# data[].attributes.headline
Patient Albatross - Achievement vs Growth Why do some students continue to be "high growth" but "low achievement"?  Or vice-versa.  What is the difference? 

# data[].attributes.subject
Patient Albatross - Achievement vs Growth Why do some students continue to be "high growth" but "low achievement"?  Or vice-versa.  What is the difference? 

# data[].attributes.body
Think of achievement as where a student is right now and growth as how far they’ve come.
Achievement is a snapshot, while growth is a movie — it shows the journey.

A student can be low achievement, high growth because they started far behind their peers but are making big strides each term. Another student might be high achievement, low growth because they started ahead but didn’t make much progress compared to similar peers.

High Growth + Low Achievement

These students are the comeback stories.
They may have started below grade level, but their growth shows that instruction is working. Their trajectory is upward — they’re catching up.
They might still test below the national norm for achievement, but they’re closing the gap faster than average.

Instructionally:

Keep doing what’s working — it’s moving them forward.

Focus on acceleration strategies: explicit instruction, targeted small groups, scaffolds that gradually fade, and progress monitoring.

Celebrate their effort! Growth builds momentum and confidence.

It’s like a runner who started the race a lap behind but is now sprinting — still not in first place, but clearly gaining ground.

High Achievement + Low Growth

These students are the plateau stories.
They’re already performing above or well within grade level expectations but aren’t showing much movement. That doesn’t always mean something’s wrong — sometimes it’s the “ceiling effect” (they’ve mastered much of the grade-level content already).

Instructionally:

Challenge them. They need deeper, not more learning — enrichment, application, and cross-domain complexity.

Use MAP’s Learning Continuum to find next-level skills beyond their tested grade.

Monitor engagement. Low growth can also be a sign of boredom or lack of challenge, not lack of ability.

It’s like a mountain climber who reached a high ledge but paused to admire the view instead of pushing for the next peak. They’re already high up — but growth means continuing the climb.

The Big Picture

Both stories are valuable:

High growth means learning is happening.

High achievement means mastery is showing.

When we combine them, we see the full picture — where a student stands and how far they’re moving.
MAP Growth helps us see both sides of that story so we can tailor instruction — whether it’s acceleration, enrichment, or maintenance.

# data[].attributes.body
Teacher Success Pathways Guided Walkthrough Video

# data[].attributes.attachment_link.description
Sign In | Highspot Sales Enablement Platform

# data[].attributes.body
This is the answer I got when I asked for more information regarding these words when related to the Learning Statements:

Teachers will want to leave it at develop. That is where students are getting questions correct about half the time so is their ZPD. In general questions in the reinforce they get correct more than half the time. In the introduce it is less than half the time. Practically, we quit using that language in our explanations and in the Learning Continuum. The Student Profile just has not been revised yet to eliminate those.

# data[].attributes.headline
Helpful Oyster:  How will I know I'm utilizing MAP Growth to the fullest? 

# data[].attributes.subject
Helpful Oyster:  How will I know I'm utilizing MAP Growth to the fullest? 

# data[].attributes.body
How you’ll know you’re using MAP Growth to the fullest?

Here is where I'd start:

1) Testing is clean and consistent

Rosters & accommodations are correct before each window; students get the same testing supports they use in class.

Rapid-guessing is minimal during testing and addressed in the moment.

Make-ups happen within the window; very few “no scores.”

Green flag: You can explain why every student’s score is valid (or why you’re re-testing).

2) You read both achievement and growth

You can say where a student is right now (achievement percentile/RIT) and whether they’re on pace (met/exceeded/behind projection).

You avoid “5 points = success” thinking and look at achievement + growth together to prevent gaps from widening.

Green flag: You can point to who needs acceleration, who needs intervention, and who is coasting.

3) You use the core report set—purposefully

Class-level: Class (or Class Profile) to see spread, group by instructional area, spot outliers.

Student-level: Student Profile to conference, set goals, and plan specific next steps.

Green flag: You can answer, “What will I do differently for this group next week?” with evidence from a report—not a hunch.

4) Instruction changes because of the data (not after it)

Flexible groups are formed from the Class/Instructional Areas view (not just reading/math levels from last year).

You adjust task complexity, scaffolds, and text/problem selection to match RIT bands.

Re-teaching and extension targets specific statements/skills—not broad standards.

Green flag: Students can tell you what they’re working on and why (linked to their data).

5) Goal-setting & student ownership are routine

Every student has a visible goal (RIT target and “what that means I’ll practice”).

You run brief data chats: What went well? What will I try? How will I practice?

You revisit goals between test windows, not just the week before testing.

Green flag: >80% of students can state their goal, the strategy they’re working on, and how they’ll know they improved.

6) You monitor between windows

You pick two or three look-fors (e.g., vocabulary in context, multi-step problem solving) and track them in class work.

You use quick checks/exit tickets that mirror the thinking demands of MAP items.

You look for trend movement in class artifacts aligned to the same instructional areas you saw in MAP.

Green flag: You can show a paper trail of practice in the same areas that showed up as needs.

7) MTSS, IEPs, and multilingual supports align

Tier 2/3 plans target the same skills MAP identified.

IEP goals and classroom supports reflect current RIT-aligned needs, not last year’s labels.

Multilingual learners receive language scaffolds appropriate to item demands you noticed in reports.

Green flag: A student’s plan, your small-group plan, and their Student Profile tell the same story.

8) Family & team communication uses plain language

You can explain a RIT score and growth target without jargon.

Grade-level teams look at patterns across classes and agree on a couple shared moves (e.g., inference talk stems, fraction models).

Green flag: Families know “what to practice at home” that actually matches classroom focus.

9) You reflect after each window (short & honest)

Ask these four:

1.       Whose growth surprised me (high or low), and why?

2.    Which two instructional areas changed the least—what will I try next?

3.     Which engagement or accommodation issues do I need to fix?

4.    What will I stop doing to make room for the moves that work?

Green flag: You can name a concrete practice you’ll drop and one you’ll scale.

10) You track a tiny set of “proof points”

% of students with a goal + data chat each term (aim for ≥90%).

% of students meeting/exceeding growth (class and subgroup).

Reduction in rapid-guessing events window-to-window.

At least one instructional area per subject shows class-level growth you can attribute to a specific routine.

Green flag: You can connect outcomes to specific teaching choices.

A simple cycle you can start tomorrow

Weekly (15–20 min)

Pull Class/Instructional Areas → form or adjust one small group.

Plan one targeted mini-lesson or station aligned to a learning statement.

Log who got what and how it went.

Bi-weekly (5–7 min/student)

Student Profile chat: revisit goal, pick next strategy, capture one evidence piece.

Quick self-audit (score 0–2 each; 16–20 = thriving, 11–15 = solid, ≤10 = tighten)

1.       Clean test admin (rosters, accommodations, rapid-guessing addressed)

2.    Uses achievement and growth to decide next steps

3.     Uses Class and Student reports purposefully

4.    Instruction changes within 1 week of data review

5.    Students have goals & regular data chats

6.    Between-window monitoring aligns to MAP focus areas

7.     MTSS/IEP/ML supports mirror MAP-identified needs

8.    Team/family communication is clear and actionable

# data[].attributes.body
What is the best way to apply the data I have to my classroom instruction?

The most effective way to apply your assessment data to classroom instruction is through a four-step process of responsive differentiation and instructional planning. This ensures every student is working in their 'Zone of Proximal Development' (ZPD)—the sweet spot of productive struggle.

Here are the four best practices for applying your data:

WHAT   The primary goal is to use the data to determine what skills students are ready to learn next.

Focus on the RIT Score: The RIT score is a measure of achievement that is independent of grade level. It indicates the skills and concepts a student is ready to master.

Utilize the Learning Continuum: This is your most powerful tool. For any given RIT score and instructional area, the Learning Continuum provides specific learning statements (skills) that a student is likely ready to learn.

Action: Before planning a unit, review the Learning Continuum for the students in your class. This will reveal the span of skills you need to cover and the prerequisite skills students may be missing.

WHO   Use the data to create flexible, temporary groups based on current skill needs, not just overall performance.

Implement Flexible Grouping:

Use the Class Breakdown by Goal Report or Class Profile Report to identify 10-point RIT bands within an instructional area (e.g., in Math, Geometry; in Reading, Literature).

Group students who have similar RIT scores in that specific instructional area for targeted, small-group instruction or differentiated assignments.

Action: You might have one group working on foundational skills, the main group working on grade-level standards, and an enrichment group working on extension tasks related to the core content. Groups should change frequently based on the skill being taught.

Connect to Standards: While addressing foundational skills, always ensure your instruction is moving students toward mastery of grade-level standards. The RIT data simply provides the scaffolding map to get them there.

HOW:   Adjust your delivery and resources to provide a personalized experience for each student's RIT level.

Differentiated Resources: Use the Lexile and Quantile measures that are often associated with the RIT scores (especially in MAP Growth reports) to select appropriate learning materials:

Reading: Assign texts (books, articles) that fall within a student's RIT/Lexile range for independent practice.

Math: Find practice problems or digital content (like Khan Academy exercises that are sometimes correlated to RIT bands) that align with a student's RIT/Quantile level for targeted skill practice.

Scaffolding and Extension:

For students who are below grade level, use the Learning Continuum to identify the immediately preceding skills to scaffold their learning up to the grade-level content.

For students who have already mastered the core skills, use the data to design extension activities that offer productive challenges and deeper exploration of the topic.

WHY   The data should not be a secret. Engaging students in their own results fosters ownership..

Student-Led Goal Setting: Use the RIT score and growth projection data (found on reports like the Student Profile Report) to help students set realistic, individual growth goals for the next test period.

Data Conversations: Hold brief, individual check-ins where students look at their own data. Discuss what they got right, what their current RIT band represents, and what they need to focus on to achieve their personal growth goal. This turns the test from a grade to a tool for learning.

I hope that helps you a little bit or if I answered your question well enough or would you like different information than this?  I’m here to do whatever I can to help you and make your job easier!

# data[].attributes.attachment_link.title
MAP Growth 101: What is the Learning Continuum and how can teachers use it?

# data[].attributes.body
Reminder: Seek help to find out how to enable the 'Linking Study' drop down options for teachers.

# data[].attributes.body
Should we use the projected score as the students' growth goals for the Winter and Spring?

# data[].attributes.body
How do we assess student skills/knowledge growth from the beginning of the academic year to the end?

# data[].attributes.body
What is typical growth or regression for each testing period?

# data[].attributes.body
WRITE YOUR QUESTIONS HERE. PRESS THE PLUS BUTTON, TYPE A TITLE, YOUR QUESTION, AND ANYTHING EXTRA.