What is curriculum mapping?
Curriculum mapping is a procedure for collecting data about the actual curriculum in a school district using the school calendar as an organizer. Data are gathered in a format that allows each teacher to present an overview of his or her students’ actual learning experiences. The fundamental purpose of mapping is communication. The composite of each teacher’s map in a building or district provides efficient access to a K-12 curriculum perspective both vertically and horizontally. Mapping is not presented as what ought to happen but what is happening during the course of a school year. Data offer an overview perspective rather than a daily classroom perspective. Curriculum mapping is an extremely useful tool for creating a “big picture” for curriculum decision-making.

Why do curriculum mapping?
Realistic information about the curriculum that learners encounter is essential for decision making. But given the tremendous demands on teachers and schools, it is extremely difficult to gather such data. Even in the same building it is a challenge to find time for discussions among grade levels, departments, and teams. Among buildings, there are virtual Grand Canyons in communication. Integration of curriculum is about vertical as well as horizontal planning. Without a context for looking at students’ experiences over time, we make isolated decisions. Curriculum mapping addresses all of these challenges.

How can curriculum mapping benefit a school district?
The tremendous value of mapping is that educators at a site can edit, review, validate, and develop curriculum and assessment with confidence and in context. With a K-12 overview of what is actually going on in classrooms, individual teachers can build on previous years with more authenticity and better prepare students for the future. During the course of any school year, teachers in a grade-level or interdisciplinary team can plan more easily and coordinate units of study and activities. Departments can make more cogent decisions because they have better information about what is going on not only within the building but also among buildings. A district can match its current assessments with all levels of standards. It is virtually impossible for any one person or committee to stay on top of the curriculum. Mapping provides a direct, honest and accessible tool to help all parties in the district carry out that task.

What is shown on the map?
Three types of data are collected: a brief description of the content (whether it is student centered, interdisciplinary, or discipline based); a description of the processes and skills emphasized; and the nature of the assessment the student produces as evidence of growth.

Do maps make the curriculum standard and rigid?
No—quite the opposite! Rigidity occurs when communication is weak and revision is cumbersome. Mapping promotes a living curriculum because it deals with real time. Teachers can “tell it like it is” rather than cope with a bureaucratic approach to describing the flow of their classrooms. The possibility for changing and upgrading the curriculum is increased when a map is entered on a computer. Mapping promotes informed autonomy.

Will mapping change the way we make curriculum decisions?
In general, districts find that they rely less on committees and more on site-based curriculum cabinets. Given that it is the school district that each student attends, the focus of curriculum planning should be there. The district can also best serve learners by coordinating site-based cabinets on issues and questions regarding transitions, benchmarks, and major initiatives with K-12 implications. More time should be spent at the school sites for planning curriculum and assessment. A school site becomes increasingly effective with more reliable data for making functional decisions, and mapping provides that data.