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Differentiating Performance Tasks for All Students

Tuesday, January 12, 2016 @ 3:00 pm - 4:00 pm EST

Presented by Jack Beers, Vice President, Editorial Director of Math & Science for Triumph Learning
Sponsored by Triumph Learning


How do you ensure that students have baseline understandings to show what they know on a performance task? Can you modify a task to stretch your accelerated students?

In this webinar, Jack Beers, Editorial Director of Math and Science for Triumph Learning, helped K-12 educators explore ways to rework an existing performance task to show what all students with different learning styles can do, and help you stretch the effectiveness of tasks you write yourself.

Join the Assessment For Learning community to participate in online discussions with peers, for invitations to upcoming webinars, to view past webinar recordings, to take a quiz and receive a CE certificate for a past webinar, and for access to more resources.


jack beersJack Beers is the Vice President, Editorial Director of Math & Science for Triumph Learning. He has a Bachelor of Science in Mathematics from Harvey Mudd College and an MAT from Reed College. Jack taught high school mathematics before beginning his career in el-hi publishing. He has managed the development of several mathematics and science programs for Macmillan, Curriculum Concepts, and Metropolitan Teaching and Learning. He is also the author of a number of mathematics texts, including Voyages, Problem Solving Step by Step, and Metro Math Readers.




A CE certificate will be emailed to live attendees within 24 hours of the live event.
If you miss the live session, a link to view the recording will be sent within 24 hours of the live event.

coach triumph learningDeveloped specifically for the Common Core State Standards, Triumph’s Common Core Coach, Support Coach, and Performance Coach series provide professional development support for teachers and rigorous instruction and practice for students, covering the skills and concepts students need to master. In four case studies in Kentucky, an outside research firm found that the use of Common Core Mathematics or Common Core English Language Arts with elementary and middle school students contributed to an improvement in the achievement levels on K-PREP, Kentucky’s state-wide test. The number of students who performed at the lowest level (Novice) decreased significantly, with a corresponding increase at the higher performance levels.


Tuesday, January 12, 2016
3:00 pm - 4:00 pm EST
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