1. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

2. Learning Progressions – Examples Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

3. Learning Progression Development Who develops learning progressions? Teachers Content specialists Researchers Slide 1 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

4. Time Spans Slide 2 Progressions Reflect Different... Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

5. Slide 3 Progressions Reflect Different... Levels of Granularity Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

6. Building a Learning Progression (LP): Process Examined national documents and state curricula Engaged in conversations Created a draft LP from resources and discussions Reviewed and revisited LP, several iterations produced Used LP to develop learning goals and success criteria Used data and feedback for ongoing revisions and refinements to LP Slide 4 Social Studies Progression: East Union Community School District, IA Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

7. Scarcity K-23-56-89-12 Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives. The economic trade-offs that individuals and households weigh when making decisions involving the use of limited resources. Choices usually involve tradeoffs: people can give up buying or doing one thing in order to buy or do something else. Good judgment in making personal choices related to spending and saving. Predicts short-term and long-term financial consequences based on current choices. How economic incentives influence the economic choices made by individuals, households, businesses, governments, and societies to use scarce human capital and natural resources more efficiently to meet their economic goals. Types of resources and that they are limited. The goods and services that the local school and community provide and the people who provide them. Ways goods and services are produced and distributed. The differences between producers and consumers in a market economy. The relationship between economic goals and the allocation of scarce resources. Wide disparities exist between the “haves” and “have-nots” of the world in terms of economic well- being. Wide disparities exist across the globe in terms of economic assets and choices. Slide 5 Social Studies – Economics Essential Concept: Scarcity Handout 2.2.1 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

8. Scarcity Learning Progression: Jason Riley *This video was created for the Assessment for Learning Project, 2009-10, in partnership with the Assessment and Accountability Comprehensive Center (AACC), and the North Central Comprehensive Center (NCCC) through support of U.S. Department of Education Award #S283B050057. Slide 6 Jason Riley Iowa Teacher, Video* Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

9. Slide 7 Developing a Learning Progression Between Standards Standards are too big for planning daily lessons and for formative assessment Building Blocks Represent an inherent progression of incremental learning that will need to occur between the standards Reflect changes that occur in students’ thinking and the development of skills Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

10. Process Identify a target standard Consult relevant standards from the previous grade and the following grade Establish boundaries of anticipated prior knowledge, as well as any “hidden” prior knowledge Plot the possible intermediate steps, or building blocks, that will move towards the standard Articulate how the learning progression will prepare students for the following grade level Slide 8 Developing a Learning Progression Between Standards Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

11. Slide 9 Developing a Learning Progression Between Standards: ELA Text Complexity RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.1.6 Identify who is telling the story at various points in a text. RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. CCR Anchor Standard 6 Assess how point of view or purpose shapes the content and style of a text. Handout 2.2.2 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

12. Slide 10 Developing a Learning Progression Between Standards: ELA example Target and Anchor Standards RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. CCR ANCHOR STANDARD 6: Assess how point of view or purpose shapes the content and style of a text. Relevant Prior Knowledge RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.3 Describe how characters in a story respond to major events and challenges. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events “Hidden” prior knowledge: The reader may have more information than any one of the characters or the narrator. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

13. Slide 11 Developing a Learning Progression Between Standards: ELA example Building Block Block 1 (Extend prior knowledge) Recognize that characters and narrator can express themselves through different language styles or tones as clues to their point of view. Block 2 (Extend prior knowledge) Understand that what characters say and do provide clues as to their points of view. Block 3 (Extend prior knowledge) Characterize the character and/or narrator point of view in relation to an aspect of the text (e.g., theme, event, moral dilemma). Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

14. Slide 12 Developing a Learning Progression Between Standards: ELA example Building Block Block 4 (Move beyond prior knowledge) The reader understands that her prior experiences and background knowledge inform her point of view Block 5 (Move beyond prior knowledge) The reader understands that she has different information than narrator/character such as having an overview perspective and that this can inform her point of view Block 6 (Move beyond prior knowledge) The reader understands her point of view in relation to aspects of the text (e.g., theme, event, moral dilemma) Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

15. Slide 13 Developing a Learning Progression Between Standards: ELA example Building Block Block 7 (Move beyond prior knowledge) In sections of longer texts or short stories, be able to identify which points of view are being expressed in which sections and one’s own point of view in relation to the specific section being read. Block 8 (Move beyond prior knowledge) Consider what has been learned from reading the various sections of the text (Block 1) about different characters’ point of view, and one’s own, to generate more holistic conceptions and differentiations of characters’ and own points of view. Students develop a consolidated perspective of the various points of view. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

16. Slide 14 Developing a Learning Progression Between Standards: Math example 3.OA.1 5 x 7 (symbol; shortcut to repeated addition) 3.OA.1 5 x 7 (symbol; shortcut to repeated addition) Sample Building Blocks Standard: Operations and Algebraic Thinking Interpret the products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. Handout 2.2.3 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

17. Slide 15 Developing a Learning Progression Between Standards: Math example 3.OA.1 Prior knowledge 2.OA.4 (repeated addition 5+5+5+5+5) 5 x 7 (symbol; shortcut to repeated addition) 3.OA.1 Prior knowledge 2.OA.4 (repeated addition 5+5+5+5+5) 5 x 7 (symbol; shortcut to repeated addition) Sample Building Blocks Standard: Operations and Algebraic Thinking Interpret the products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. Step 1: Identifying the boundaries of prior knowledge Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns and write an equation to express the total as a sum of equal addends Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

18. Slide 16 Developing a Learning Progression Between Standards: Math example 3.OA.1 Prior knowledge 2.OA.4 (repeated addition 5+5+5+5+5) Repeated addition, larger numbers (e.g., 2+2+2+2+2+2+2+2) 5 x 7 (symbol; shortcut to repeated addition) 3.OA.1 Prior knowledge 2.OA.4 (repeated addition 5+5+5+5+5) Repeated addition, larger numbers (e.g., 2+2+2+2+2+2+2+2) 5 x 7 (symbol; shortcut to repeated addition) Sample Building Block Step 2: Extending the boundaries of prior knowledge Students can practice using these different representations in science (planning rows of plants for a class garden, counting tally marks in data collection) and art (counting, grouping, and arranging shapes, objects, colors). Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

19. Slide 17 Developing a Learning Progression Between Standards: Math example 3.OA.1 Prior knowledge 2.OA.4 (repeated addition 5+5+5+5+5) Repeated addition, larger numbers (e.g., 2+2+2+2+2+2+2+2) 5 “five times” (language) 5 x 7 (symbol; shortcut to repeated addition) 3.OA.1 Prior knowledge 2.OA.4 (repeated addition 5+5+5+5+5) Repeated addition, larger numbers (e.g., 2+2+2+2+2+2+2+2) 5 “five times” (language) 5 x 7 (symbol; shortcut to repeated addition) Sample Building Block Step 3: Moving beyond the boundaries of prior knowledge to new knowledge This important linguistic Building Block prepares students for the conceptual shift from addition to multiplication. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

20. Slide 18 Developing a Learning Progression Between Standards: Math example 3.OA.1 Prior knowledge 2.OA.4 (repeated addition 5+5+5+5+5) Repeated addition, larger numbers (e.g., 2+2+2+2+2+2+2+2) 5 “five times” (language) 5 x 7 (symbol; shortcut to repeated addition) 3.OA.1 Prior knowledge 2.OA.4 (repeated addition 5+5+5+5+5) Repeated addition, larger numbers (e.g., 2+2+2+2+2+2+2+2) 5 “five times” (language) 5 x 7 (symbol; shortcut to repeated addition) Sample Building Block Step 3: Moving beyond the boundaries of prior knowledge to new knowledge Introduce multiplication as a shortcut to repeated addition. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

21. Your Turn Use Handout 2.2.4 to review the Learning Progression Handouts. What are the key features of the progressions (e.g., time-span, granularity, purpose)? Which type of progression from the examples would be the most useful in your situation? What are the elements of the progressions that would be important to include for your content area? How do learning progressions support the process of formative assessment? Slide 19 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

22. A Fork in the Road You’ve had an overview of Learning Progressions. You can stop here and move on to Module 3 (Learning Goals and Success Criteria). If you feel ready to develop your own Learning Progressions, continue with the rest of Module 2. Slide 20 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel