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- targeted group activities for differentiation based on the results of the screener.
- Groups may be based on ability or skills.
- Screener supports us in making specific groups on math apps like Matific to target specific skills
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Groups of students would have a variety of lessons based on how they did on the screener on a Monday - which would target a specific area on the screen and then 3 days a week for strategies

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-Kids can support other kids to peer teach/practice strategies
-Push the strategies to go deeper/more difficult
-Teach to their level

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- Know what activities to add to individual student Matific account.
- Identify students who need extra practice and support and who need extension.
- Meeting with parents to share resources to support home learning.
- Parent Teacher Conferences.

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- identifying which students would need services and why
- also looking at extension groups

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- In planning meetings
- Our team has a scheduled number lesson so we will use the data to differentiate across the grade and inform our teaching.
- See if there is a commonality between results across the grade.

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- Screener helps us know where the whole class is with their math skills, impacting what and how we teach whole class lessons.
- Provide a benchmark for where to begin lessons based on the needs of the whole class
- Based on screener results of whole class we can pair students up to support each other in further developing math skills

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Determine needs and form groups based on the results
Form different types of groups (ability groups, skill-focus group)

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- identifying class groups based on two areas: addition/subtraction strategies and knowledge and number knowledge (words/numerals/structure)
- used these groups to plan instruction, including whole group topics vs. small group

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Attempt to schedule a one-time-a-week group at differentiated levels to teach particular number number words/numerals, structuring numbers

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-Know what students need services that are really low
-Know who needs enrichment, possibly give next grade screener
-Make personal connections one-on-one interview
-Provide parents with kid specific feedback
-Understand how a kid thinks/processes

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-Provides a benchmark and can start building

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-Possibly homogenous group kids for extensions/support

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Determine individual needs based on observations
- How did they go about solving?
- Did they need more time to process?
- How did they reflect?
- Did they catch their logical errors while explaining?

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Self-reflection as grade level:
- Is there a commonality between the results across the grade level? - - Did students excel at certain questions and found others more difficult?

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Reflect to inform teaching:
- Is the data showing an area where the whole class needs additional support?
- Do you need to reteach or work on a specific skill?

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- Create differentiated follow up / practice based on skills
- Create review groups based on certain skills to target

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- Grouping students according to needs & levels. Identify students who need extra practice.
- Have a conversation with students who have great needs
- Reach out to families of students who have great needs
- Set up extension activities for specific students (Khan Academy)
- Talk to previous teachers about ways to support extension students that have been done in the past

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-Talk to previous grade level teachers about strategies taught
- Planning units and inquiry tasks based on strengths of the grade and identifying specific areas of target
- Identify ways to review previous grade level concepts so that the grade is ready to begin at grade level
- Use data results to identify how long to spend on certain topics
- Develop quick fluency activities to strengthen math concepts

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- Plan lessons based on reaching grade level curriculum - but identifying needs and ways to support class in meeting the curriculum
- Using class wide data to identify areas that will need practice before teaching the grade level content in your class
- Use data and class performance to monitor concept development (is it that they need a quick review or intensive support?)

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Help identify the children who need support in specific ways to focus on areas of weakness.

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-Can use this to drive motivation for students who excel in one area or more

Learning support will see the gaps and be able to help support us in class to close these.

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Work groups (when covid passes) and scaffolding learning through other children helping.

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Highlights common misconceptions that they generally have.