Sample Learning Progression Scale (Unit D Chunk 2): The learning progression scale unwraps the cognitive complexity of a focus standard for the unit, using student friendly
language. The purpose is to articulate distinct levels of knowledge and skills relative to a specific topic and provide a roadmap for designing instruction that reflects a progression of
learning. The sample learning progression scale shown below is just one example for PLCs to use as a springboard when creating their own scales for student-owned progress
monitoring. The learning progression scale should prompt teams to further explore question #2, “How will we know if and when they’ve learned it?”, for each of the focus
standards in the unit and make connections to Design Question 1, “Communicating Learning Goals and Feedback” (Domain 1: Classroom Strategies and Behaviors). Keep in mind
that a 3.0 on the scale indicates proficiency and includes the actual standard. A level 4.0 extends the learning to a higher cognitive level. Like the unit scale, the goal is for all students
to strive for that higher cognitive level, not just the academically advanced. A level 2.0 outlines the basic declarative and procedural knowledge that is necessary to build towards the
standard.
Math Florida Standard(s):
MAFS.K.G.1.3 – Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
MAFS.K.G.2.4 – Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences,
parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
Learning Progression
Sample Tasks
Score
4.0
3.5
3.0
I can…
 solve shape riddles to determine what shape my teacher or friend is
talking about when given clues (number of sides, number of vertices,
length of sides, curves, flat, solid)
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
I can…
 define two-dimensional as being flat
 define three-dimensional as being solid
 identify two-dimensional shapes
 identify three-dimensional shapes
 describe a shape by telling things like the number of sides, number of
vertices (corners), and other special qualities
 compare two-dimensional shapes and describe their similarities and
differences
 compare three-dimensional shapes and describe their similarities and
differences
2.5
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
I can…
2.0
 name 2d shapes
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2016-2017


1.0
read and write numerals to 20
correctly name shapes regardless of their orientation or overall size
Recall key vocabulary:
 flat
 solid
 vertices
 sides
 length
 square, circle, triangle, rectangle, hexagon, cone, cube, cylinder,
sphere
I need prompting and/or support to complete 2.0 tasks.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2016-2017