Increasingly, teachers are complaining that they have been left out of the decision-making process in terms of curriculum development. There has been a growing impetus for shared decision making and shared leadership. A curriculum mapping process is described which was successfully implemented in a large middle school. Through this mapping process, teachers listed the learning outcomes which existed in their taught curriculum. After developing educational goals and conducting education needs assessments, this curriculum mapping process was used to develop a Curriculum Monitoring Process. This consisted of three phases: (1) developing a written curriculum keyed to teachers' daily implementation through a learning outcome checklist; (2) monitoring curriculum implementation through a learning outcomes checklist; and (3) analyzing the congruence among the written, taught, tested, and learned curricula. The curriculum guide used to develop the written curriculum lists the department, strand, and grade level, the general concepts, time allotted to teach each concept, the learning outcomes indicating concept mastery, available resources, and method of evaluation. How this Curriculum Monitoring System was developed and implemented is described and briefly evaluated. (JD)