Northwest Evaluation Association
Introduction to the Learning Continuum

Purpose of the Learning Continuum

The Learning Continuum began as a cooperative partnership with one of NWEA’s member districts, Allentown, Pennsylvania. Its development is an example of how a spark of an idea can become a tool that benefits teachers across the country.

For years, teachers using NWEA’s Achievement Level Tests or Measures of Academic Progress have been getting valid and useful data on their students. But, they have also continually asked us the same question, “How do I actually put this information to use in my classroom?” In response to this need, and driven by our commitment to improve the learning experience for all children, we developed the NWEA Learning Continuum, which is but one answer to this question.

The purpose of this document is to help guide instruction based on reports from an Achievement Level Test or computerized Measure of Academic Progress. The Learning Continuum enhances a teacher’s ability to provide targeted instruction for individual students or groups of students. It is not intended to be a replacement for district curriculum or standards that are already in place.

Development and Organization of the Learning Continuum

We developed the continuum by looking at curriculum from an analytical point of view. NWEA researched each and every test item in our item banks (over 15,000 items) in mathematics, reading, and language usage. We used only the items that had successfully passed field testing and were available for use on tests. As we reviewed each item, we looked at the difficulty of the items, the skills and concepts being assessed, and any new vocabulary or symbols that were introduced. By doing this, a learning continuum of these skills and concepts began to unfold. Thus, this document was born.

The Learning Continuum contains separate sections for each subject (mathematics, reading, and language usage). Within each subject are the main goal strands commonly found in standards and curriculum documents. The goal strands are then broken down into ten-point RIT bands. Within each band, sub-categories, which further divide the content within the goal area, break down the skills and concepts found in the NWEA item banks. Skills that cross several RIT bands appear at the earliest RIT band where they are prominently seen, and these skills are not repeated in the following RIT bands. Therefore, it is important to not only focus on the RIT band where the student is functioning, but to watch for any holes that may have appeared earlier in the continuum.

Only skills and concepts showing up in the NWEA item banks are listed in this document. We realize that many districts have additional topic areas that will not show up here. We encourage them to use the Learning Continuum as a tool to supplement the documents already in use by a district.

Primary Use of the Learning Continuum

Given a student’s (RIT) achievement score (e.g. a mathematics RIT score of 187), teachers identify the portion of the Learning Continuum (e.g. mathematics RIT scores between 181-190) that represents the child’s instructional level. The skills and concepts listed at RIT ranges below that should be ones the student knows and has mastered.

A teacher uses the student’s overall RIT score as the starting place, then finds the appropriate RIT band within each goal area. As the teacher works on specific goals, he/she can use the Learning Continuum as a guide to watch for differences in students’ achievement levels.

These RIT bands can be helpful in preparing for flexible small group instruction within a classroom. By putting students together who have similar instructional needs, a teacher can better meet the needs of all students. Our goal is to create maximum growth for all students, whether they are in the lowest quartile or the highest quartile. As students master the skills and concepts within a RIT band, they can be shifted to another flexible group.

Educators should be aware of the achievement differences of students. For too long, school districts have used a student’s age (grade level) as the primary criterion for selecting instructional materials and lessons. We believe that a student’s current achievement level should be the dominant consideration when grouping for instruction, selecting materials, and providing instruction. The Learning Continuum will help teachers know when it is time to move a student, or students, beyond the conventional curriculum at a particular grade level and when it is time to develop skills that may have been presented in earlier grades.

In creating the Learning Continuum, we have attempted to create one continuous document representing skills and concepts as they progress in difficulty. Their order is not based on any one district’s “curriculum.” One important note about the mathematics portion of the Learning Continuum is that all skills and concepts are listed together in one document, regardless of the “typical” grade level we see them introduced. Therefore, elementary, middle school, and upper courses such as algebra and geometry content are included together. There is a natural progression that can be followed from one RIT band to the next. We challenge you to “think outside the box” in using this document.

If a student’s RIT score is borderline between two RIT bands, use the lower one first. Based on a student’s performance, teachers can do further assessments to determine where the student is and should be.

Other Uses of the Learning Continuum

The Learning Continuum will have many uses, and we urge districts in the NWEA community to explore these uses and report back to us on their experiences. Some possible uses of the continuum are:

	Materials Selection – As teachers begin to explore the diversity of students’ performance levels within a class, it will become necessary to get better at sharing materials. The Learning Continuum can guide teachers in finding more appropriate materials for students at the extreme ends of the spectrum.
	Sharing Resources – Following on the heels of materials selection is the ability to know who to go to for getting appropriate materials for students. We encourage districts to develop better ways to share resources, not only within a building but also across buildings.
	Gifted and Talented, Title I, and ESL Programs – We hope the Learning Continuum will serve as a guide to constantly “push the envelope” with all students in order to help them grow as much as possible.
	Curriculum Planning – The continuum may become an invaluable resource during curriculum development or program revision.
	School Improvement Planning – Knowledge of student achievement relative to the Learning Continuum will likely raise questions about how we group for instruction, how we use instructional time, how we structure our schools, how we organize our staff, and how we design our facilities.
	Monitoring Student Progress – The Learning Continuum can be used as a guide to keep track of where students are on the continuum. Checklists can be made from the document to assist with this tracking.
	Individual Education Plans – We should always focus on the targeted growth we, as educators, want a student to make. The Learning Continuum can help us identify specific skills that will ensure students’ growth.
	Parent Conferencing – The continuum may help parents think of activities that will engage their child in additional learning. It may also help parents better understand their child’s academic status and progress.

Future of the Learning Continuum

The Learning Continuum began as a collaborative effort among NWEA members and will now evolve as a result of the efforts and contributions of all who use it. This first edition is only the beginning of what promises to be a substantial contribution to the future of education. As always, NWEA client members will be called upon to share their ideas, insights, and the products of their work so that all NWEA members can benefit from an improved product and expanded services related to the Learning Continuum.