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Modules Addressing Special Education and Teacher Education

(MAST)

Facilitator’s Guide

Students with Significant Disabilities:

Learning Progressions

Copyright © 2012 East Carolina University.

All rights reserved. Any or all portions of this document may be reproduced and distributed

without prior permission, provided the source is cited as:

Hess, K. (2012). Students with significant disabilities: Learning progressions – A facilitator’s

guide for professional development. Modules Addressing Special Education and

Teacher Education (MAST). Greenville, NC: East Carolina University.

This resource includes contributions from the module developer and MAST Module Project

colleagues Kelly Henderson (Facilitator Guide Editor), Tanner Jones (Web Designer), Diane

Kester (Editor), Sue Byrd Steinweg (Project Director), Bradley Baggett (Graduate Assistant),

and Sandra Hopfengardner Warren (Principal Investigator).

This Facilitator’s Guide is made possible through grants (H325A030106, H325K053082, and

H325T070027) between East Carolina University and the Office of Special Education Programs,

U.S. Department of Education. The contents of this document do not necessarily reflect views or

policies of the U.S. Department of Education, nor does mention of trade names, commercial

products, or organizations imply endorsement by the U.S. Government.

This document is available in alternative formats upon request.

For more information, contact:

MAST Modules (Dr. Sandra H. Warren)

Department of Curriculum and Instruction * College of Education

East Carolina University

119 Speight * Mail Stop 504

Greenville, NC 27858

Phone: 252-328-2699

http://mast.ecu.edu

East Carolina University shall provide equal access to and opportunity in its programs, facilities,

and employment without regard to race, color, creed, religion, national origin, gender, age,

marital status, disability, public assistance status, veteran status, sexual orientation, gender

identity, or gender expression.

http://mast.ecu.edu/

Students with Significant Disabilities: Learning Progessions 3

Facilitator’s Guide



This Facilitator’s Guide is designed to provide additional information and extension activities

that may be helpful to people involved in course instruction or professional development related

to the education of students receiving special education supports.

This guide is based on the accompanying module available at http://mast.ecu.edu . All or parts

of the module can be used to supplement a course, workshop, or presentation. Information

provided in this guide is designed to support you as the facilitator of a one-hour session. It

stresses important points made in the module as well as provides questions/activities to extend

thinking and application of the topics. Each facilitator’s guide includes:

Preparation Suggestions and Materials

Session Agenda

Session Guide and Key Talking Points

Focus and Reflection Questions

Application and Extension Activities

Self-Assessment

Session Evaluation Form

References and Resources

Web Resources

Preparation Suggestions and Materials

Participant Handouts

Power Point presentation slides

Session Evaluation

Supplies

Power Point presentation slides

Technology

Computer, LCD or overhead projector, screen

Microphone and speakers (depending on size of the group)

High speed internet access (URLs for specific content and activities are included in

this guide)

Additional materials for suggested activities

Copies of page 1 of the article “Developing and Using Learning Progressions as a

Schema for Measuring Progress” found at the end of this Guide.

Copies of tables for suggested activities, found at end of this Guide.

http://mast.ecu.edu/


Session Agenda

Introduction (6 minutes)

Session Goal and Objectives (3 minutes)

Set the Course (16 minutes)

Current Alternate Assessment Designs and Design Challenges (14 minutes)

Distinguishing among Access Skills, Foundational Skills, and Academic Content (18

minutes)

Evaluation (3 minutes)

The suggested time allotments for the session’s agenda items are estimates of the minimal time

required to present the content. Group discussion and the suggested activities will likely require

additional time. Facilitators are encouraged to consider the needs of their particular audience as

they plan the delivery and schedule for the lesson.

In addition to the agenda items, this Facilitator’s Guide includes optional Focus and Reflection

Questions, Application and Extension Activities, as well as a link to an online Self-Assessment.

As time allows, these additional resources may be incorporated into the session.

Session Guide and Key Talking Points

► Introduction (6 minutes)

Presentation Guide

What promise do learning progressions hold for Alternate Assessments based on

Alternate Achievement Standards (AA-AAS)?

Introduction to learning progressions – “A horse story”

To begin this module, you will read page 1 of an article (Hess, 2008a) “Developing and

Using Learning Progressions as a Schema for Measuring Progress.” Available at

http://mast.ecu.edu/modules/lpssd/lib/documents/CCSSO2_KH08.pdf and reprinted at

the end of this Facilitator’s Guide.

After reading this introduction, ask participants to think about this question: How is the

training of this head-shy horse similar to applying a learning progressions schema to

instruction and assessment for students with significant cognitive disabilities?

The concepts behind the horse story and possible answers to the open-ended question

will be addressed throughout the module and revisited at the end of the module in the

self-assessment.

http://mast.ecu.edu/modules/lpssd/lib/documents/CCSSO2_KH08.pdf


►Session Goals and Objectives (3 minutes)

Presentation Guide

Goal

The goal of this module is to deepen participants’ understanding of what learning

progressions are and are not and how the use of learning progressions can influence (a)

teacher perceptions of what students can learn, (b) entry points for learning, (c) classroom

teaching and assessment practices, and (d) test designs for developing content and

measuring progress in alternate assessments based on alternate achievement standards (AA-

AAS).

Objectives

Upon completion of the module, participants will be able to:

1. Match each common alternate assessment design (checklist/rating scale, performance

tasks, and portfolios) with its description and identify at least one major challenge

currently presented by each.

2. Distinguish age-appropriate academic content for inclusion in alternate assessments

from foundational skills and/or access skills.

3. Identify examples and non-example of content-specific learning progressions, applying

two guiding principles of learning progressions: having a common unifying thread and

demonstrating increasing complexity, breadth, or sophistication (novice to expert).

► Set the Course (16 minutes)

Presentation Guide

Let’s begin with some background information.

I. What are “learning progressions”?

For the answer, go to one of these articles:

Nichols (2010). What is a learning progression? Available at n

http://mast.ecu.edu/modules/lpssd/lib/documents/Bulletin_12.pdf

Or

Clements & Sarama (2009). Learning trajectories in early mathematics – sequences of

acquisition and teaching. Encyclopedia of Language and Literacy Development (pp. 1-7.

London, ON: Canadian Language and Literacy Research Network. Retrieved July 31, 2010

from http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=270 , pages 1 and 2.

Or

Comment [DDK1]: Start here


Hess (2008): Developing and Using Learning Progressions as a Schema for Measuring

Progress. Available at

http://mast.ecu.edu/modules/lpssd/lib/documents/CCSSO2_KH08.pdf#page=2 . Again can

we include hard copies at end of Guide?

II. Key ideas to remember about learning progressions:

Learning progressions are based in research about how children typically learn and

develop understanding in each content domain.

Learning progress depends on combining best practices in instruction with clear learning

targets, not simply “natural” development over time.

There are several possible inter-related pathways learning progressions can take,

depending on the unifying ideas being learned over time.

Learning progressions are hypotheses about how learning will occur that must be

validated with actual students/student work samples.

III. Connecting the Four Guiding Principles of LPs (Hess, 2008a) to assessing students

with severe cognitive disabilities

Four Interrelated Guiding Principles of Learning Progressions (LPs)

LPs are developed (and refined) using available research.

LPs have clear binding threads that articulate the essential/core

concepts and processes.

LPs articulate movement toward increased understanding.

LPs go hand-in-hand with well-designed/aligned assessments.

Principle 1: LPs are developed (and refined) using available research.

There is currently little existing research about how students with significant cognitive

disabilities (SWSCD) learn academic content. This is in part because SWSCD have not been

expected to learn (due to AA-AAS content assessed) and therefore have not been taught

academic content; teachers of SWSCD often lack the content expertise needed to design

meaningful academic learning that is grade-appropriate; and perhaps an underlying belief

that SWSCD cannot or do not need to learn academic content.

The National Alternate Assessment Center (NAAC) supports the notion that academic

learning progressions for the general student population can serve as a starting point for

designing learning for SWSCD. National content experts and master teachers from both

general and special education have been working in 2010 to develop a learning progressions

frame work using the Common Core State Standards (CCSS)

(http://www.corestandards.org). While the CCSS are not necessarily research-based in their

http://mast.ecu.edu/modules/lpssd/lib/documents/CCSSO2_KH08.pdf#page=2

http://mast.ecu.edu/modules/lpssd/background/www.corestandards.org


development, the NAAC committees, working under the direction of Karin Hess at the

National Center for Assessment and NAAC at the University of Kentucky, have applied

cognitive research to the development of the NAAC Learning Progressions Frameworks

(LPFs) for ELA, mathematics, and science (Hess, 2010, June). Once piloted by teachers in

2010-2012, the NAAC LPFs will be validated and refined using student work analyses and

teacher observations about how SWSCD learn grade-appropriate academic content.

Principle 2: LPs have clear binding threads that articulate the essential/core concepts

and processes.

Development of the NAAC Learning Progression Frameworks using the CCSS began with

identifying the unifying threads – the big ideas – of each content discipline. These big ideas

then were used by national content experts and researchers to articulate key learning targets

for a progression across grade levels that would demonstrate learning of the big ideas. This

key component – an articulated continuum of learning - has been missing in the discussion

of learning progress, not only for SWSCD, but for the general population as well. To see the

NAAC LPF big ideas, read “Identifying learning progressions in Common Core State

Standards for alternate assessments” at

http://www.nciea.org/publications/ASES_%20KH2010%20edits.pdf (Hess, 2010, June).

(Hint: this is an excellent article to download for future use.)

Note: this URL is not in module narrative. In module’s reference list the URL is incorrect.

Principle 3: LPs articulate movement toward increased understanding.

After establishing the big ideas (unifying threads) for the NAAC learning progressions,

development of grade span learning targets began. Careful thought was given to how these

learning targets should be “ordered along a continuum” for academic learning across grade

levels.

In many cases, several big ideas and thus several sets of learning targets were established

with the expectation that student would be learning content described in not just one single

progression, but from several interrelated progressions. For an example, see one of the three

of the draft mathematics progressions for “Measurement” provided on the following pages.

The numbering of learning targets illustrates the general order that the learning is expected

to occur.

Review an example LP at

http://mast.ecu.edu/modules/lpssd/lib/documents/ME_example.pdf.

This could be added to end of Guide

Principle 4: LPs go hand-in-hand with well-designed/aligned assessments.

In a recent 3-year research study, the National Center for Assessment and the National

Center on Educational Outcomes (NCEO) supported by a U.S. Department of Education


General Supervision Education Grant (GSEG) grant worked with the Hawaii Department of

Education and Hawaii teachers grades K-8 to develop Progress Maps (learning

progressions) for mathematics and ELA grade-level benchmarks. Teachers were then asked

to track the progress of struggling learners in their classrooms using formative assessments

aligned with the progress maps and collaborative student work analysis to support learning

(Hess, Kurizaki, & Holt, 2009).

The 2010 findings from this research study (Hess, 2010, April) showed that use of learning

progressions with aligned formative assessments and student work analysis affected:

Changes in teachers’ perceptions of teaching to the content standards

Teachers began to understand what a path to proficiency or “approaching proficiency”

might actually look like for a specific grade level.

Many teachers told us that they had been using the grade-level benchmarks for years,

but never really understood them in this way (how to get to “there” from “here”).

Changes in teachers’ perceptions of low performing learners

Teachers found they had to know the student better in order to “place them” on a

learning continuum – they needed specific formative assessment data and designed

assessments accordingly.

Teachers began to see students according to what the students COULD do, not what

they COULD NOT do (some said it was the first time they had not seen students as

“behind the others”).

Said that indicators in the progressions presented the “big picture” of what students

could do that they could build on and use them with parents and students alike

Changes in teachers’ day-to-day assessment practices

Pre-assessments were used as “entry points” to differentiate instruction.

Pre-assessments focused on the prerequisite skills needed to be successful, not the “end

point” of the continuum (i.e., the benchmark).

Teachers’ use of pre-assessments increased the use of formative assessment data,

including using it as new way to flexibly group students for targeted instruction/support

Teachers' assessments – both formative and summative - had greater focus and therefore

assessment data are more useful.

These research findings - along with other anecdotal feedback from teachers - give us hope

that the use of well-designed learning progressions for planning both instruction and

assessment for students with significant cognitive disabilities will greatly impact teacher

practice and student learning (Hess, June 2010).

► Current Alternate Assessment Designs and Design Challenges


(14 minutes)

Presentation Guide

“States typically begin development of their AA-AAS by adopting a general method to

assess all students participating in the alternate assessment system; however, the specific

assessment tasks and the breadth and difficulty of content included for assessment vary

widely from state to state, even when the test designs are similar” (Hess, Burdge, &

Clayton, in press, p. 3).

Roeber (2002) first articulated the three most commonly used approaches for alternate

assessments:

A portfolio/body of evidence is a purposeful and systematic collection of student work,

collected over time and graded by the teacher. Overall performance is evaluated and

judged against predetermined scoring criteria (e.g., accuracy, independence,

complexity), usually described in a rubric and usually by one of more scorers other than

the teacher.

A performance task/event is a direct, on-demand measure of a skill in a one-to-one

assessment situation (e.g., the student responds to questions about the plot in a

preselected, grade-level, fictional text) and the teacher scores the student responses

according to an answer key. Performance tasks are highly structured and scripted for the

teacher, which strengthens standardization of administration and technical quality.

A rating scale/checklist is a sequential listing of skills, tasks, or activities and requires

teachers to identify whether students are able to perform them or not. Scores are then

based on the number of skills the student is able to perform successfully. Teacher recall

and observation, not student work samples are used to evaluate and make judgments

about performance.

Each common alternate assessment test design struggles to find the balance between

standardization of administration and flexibility to meet individual student needs (Gong &

Marion, 2006). The following table summarizes some strengths and challenges of alternate

assessment designs (adapted from Hess, Burdge, & Clayton, in press, p. 9).


Common AA-AAS Test Designs

Major Strengths Major Challenges

Portfolios Links between curriculum,

instruction, and assessment are

more obvious than in other test

designs because the work

samples are collected over time.

Teachers have the flexibility to

customize assessment tasks to

meet individual student needs.

Requires teacher content expertise in

order to develop multiple assessment

tasks in each content area.

Too much flexibility – individual

customization - can result in lack of

standardization and an overall lack

of technical quality. In other words,

students are not being tested on the

same academic content and

constructs.

Performance

Tasks

Teachers are provided with

structured tasks, increasing

standardization of

administration.

With training, can provide a

high degree of standardization

of performance tasks, increasing

technical adequacy.

Requires extensive development of

comparable assessment tasks that

can be used across large numbers of

students and rotated yearly.

Less flexibility in terms of tailoring

the administration and performance

to a particular student’s needs –

tasks are the same across students

and some students might be

excluded.

Checklists/

Rating Scales

Standardized across standards

assessed, but are flexible in that

assessment activities are

developed by teachers with

specific student needs in mind.

Have some of the same

flexibility and standardization

issues as with portfolio formats.

Variability in scoring is often noted;

sometimes a second scorer is needed

to attain scoring reliability

Often lack student work samples to

validate scores/judgments about

proficiency.

Activity Suggestion

Provide participants copies of the two tables for the examples of Alternate Assessments,

found at http://mast.ecu.edu/modules/lpssd/summary/#1 and at the back of this Guide.

Example #1: While no access skills are assessed on the Academic Learning – Alternate

(VITAL-A), teachers are encouraged to have students practice use of access skills during

learning of academic content. Access skills and foundational skills become the means, not


the end in academic learning. Academic skills and concepts become increasingly more

complex over time/across grades 2-5.

Example #2: Here is a science inquiry example for grades K-5. Academic skills and

concepts become increasingly more complex over time/across grades.

After examining both examples, ask participants to reflect on how the distinctions between

access skills and foundational skills. Then discuss the progressions presented in the right

hand columns.

► Distinguishing among Access Skills, Foundational Skills, and Academic Content (18

minutes)

Presentation Guide

Academic content has been underrepresented in past instruction and research with students

with significant cognitive disabilities and therefore, the “extension” of grade-level content

standards for AA-AAS can sometimes produce assessment targets that miss the mark of

being academic, even though a deliberate development process was used to make “links” to

the alternate assessment targets (Flowers, Browder, Wakeman, & Karvonen, 2007). To

determine whether the content is academic – that is, reading, writing, mathematics, or

science content - and to what degree the AA-AAS includes academic content for instruction

and assessment, one must examine the strength of the content links between the grade-level

content expectations and the content assessed in the AA-AAS at the same grade level or

grade span.

In the table below, there are examples of content that would not be appropriate to include in

AA-AAS assessments because they are only skills that facilitate learning of academic

content, but are not considered academic (adapted from Hess, Burdge, & Clayton, in press,

p. 13).

Access Skills (skills not content-specific, but

often included in IEP goals that

facilitate learning)

Foundational Skills (skills that form the basis or foundation for

learning the academic content that comes later)

Student sustains interest in a

teacher-directed activity.

Student listens attentively to texts

read aloud.

Student develops gross motor

skills.

Reading & Writing

Student demonstrates concepts of print:

tracks print.

Student learns letters and sounds.

Student distinguishes letters from words.

Student generalizes use of pictures,


Student develops fine motor skills.

Student activates a switch to

respond.

Student uses a communication

device.

Student demonstrates visual and

auditory discrimination.

symbols, objects, and actions to identify

their meaning.

Mathematics

Student identifies numbers.

Student counts objects using 1:1

matching.

Student distinguishes numbers from

letters.

Science

Student follows a one-step direction.

Student can identify an obvious external

physical difference (e.g., color, size,

shape) in objects.

Activity Suggestion

Distribute or access copies of the fill-in table of access and foundational skills for writing at

http://mast.ecu.edu/modules/lpssd/lib/documents/Activity02.pdf

. A copy of the fill-in table can be found at end of this Guide.

Ask them in small groups to complete some examples of access skills and foundational

skills for this learning progression in writing (Source: Adapted from Biggam & Itterly.

(2009). Literacy profiles: A framework to guide assessment, instructional strategies and

intervention, K-4).

►Evaluation (3 minutes)

Presentation Guide

Ask participants to complete an evaluation that will help us refine this training to meet your

needs. Thank you.

Activity Suggestion

Provide the evaluation developed for this module (a copy is provided at end of this guide) or

an alternative evaluation.


Focus and Reflection Questions

The following questions are suggestions a facilitator might use to help students/participants gain

additional information and increase depth of understanding of this topic. As the facilitator or

instructor, you will need to consider which of these would be most effective as a discussion

topic, assignment or group activity.

Questions/Topics for Discussion

Insert text- any from author?


Application and Extension activities

Projects or Products

Insert text- any from author?


Self Assessment

A self-assessment with response feedback is available at

http://mast.ecu.edu/modules/lpssd/quiz/.

Participants may take this assessment online to evaluate their learning about content presented

in this module.


Session Evaluation



Please assess your knowledge or skills to apply the goals listed below using the following

rubric:

1 - Limited or no knowledge or skills

2 - Some knowledge or skills to apply in practice

3 - Sufficient knowledge or skills to apply in practice

4 - Sufficient knowledge or skills to apply in practice AND teach to others

Prior to this session, my

knowledge and skills were:

Following this session, my

knowledge and skills are:

1 2 3 4 Session Goals 1 2 3 4

Match each common alternate

assessment design (checklist/ rating

scale, performance tasks, and

portfolios) with its description and

identify at least one major challenge

currently presented by each.

Distinguish age-appropriate academic

content for inclusion in alternate

assessments from foundational and/or

access skills.

Identify examples and non-example

of content-specific learning

progressions, applying two guiding

principles of learning progressions:

having a common unifying thread

and demonstrating increasing

complexity, breadth, or sophistication

(novice - expert).


References and Resources

Biggam, S., & Itterly, K. (2009). Literacy profiles: A framework to guide assessment,

instructional strategies and intervention, K-4. Boston: Pearson Education.

Clements, D. H., & Sarama, J. (2009). Learning trajectories in early mathematics – sequences of

acquisition and teaching. Encyclopedia of Language and Literacy Development (pp. 1-

7). London, ON: Canadian Language and Literacy Research Network. Retrieved July

31, 2010 from http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=270

Flowers, C., Browder, D., Wakeman, S., & Karvonen, M. (2007). Links for academic learning:

The conceptual framework. Charlotte, NC: National Alternate Assessment Center

(NAAC) and the University of North Carolina at Charlotte.

Gong, B., & Marion, S. (2006). Dealing with flexibility in assessments for students with

significant cognitive disabilities. Dover, NH: National Center for the Improvement of

Educational Assessment. Available from

http://www.nciea.org/publications/AERA_BGSM06.pdf

Hess, K. (2008a). Developing and using learning progressions as a schema for measuring

progress. Dover, NH: National Center for the Improvement of Educational Assessment.

Available from http://www.nciea.org/publications/CCSSO2_KH08.pdf

Hess, K. (2008b, June). Using learning progressions to define “good enough” performance for

alternate assessment students. Presentation at the annual meeting of the Council for

Chief State School Officers Large-Scale Assessment Conference, Orlando, FL.

Available from http://www.nciea.org/publications/CCSSO_KH08.pdf

Hess, K. (2010, April). Strategies for helping teachers make better use of assessment results.

Presentation at the Best Practices for State Assessment Systems, Workshop II,

sponsored by the National Research Council, Washington, D.C. Available from

http://www7.nationalacademies.org/bota/Best_Practices_for_State_Assessment_present

ation_Hess.pdf

Hess, K. K. (2010, June). Identifying learning progressions in Common Core State Standards

for use in alternate assessments. Paper present at the ASES SCASS Meeting, Detroit,

MI. Slides retrieved from

http://www.nciea.org/publications/ASES_%20KH2010%20edits.pdf

Hess, K. (Ed.) (2010, December). Learning progressions frameworks designed for use with the

common core state standards in mathematics K-12. National Alternate Assessment

Center at the University of Kentucky and the National Center for the Improvement of

Educational Assessment, Dover, N.H. (updated- v.3) available [online]

http://www.nciea.org/publications/Math_LPF_KH11.pdf


Hess, K., Burdge, M., & Clayton, J. (in press) Instructing and assessing students who may be

candidates for alternate assessments based on modified achievement standards (AA-

MAS). In M. Russell & M. Kavanaugh (Eds.).Assessing students in the margin:

Challenges, strategies, and techniques. Charlotte, NC: Information Age Publishing.

Hess, K., Kurizaki, V., & Holt, L. (2009). Reflections on tools and strategies used in the

Hawai’I Press Maps Project: Lessons Learned from Learning Progressions. Available

from http://www.nciea.org/publications/Hawaii Lessons Learned_KH09.pdf

Hill, B. C. (2001). Developmental continuums: A Framework for literacy instruction and

assessment K-8. Norwood, MA: Christopher-Gordon Publishers.

National Governors Association Center for Best Practices (NGA Center) and the Council of

Chief State School Officers (CCSSO). (2010, June). Common Core State Standards.

Available from www.corestandards.org

Nichols, P. D. (2010). What is a learning progression? Test, Measurement & Research Services

Bulletin, Issue 12, 1-2. Available from

http://www.pearsonassessments.com/NR/rdonlyres/6C8F4D6F-EFB1-47CE-9247-

3712D274190F/0/Bulletin_12.pdf

Roeber, E. (2002). Setting standards on alternate assessments. (Synthesis Report 42).

Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

Retrieved October 22, 2009, from

http://education.umn.edu/NCEO/OnlinePubs/Synthesis42.html

US Virgins Islands Department of Education. (2009). Hess, K. (Ed.) Virgin Islands VITAL-A

Educator Resource Guide (AA-AAS). Charlotte Amalie, St. Thomas: Author.


Developing and Using Learning Progressions as a Schema for

Measuring Progress

Karin Hess, National Center for Assessment, 2008 Do all students have access to instruction of grade-level content? What does a measure of academic

progress with and across grade levels actually look like? Do state content standards provide enough of a

map to plan meaningful instruction within each school year? What guides instructional decisions when

students fall behind, or when instruction focuses on skills and concepts considered to be “below” current

grade level content? To answer these complex and multi-layered questions, we must examine several

important dimensions of standards-based curriculum, instruction, and assessment as we consider

applying a learning continuum schema to measure progress for all students.

What exactly are learning progressions? – A Horse Story First let me start with a story to illustrate a non-school learning progression. When I purchased a 6-

year-old, high-strung, Arabian mare, I had no idea what her past “education” and life experiences had

been, but knew as soon as I began to work with her that she was not the perfect horse I had imagined her

to be. Leichada (a name that roughly translated means “lighten up” in ancient Bohemian) immediately

let me know by her body language that she was head-shy. For those who are not familiar with the term,

it means that she would jerk her head away from anything that came near her face, probably because

she had been hit in the face as a young horse as punishment for misbehaving. This meant, in practical

terms, that I could not easily touch her face or neck, brush or trim her mane, or put on a halter or a

bridle. Since controlling a horse’s head is the key to controlling a horse, I had my work cut out for me.

I am not a horse trainer; so I set out to research available methods to address this problem.

An excellent video by a well-known horse trainer explained that this problem would require something

like moving from the first floor to the top floor of a building. Leaping from the ground to the top floor

without a ladder or stairway was out of the question – this would be accomplished using many small

steps in between, all of which might not look like the final goal of easily putting on a bridle. A variety of

items were suggested as a starting point for this progression of learning in order to desensitize her face

and head (e.g., different-textured materials and objects, large pieces of plastic and crinkly paper, leather

items, etc.) I was to consider these as possible ladder steps (fewer for a steeper rise) or stairs (more

steps for a gentler rise) and place them in order as to which progression might move Leichda forward

towards the learning goal. In other words, I had to consider how each interim learning activity would

be used to map the overall learning pathway, and then provide ample time and opportunity to get

there.

Ultimately, it took many months to consistently touch increasingly “scary” items to her face and head

without a fearful or aggressive reaction. Each step along the way required that I use formative

assessment data to determine what should come next – a new approach? Different material? Shorter

duration, etc.? While I was following a typical learning progression for all head-shy horses, I could not

assume that all horses learn exactly at the same rate or in identical ways. It was also important that I

not lose sight of the ultimate learning goal or I might end up with a horse that could never be ridden (no

bridle), but would happily war all kinds of hats on her head! As an educator, it was hard not to make

comparisons to what I’d done for many years in my classroom – planning, teaching, and then adjusting

the teaching when needed.

Hess, K. (2007, 2008). Developing and using learning progressions as a schema for measuring progress. Dover,

NH: National Center for the Improvement of Educational Assessment (NCIEA), p.1


For Suggested Activity on Alternate Assessment, Example 1

Virgin Islands Test of Academic Learning – Alternate (VITAL-A) (Grades 2-5) Strand 2:

Reading Operations – Applies strategies and skills to comprehend, respond to, interpret, and

evaluate texts

Access Skills used to

learn the academic

content

Foundational Skills:

Early reading skills

needed to extend

reading comprehen.

ability (beyond what

might be learned in

Kindergarten)

A progression of academic skills and

concepts assessed with the VITAL-A

Sight word

recognition

Visual discrimination

Generalizes use of

vocabulary

Student demonstrates

comprehension of

safety words, symbols,

or pictures.

Student reads high frequency words

(e.g., familiar names, personal

interests).

Uses one-to-one

correspondence

Auditory

discrimination

Student matches

letters and sounds.

Student learns

letters and sounds.

Student recognizes and reads basic sight

words from a recommended word list.

Student uses letter-sound relationships

to blend phonemes to make words.

Student reads simple sentences

fluently.

Uses an

augmentative

communication

device

Generalizes use of

vocabulary

Student attends to texts

read aloud or read

independently.

Student describes or retells story events

when presented a prompt.

Student answers who, what, and where

questions about a text read or heard

read aloud.

Student identifies correct sequence

within a given text (story/narrative text

and procedural texts, such as

directions).

Source: Virgin Islands Test of Academic Learning – Alternate (VITAL-A) Grade Span

Expectations/GSEs for Reading (2009, August) for Grades 2-5.


For Suggested Activity on Alternate Assessment, Example 2

Access Skills used to learn

the academic content

Foundational Skills Early

science skills needed to extend

science inquiry ability beyond

what might be learned in

Kindergarten

A progression of

academic skills and

concepts for science

inquiry


Auditory

discrimination

Generalizes use of

vocabulary

Matches descriptive words to

objects

Learns to use more than one

sense to make observations

Uses multiple senses to

collect data/ make

observations with

teacher support


Auditory

discrimination

Generalizes use of

vocabulary

Learns to distinguish

differences

Identifies differences in

observable

characteristics of

materials or events

Uses an augmentative

communication device

Generalizes use of

vocabulary


differences

Identifies similarities in

observable

characteristics of

materials or events

Follows directions

Develops fine motor

and gross motor skills

Learns to count

Learns how to use a T-chart

Records similarities and

differences in teacher-

provided tables/charts

Develops fine motor and

gross motor skills


differences

Sorts objects and

materials by similarities

and differences

Uses an augmentative

communication device

Develops communication

skills

Explains similarities and

differences

Sources: Hess (2008b); US Virgin Islands Department of Education (2009).


For Suggested Activity on access and foundational skills for writing

Documents

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