In each of my classes, teachers and I use student data notebooks to track their progress throughout the school year. Below are some examples of students keeping track of different goals. One way that we use the notebooks with students is through conferring with students while they are independently reading and using a checklist to assess their reading skills. We discuss with students which goals they met and which they need to work on for the upcoming week. Once they meet their goal three times, they are considered to have mastered that skill and can move on to another. We use these assessments, along with progress monitoring data and exit tickets, to decide how to plan for the following week(s) as well as how to group students in skill groups or guided reading groups.
For my students outside of co-teaching classes, I use data collected from language assessments to determine how to group them for pull-out groups. Below is an example of the Can Do Descriptors, without student names. Based on language assessments, students fall under Level 1-6. I pull students who fall under as close to the same level as possible in order to differentiate by language skill.