How much time should students spend in Progress Learning or Liftoff?
Updated
by
Gayle McKee
Progress Learning
Progress Learning doesn't replace teacher instruction; instead, it enables teachers to easily enhance their lessons, make data-driven decisions, and individualize instruction.
Traditionally, we don’t mandate how much time should be spent using Progress Learning, as it is a supplemental program. Instead of a timed goal, we encourage implementing a growth goal for students.
- For example, each student will earn a green dot or at least 3 Galaxy stars per week. That would mean the student is mastering at least 3 skills in Liftoff or earning 100% on an on-grade level standard in their Study Plan. This may take some students more or less time to accomplish, yet you will see all students progressing towards the goal of standards mastery.
Teachers can pull Progress Learning and Liftoff reports to track progress and mastery.
Ideally, the more a student practices, the more achievement and growth that will occur.
Progress Learning provides instruction, practice, and exposure to on-grade-level state-aligned material.
Ideally, you want your students to have time to master all of the on-grade-level standards. Since each child is unique, the time needed will vary from student to student.
In the state of Texas, to satisfy the requirements of HB 1416 as it pertains to Accelerated Instruction, we recommend that students complete two to three 30-minute sessions per week.
For more information about student goal setting, see the help article below:
Liftoff
Liftoff is an adaptive math and reading intervention supplement that provides practice and instruction in a highly engaging learning environment. Since each child is unique, the number of learning gaps identified will vary, resulting in different amounts of time needed to reach grade level.
The more time students spend practicing within the platform, the more opportunities for growth.
We've designed the program to be flexible, and we believe that teachers can make the best decisions about how much time their students should spend on supplemental programs in their classrooms.
