KEYS To

48 CURRICULUM
MAPPING
Step 5: Developing an Action PIan
The final step of the initial curriculum mapping cycle is to create a plan
of action based on the large-group findings. Grade level leaders, department
chairs, specific classroom teachers, the curriculum director, building adminis-
trator, or curriculum mapping coordinator can facilitate the planning process.
The following steps provide guidelines and suggestions for going forward
and addressing the issues.

o Categorize the issues by

e Grade level and/or content area
o Combination of grade levels or content areas
r Building
o District
r Decide on a definite timetable, including an estimated time frame for
addressing each specific issue. Some obvious issues can be addressed in
a relatively short time frame, while other issues will require long-term,
districtwide involvement.
o Establish a committee or responsible parties to address the specific issues.
. As the plan is implemented and each specific issue is resolved, the respon-
sible parties, or committee members, will report back to the faculty and
the appropriate changes will be made on the maps. See Figure 3.13 for a
planning guide template and Figure 3.74 for an example of a completed
action plan.

During some large-group sharing sessions, particular issues can be resolved

immediately. The following story illustrates this point.

"You Mean I Don't Have to Teach Dinosaurs?"

A large-group review session revealed that only one of the four fourth
grade teachers was teaching a dinosaur unit. It was also noted that all
second grade teachers included dinosaur units in the second grade
curriculum. As this was recorded on the flip chart as a possible gap,
one fourth grade teacher jumped to her feet and asked, "I'm the one
teaching dinosaurs, and I'm wondering why I'm the only one?" The
other fourth grade teachers responded that they had decided two years
ago that it would remain in second grade. She looked surprised and
relieved as she said, "No one told me, but I am SO happy because I
hated teaching that unit!" Everyone laughed but at the same time real-
ized hol,r, little communication had been taking place within or across
grade levels.
It made one u,onder how long this would have continued had there
not been mapping. It also raises a question about the mind-set of her
students as they once again were taught the dinosaur unit.