Wiggins (2010) writes: "We tend to define teaching by measuring all the things a teacher is supposed to 'do' rather than all the things a teacher is supposed to 'accomplish'." When teachers think about what they need to do, they need to think about the expected results and how they can best support students in achieving those goals. As they face decisions on the paths of learning in their classrooms, they will find curriculum maps helpful for showing the way. At the New Mexico School for the Deaf (NMSD), teachers have immersed themselves in the process of using curriculum mapping to make sense of teaching. Curriculum mapping, notes Jacobs (2004), is a way to organize information and data in relation to the school calendar. It not only supports individual teachers but also provides a way for schools to bring together all parts of the whole. Within the field of deaf education, the mapping process must take into consideration the language and communication needs of the students. NMSD has tried to address those needs through the compilation of various print and non-print resources and including differentiated activities from which teachers may choose. There is a plethora of information on curriculum mapping available online, including workshops and planners. Each school needs to determine what works best for its program and develop templates to assist in the development of short-term and long-range mapping plans. (Contains 2 resources.)