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Vertical Alignment Document Study Vertical Alignment Documents “The Guidelines for Your Lane” (Part 2 of Implementation Guide). Region 18 ESC TOT 2010. Objectives Pre-assess the understanding of VAD using CSCOPE Implementation Rubric.
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Vertical Alignment Document Study Vertical Alignment Documents “The Guidelines for Your Lane” (Part 2 of Implementation Guide) Region 18 ESC TOT 2010
Objectives • Pre-assess the understanding of VAD using CSCOPE Implementation Rubric. • Determine degree of change between content standards of consecutive grade levels. • Identify which content standards are introduced or transformed in a particular grade level. • Discover how the VAD can be used to identify gaps in the standards. Region 18 ESC TOT 2010
Region 18 ESC ECISD TOT September – December 2010 Region 18 ESC TOT 2010
Region 18 ESC ECISD TOT September – December 2010 Region 18 ESC TOT 2010
Region 18 ESC ECISD TOT September – December 2010 Region 18 ESC TOT 2010
Pre-assessment of Vertical Alignment Document Implementation CSCOPE Implementation Rubric Region 18 ESC TOT 2010
Level 5 Processes and Tools Vertical Alignment Study • Determine the degree of change between content standards of consecutive grade levels. • Identify which content standards are introduced or transformed in a particular grade level. Region 18 ESC TOT 2010
Activity 1 Using the Vertical Alignment Document Region 18 ESC TOT 2010
2 1 3 VERB(S) Region 18 ESC TOT 2010
Introduced or Transformed TEKS • An introduced Student Expectation would start in “your lane” and continue from there. • A transformed Student Expectation would stop in “your lane” or could be an altered Student Expectation. Region 18 ESC TOT 2010
Activity 2 Using the Vertical Alignment/TEKS Clarification Document to identify gaps in the standards. Region 18 ESC TOT 2010
Specificity Specificity determines the rigor and complexity of the content that must be provided through instruction. Region 18 ESC TOT 2010
2 1 3 Region 18 ESC TOT 2010
Specificity Debrief • Were there any changes in specificity (cognitive and/or content) from one aligned grade level to the next? What were those changes? • What reasons could account for a change in specificity? • How is specificity important to instruction? • What would happen if portions of the specificity were omitted or moved to another grade level? Region 18 ESC TOT 2010
Mix – Freeze – Pair - Share Mix – Freeze – Pair - Share Region 18 ESC TOT 2010
What is the importance of the Vertical Alignment Document Study? • When should teachers participate in the VAD Study? • What might the campus learn as a result of the VAD Study? Region 18 ESC TOT 2010
Where do we go from here? • Level 5 implementation of a vertical alignment study would expect teachers to continually look for and identify gaps in learning with incoming and outgoing students. • A VAD study must occur prior to the beginning of each school year. • The results of the VAD study must be documented. • The discoveries from the study must drive the professional dialogue of the professional learning community. • The findings from the study and professional dialogue lead to better instructional decisions and better prepared students. Region 18 ESC TOT 2010
