We recommend using multiple measure of data to determine what level of support a student needs, specifically what level intervention group the student should be placed in.
Possible data points could include:
- District-created formative assessment results
- School or grade-level common assessment results
- Teacher-created pre assessments on standard(s)/benchmark(s) prior to teaching
- Unit/chapter test results
- End-of-quarter grades
Other data points could include:
- IEP/504 documented accommodations
- Cognitive/ability test results
- Lexile/reading level
- Historic high stakes assessment scores in mathematics/science
- Parent/guardian/student input
As best practice, a teacher should differentiate instruction based upon the ability level of students in EACH class period. At a minimum, a teacher should divide students into 3 intervention groups in order to meet the needs of each student type. Below is a suggested scheme for evaluating students for appropriate intervention group placement:
| Group # | Ability Level | Proficiency Level | Mastery Level | Grade Index (0-100%) |
| Group 1 | Struggling learner | Not proficient | Not mastered | 0 - 59 % |
| Group 2 | On grade-level learner | Partially Proficient | Partially mastered | 60 - 79% |
| Group 3 | Gifted learner | Proficient | Mastered | 80 - 100% |
Once a teacher has grouped students together based upon like ability level, the teacher should then: