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Google sheets - take notes - record when I meet with them and what the focus of the small group instruction was.

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I gave my students a pre-test to asses their background knowledge and ability.

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I gave my students a pre-test to asses their background knowledge and ability.

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I then pulled a group of students that are working on a week-long project. We meet every other day and discuss the findings and some days the students are able to work in a group and teach each other

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Ongoing anecdotal notes, formatives, summatives, informal observations throughout lesson.

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Different small groups and activities for different leveled students

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Different small groups and activities for different leveled students

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Clipboard walking around while working on core standards

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Clipboard walking around while working on core standards

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PreAssessments in a variety of formats including Google Forms, Jamboards, etc.

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PreAssessments in a variety of formats including Google Forms, Jamboards, etc.

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Based on prior lesson's Exit Ticket, advance learning, reinforcement of grade level skill, or chunking of content using manipulatives (learning progression to prior level)

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I am a huge fan of Kagan Cooperative Learning Structures!

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I am a huge fan of Kagan Cooperative Learning Structures!

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IRLA scores in School Pace and DIBELS spreadsheets

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IRLA scores in School Pace and DIBELS spreadsheets

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Checklist on a clipboard with the standard being addressed during the lesson.  Simple checkmarks to quickly inform the teacher of student understanding DURING the teaching.

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Use formative assessments to assess the learning target for that day

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Dibels Assessment Unit assessments in our Reading Cur. 

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Dibels Assessment Unit assessments in our Reading Cur. 

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Giving choices with how the students want to share what they learned

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Giving choices with how the students want to share what they learned

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I often have students write, draw and orally provide answers for me. Depending on the level, they choose what they are most comfortable with.

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I often have students write, draw and orally provide answers for me. Depending on the level, they choose what they are most comfortable with.

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Google forms, EDOC assessments, nearpod quizzes or time to climb for informal pop quizzes at the end of a lesson

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I use an e-writes. I “scribble” my notes on it and they are converted into a google doc. I take notes about their behavior along the material we’re working on. It’s important for me to see the behavior associated with certain interventions/topics.

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Lower Level (with accommodations): word banks, empty visuals to show their work, number sentence setup, smaller amounts in math word problems.

On Level: students complete work with a partner or independently depending on the task. Selected problems from practice that demonstrate on level understanding.

Above Level: Pre-selected tasks from the formative (project-based or questions that are multi-step/with more rigor). Discussing multiple visual representations to solve a problem, discussing with a partner and critiquing strategies.

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Provide several access points for the learning of that day so that all students feel successful and engaged in the learning.

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Small groups, differentiated work levels with questioning

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Small groups, differentiated work levels with questioning

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Choice boards for presenting final products

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Anecdotal notes, informal and formal assessments, county assessments, Literably, checklists, conferencing

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Anecdotal notes, informal and formal assessments, county assessments, Literably, checklists, conferencing

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County and classroom assessments, classroom observations, anecdotal notes.

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Grouping students by interest level or learning style preference instead of only by academic needs. So that the way the information is presented can be differentiated.

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Using IRLA intervention materials as well as leveled readers from Reading A-Z

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Using IRLA intervention materials as well as leveled readers from Reading A-Z

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I've been providing students with no tech, low tech, and high tech options which vary based on content. 

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I've been providing students with no tech, low tech, and high tech options which vary based on content. 

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I've tried the Kagan Structures before Covid and enjoyed them!

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we use various digit resources such as iReady and Lexia for diagnostics and growth monitoring.

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MAP testing
Benchmarks
teach made assessments
Exit tickets
Observations

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Lots of anecdotal records

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For ECE-Varied materials available for Centers activities to meet different ability levels

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For ECE-Varied materials available for Centers activities to meet different ability levels

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Allowing for digital products gives kids lots of choice in how they want to present what they've learned.

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I teach Pre-K so a lot of our data is observational and I record it on checklist. I also have data collection sheets for all student and use them to monitor progress over time. 

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I teach Pre-K so a lot of our data is observational and I record it on checklist. I also have data collection sheets for all student and use them to monitor progress over time. 

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Lots of choices and games that can be played with many different versions

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Giving students choices about what they want to read for their small group instruction so that they have a high interest in what they are reading.

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Giving students choices about what they want to read for their small group instruction so that they have a high interest in what they are reading.

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Kagan always! Constant repetition, modeling and reinforcement of skills

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ELA and Math Small groups, strategic partner grouping

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ELA and Math Small groups, strategic partner grouping

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Giving choices to students

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iready, amplify, DIBELS, anecdotal records, exit tickets

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iready, amplify, DIBELS, anecdotal records, exit tickets

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formative assessments-exit tickets, topic quizzes

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Quizzes