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Students are able to practice standards and conecpts at their own levels, and in a variety of ways. They are able to collaborate with each other and have small-group check ins with the teacher.

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ensuring on task behavior when meeting with other groups

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ensuring on task behavior when meeting with other groups

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building confidence in struggling mathematicians 

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building confidence in struggling mathematicians 

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Have a schedule and be flexible with what the students need

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Have a schedule and be flexible with what the students need

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flexible grouping and having students know groups are flexible

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flexible grouping and having students know groups are flexible

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iReady once a week during all 3 rotations instead of throughout the week
(still difficult to get 30 minutes-but better!)

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iReady once a week during all 3 rotations instead of throughout the week
(still difficult to get 30 minutes-but better!)

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have one group do i-ready a day for all rotatinoto reduce transition time & logging in

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have one group do i-ready a day for all rotatinoto reduce transition time & logging in

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i-ready being used 1x30 a week per group to attempt hitting i-ready goal

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i-ready being used 1x30 a week per group to attempt hitting i-ready goal

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I would like to see how other teachers set up the menu model for students

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I would like to see how other teachers set up the menu model for students

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students frustrated being on a computer for 30 minutes for i-ready

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students frustrated being on a computer for 30 minutes for i-ready

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Sometimes freeing yourself up to check in with students & groups at centers (not always meeting with a group for every rotation) to maintain behavior and also check-in

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Sometimes freeing yourself up to check in with students & groups at centers (not always meeting with a group for every rotation) to maintain behavior and also check-in

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keeping up with fact fluency levels and changing these groups as students grow

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keeping up with fact fluency levels and changing these groups as students grow

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students self-assessment drawers to turn in their work for accountability, as well as to assess where they are at

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students self-assessment drawers to turn in their work for accountability, as well as to assess where they are at

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Flexibility to change groups after formative assessments

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Flexibility to change groups after formative assessments

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Classroom transitions during rotations. How are students using their transitition time?
 

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Classroom transitions during rotations. How are students using their transitition time?
 

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Keep anchor chart up instead of posting up 

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Keep anchor chart up instead of posting up 

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Not as much independence for students as menu model

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Not as much independence for students as menu model

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I would love to see someone using a menu!

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I would love to see someone using a menu!

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I would like to see how teachers introduce the Menu Model and explicitly teach the process. 

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I would like to see how teachers introduce the Menu Model and explicitly teach the process. 

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Students are able to move on to a next activity easily once finished, making it easier for those who are fast finishers and need additional time on an activity.

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Students are able to move on to a next activity easily once finished, making it easier for those who are fast finishers and need additional time on an activity.

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I would like to see how the kids are held accountable for getting their menu activities complete.  Do all students have the same menu or is it differentiated?  Is it the same menu per week or per unit?

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I would like to see how the kids are held accountable for getting their menu activities complete.  Do all students have the same menu or is it differentiated?  Is it the same menu per week or per unit?

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I'm hesitant to start menu after establishing strong rotation routines

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I'm hesitant to start menu after establishing strong rotation routines