Differentiating Levels of a Learning Progression How to complete this document: The purpose of this document is to provide a framework for thinking about how your project distinguishes the level of your progression at which a student is performing. The “Task” column on the left describes an action, task, or other interaction that the student participates in. The next two columns describe two potential ways of completing, answering, or interacting with the task: one way would describe a student at level 1 of your learning progression and the other would describe a student at level 2 of your learning progression The next column, labeled “Explain”, is your change to explain how these two columns differ, or distinguish between levels 1 and 2. The fifth column is optional, but allows you to add any additional information that may not have been captured by the other columns in the table. Pages 3 through 5 ask for the same information distinguishing between levels 2-3, 3-4, and 4-5 respectively. If a single task in your project distinguishes between more than two levels, feel free to list it on multiple pages. If your Learning Progression has more than five levels, you should copy the page and change titles, as needed. In all of these tables you may add extra columns or rows, or adjust the size of cells, as needed.

Discriminating between levels 1 and 2 Task Example Responses Explain Additional Notes Level 1 Level 2

Discriminating between levels 2 and 3 Task Example Responses Explain Additional Notes Level 2 Level 3

Discriminating between levels 3 and 4 Task Example Responses Explain Additional Notes Level 3 Level 4

Discriminating between levels 4 and 5 Task Example Responses Explain Additional Notes Level 4 Level 5