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In August, visitors were from 49 states and District of Columbia! September 2021 visitors (so far) are highlighted: AK, AL, AR, AZ, CA, CT, CO, DE, District of Columbia, FL, GA, HI, IA, ID, IL, IN, KS, KY, LA, MA, MD, ME, MI, MN, MO, MS, MT, NC, ND, NE, NJ, NH, NM, NY, NV, OH, OK, OR, PA, RI, SC, SD,TN, TX, UT, VA, VT, WA, WI, WY, & WV
Below is the growing list of 2021 visitors from around the world. In August, educators from 43 different countries and provinces!
September's visitor locations are highlighted below:
Albania, Algeria, American Samoa, Argentina, Australia (Australian Capital Terr., New South Wales, South Australia, Queensland, Tasmania, Victoria, Western Australia), Austria, Bahrain, Bangladesh, Belgium, Botswana, Brazil, Cambodia, Canada (Alberta, British Columbia, Ontario, Manitoba, Newfoundland and Labrador, Nova Scotia, Prince Edward Island, Quebec, Saskatchewan, Yukon), Chile, China, Columbia, Cyprus, Czechia, Curacao, Denmark, Egypt, Ecuador, French Polynesia, Finland, France, Germany, Greece, Guam, Hong Kong, Indonesia, Ireland, Italy, India, Indonesia, Iraq, Jamaica, Japan, Kenya, Kuwait, Lebanon, Lithuania, Luxembourg, Malaysia, Malta, Mauritius, Mexico, Morocco, Netherlands, New Zealand, Nigeria, North Macedonia, Norway, Oman, Pakistan, Palau, Peru, Philippines, Poland, Portugal, Puerto Rico, Qatar, Romania, Russia, Saudi Arabia, Singapore, South Africa, South Korea, Spain, Sri Lanka, Switzerland, Taiwan, Thailand, Trinidad and Tobago, Turkey, UK, Uganda, Ukraine, United Arab Emirates, US Virgin Islands - St. Croix, St. John, St. Thomas, Vietnam, & Zimbabwe!
What are learning progressions? Learning progressions, progress maps, developmental continuums, and learning trajectories are all terms that have been used in the literature over the past decade to describe research-based descriptions of how learning typically develops over time.
Read more about the development of the Learning Progressions Frameworks
Formative & Performance Assessment
Why take a formative assessment seriously? There is ample evidence that the changes involved in teacher practices will raise the scores of students on large-scale standardized tests. The changes have been shown to be feasible for teachers to implement successfully. The changes can be made in small increments over time.