# data[].attributes.attachment_link.title
ReadWorks | Award-Winning, EdTech Nonprofit Organization

# data[].attributes.attachment_link.description
ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

# data[].attributes.attachment_link.description
The Core Advocates Program engages educators with the content knowledge and resources they need to support teachers and students in the transition towards a college and career ready education.

# data[].attributes.attachment_link.readable_text
Normative Data & RIT Scores

The most accurate norms

Today's kids are vastly different than those in school ten years ago, so NWEA™ conducts norming studies frequently-three to five years-ensuring that the comparisons reflect current standards and demographics. And we continually refine our best-in-class research model to make NWEA norms more accurate than any other-and always improving.

Norms help teachers teach and leaders lead

Norms help you see if students are growing at an expected pace, regardless of where a student started. NWEA norms allow you to make predictions about what kind of growth is typical and atypical.
Download Report

Student-level achievement norms

Help you see your students' percentile rankings in a nationally representative student population.

Student-level growth norms

Allow you to compare your students' growth with that of their academic peers.

How long is a MAP Growth test?

Tests are not timed, and students may take as much time as they need to complete them (this eliminates some of the pressure and anxiety students may feel about taking tests). Most students take less than an hour to complete a MAP Growth test. MAP Growth K-2 tests are typically shorter.

School-level norms

Provide a context for comparing grade level achievement and growth in a single school relative to other schools across the nation. MAP Growth is the only interim assessment that provides school-level norms, helping you compare specific grade levels in your schools to students in the same grade across the nation.

MAP® Growth™ measures student performance with our RIT scale-the most stable, mature scale in the industry. Like centimeters on a ruler, it measures in equal intervals, regardless of a student's grade or performance-and it remains stable over time. This gives you an accurate measure of student performance, regardless of whether they're performing on, above, or below grade level.

Teachers use a student's RIT score to:

zoom in on a student's missing skills with MAP® Skills™

connect to instructional resources aligned to student RIT scores

track longitudinal growth over a student's entire career

group students for differentiated instruction based on RIT score ranges

inform lesson planning based on what instructional areas student RIT scores reveal them to be ready to learn

set growth goals with students

Students know exactly what their goal is. You'll have a kid run up and say 'I hit my goal!' They're into it. They understand it and they know they're getting better. Dean Cunningham, Principal, Nenahnezad Community Schools, NM

# data[].attributes.attachment_link.title
NWEA Normative Data & RIT Scores, Explained

# data[].attributes.attachment_link.description
Normative Data & RIT Scores Today's kids are vastly different than those in school ten years ago, so NWEA™ conducts norming studies frequently-three to five years-ensuring that the comparisons reflect current standards and demographics. And we continually refine our best-in-class research model to make NWEA norms more accurate than any other-and always improving.

# data[].attributes.headline
Text Complexity: Using a Qualitative Rubric

# data[].attributes.subject
Text Complexity: Using a Qualitative Rubric

# data[].attributes.body
Informing Instruction: Resources course: Video

# data[].attributes.body
Informing Instruction: Resources course

# data[].attributes.attachment_link.title
Professional Learning Online | NWEA Connection

# data[].attributes.attachment_link.description
NWEA's Professional Development Team. Professional Development offers workshops that hone educators' ability to use assessment data to set goals, differentiate instruction, and boost student growth. What you can do here *Get more from MAP *Empower teachers and students with classroom formative assessment *Create powerful data conversations district-wide using Coaching Services Use the Getting Started wiki to find out how to post your profile and photo.

# data[].attributes.headline
Formative Assessment in a Differentiated Classroom

# data[].attributes.subject
Formative Assessment in a Differentiated Classroom

# data[].attributes.body
Informing Instruction: Resources course: Video

# data[].attributes.attachment_link.title
Professional Learning Online | NWEA Connection

# data[].attributes.attachment_link.description
NWEA's Professional Development Team. Professional Development offers workshops that hone educators' ability to use assessment data to set goals, differentiate instruction, and boost student growth. What you can do here *Get more from MAP *Empower teachers and students with classroom formative assessment *Create powerful data conversations district-wide using Coaching Services Use the Getting Started wiki to find out how to post your profile and photo.

# data[].attributes.headline
Formative Assessment in a Differentiated Classroom

# data[].attributes.subject
Formative Assessment in a Differentiated Classroom

# data[].attributes.headline
Flexible Grouping in Differentiated Instruction

# data[].attributes.subject
Flexible Grouping in Differentiated Instruction

# data[].attributes.body
Informing Instruction: Resources course: Video

# data[].attributes.attachment_link.title
Professional Learning Online | NWEA Connection

# data[].attributes.attachment_link.description
NWEA's Professional Development Team. Professional Development offers workshops that hone educators' ability to use assessment data to set goals, differentiate instruction, and boost student growth. What you can do here *Get more from MAP *Empower teachers and students with classroom formative assessment *Create powerful data conversations district-wide using Coaching Services Use the Getting Started wiki to find out how to post your profile and photo.

# data[].attributes.headline
Flexible Grouping in Differentiated Instruction

# data[].attributes.subject
Flexible Grouping in Differentiated Instruction

# data[].attributes.headline
04 Resources for Differentiating Content

# data[].attributes.subject
04 Resources for Differentiating Content

# data[].attributes.attachment_link.readable_text
This flow chart is a concept map of effective Differentiated Instruction. It 'unpacks' the concept of differentiation by showing the key elements in the concept and relationships among those elements. Someone who practices 'defensible differentiation' attends to all of the elements and understands the impact that one element has on all of the others. According to a research there are a lot of people that are affected by it and many of them will show signs that they are aging (many of which are similar to human aging). cialis get viagra Popping up to healthy diet only- Diet should be packed with essential nutrients that include vitamins, minerals, proteins, alkaloids and cialis generic cipla much more that is helpful in increasing lactation in nursing mothers. More blood flow allows a man to have and sustain erections during intercourse. sildenafil tablets 100mg viagra is the generic counterpart of brand name viagra on line. levitra 60 mg you can try these out Even when the first drug to help solve erectile dysfunction. No one-no matter how good a teacher-can be perfect in all aspects of the model all of the time. The goal is not perfection, but rather to continue deepening one's understanding of the elements and to continue expanding one's capacity to plan and teach with the elements in mind.

# data[].attributes.attachment_link.description
This flow chart is a concept map of effective Differentiated Instruction. It 'unpacks' the concept of differentiation by showing the key elements in the concept and relationships among those elements. Someone who practices 'defensible differentiation' attends to all of the elements and understands the impact that one element has on all of the others.

# data[].attributes.headline
Connecting Growth Mindset and Assessment

# data[].attributes.subject
Connecting Growth Mindset and Assessment

# data[].attributes.headline
What Research Says about Differentiated Learning

# data[].attributes.subject
What Research Says about Differentiated Learning

# data[].attributes.attachment_link.readable_text
Today's classrooms are filled with diverse learners who differ not only culturally and linguistically but also in their cognitive abilities, background knowledge, and learning preferences. Faced with such diversity, many schools are implementing differentiated instruction in an effort to effectively address all students' learning needs.

What We Know

Researchers at the National Center on Accessing the General Curriculum define differentiated instruction asa process to approach teaching and learning for students of differing abilities in the same class. The intent is to maximize each student's growth and individual success by meeting each student where he or she is . . . rather than expecting students to modify themselves for the curriculum. (Hall, 2002)

Although experts and practitioners acknowledge that the research on differentiated instruction as a specific practice is limited (Allan &amp; Tomlinson, 2000; Anderson, 2007; Hall, 2002), solid research does validate a number of practices that provide the foundation of differentiation. These practices include using effective classroom management procedures; promoting student engagement and motivation; assessing student readiness; responding to learning styles; grouping students for instruction; and teaching to the student's zone of proximal development (the distance between what a learner can demonstrate without assistance and what the learner can do with assistance) (Allan &amp; Tomlinson, 2000; Ellis &amp; Worthington, 1994; Vygotsky, 1978).

Moreover, a growing body of research shows positive results for full implementation of differentiated instruction in mixed-ability classrooms (Rock, Gregg, Ellis, &amp; Gable, 2008). In one three-year study, Canadian scholars researched the application and effects of differentiated instruction in K-12 classrooms in Alberta. They found that differentiated instruction consistently yielded positive results across a broad range of targeted groups. Compared with the general student population, students with mild or severe learning disabilities received more benefits from differentiated and intensive support, especially when the differentiation was delivered in small groups or with targeted instruction (McQuarrie, McRae, &amp; Stack-Cutler, 2008).

Tieso (2005) studied 31 math teachers and 645 students and found that differentiated instruction was effective for keeping high-ability students challenged in heterogeneous classrooms. In this study, preassessments prior to a three-week unit on statistics and probability indicated that high-performing students brought greater levels of prior knowledge to the start of the unit. Those students who were taught using a differentiated curriculum that supplemented the textbook curriculum and were placed in various groups according to their performance level demonstrated significantly higher achievement on the post-test than did high-performing students who were taught using the textbook curriculum and whole-class instruction. She concluded that revising and differentiating the curriculum, along with creating purposeful flexible grouping, may significantly improve students' mathematics achievement, especially for gifted students.

Lawrence-Brown (2004) confirms that differentiated instruction can enable students with a wide range of abilities-from gifted students to those with mild or even severe disabilities-to receive an appropriate education in inclusive classrooms. Building on Vaughn, Bos, and Schumm's (2000) basic, three-level planning pyramid and Tomlinson and Kalbfleisch's (1998) work on differentiated classrooms, Lawrence-Brown explains how a teacher might address some students' individualized education plan goals by adapting the classroom curriculum to include manipulatives, visual aids, charts, audiotapes, and explicit expectations, while also offering an enriched curriculum to gifted students.

Baumgartner, Lipowski, and Rush (2003) studied a program to improve reading achievement among elementary and middle school students using differentiated instructional strategies, including flexible grouping, student choice of learning tasks, self-selected reading time, and access to a variety of texts. In all three of the classrooms in the study, the targeted students improved their decoding, phonemic, and comprehension skills. Student attitudes about reading and their own abilities also improved.

What You Can Do

According to Tomlinson and Strickland (2005), teachers usually differentiate instruction by adjusting one or more of the following: the content (what students learn); the process (how students learn); or the product (how students demonstrate their mastery of the knowledge or skills). However, there is no one-size-fits-all model for differentiated instruction; it looks different depending on the prior knowledge, interests, and abilities students bring to a learning situation.

Focus on the essential ideas and skills of the content area, eliminating ancillary tasks and activities.

Respond to individual student differences (such as learning style, prior knowledge, interests, and level of engagement).

Group students flexibly by shared interest, topic, or ability.

Integrate ongoing and meaningful assessments with instruction.

Continually assess; reflect; and adjust content, process, and product to meet student needs.

Tomlinson (1999) examined school-level and district-level implementation of differentiated instruction and identified ways that education leaders can best support this change in practice. She recommends that leaders first develop a solid understanding of differentiated instruction so that they can present it coherently to teachers and provide committed school-level leadership. Leaders should also nurture different teaching models; encourage teachers to apply differentiation with flexibility, creativity, and choice; and provide teachers with high-quality professional development as well as time to collaborate, plan, and implement differentiation.

Educators Take Note

Tomlinson (1999) offers a caveat: "For all its promise . . . effective differentiation is complex to use and thus difficult to promote in schools. Moving toward differentiation is a long-term change process" (p. 6). It is best to begin by seeking out the wisdom of other educators who have experience with differentiated instruction, ground your own practice in the theory, and learn in a way that is meaningful to you.

# data[].attributes.attachment_link.title
What Research Says About . . . / Differentiated Learning - ASCD

# data[].attributes.attachment_link.description
Today's classrooms are filled with diverse learners who differ not only culturally and linguistically but also in their cognitive abilities, background knowledge, and learning preferences. Faced with such diversity, many schools are implementing differentiated instruction in an effort to effectively

# data[].attributes.headline
What Is the Zone of Proximal Development?

# data[].attributes.subject
What Is the Zone of Proximal Development?

# data[].attributes.body
The education blog

# data[].attributes.attachment_link.title
Teach. Learn. Grow. | Voices of educators and experts

# data[].attributes.attachment_link.description
A blog covering classroom tips, early learning, literacy, assessment, equity, SEL, and more.

# data[].attributes.attachment_link.readable_text
We've detected that Javascript is not enabled. It is required for an optimal survey taking experience.
Please check your browser's settings and make sure Javascript is turned on. Learn how to enable Javascript.

# data[].attributes.attachment_link.title
MAP Growth Foundation Series Participant (archive)

# data[].attributes.attachment_link.description
We've detected that Javascript is not enabled. It is required for an optimal survey taking experience. Please check your browser's settings and make sure Javascript is turned on. Learn how to enable Javascript.

# data[].attributes.body
Hover over Solutions and select States

# data[].attributes.attachment_link.title
NWEA: Advancing learning outcomes for all kids

# data[].attributes.attachment_link.description
We empower educators and learners with evidence-based products and services that unlock opportunity.

# data[].attributes.headline
Data-to-Instruction Template for Six Groups

# data[].attributes.subject
Data-to-Instruction Template for Six Groups

# data[].attributes.headline
Data-to-Instruction Template for Three Groups

# data[].attributes.subject
Data-to-Instruction Template for Three Groups

# data[].attributes.headline
NWEA Professional Learning Online Log In and Courses

# data[].attributes.subject
NWEA Professional Learning Online Log In and Courses

# data[].attributes.body
https://prolearning.nwea.org/learn/course/153

# data[].attributes.body
Your digital workbook for today's workshop

# data[].attributes.headline
01 Setting the Stage + 06 Reflection and Planning

# data[].attributes.subject
01 Setting the Stage + 06 Reflection and Planning