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Honoring or acknowledging or developing with an interdisciplinary has to be intentional.

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This will be important in thinking about measuring on-track progress. Or will on-track progress go away?

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Should lead to good feedback to help students progress,
Help identify student misconceptions,
Help teachers build knowledge in their discipline.

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Learning progressions need to come first!  How do we support teacher development and understanding around the need for these?

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The ETS.org/cbal progressions for ELA are interesting... not as user friendly as TCRWP-- but intellectually - some fun gymnastics.  How do we create things for all content that are user friendly?

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The ETS.org/cbal progressions for ELA are interesting... not as user friendly as TCRWP-- but intellectually - some fun gymnastics.  How do we create things for all content that are user friendly?

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No longer is it simply “did a student get it or not get it,” but creating ways for teachers to identify how students are approaching a concept so they can provide more meaningful feedback.

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"Competency education already challenges the policy that all students should take the same exams at the same time for the sake of accountability purposes" -this is going to not only challenge when we administer assessments, but it also will change how, where, and why.

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The what we teach is possibly not as important as the HOW we teach.  Learning about how students learn is truly important to empowering them to be owners of their own learning.  Teachers need to be able to provide meaningful feedback about who they are as learners to guide them on the right path.

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Open mind and a sprinkle of caution...

This will be very different for some of our teachers and parents

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 and building teachers’ content knowledge. We cannot underestimate the value in helping teachers build knowledge on their discipline within competency education. This is one of the big shifts – instead of teaching a math curriculum, educators are focused on helping students to learn (and perhaps love) math. Teaching and learning is a process of inquiry.

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 and building teachers’ content knowledge. We cannot underestimate the value in helping teachers build knowledge on their discipline within competency education. This is one of the big shifts – instead of teaching a math curriculum, educators are focused on helping students to learn (and perhaps love) math. Teaching and learning is a process of inquiry.

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It makes sense to organize instruction around how students learn. We have more to learn about how students learn.

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Though there's lots of opportunity here, learning progressions are in the early stages of development.  Took away that the focus is on:
1. Inquiry
2. Multiple paths to the same goals
3. Learning and subsequently formative rather than summative assessment.

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The focus on formative assessment and development is good for all students.  "We believe every student can learn with the right mix of instructional support and learning opportunities, therefore we need to make sure that the formative feedback to students is actually helpful for students to progress."

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The focus on formative assessment and development is good for all students.  "We believe every student can learn with the right mix of instructional support and learning opportunities, therefore we need to make sure that the formative feedback to students is actually helpful for students to progress."

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Further research and work is needed to develop not only learning progressions but also to understand their effectiveness and role in education.

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Learning Progressions precede Competencies, challenge current accountability policies, learning progressions help develop formative assessment capacity in teachers