About OGAP

OGAP is a systematic, intentional, and iterative formative assessment system grounded in the research on how students learn mathematics. The OGAP system is seamlessly integrated into a set of tools, practices, support materials, and in-depth professional development.

OGAP is not a curriculum, but is used on an ongoing basis to enhance the existing math program. Teachers learn how to choose appropriate items from a databank of carefully constructed items, administer them in their classrooms as “exit slips” or quick assessments, and use OGAP learning trajectory frameworks to analyze the underlying student thinking that can guide future instruction to deepen student understanding.

OGAP has developed a rich bank of assessment items, detailed learning progression frameworks, and professional development materials for three major strands of grades 3-8 mathematics content: multiplicative reasoning, fractions, and proportions. These mathematics topics represent almost 80% of the Common Core State Standards (CCSS) at respective grade levels. OGAP works most effectively where teachers have time to examine student work together in professional learning communities or grade level meetings, and have a support structure of coaches or teacher leaders to provide ongoing support.

OGAP’s founders and current leadership team include Marjorie Petit, Robert Laird, and Beth Hulbert. Petit, a former Deputy Commissioner in Vermont and Senior Associate at the National Center for Assessment has a wealth of experience in assessment design, design research, restructuring efforts, and professional development at the state, district, school, and classroom level and has served on a number of national advisory boards, projects, and panels in mathematics education and formative assessment. Laird is a mathematics educator at the Vermont Mathematics Partnership at the University of Vermont. Hulbert has been the mathematics coordinator for the Barre Supervisory School District in Vermont for over 15 years

OGAP has worked with thousands of teachers in schools and districts in Alabama, Kentucky, Michigan, Nebraska, New Hampshire, Ohio, and Vermont. Initial funding and support for the development of OGAP (2003-2008) was through the Vermont Mathematics Partnership funded by NSF EHR-0227057 and the US DOE (S366A20002).