery. Additionally, we needed a document that we could use for new teachers to define learning expectations for their new assignment. Curriculum maps could serve that purpose. Curriculum maps are being used to aide us in our discussions at critical transition points (Kindergarten to elementary, elementary to middle, and middle to high). We could have much more productive conversations about expectations using the maps as points of discussion. Rather than saying, "They are coming to us unprepared," we could use the maps to discuss student outcomes for content and processes from level to level.
 
How did your school/district begin and what were the stages in the process?
We first began the maps for the purpose of vertical articulation and gap analysis. We defined the standards of the Academic Expectations, Program of Studies and Core Content for each grade level and course. At the district level we began to define the critical elements the maps would contain. When that was completed we began work to identify what students should know and be able to do at each grade level and in each course. Our elementary schools worked together to agree upon common expectations for students in the core classes. They then expanded the work to include arts and humanities and practical. In our middle and high schools, each school met twice per month in content areas and by grade levels to work on the maps and discuss vertical and horizontal articulation. By the end of the year we had our first draft. Each of the secondary schools had used a slightly different form but each map contained the critical elements. Arts and humanities teachers and practical living and vocational teachers found it preferable to work as district groups because so many of them had singleton courses. We arranged for them to work together using district funds.
 
Where is your school/district in the development of curriculum maps?
We are in need at this time to refine our curriculum maps. Upon first draft review we observed a need for discussion on rigor and challenge. We have decided to use our maps to begin work on common performance tasks and KCCT-like summative questions for each course. As we work on challenging performance tasks and summative assessments we will need to make revision to the curriculum maps and should see evidence of increased rigor and challenge reflected on our maps. We understand that the work on curriculum maps will be a continuous process. We are going to continue to develop common assessments and as we do we will continue to wrestle with issues such as time to teach, depth of content, rigor, challenge, motivation, differentiation. It will take time to build all of this into our courses and as we do we will see an evolution in our curriculum maps. Analysis of student work on the common assessments will drive the revisions we need to make in curriculum, instruction, and assessment. Our maps will be used by teacher to develop or refine Standards based units of study. We see this as a continuous process of refinement and adjustment based on the needs of our students.
 
What are your next steps in the development of curriculum maps or after completion of maps?
Our next steps include the use of maps to develop common performance assessments and summative assessments. They will also be used by teachers to develop or refine standards based units of study. This cyclic process means that our curriculum maps will be revised often. The work that we are providing at this time represents our first efforts to truly define what students should know and be able to do in each grade level or course. It becomes a map to guide us but also to show progress through revision. It provides points of discussion throughout the district for improvement. It will also be use by principals for classroom observations and discussions for individual teacher growth.
 
For more information about this map, please contact Felicia Roher, Instructional Supervisor at Jessamine County Schools.

Note: If you'd like to use this map or amend it to suit your needs, please check below for a handy Microsoft Word version. Just click on the Word icon to open it on your computer, and then choose Word's Save As command to save it locally.

CMJHS Computer and Technology Applications.docCMJHS Computer and Technology Applications.doc



West Jessamine High School Marketing Curriculum Map

West Jessamine High School shared this exemplary Marketing curriculum map and description below.
West Jessamine High School
Marketing Curriculum Map
Why did your school/district decide to develop curriculum maps?
We needed to vertically and horizontally align the curriculum and to define student outcomes for each grade level and course. There were gaps in essential content and skills. Upon analysis of our assessments we also found that there was a need for depth, rigor and challenge within our courses. We had also made assumptions about what was supposed to be mastered at each grade level. We needed curriculum maps to help us define at each grade level the student expectations for mastery. Additionally, we needed a document that we could use for new teachers to define learning expectations for their new assignment. Curriculum maps could serve that purpose. Curriculum maps are being used to aide us in our discussions at critical transition points (Kindergarten to elementary, elementary to middle, and middle to high). We could have much more productive conversations about expectations using the maps as points of discussion. Rather than saying, "They are coming to us unprepared," we could use the maps to discuss student outcomes for content and processes from level to level.
 
How did your school/district begin and what were the stages in the process?
We first began the maps for the purpose of vertical articulation and gap analysis. We defined the standards of the Academic Expectations, Program of Studies and Core Content for each grade level and course. At the district level we began to define the critical elements the maps would contain. When that was completed we began work to identify what students should know and be able to do at each grade level and in each course. Our elementary schools worked together to agree upon common expectations for students in the core classes. They then expanded the work to include arts and humanities and practical. In our middle and high schools, each school met twice per month in content areas and by grade levels to work on the maps and discuss vertical and horizontal articulation. By the end of the year we had our first draft. Each of the secondary schools had used a slightly different form but each map contained the critical elements. Arts and humanities teachers and practical living and vocational teachers found it preferable to work as district groups because so many of them had singleton courses. We arranged for them to work together using district funds.
 
Where is your school/district in the development of curriculum maps?
We are in need at this time to refine our curriculum maps. Upon first draft review we observed a need for discussion on rigor and challenge. We have decided to use our maps to begin work on common performance tasks and KCCT-like summative questions for each course. As we work on challenging performance tasks and summative assessments we will need to make revision to the curriculum maps and should see evidence of increased rigor and challenge reflected on our maps. We understand that the work on curriculum maps will be a continuous process. We are going to continue to develop common assessments and as we do we will continue to wrestle with issues such as time to teach, depth of content, rigor, challenge, motivation, differentiation. It will take time to build all of this into our courses and as we do we will see an evolution in our curriculum maps. Analysis of student work on the common assessments will drive the revisions we need to make in curriculum, instruction, and assessment. Our maps will be used by teacher to develop or refine Standards based units of study. We see this as a continuous process of refinement and adjustment based on the needs of our students.
 
What are your next steps in the development of curriculum maps or after completion of maps?
Our next steps include the use of maps to develop common performance assessments and summative assessments. They will also be used by teachers to develop or refine standards based units of study. This cyclic process means that our curriculum maps will be revised often. The work that we are providing at this time represents our first efforts to truly define what students should know and be able to do in each grade level or course. It becomes a map to guide us but also to show progress through revision. It provides points of discussion throughout the district for improvement. It will also be use by principals for classroom observations and discussions for individual teacher growth.
For more information about this map, please contact Felicia Roher, Instructional Supervisor at Jessamine County Schools.
WJHS Curriculum Map Marketing Education Grades: 10-12
Note: If you'd like to use this map or amend it to suit your needs, please check below for a handy Microsoft Word version. Just click on the Word icon to open it on your computer, then choose Word's Save As command to save it locally.

CM WJHS Marketing.docCM WJHS Marketing.doc
Karen Kidwell
Office of Next-Generation Learners
Division of Program Standards
500 Mero Street, 18th Floor CPT

Frankfort, KY 40601
(502) 564-2106
Fax (502) 564-9848