Professional Development Worksheet: Horizontal Alignment and Data

Analysis (Formative and Summative Assessments)

Contents
Standards-Based Curriculum.................................................................................................................1
A Highly Effective Curriculum...............................................................................................................2
Curriculum Vertical Alignment.............................................................................................................3
Department ______________________________________..................................................................4
Getting to Work: Horizontal Alignment Work in Department Teams.............................................5
Horizontal Alignment: Course v Grade Level.......................................................................................6
Departmental Plan for Horizontal Alignment......................................................................................6
Unit Template for Horizontal Alignment..............................................................................................7
Data Analysis...............................................................................................................................................8
Context......................................................................................................................................................9
Eight Data Pieces......................................................................................................................................9
Classroom Assessments: Formative and Summative Assessment.......................................................9
Appendix A – Examples of Vertical Alignment....................................................................................9
Appendix B - Blueprint for Unit Horizontal Alignment....................................................................10
Appendix C – Assessment (Formative, Summative) Best Practices..................................................11
Appendix D – Horizontal Alignment: Advantages and Attributes...................................................13
Appendix E – Guidelines for Past Student Performance Discussions..............................................15

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Standards-Based Curriculum

The standards-based curriculum is the body of academic, content knowledge and skills students
are expected to know and be able to do based on their participation within the school experience.
It includes broad descriptions of content and skill areas that students are expected to meet. This
curriculum also correlates to specific standards in each academic area.

 Content
 Skills
 Standards

Assessments are linked directly to the content and skills contained in the standards-based
curriculum. The standards-based curriculum outlines graduation requirements, that specify the
subjects and skills that should be taught at each grade level.

Department Standards:

o English: ACT Readiness

o Math: ACT Readiness
o Science: ACT Readiness
o Social Studies: ACT Readiness (reading) and
MO Learning Standards (2)
o Counseling (DESE – School Counseling
Curriculum)
o Fine Arts: MO Learning Standards
o PE: MO Learning Standards and GLEs
o Theology: Bishops Framework
o World Languages: MO Learning Standards or ACTFL Standards
Work on the school’s standard-based curriculum includes both horizontal and vertical
alignment.

Horizontal Alignment: the degree to which an assessment matches the corresponding content
standards for a subject area at a particular grade level.

Vertical Alignment: the scope and sequence of the standards and how they expand across the
grades.

I can’t just teach to one grade level. I must be aware of the content our students were taught and
expected to learn last year, and I need to know what students will be taught in future grades so
that I can teach them accordingly.

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A Highly Effective Curriculum

A highly effective curriculum is both guaranteed and viable. A Guaranteed and Viable
Curriculum (GVC) is the construct that articulates how each student will receive a
comprehensive, equitable, rigorous, and standards-based education, across all grade-levels,
in all subject areas.

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Curriculum Vertical Alignment

Department ______________________________________

Department chairs will access their department’s vertical alignment curriculum map located in
their department’s folder in the Sip – Curriculum Team.

Review your vertical alignment curriculum map with your department. Look at the examples in
Appendix A. Using these examples and the guidance in today’s PD session, revise your
department’s vertical alignment using the table below. Before lunch, department chairs should
complete the exit ticket reviewing today’s department activities.

Grade Level Student Learning Outcomes (skills-based)

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Getting to Work: Horizontal Alignment Work in Department Teams

Setting the Context

We discussed this piece on horiztonal alignment , published by Bellarmine College Preparatory,

the Jesuit high school of San Jose, CA
Using the department’s current resources including the workbook, the department’s poster, the
vertical alignment map, current course curriculum/syllabi, and standards, department members
will work at grade level and course-level to horizontally align their curriculum to ensure student
equity, teacher innovation, and a community of learners.

Horizontal Alignment: Course v Grade Level

Courses such as Freshman Biology should be easy to align because all freshman Biology classes
should have same outcomes. Grade level alignment is more challenging because distinct courses
need to have similar outcomes. For example, Physics should have similar outcomes with
Anatomy and Physiology. Write the current courses for your department and identify current
teachers who teach that course.
Course Name Teachers

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Departmental Plan for Horizontal Alignment

After identifying the courses and teachers who will be impacted by conversations about
horizontal curriculum alignment, departments will create a plan for achieving horizontal
alignment for both courses and grade level.
 Create a timeline by month (October 2023, November 2023, January 2024, February
2024, March 2024, April 2024) that outlines your plan.
 Identify your objective(s) for each month: what do you hope to accomplish regarding
horizontal alignment by the end of each month?
 Identify roles for individuals in your department: who will be responsible for achieving
the individual objectives?
Write your timeline and a short prospectus paragraph below. A prospectus paragraph describes
the various elements of the project.

Date Objective Leader

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Unit Template for Horizontal Alignment

After creating your plan, you can begin to create unit plans that align for both courses and grade-
levels using the template below. Copy and complete the template below to ensure horizontal
alignment for courses and grade-level classes.

Course Name:_____ No. of Units_______ Grade Level ______________

Unit Pacing SLOs Standard(s) Summative

Name (Duration) Assessment
s

Here is an example of a completed template for one unit or see Appendix B.

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Data Analysis

Context

De Smet Jesuit High School collects student data. During SIP we will analyze eight data pieces
to track student growth& achievement, develop appropriate student learning interventions, and
make decisions to increase student achievement.

Eight Data Pieces

1. ACT – two pre-ACT tests taken as freshmen and sophomores; ACT taken as
juniors/seniors.
2. Classroom Assessments – tied to SLOs and the standards-based curriculum (summative
and formative).
3. Learning Plans – from OnCampus.
4. Student Past Performance Data (from previous class) – from OnCampus
5. The Profile of the Graduate at Graduation Student Portfolio – student reflections
6. Student Goal Setting and Expectations – for each class.
7. Student and Parent Perception Surveys – at end of course/year.
8. Data generated from our Sophomore Conversations & Senior Insignis.
Classroom Assessments: Formative and Summative Assessment

In department meetings, we will regularly talk about student data. Today’s conversation will
focus on formative and summative assessments.
Formative Assessments: Checkpoints along the way that assess how students are progressing
towards learning objectives. These are usually low-point values or have no point value.
Summative Assessments: A final, evaluation of what students learned. One might also see this
as an assessment of a final product or project.
In today’s activity, you will work with another member of your department to peer review one of
your formative and summative assessments using this peer review activity. If helpful, please
review this handout on best practices for formative and summative assessments or Appendix C.

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Appendix A – Examples of Vertical Alignment
 Ohio English Vertical Alignment K-12
 High School Science Vertical Alignment
 Social Studies Vertical Alignment

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Appendix B - Blueprint for Unit Horizontal Alignment

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Appendix C – Assessment (Formative, Summative) Best
Practices

De Smet Jesuit High School

Assessment (Formative, Summative) Best Practices

General Approach
Set Clear Learning Objectives/Outcomes:
 Start with well-defined learning objectives/outcomes that outline what you want students to
know or be able to do.
Choose Appropriate Assessment Methods:
 Common assessment methods include quizzes, polls, peer assessments, concept maps, and
observations.
 Leverage educational technology tools and platforms to facilitate assessments, track progress,
and provide instant feedback.
 Use a variety of assessment types to cater to different learning styles and objectives.
 Encourage student involvement in creating and designing formative assessments. This can
promote engagement and a sense of ownership in the learning process.
Help Students Prepare
 Ensure that students understand the purpose of the assessment and what is expected of them.
Use rubrics if applicable
 Offer students practice questions or sample tasks that align with the assessment's format and
content to help them prepare effectively.
 Pilot test questions for clarity and fairness.
Frequency of Assessments:
 Incorporate formative assessments regularly throughout the learning process
 Ensure that the assessment can be completed within a reasonable time frame. Consider the
complexity of the tasks and the time available.
Secure and Ethical Grading:
 Ensure that grading is consistent, unbiased, and conducted ethically, adhering to established
grading standards and practices.
 Create an environment where students feel comfortable sharing their true understanding. Offer
anonymous or non-graded formative assessments to reduce fear of failure.
 Create questions and tasks that are free from cultural or gender biases and do not disadvantage
any group of students.
 Ensure the security of assessment materials to prevent cheating or unauthorized sharing of
information.
Creating the Assessment
Align assessment to the appropriate cognitive level
 Assessments should align with the objectives and instructional methodology to ensure they
measure the desired outcomes.
Balanced Coverage:

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  Assess a balanced representation of the content and skills taught throughout the instructional
period.
Review and Revision:
 Review and revise assessment items for clarity, accuracy, and relevance regularly.
 Seek input from colleagues or experts in the field to ensure the quality of the assessment.
 Stay informed about current research and best practices in assessment.
Feedback/Follow Up
Transparency and Feedback:
 After grading, provide students with feedback on their performance and areas for improvement.
 Share the assessment results in a transparent and constructive manner.
Data Analysis and Use:
 Analyze the results to identify trends and areas where students may need additional support
and differentiate your teaching approach accordingly.
 Reflect on the effectiveness of the assessment in measuring learning objectives.
 After each assessment, have students reflect on their performance, identify areas of
improvement, and set goals for future learning

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Appendix D – Horizontal Alignment: Advantages and Attributes

Horizontal alignment of a course means there is consistency of student experience across teachers of the
same course. Students taking the same course should be working towards the same learning outcomes,
they should be challenged by the same level of rigor, and their learning progress should be measured in
the same way, regardless of who is teaching the class. Alignment is important because it brings both
student equity and the advantages of building a learning community. But leaving room for teacher
autonomy is also important. At Bellarmine we’re targeting an “80% alignment” model which brings the
benefits of alignment while also supporting teacher creativity and personal teaching style. (Note: 80% is
presented here as an approximate target, not a precise one.)
Advantages of Alignment
When implemented effectively, horizontal alignment can free teachers from duplicating effort while also
delivering several important advantages:
Equity for Students
Horizontal alignment brings equity and fairness for students. It ensures that students taking the same
course at a school have a similar experience, regardless of which teacher is teaching the course. They are
working towards the same learning outcomes, and those outcomes are measured in similar ways.
Additionally, aligning levels horizontally facilitates vertical alignment discussions that ensure all students
are adequately prepared to advance between levels.
Teacher Innovation
Alignment allows us to get a better return on our best ideas. When our courses have more in common in
terms of content and structure, it makes it easier to share ideas regarding curriculum and instruction.
Discussion of new ideas becomes a part of the workflow and the alignment lowers the barriers to teachers
borrowing ideas from one another. When alignment is implemented well, individual creative work is
made even more valuable because it is more likely to benefit more students.
Building a Community of Learners
Alignment helps us grow as a community of learners. Course level teams not only provide a structure for
the discussion of new ideas, they also make it easier for us to support each other as we implement. They
also provide a ready-made support system for the onboarding of new faculty. When we are aligned and
moving in the same direction, it is easier to talk strategically about curriculum and instruction and where
we want to go next as a level team and as a department.
Attributes of Horizontal Alignment
An important first step toward horizontal alignment is reaching a common understanding of what
alignment looks like so that expectations of teachers are clear. At Bellarmine we are targeting an
alignment model that does not mean teachers are marching uniformly in lock-step with no room for
individual style and creativity. It does, however, mean teachers agree to key attributes of the course:
Learning Outcomes
Teachers of the same course should agree on a core set of learning outcomes of the course. This includes
both the content to be covered and the skills to be developed. The outcomes should be discussed not only

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at the course level but also at the unit level. Agreement on learning outcomes helps to ensure all students
will be ready for the next level.
Level of Rigor
Teachers of the same course should challenge students with the same level of rigor. This begins with a
common understanding of the knowledge and skills students are expected to bring to the course. But
teachers should also agree on the pacing of the course, the amount of homework to assign, and the degree
to which students should be challenged and supported during the semester.
Measurement of Learning
Teachers of the same course should agree on a common rubric for assessing student mastery and
achievement of the team’s desired learning outcomes. Together, they should design and deliver
assessments that are very similar in content, rigor, and form, so that all students are measured in the same
way and there is consistent meaning of grading feedback across all sections.
A Note about Course Materials
Course materials need not be identical, but they should be agreed upon by the level team in the spirit of
our alignment model. For example, if a textbook is the main resource of a course then teachers should
agree on the same textbook and use it in similar ways. But they may also choose to leave room in the
semester to supplement individually with other materials. For a course in which a collection of primary
sources is used, teachers could agree to variation (e.g. choosing different Shakespeare plays) as long as
there is also agreement that the materials chosen are in alignment in terms of outcomes, rigor, and
measurement of learning.
The Importance of Autonomy
Discussion of alignment often raises valid concerns regarding the preservation of teacher autonomy. It’s
true that aligning a course means a teacher cannot do whatever he or she wants with the course. There
needs to be coordination and agreement. But even in the context of alignment, teacher autonomy is
preserved in several ways.
First, decisions regarding curriculum and instruction still belong to teachers. With alignment, many of
the decisions are collective, but teachers are still making those decisions based on their experience and
expertise as professionals.
Second, our goal is to implement a model of alignment that is not rigid and allows room for teacher
choice. A guideline of 80% alignment gives teachers the opportunity to teach favorite lessons or to try
new ideas, while still giving students a common experience across all sections of the course. Further, the
balance of alignment can be achieved in different ways. The Geometry Team, for example, might agree
to reserve two weeks of the semester for individual teacher choice. The English 1 Team might agree to
select three course novels as a team, leaving the remaining two to teacher choice, with the stipulation that
the novels meet the objectives of the course.
Lastly, our model of alignment does not ask for uniformity of teaching style. The personal style and
unique creativity teachers bring to the classroom make Bellarmine the special place that it is. At the same
time, student achievement of learning outcomes is closely tied to the choices teachers make regarding
instructional practice. So there should be an informed, shared understanding among teachers regarding
how different types of instruction engage students and help to achieve outcomes.

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Appendix E – Guidelines for Past Student Performance
Discussions

Guidelines for Productive Conversations about Students

Assume Positive Intent

Respect Confidentiality

Maintain Professionalism

Focus on Student Well-Being

Use Specific examples/Recent Information

Lead to Action

Peer-Peer Teacher Evaluation Form

Use the outline below to assess your colleague’s conversation. For each of the provided guidelines,
provide the appropriate score using the Likert scale (1-Strongly Disagree, 2-Disagree…etc), any helpful
comments. Complete the evaluation for each peer in your group.

During the conversation about the student, did the teacher:

Teacher Name: 1 2 3 4 5
Assume Positive Intent
Respect Confidentiality
Maintain Professionalism
Focus on Student Well-Being
Use Specific examples/Recent Information
Lead to Action

Comments:

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