5.18.23 Cindy Jiban, NWEA How responsive teaching can transform reading instruction How much do we want all our students to be successful in reading? I’ll borrow a phrase from my son when he was little and say, “Infinity much.” We can all get behind that statement. So how... Read more
5.16.23 Michael Dahlin, NWEA To measure a year’s growth, begin with the student The research team at NWEA serves our educational partners by offering technical support on a range of assessment issues, including how to understand and use MAP® Growth™ norms. One common... Read more
5.12.23 Chad Aldeman, freelance writer State test results must be released more quickly to benefit kids Over the next two months, at least 25 million elementary, middle, and high school students nationwide will sit down for state exams in reading, math, and science. Most caregivers will want... Read more
5.11.23 Kailey Rhodes, Northwest Academy 10 ways I’m putting myself first this summer When I was a new teacher, summer became a “parking lot” of my ideas. During the school year, whenever I would realize an opportunity for growth in myself, I would think, “That’s what... Read more
5.9.23 Lindsay Deacon, NWEA 4 conditions for maintaining instructional coaching success at the end of the school year The end of the school year is a time for celebration and reflection—and it’s important to make sure instructional coaching doesn’t get swept aside by urgent tasks, like testing season and... Read more
5.4.23 Cindy Jiban, NWEA How to use progress monitoring to close gaps in foundational reading skills When we use progress monitoring with a student, will we close gaps in learning? Maybe, but maybe not. It all depends on how we respond to the data. So how can we be planful and clear about... Read more
5.2.23 Scott Adamson, Chandler-Gilbert Community College Why it’s important to support fluency in mathematics The idea of fluency is big in K–12 mathematics education. However, there is not a clear, shared meaning of the word. In fact, if you were to ask educators to define “fluency” in the... Read more
4.28.23 Lindsay Kubatzky, NCLD States must keep the needs of all students in mind as they revamp assessments The pandemic took an extraordinary toll on teaching and learning in US schools; however some groups of students, including those with disabilities, were disproportionately impacted. The negative... Read more
4.27.23 Andrew McEachin, NWEA Research reveals the pros and cons of algebra in eighth grade Between 1990 and 2015, the proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course more than doubled to 43 percent. This... Read more
4.25.23 Kailey Rhodes, Northwest Academy How baseball helped me understand the MAP Growth learning continuum Please let me be clear: I am an almost five-foot-two musical theater kid who teaches math. The one sport I watch is soccer (#GoTimbers). Yet here I am, using baseball to sound... Read more
4.20.23 Erin Beard, NWEA How consistent learning supports help math students succeed Math content and skills build along increasingly complex progressions, and without learning supports, students can fall behind very quickly. The range of learning differences, strengths, and... Read more
4.18.23 Kathy Dyer, NWEA 75 digital tools and apps teachers can use to support formative assessment in the classroom There is no shortage of formative assessment strategies, techniques, and tools available to teachers who use formative instructional practice in their classrooms. Here is an extensive... Read more
