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Meeting with my largest group consistently and using MIP to guide my instruction. I took anecdotal notes but also did quite a few quick quizzes and exit tickets

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Groups that only had 1-2 students, I didn't spend as much time planning and therefore, didn't spend as much time meeting with them. I assigned lots of dreambox lessons but the ones I personally assigned weren't always on their home screen to complete

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Students out for extended period

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Interruptions to consistency in group meetings, especially considering small group instruction for units being taught.

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Students picking up new skills

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Students who were in intervention groups also needed the tier 1 instruction from each day retaught. Hard to decide which group was more important that day or requiring the student to do two groups (which seems excessive)

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Students enjoyed meeting to get help with concepts they didn't understand.  I enjoyed meeting with them "privately" so they felt more successful.

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Students enjoyed meeting to get help with concepts they didn't understand.  I enjoyed meeting with them "privately" so they felt more successful.

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Students making connections between different math standards.

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What do we do with a student who needs everything?

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time - there's always something that throws the time off.  student absences; trying to play "catch up" when they returned sometimes presented management issues

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time - there's always something that throws the time off.  student absences; trying to play "catch up" when they returned sometimes presented management issues

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Why do we not have "students of concern" meetings? Off topic??

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Why do we not have "students of concern" meetings? Off topic??

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is there an easier/more efficient way to do this???  I'm still trying to figure THAT out

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is there an easier/more efficient way to do this???  I'm still trying to figure THAT out