Talking with and listening to students reveal much about who they are and what they care about. Use surveys and quick writes to collect information. Your colleagues may have additional insights. Avoid making assumptions about students’ histories and situations.

Consult the Student Information System and A4E Teacher Dashboard to gather data from past assessments, including proficiency ratings. These data are beginning points; expect students to grow and change as a result of your efforts. Spend time with colleagues early in the year comparing notes on each student’s literacy strengths and needs, looking together at writing samples and the results of fluency and comprehension assessments.

It is worth the initial time investment to create a learner profile for each student, then add representative work samples and review the information at regular intervals. A portfolio can be as simple as a folder kept on your desk.

It is helpful to assess students’ prior knowledge for each unit of instruction. Though these formative assessments should not be graded, it is important to analyze students’ readiness – try a Quick Sort Protocol to reflect on student work alone or with a colleague.

When planning instruction, check to make sure that your plans include enough scaffolding or extension to ensure each student’s success. You might find it useful to check your roster as you plan.

In brief student conferences, share the progress that the student has made and goals for their improvement. Ask questions and listen in one-on-one exchanges. When you circulate as students write or converse, take a few seconds to connect and give feedback.