2008  
Fowler Elementary School District

[Curriculum mapping] encompasses so many aspects of learning and student achievement. It goes much deeper than you realize at first glance. Everyone says they have so much on their plate. We finally realized that mapping IS the plate! The other initiatives (differentiation, ELL strategies, assessment for learning, notetaking, etc.) all fit into the maps. 
                                                                     -- Karen Watkins 
                                                                         Fowler Elementary School District, AZ

In 2004, leaders at Fowler Elementary School District began investigating curriculum mapping as a means to align curriculum and help teachers discuss their curriculum. Today, curriculum mapping has become not only a cornerstone of the academic program at Fowler, but also serves as the hub which guides other initiatives in all district schools.

We asked Karen Watkins, Curriculum Coordinator at Fowler, for insight into her district's success.

Collaborative Learning, Inc.: What made you decide to start curriculum mapping?
Karen Watkins: Along with increased accountability and standards-based teaching and learning came the need to examine and align our curriculum. The natural path was to utilize curriculum mapping as the tool for this work.

CLI: When did you start?
KW: We began learning about mapping during the 2004-2005 school year and formed a district mapping cabinet that fall. In the spring of 2005 the cabinet researched mapping tools and selected CLI.

CLI: Who led the charge?
KW: Vivian Martinez, our Assistant Superintendent for Educational Services at the time, was instrumental in getting curriculum mapping started in our district. She and I attended one of Dr. Heidi Hayes Jacob’s sessions in Washington, D.C. in the fall of 2004. We realized after the training that we couldn’t do this on our own. Vivian had the initial vision and provided the district level support needed to begin our mapping journey.

CLI: How has mapping most benefited the district?
KW: The biggest benefit that mapping has provided is the opportunity for teachers to dialog, share, and plan together to improve instruction for our students. The greatest success we have had, I believe, is with the growth and development of our district leadership. Each school is represented by two teachers who serve on the District Curriculum Mapping Cabinet. Most of the cabinet members have attended the Curriculum Mapping Institute during the summer and truly understand and value mapping. They are leading the mapping initiative at each of their respective schools and come together to design the mapping journey for the district.

CLI: Looking back, what was your biggest obstacle?
The biggest obstacle we had to overcome was time. Initially, it was difficult to find time for teachers to complete and discuss their maps. Principals now set aside time each month for completing maps and having conversations around them. Time is also set aside for monthly school council and district cabinet meetings. We still struggle to find adequate time to meet across the district.

CLI: What was your biggest surprise?
KW: It encompasses so many aspects of learning and student achievement. It goes much deeper than you realize at first glance. Everyone says they have so much on their plate. We finally realized that mapping IS the plate ! The other initiatives (differentiation, ELL strategies, assessment for learning, notetaking, etc) all fit into the maps.

CLI: What are your plans for the future?
KW: Our District Cabinet has recently decided that we are ready to make our districtwide Essential Master Maps available to parents, community members, and fellow educators. I am in the process of making that transition. We will also be developing Essential Questions for our maps and identifying Key Vocabulary terms. We are working towards having students use maps to evaluate their own learning and to tie our quarterly report cards to our maps.

CLI: What advice would you give to other schools that want to begin mapping?
KW: Take your time! For our district, moving to curriculum mapping was a huge change and we knew that it would be very difficult for some people. We took things slowly and listened to the feedback from our cabinet members since they were the ones working closely with the teachers. When they told us we were moving too quickly, we listened and modified our plan. It is also important for the district cabinet to know that they ultimately make decisions to guide the mapping initiative in the district; that it truly is a bottom up initiative.

Fowler Elementary School District is located in the southwest part of Phoenix, Arizona and has a student population of about 4,800 K-8 students. Approximately 80% of students are Hispanic and 75% qualify for free or reduced lunch. Fowler currently has five K-5 elementary schools and two middle schools. A Pre-School Center is under construction and new elementary and middle schools are in the planning stages.