Vertical Alignment

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Vertical Alignment

• Mark Endsley,
• Educational Consultant
• GEARUP.ous.edu

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• The academic intensity of the students high
  school curriculum still counts more than anything
  else in pre-collegiate history in providing
  momentum toward completing a bachelors degree.

THE TOOLBOX REVISITED Paths to Degree Completion
From High School Through College, Clifford
Adelman, U.S. Department of Education, 2006
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What Is Taught Matters!Students Can Rise to
theLevel of the Curriculum and the Assignments
Given Them.
www.edtrust.org
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Grade 10 Writing Assignment
A frequent theme in literature is the conflict
between the individual and society. From
literature you have read, select a character who
struggled with society. In a well-developed
essay, identify the character and explain why
this characters conflict with society is
important.
www.edtrust.org
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Grade 10 Writing Assignment
Write a composition of at least 4 paragraphs on
Martin Luther Kings most important contribution
to this society. Illustrate your work with a
neat cover page. Neatness counts.
www.edtrust.org
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Qualities of Vertical Alignment

• There are multiple avenues for developing
  vertically aligned curriculum
• Supporting teacher choice about the best
  development path(s) encourages buy in and success
• Efforts must be sustained over multiple years
  with activities evolving in the framework, NOT
  dropped to be replaced by something else
• The best learning is shared and supported
  between colleagues. Outside expertise is only
  used when participants seek it out

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A Model for Vertical Alignment

• Introduction (equivalent of 1 day)
• Five prerequisites and five outcomes
• Advanced assessment analysis
• Curriculum layout
• Classroom assessment analysis
• Debrief and choose alignment pathway

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Pathways to Vertical Alignment

• Create Curricular Alignment
• Specify Grade Level Outcomes
• Develop Aligned Knowledge and Skill Sequences
• Compare Teaching Practices
• Conduct reviews of lesson design
• Research-discuss best practice/ conduct
  collaborative design sessions
• Improve Assessment Practices
• Compare and develop classroom assessments
• Compare grading/scoring consistency

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5 Enduring Outcomes

• On the handout (or a piece of paper), list 5
  prerequisite skills or knowledge students must
  possess to succeed in your class
• Next, list the 5 skills and/or knowledge every
  student will possess as outcomes at the end of
  your class (students who pass your class)
• Post your results by grade level on the wall

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Levels of Response

• Write
• Write a paragraph
• Write narrative texts for varied purposes
• Write supported ideas using facts, opinions,
  examples, and details appropriate to audience and
  purpose

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5 Enduring Outcomes

• On the handout (or a piece of paper), list 5
  prerequisite skills or knowledge students must
  possess to succeed in your class
• Next, list the 5 skills and/or knowledge every
  student will possess as outcomes at the end of
  your class (students who pass your class)
• Post your results by grade level on the wall

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Processing the Outcomes

• What patterns do you observe within each grade
  level?
• What patterns do you observe across grade levels?
• What do you conclude about student experience and
  teacher expectations based on the patterns you
  see?

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Vertical AlignmentAn Assessment Example

• Use the standards documents provided to you to do
  the following
• List the knowledge and skills required to
  successfully complete the advanced task
• List the developmentally appropriate knowledge
  and skills needed at the grade level you teach
  (pick one level) to prepare students to learn the
  advanced knowledge and or skills implied by the
  task
• What must be considered across grade levels to
  account for developmental differences?

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Processing the Outcomes

• What patterns do you observe within each grade
  level?
• What patterns do you observe across grade levels?
• What do you conclude about student experience and
  teacher expectations based on the patterns you
  see?

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Grade Level Curriculum

• Use chart pack to record the curriculum taught by
  grade including
• Unit title (or other organizing principal, e.g.
  theme, novel, era, etc.)
• Major concepts addressed
• Approximate time frame
• Relative importance
• 4 Major emphasis repeated over multiple units
  and assessments
• 3 Major emphasis within this unit spanning
  multiple weeks of instruction including
  substantial assessment
• 2 Moderate coverage of concept(s). May or may
  not include significant assessment
• 1 Minor emphasis, touching on concept(s).
  Assessment is minimal or non-existent.

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Processing the Outcomes

• What patterns do you observe within each grade
  level?
• What patterns do you observe across grade levels?
• How do these patterns compare with the Outcomes
  activity from earlier?
• What do you conclude about student experience and
  teacher expectations based on the patterns you
  see?
• What do your conclusions indicate should happen
  to coordinate desired outcomes with curricular
  practice?

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Work Sample Opportunities

• On post its, describe the classroom assessment
  opportunities for targeted standards (e.g.
  writing) students have in your classroom
• What area of focus or strand?
• What do students have to do?
• Post the opportunities on the grid by grade level
  and (approximate) month

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Oregon Classroom Assessment

• Work sample/portfolio (classroom assessment)
  requirements
• Writing
• Speaking
• Mathematical Problem Solving
• Scientific Inquiry
• Career Related Learning
• Extended Application of Knowledge and Skill
• Optional
• Reading
• Social Science Analysis
• Visual and Performing Arts
• Second Languages
• Physical Education
• Health

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Worksample Opportunities

• On post its, describe the classroom assessment
  opportunities for targeted standards (e.g.
  writing) students have in your classroom
• What area of focus or strand?
• What do students have to do?
• Post the opportunities on the grid by grade level
  and (approximate) month

20
Processing the Outcomes

• What patterns do you observe within each grade
  level?
• What patterns do you observe across grade levels?
• What do you conclude about student experience and
  teacher expectations based on the patterns you
  see?

21
Pathways to Vertical Alignment

• Create Curricular Alignment
• Specify Grade Level Outcomes
• Develop Aligned Knowledge and Skill Sequences
• Compare Teaching Practices
• Conduct reviews of lesson design
• Research-discuss best practice/ conduct
  collaborative design sessions
• Improve Assessment Practices
• Compare and develop classroom assessments
• Compare grading/scoring consistency