1. What is a Learning Progression ? “A learning progression is a sequenced set of sub-skills and bodies of enabling knowledge it is believed students must master en route to mastering a more remote curricular aim.” W. James Popham in Transformative Assessment 2008 What is a Learning Progression ? “A learning progression is a sequenced set of sub-skills and bodies of enabling knowledge it is believed students must master en route to mastering a more remote curricular aim.” W. James Popham in Transformative Assessment 2008 Common Core Reading Learning Progressions During the school year 2012- 2013 selected Hillsboro Elementary School teachers and staff from grades kindergarten through sixth grades developed the Hillsboro School District Reading Learning Progressions. The Reading Learning Progressions are available at: http://sresource.homestead.com/index.htmlhttp://sresource.homestead.com/index.html Common Core Reading Learning Progressions During the school year 2012- 2013 selected Hillsboro Elementary School teachers and staff from grades kindergarten through sixth grades developed the Hillsboro School District Reading Learning Progressions. The Reading Learning Progressions are available at: http://sresource.homestead.com/index.htmlhttp://sresource.homestead.com/index.html Most Pivotal Instructional Adjustment Points: The reading learning progressions “help teachers identify the most important adjustment points to be made while they monitor the effectiveness of their ongoing instruction.” W. James Popham in Transformative Assessment 2008 Most Pivotal Instructional Adjustment Points: The reading learning progressions “help teachers identify the most important adjustment points to be made while they monitor the effectiveness of their ongoing instruction.” W. James Popham in Transformative Assessment 2008 Adjustment Points on the Learning Progressions: The adjustment points on the learning progressions are highlighted in purple. The adjustment points are pre- assessed at the beginning of each quarter. This year we are assessing the informational text reading standards. Adjustment Points on the Learning Progressions: The adjustment points on the learning progressions are highlighted in purple. The adjustment points are pre- assessed at the beginning of each quarter. This year we are assessing the informational text reading standards. Adjustment Points assessed on Quarterly Pre-Assessment: The pre-assessments for kindergarten through grade six are modeled after the Smarter Balanced Assessment Consortium (SBAC) with selected and constructed response questions. All adjustment points are pre-assessed. Adjustment Points assessed on Quarterly Pre-Assessment: The pre-assessments for kindergarten through grade six are modeled after the Smarter Balanced Assessment Consortium (SBAC) with selected and constructed response questions. All adjustment points are pre-assessed.

2. DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - CjDOK 2 - ClStandard Path to DOK 2 Informational Text Learning Progressions Answer questions about details or examples in an informationa l text previously read in class. Understand the meaning of the words/terms standard academic language: details, examples, refer, explicit, draw inferences Answers who, what, when, where and how questions about details or examples found explicitly in the text. Conceptual Development Asks or answers questions about details in a text demonstrating an understanding that details and examples can provide information explicitly found in the text. Draws basic inferences (not too implicit) using details and examples from the text. Locates information that is explicitly found in the text or for drawing inferences. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Student NAME 1Little Red Riding Hood  2Jack and the Beanstalk  3Little Engine that Could  4Big Bad Wolf 5Baby Bear  After the Pre-Assessment: “The teacher can note an entire class score or scores of students that are of concern. “Learning Progressions, in an almost literal sense, become the maps that provide guidance on how best to carry out formative assessment. “ W. James Popham in Transformative Assessment 2008 After the Pre-Assessment: “The teacher can note an entire class score or scores of students that are of concern. “Learning Progressions, in an almost literal sense, become the maps that provide guidance on how best to carry out formative assessment. “ W. James Popham in Transformative Assessment 2008 Instructional Adjustments for Informal Formative Daily Assessment: Students who miss questions at a DOK-1 level may need decoding or language support and differentiation. Students who miss questions at a DOK-2 level may need skill /concept and strategy support and differentiation. Instructional Adjustments for Informal Formative Daily Assessment: Students who miss questions at a DOK-1 level may need decoding or language support and differentiation. Students who miss questions at a DOK-2 level may need skill /concept and strategy support and differentiation. DOK 1 DOK 2 Standard 1Red Riding Hood 2Jack  3Little Engine  4Big Bad Wolf Challenge 5Baby Bear  Select activities and tasks from these sub-skills. Select skills, concept development and strategies from these sub-skills. Students who missed no questions. Common Formative Assessment: At the end of each quarter students can be given a Common Formative Assessment. The CFA does not assess the Instructional Adjustment Points. The CFA does assess the end goal – “The Standards” – for that quarter. Common Formative Assessment: At the end of each quarter students can be given a Common Formative Assessment. The CFA does not assess the Instructional Adjustment Points. The CFA does assess the end goal – “The Standards” – for that quarter.

3. Step 1 Teacher becomes familiar with the quarter learning progressions for each common core standard.Teacher becomes familiar with the quarter learning progressions for each common core standard. Step 2 Students are given a pre-assessment to measure instructional adjustment points (sub- skills) needed for standard mastery.Students are given a pre-assessment to measure instructional adjustment points (sub- skills) needed for standard mastery. Step 3 Teachers note student pre-assessment results on the Learning Progression Class Check List.Teachers note student pre-assessment results on the Learning Progression Class Check List. Step 4 Instructional adjustments for Informal Formative Assessments are made by the teacher based on student need.Instructional adjustments for Informal Formative Assessments are made by the teacher based on student need. Step 5 Students are given a Common Formative Assessment at the end of the quarter to measure progress.Students are given a Common Formative Assessment at the end of the quarter to measure progress.