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They have been helpful with staying on task.

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They have been helpful with staying on task.

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Provides the teachers with knowledge of required content to be delivered. 

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Provides the teachers with knowledge of required content to be delivered. 

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They have helped with guiding and modeling for teachers.

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These maps have created a viable curriculum based on prioritized standards. When planning, instructionally, we are able to chunk learning based on the map and the learning targets within.

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Curriculum maps give an overview of how and when standards are rolled out throughout the school year.

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Curriculum maps give an overview of how and when standards are rolled out throughout the school year.

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It has been helpful to see across all units how many times a target will be taught. This helped with developing reteaching plans and helped with determining pacing. #CHS

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It has been helpful to see across all units how many times a target will be taught. This helped with developing reteaching plans and helped with determining pacing. #CHS

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Providing teachers with specific prioritized standards.

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Providing teachers with specific prioritized standards.

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When thinking about spiraling missed learning targets into future lessons 

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When thinking about spiraling missed learning targets into future lessons 

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It helps teachers see how standards can build upon one another. 

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It helps teachers see how standards can build upon one another. 

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They have been helpful knowing when specific LTs are being taught again when we are doing data analysis

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Offers teachers suggested thematic foci.

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Offers teachers suggested thematic foci.

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I LOVE the curriculum maps. I've been pacing instruction for a few years now using them. My teachers enjoy them as well as they look for my pacing calendars that I provide for them using the curriculum maps.

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I LOVE the curriculum maps. I've been pacing instruction for a few years now using them. My teachers enjoy them as well as they look for my pacing calendars that I provide for them using the curriculum maps.

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The provide a clear pacing for instruction.

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Draws attention to which standards aren't covered multiple times.

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Draws attention to which standards aren't covered multiple times.

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Resounding, YES!

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Yes

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YES

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Teachers can maintain a balanced literacy focus seamlessly.

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Teachers can maintain a balanced literacy focus seamlessly.

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This would be helpful, but it could overwhelm some teachers when planning. Perhaps have two versions available - one with and one without?

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No it should incorporate both.

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ONE TEXT TYPE - MS

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one

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Yes, focus on one text type! Please keep this...kiddos need to spend intentional time with the academic vocabulary per literary / informational standards / text
#middleSchool

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MS

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HS - Both in each unit: appreciate the balanced literacy focus.

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HS - Both in each unit: appreciate the balanced literacy focus.

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MS: I enjoy focusing on one reading type text, however, I would love to see a paired text from the opposite text type that aligned to the theme.

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MS: I enjoy focusing on one reading type text, however, I would love to see a paired text from the opposite text type that aligned to the theme.

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Maybe one genre at 6th grade and integration more for 7th and 8th

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Maybe one genre at 6th grade and integration more for 7th and 8th

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The extended text should focus on one, but teachers should supplement with the secondary text type.
Middle and High School

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One text type: In a perfect world, both would ensure constant exposure. However, looking a data, students are struggling with one text type. Throwing both in might be more of a struggle for our population of struggling readers. 

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One text type: In a perfect world, both would ensure constant exposure. However, looking a data, students are struggling with one text type. Throwing both in might be more of a struggle for our population of struggling readers. 

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1 type per unit to allow for editing and revising.

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1 type per unit to allow for editing and revising.

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One text type for each unit due to time constraints

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one per unit

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It's difficult for teachers to cover writing in depth, so it's helpful for them to be able to go in depth with one at a time.

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1 text type- teachers seem to have a harder time incorporating multiple writing types more so than multiple reading genre types. 

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1 text type- teachers seem to have a harder time incorporating multiple writing types more so than multiple reading genre types. 

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This would allow for standards to be cycled through more frequently. There are more opportunities for Major assessments, and it would be less standards to cover each unit. This could also 'free' up time towards the end of the year for review.

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One text type per unit. Our students are struggling to master writing learning targets. There is a lot of pressure to "just get it done", yet, writing trends are proving that students need more time and exposure.  

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One text type per unit. Our students are struggling to master writing learning targets. There is a lot of pressure to "just get it done", yet, writing trends are proving that students need more time and exposure.  

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One per unit. I would also like to see a focus on a short response and extended response for each unit.

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One per unit. I would also like to see a focus on a short response and extended response for each unit.

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One text type per semester.  We have always struggled with completing both writing tasks effectively.  At times, the second writing type is forced to become a project-based approach.

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One text type per semester.  We have always struggled with completing both writing tasks effectively.  At times, the second writing type is forced to become a project-based approach.

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9 weeks 4 units

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HS - One writing text type per unit.  This will give teachers and opportunity to teach with fidelity.  Also, the time constraints pose an issue.

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HS - One writing text type per unit.  This will give teachers and opportunity to teach with fidelity.  Also, the time constraints pose an issue.

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So long as unit 1 is extended, all others could be balanced and divided

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If the current learning targets remain, 8-9 weeks would be more ideal. We have struggled to meet the 6 week pacing this school year. 4 unit would be ideal to make this happen. 

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If the current learning targets remain, 8-9 weeks would be more ideal. We have struggled to meet the 6 week pacing this school year. 4 unit would be ideal to make this happen. 

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I think that the length of units should be determined based on the need of the learning targets within the unit. For example, Unit 1 may only need 6 weeks, but Unit 2 may need 9 weeks.

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I think that the length of units should be determined based on the need of the learning targets within the unit. For example, Unit 1 may only need 6 weeks, but Unit 2 may need 9 weeks.

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6 weeks works for me

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Curriculum Maps help to support teaches’ efforts to track how many of the required standards, content and skills have been addressed and what remains to be covered.

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They were useful in planning out our year and helping us validate our thematic choices and the expected skills and standards for each thematic unit.

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They have been helpful in the on level and honors courses, but less so in AP, since they do not correlate with the College Board unit progression.

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They have been somewhat helpful with instructional planning to see a suggestion of how to pair/sequence standards. The great (and terrible) thing about ELA standards is that they are fluid and do not necessarily need to be taught in a specific order. It would be great if there were more flexibility as to which standards are to be focused on for a particular unit.

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The leveling of the learning targets has been helpful to see how students may need scaffolding to reach the proficiency level of a learning target.

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Both text types

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One type.

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The length of the unit would have to be data driven and adjusted accordingly. It would be contingent upon you students mastery of the concept or skill.

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9 weeks at a minimum -- six weeks is way too short if we take into account the time it takes introducing a new unit and concepts, students completing formative tasks with enough time for teachers to grade, give feedback, and adjust instruction at the same time, and a final assessment, not to mention all of the random holidays and PD days that take instructional time away from a unit. Six week units constantly make me feel rushed, which hinders my instruction and effectiveness as a teacher.

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This is hard to judge, as we have to adjust units to fit what students need. My average unit is about 6 weeks long (about 3 units a semester) but that's not always the set time... it might be a month for one and 2 months for another unit, depending on the complexity of the key standards we're addressing and students' background in that unit.

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4-6 weeks (depending on age and ability level)