"Kallick and Colosimo have created a terrific book to help readers consider the next steps in using curriculum mapping, assessment, and technology to generate vibrant and productive learning communities. "
"By bringing together the best tools of technology, the most current research, and the classical mind-set of great educators,this bookwill help schools everywhere consider the essential questions that great teachers ask, not just in one classroom but across disciplines and grade levels."
From the Foreword by Heidi Hayes Jacobs
"Kallick and Colosimo have created a terrific book to help readers consider the next steps in using curriculum mapping, assessment, and technology to generate vibrant and productive learning communities."
Bena Kallick, Ph.D is a private consultant providing services to school districts, state departments of education, professional organizations, and public agencies throughout the United States and abroad. Kallick received her doctorate in educational evaluation at Union Graduate School. Her areas of focus include group dynamics, creative and critical thinking, and alternative assessment strategies for the classroom. Formerly a Teachers' Center director, Kallick also created a children's museum based on problem solving and invention. She was the coordinator of a high school alternative designed for at-risk students. She is co-founder of Performance Pathways, a company dedicated to providing easy to use software for curriculum mapping and assessment tracking and reporting, an integrated suite. She is presently a strategic advisor for SunGard Public Sector K-12 on behalf of Performance Plus, a transformational new product based on the work of Performance Pathways. She is known for her practical approach to making curriculum mapping and assessment a catalyst for improving teaching and learning.
Kallick's teaching appointments have included Yale University School of Organization and Management, University of Massachusetts Center for Creative and Critical Thinking, and Union Graduate School. She was formerly on the Board of the Apple Foundation, the Board of Jobs for the Future and Weston Woods Institute. She presently serves on the Board of Communities for Learning.
Her work with Dr. Art Costa has led to the development of the Institute for Habits of Mind (instituteforhabitsofmind.com), an international institute that is dedicated to transforming schools into places where thinking and Habits of Mind are taught, practiced, valued and have become infused into the culture of the school and community. The Institute provides services and products to support bringing the Habits of Mind into the culture of schools and the communities they serve.
She and Art Costa have just completed an online course for EduPlanet21, a company that is dedicated to Professional Development for Educators using the most contemporary tools and thinking to be successful engaging students as 21st century learners. In addition, she is the Program Director for this company.
Jeff Colosimo is a cofounder and the current CEO of Performance Pathways Inc., a technology company specializing in data-driven curriculum and assessment solutions. Colosimo has become a nationally recognized business leader and successful entrepreneur as a result of his commitment and innovative work over the past fifteen years in the K–12 education technologies industry. In his past experience as the founder and president of two other technology companies, AlterNet Performance and Alternate Solutions, his innovative work in the field led to several awards, including Ernst and Young’s Entrepreneur of the Year in 1997, Arthur Anderson’s Best Practices Award in 1998, and a “Top 100 Hot Emerging Company” national ranking by ComputerWorld magazine in 1998.
Foreword by Heidi Hayes Jacobs
About the Authors
Introduction to Case Studies
1. Transforming to a Data-Informed Culture
Creating a Vision
Curriculum Mapping as a Data Source
Assessment Results as a Data Source
Using an Action Plan to Monitor Process
2. Transforming the Culture Through Incentives
Time as an Incentive
New Roles for Teachers as Incentive
Teaching and Learning Councils in a Building
Subject Area Coaches
3. The Intersection of Curriculum and Assessment
Creating the Standards-Based School System
Assessment Data: Individual Classroom
Assessment Data: Benchmarks Across Grades or Courses
Assessment Data: State Results
Curriculum Data: Individual Classroom Level
Curriculum Data: Across and Within Course or Grade Level
The Intersection of Curriculum Mapping and Assessment
4. Leading With Data
Using State Assessment Data
A Protocol for Studying State Assessment Data
Comparing State Results and Curriculum Mapping Data
Performance Data From Local Benchmark Assessments
Protocol for Analyzing Benchmark Assessments and Maps
Protocol for Analyzing Student Work in Relation to Their Maps
Curriculum Mapping Data
Protocol for Checking the Quality of the Map
Protocol for Curriculum Dialogue
5. Case Study #1: The West Seneca Central School District
Overcoming Roadblocks to Success: Persevering to Make Curriculum Mapping Work!
Curriculum and New Teachers
Curriculum in West Seneca
The Prologue to Curriculum Mapping
Zooming In on Two Schools
Professional Learning Communities
Addressing Obstacles That Can Impede Progress
Shared Input and Decision Making
Resources & Incentives
Examining Data and Curriculum Maps
6. Case Study #2: Colonial Elementary School
Above and Beyond: A Story of School Improvement
Building Principal as the Model for Data Analysis
First Faculty Meeting of the Year: Reflect on the Past and Plan for the Future
Getting Ready for the New School Year: The Data Pipeline
Reflective Questions for Math Pre-assessments
Creating Time for Data Analysis
7. Case Study #3: West Chester East High School
A High School Journey From Individual to Cohesive Curriculum
8. Tips for Staying the Course