Learning Progressions in K-8 Classrooms: How Progress Maps Can Influence Classroom Practice and Perceptions and Help Teachers Make More Informed Instructional Decisions in Support of Struggling Learners (NCEO Synthesis Report)
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University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO)
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A report describing perceptions and practices of Hawaii teachers using progress maps (learning progressions) to inform their understanding of how struggling learners progress during the school year in language arts or mathematics. Participants included (K-8) elementary and middle school teachers from six Hawaii public schools. Each teacher selected five students in his or her classroom to document progress and collect work samples from at least two quarters during the 2010-2011 school year; several of these students were ones who might have been eligible for and participated in an Alternate Assessment based on Modified Achievement Standards (AA-MAS) if Hawaii had developed one. Multiple data collection tools and processes were developed for use in this project and are described in the report. Findings from the year-long effort addressed (a) teachers' reflections on practice (instruction, assessment, and instructional decisions), (b) teachers' perceptions on learners and learning pathways, (c) facilitated collaboration sessions), and (d) unanticipated activities. This report addresses each of those, as well as the implications of the project for professional development support.
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NCEO Synthesis Reports;No. 87
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The Center is supported through a Cooperative Agreement (#H326G050007)
with the Research to Practice Division, Office of Special Education Programs,
U.S. Department of Education. This report was funded
with partial support from the Multi-state GSEG Toward a Defensible
AA-MAS. This project is supported by General Supervision Enhancement
Grants (#H373X070021) from the Research to Practice Division,
Office of Special Education Programs, U.S. Department of Education.
Opinions expressed herein do not necessarily reflect those of the U.S.
Department of Education or Offices within it.
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Hess, Karin K. (2012). Learning Progressions in K-8 Classrooms: How Progress Maps Can Influence Classroom Practice and Perceptions and Help Teachers Make More Informed Instructional Decisions in Support of Struggling Learners (NCEO Synthesis Report). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/173798.
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