01796nas a2200217 4500008004100000245017900041210006900220260001300289520093100302653002601233653001601259653002201275100002101297700002401318700002701342700002001369700001701389700001801406700002201424856013201446 2013 eng d00aUsing a Learning Progressions Framework to Develop a Classroom Assessment System That Is Inclusive of Students With Learning Disabilities in Mathematics: Results From Pilot 20 aUsing a Learning Progressions Framework to Develop a Classroom A cApril 283 aStudents with learning disabilities are among those most likely to have difficulties in math, often lacking the knowledge, skills, and understanding foundational to mathematics. Although the concepts, goals, scope, and sequence of curricula are explicit, a coherent conception of how learning progresses is lacking as are valid and reliable formative and summative assessments that provide meaningful, timely, and actionable diagnostic feedback on performance. This project integrates principles of the Bear Assessment System with Universal Design for Learning to develop and validate learning progressions and an aligned, universally designed formative and summative classroom assessment system for promoting conceptual understanding of number sense/operations for students with Math Learning Disabilities. We describe our design and development process and results from our second pilot study.10alearning progressions10amathematics10aspecial education1 aSeeratan, Kavita1 aFisher, William, P.1 aSaldarriaga, Christina1 aLee, Hye, Kyung1 aThayer, Sara1 aDraney, Karen1 aMurray, Elizabeth uhttp://bearcenter.berkeley.edu/bibliography/using-learning-progressions-framework-develop-classroom-assessment-system-inclusive