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Giving educators the tools to identify when students are at risk of learning challenges or disabilities ensures that students can receive the support they need. Universal screeners do this by providing educators with a quick and efficient way to assess all students and identify those who may need additional help or enrichment.

When universal screeners are administered effectively, they can promote equity, support student success, and foster a culture of data-informed decision-making.

Here's a breakdown on what universal screening is and how leaders can use it effectively: https://bit.ly/4btcevR

For school leaders focused on accelerating recovery, attendance may be one of the more important indicators to monitor and address.

Our latest research examining the relationship between chronic absenteeism and academic recovery from COVID-era disruptions found that 1 in 4 students miss at least one day of school every other week on average. The study also shows that districts with persistently high levels of chronic absenteeism made less progress toward recovering to pre-pandemic academic levels by 2024.

Read more from the study: https://bit.ly/4vGSpIk

Student populations evolve. Learning contexts change. Assessment research must keep pace.

That's why our latest MAP Growth norms study incorporates current student demographics, post-pandemic achievement patterns, and updates to the enhanced MAP Growth assessment—ensuring norms remain statistically rigorous, accurate, and relevant.

➡️ Download the technical manual: https://bit.ly/4pAfV8O

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.