Curriculum Alignment

Vertical Alignment Curriculum
The curriculum alignment series offered through GEARUP is an Oregon specific adaptation of the AP alignment offered by College Board. The introductory workshop consists of 5 activities to help participants explore current district practices across grade levels. This allows the group to focus attention on the most immediate needs. A PowerPoint presentation outlining the vertical alignment process can be found here
Vertical Alignment PowerPoint.

Below is a short description of the activities:

1. Five prerequisites and five guaranteed outcomes by course- Each participant identifies the most important prerequisite skills and knowledge and the five most likely outcomes for their own class. Participants can write out their outcomes using the worksheet that can be downloaded here (VA_5_outcomes.doc) or can use their own paper. An shortened example of math can be found at here (VA_5_outcomes math_example.doc)
2. Advanced assessment analysis- Given an advanced level prompt, like AP or IB examples, participants examine state standards to identify knowledge and skills needed to succeed. They then articulate related prerequisite skills downward by grade. Examples of Advanced Placement exams for use with this activity can be found at the College Board web site at: http://apcentral.collegeboard.com/apc/Controller.jpf. An optional worksheet for use with this activity can be found here (Task alignment WS.doc)
3. Curriculum layout- Each grade level (or individually, if necessary) lays out the significant teaching for the year. Participants post the major units or topical organizers for the year, the important knowledge and skills for each (using standards documents, when appropriate), the approximate timeline, and then rates the relative significance of each unit/topic on a 4-point scale.
4. Work sample analysis- Participants map out work sample opportunities for students over the course of the year, by grade level and strand. An optional assessment activity can be used to introduce the worksample exercise. Participants can actually complete an example assessment that can be completed at a variety of levels using grade level appropriate content. A math example is provided here (Concert_problem.doc). The concert problem can be completed with a variety of mathematical approaches, including calculus.
5. Debrief of curriculum alignment- Participants discuss the patterns that emerged from the activities, and the implications for local, aligned curriculum. Discussions about next steps may occur at this time, or be locally determined later.

At the end of the workshop participants can choose to pursue one of three paths that are listed in detail in the accompanying activity menus listed below.

1. Create Curricular Alignment: Specify areas of focus by grade level and coordinate expectations, approaches, and materials to create an articulated curriculum sequence.
2. Compare Teaching Practices: Share lesson approaches within targeted topics to improve practice and incorporate external workshop ideas into local classrooms.
3. Improve Assessment Practices: Evaluate local assessment opportunities and practices to ensure equitable and useful assessments for both externally required and internally valued assessment.

For a description of the overall process as well as more specific details related to a particular content area, see the following links: English - Math - Science - Social Studies
To arrange training, please contact Stephanie Carnahan.