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Every school has routines that become comfortable over time. But when instructional groups stay the same simply because “that’s how we do it,” learning opportunities can be missed.

The most powerful change a school can make is to treat instructional groups as temporary and flexible. In responsive systems, grouping is not the first decision. It is the final decision, made after examining evidence, identifying skills, and determining instructional match.

Read more at the link in bio to learn what MTSS success looks like—and how schools can build toward it: https://bit.ly/4gJQcbr

Everything you've wanted to know about computer adaptive testing—in one place. From scoring and question selection to growth measurement, here are answers to some of the most frequently asked questions about computer adaptive testing.

Learn more about CAT on our blog: https://bit.ly/4yuQl9i

Teachers spend a lot of time searching for instructional resources and creating supplementary materials. A quick search for a small-group activity can easily turn into a rabbit hole of websites, apps, and downloads. With so many options available, finding resources that are actually worth using can be difficult and time consuming.

Here are some tips and resources that can help you evaluate supplemental digital tools that support student learning: https://bit.ly/44pTBoB

As students move from kindergarten to high school, the MAP Growth Family report helps families and educators have age-appropriate conversations about academic progress, strengths, opportunities, and readiness for what's next. Here are some quick tips to help inform these important discussions.

Read more about what’s in the report, how to access it, and how to use it to have meaningful conversations with families of students at any grade level: https://bit.ly/4vxjCxl

There's no such thing as a norm-referenced “test.” Or a criterion-referenced “test.” And certainly not a norm- and criterion-referenced “test.” These terms don't describe types of tests, but rather how we compare student scores.

Here's what educators should know:

Norm- vs. criterion-referenced in assessment: What you need to know - Teach. Learn. Grow. The phrase “norm- vs. criterion-referenced in assessment” is confusing. There’s no such thing as a norm- or criterion-referenced test.

Leaders often ask how to tell whether MTSS is truly anchored in Tier 1 or quietly operating as a response system. While no single indicator tells the full story, coherent systems tend to show several of the following signs.

Read more about anchoring MTSS in Tier 1: https://bit.ly/4bdoVdO

If we want kids to stop dreading assessment results and start reading them, we have to give them more ownership over their learning and include them in data conversations. And it starts with giving students the language and the information to participate.

Here are four strategies to help bring students into the assessment conversation and drive growth: https://bit.ly/4y2xwd0

When kids understand what their MAP Growth data says about them, they start doing something about it. We spent two days with instructional specialist Michelle Wiley to see how student-led data conversations can spark goal setting, ownership, and growth.

Here are four key strategies that emerged that can help make data meaningful for students: https://bit.ly/4y2xwd0