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