The Value of the Curriculum Map

The Value of the Curriculum Map

The Value of the Curriculum Map

The last several years have been challenging for us as math teachers in this district.  The standards that we are tested to are in transition.  We started with the Florida State Standards where all subjects were taught every year with progressively more difficult material introduced.  Two years ago we transitioned to the Next Generation where we taught 1/3 of our topics each year but in more depth. There were fewer standards to teach and more time to be spent in each area. The FCAT test had to be changed to reflect the new standards. This all happened when we changed book vendors from Holt to Big Ideas Math.  But, the changes have not stopped.  We are in the process of changing to Core Curriculum Standards that will align us with other States.  This means that we may have to do another textbook adoption. And, yes, they are phasing out the FCAT Exam in lieu of computer based end of course exams and a Practical Test (like an extended response where the students will be given several hours to solve a multiple step problem to be given weeks before the end of course exam. So, what am I supposed to teach and what will be tested?  Part of the answer is in the Curriculum Map.

A group of experienced teachers will spend part of their summer reviewing suggestions from teachers, the applicable standard for the upcoming year, textbook amendments, and revise or rewrite the Curriculum Map.  That map will cover the sequence of chapters to be taught, supplemental information that can be used, suggested activities and manipulatives, vocabulary words, lesson essential questions,  and of course, the required pacing so that the students can be taught all of the material before they are tested. 

Why are teachers having difficulty completing the curriculum map which means that our students are being asked questions on the FCAT on material they have not learned? Why do students lack motivation and do not want to pay attention in class? Why are absenteeism rates so high and students refuse to do homework?  Part of the answer may be attributed to not completing the instruction of all of the material in the curriculum map.  

 

We are getting students from the Northwest and Hudson Elementary schools that have a passing rate of between 35% and 50% and who have not mastered the skills that they need to start 6^th grade. This results in the students being frustrated so they stop trying because the teacher is speaking a foreign language.  This causes the teachers to get frustrated and forces them to teach elementary school math instead of the curriculum math.  Frustrated and pressured students compound the problem because they do not do homework and have poor attendance.  Finally, every year that the curriculum map is not finished will manifest itself every year after that. I remember talking to the Principal at Pine View Middle School about the strength of their math program.  She attributed the strength of their program to the thoroughness and excellence of the elementary school math program. 

So how do we correct this? Do you have any ideas? Here are some of my ideas that I can expand upon if requested:

1. Get an intensive math teacher or maybe after school/ Saturday school to help students catch up on missed basics.
2. Emphasize attendance and make calls home for accountability
3.  Emphasize homework and make calls home for accountability
4. I am using an interactive notebook so that students have material to help them with their homework.
5. Use e-sembler to send home notes or call to hold students accountable.  E-sembler has some automatic features that can simplify the tasks if the e-mail address is correct.
6.  Implement a student mentor program to help the 6^th grade teachers.

What are your thoughts or comments?