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Link to the student responses

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a link to a quick assessment in math to then identify quickly who needs what for their next steps.

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this is how you bullet
Just hit

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Teacher should not always work with the "low" group; rotate

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Teacher should not always work with the "low" group; rotate

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High group- think ACCELERATION  instead of EXTENSION; 

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High group- think ACCELERATION  instead of EXTENSION; 

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Accelerated Group needs an outcome that is not finite- many possibilities and ideas 

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Accelerated Group needs an outcome that is not finite- many possibilities and ideas 

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Showing students what the exemplar is for  students to achieve the 3 or 4? 

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Showing students what the exemplar is for  students to achieve the 3 or 4? 

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We are planning next instructional steps for students needing more support based on formative assessment, but the students who "get it" or need acceleration end up playing games on the floor or reading a book independently. What are the next instructional steps for acceleration? 

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We are planning next instructional steps for students needing more support based on formative assessment, but the students who "get it" or need acceleration end up playing games on the floor or reading a book independently. What are the next instructional steps for acceleration? 

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Students need to know what outcome is expected when they are working in differentiated groups- especially independently. 

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Students need to know what outcome is expected when they are working in differentiated groups- especially independently. 

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How can we plan for the 10-15 of "after assessment" time? 

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How can we plan for the 10-15 of "after assessment" time? 

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How can you hold each of them accountable? 

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How can you hold each of them accountable? 

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How can we manage the different groups? 

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How can we manage the different groups? 

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Can students be the "facilitator"  of the small groups with a prescribed outcome? Can you give them an extension question that doesn't require a teacher to facilitate? The student doesn't know exactly how to do the problem.

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If you don't ACT on an assessment after it is concluded it is actually a summative assessment.

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If you don't ACT on an assessment after it is concluded it is actually a summative assessment.

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What are the teacher movements AFTER any assessment to keep students moving forward or meeting them where they need? 

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What are the teacher movements AFTER any assessment to keep students moving forward or meeting them where they need? 

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Have early predictions of how the assessment is going to turn out

Look at the unit plan and see where a pivot point is that you can  develop a deployment extension.