NWEA

Families are asking big questions about the early grades. Should their child start kindergarten at five or wait another year? Are boys really struggling more than girls in elementary school? And how are the youngest learners doing academically after COVID-19 disruptions to learning? Join NWEA’s Dr. Megan Kuhfeld and Dr. Naomi S. Duran as they share their latest findings from three research reports focused on the elementary grades and discuss what the data tells us about these questions. Register here: http://spr.ly/6008B6lp9s

MAP Growth data can create personalized, realistic goals for your students. Analyzing assessment data helps guide instruction and provides insights to tailor learning paths that meet each student’s needs. Here’s an example of what goal setting with MAP Growth can look like: http://spr.ly/6002B6Y72a

If you’re seeing inconsistent PLC practices around how data is examined and acted on, this free resource offers practical, leadership‑level strategies for creating clear, repeatable ways teams analyze results, connect insights to instruction, and determine next steps within an MTSS framework. Watch on-demand: http://spr.ly/6002B6gd1m

We're excited to announce the keynote speakers for NWEA Fusion 2026! 📣 Join us in Orlando, FL this summer to hear from Kim Strobel and Melissa Aviles-Ramos, renowned leaders in education and innovation. Register now to save your spot: http://spr.ly/6001B65B41

Only 1 in 7 schools have returned to pre-pandemic levels in both math and reading. Our research finds that the path to recovery looks different across districts and schools, often in ways that reflect local context and community needs. By aligning supports with schools’ recovery trajectories, they can be targeted and aligned to the differing needs of schools, rather than uniformly applied. ➡️ Read more about our findings and recommendations for local education leaders and state policymakers planning the next phases of post-pandemic support: http://spr.ly/6004B6dPgY

Redshirting rarely produces lasting academic benefits for most children. Our research shows that while children starting school later were more academically and socially mature, those advantages fade quickly. By third grade, redshirters were scoring equivalent to their peers who entered school on time. But the decision is not one-size-fits-all. Each family is unique and must evaluate the decision to delay kindergarten with a child’s readiness, temperament, and developmental needs in mind. Read more about the study and tradeoffs families may want to consider: http://spr.ly/6001B6bf7l

For teachers who are interested in supporting formative assessment, we've compiled a list of 27 strategies that are easy to incorporate into your classroom. Each strategy provides you with the evidence of student learning needed to make lesson plan adjustments and keep learning on target and moving forward. Read more: http://spr.ly/6009B6wllv

Educators, do you use the MTSS Triangle or Diamond model?

"I still have hope that teaching as a profession can still create really empathetic, knowledgeable, kind people who then hopefully turn around and make their communities better." -Emmanuel Pacheco, English Teacher, La Joya Juarez-Lincoln HS Each year, we speak with a group of teachers at #NWEAFusion to find out why they teach. Their answers are varied, inspiring, and moving. ➡️ Listen to more educators talk about their "why": http://spr.ly/6003B6nXdt

When MTSS works, it’s visible in every layer of the school experience. A comprehensive, thoughtful MTSS system sees students as whole people—integrating academic data with social-emotional insights, cultural context, and educator expertise. Strong Tier 1 instruction, timely supports, meaningful extensions, improved attendance, and confident teams all become part of everyday learning. It all starts with foundational structures that support coherence, collaboration, and continuous improvement. Here's what MTSS success looks like—and how schools can build toward it: http://spr.ly/6004B6pl8o