Vertical Alignment

Mark Endsley, Educational Consultant GEARUP.ous.edu

The academic intensity of the student’s high school curriculum still counts more than anything else in pre-collegiate history in providing momentum toward completing a bachelor’s degree.

THE TOOLBOX REVISITED: Paths to Degree Completion From High School Through College, Clifford Adelman, U.S. Department of Education, 2006

What Is Taught Matters!

Students Can Rise to the Level of the Curriculum and the Assignments Given Them.

www.edtrust.org

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 character’s conflict with society is important.” www.edtrust.org

Grade 10 Writing Assignment

“Write a composition of at least 4 paragraphs on Martin Luther King’s most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts.” www.edtrust.org

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

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

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

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

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”

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

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?

Vertical Alignment:

An 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?

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?

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.

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?

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

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

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

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?

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