Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific targeted sections of the draft LPFs into what we called more detailed «mini
progressions» for a smaller grade span, often adding some additional «interim steps» (progress indicators) to the mini
progressions; (2) use the more detailed and focused mini
progressions to design sample instructional modules (with a series of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education classroom might move students along this smaller grain ‐ sized
learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with significant cognitive disabilities to
incorporate suggestions to each lesson plan for how to make the academic content more accessible for all students.