Step 1: identify the instructional skill
Translate a score pattern into a skill or standard whenever the evidence supports it.
From data to groups
Move from assessment data to instructional groups.
The point of assessment is not the report. It is the decision that follows: what skill needs attention, which students need it, and what will you do next?
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USE THE REPORTS YOU ALREADY HAVE
Your scores are collected. Your next teaching step should be clearer.
Use supported IXL Score Grid, MAP Growth, aimswebPlus, and classroom assessment exports alongside rosters and curriculum maps. Review learner matches and available evidence before using a suggested group or teaching plan. Accepted formats vary by report.
New beta paths: Star, i-Ready, and mCLASS / DIBELS
Selected CSV or Excel layouts for Star Reading & Math, i-Ready Diagnostic, and mCLASS / DIBELS can provide screening, domain, placement, or benchmark context. Format coverage and the full upload-to-recommendation workflow are still being verified.
These are file imports, not direct vendor connections. Diagnostic scores do not establish mastery of an individual standard or automatically place students in an intervention.
Step 2: identify the students
Look for students who share the same current instructional need and keep the group tied to the skill rather than a permanent label.
Step 3: choose the response
Decide whether students need prerequisite support, targeted instruction, extension and transfer, or another evidence check.
Step 4: collect the next evidence
After the instructional move, use a quick check, work sample, or assessment result to see whether the need changed. Then regroup.
How it works
Your report shows a score. Your next lesson still needs a plan.
Stop rebuilding groups and teaching plans from scattered reports. Review the evidence, choose a focused teaching move, and keep a record of the support you provide.
Bring the evidence
Use assessment results, classroom evidence, curriculum pacing, standards, and the class context you already work with.
Find the priority
Identify the skill and students that need attention now instead of stopping at a score report.
Make the next move
Choose support, targeted instruction, extension, or another evidence check—and verify what changed.
Related teacher guides
Keep turning evidence into instruction.
Explore practical guides for grouping, assessment analysis, and next-step planning.
Frequently asked
Common questions
How do you turn assessment data into instructional groups?
Identify the skill behind the evidence, group students with similar current needs, choose a matching response, and revisit the group after new evidence.
Why should instructional groups be flexible?
Students learn at different rates. Flexible groups let teachers respond to changing evidence instead of keeping students in the same group because of an old score.
What does MasteryCue add to assessment data?
MasteryCue focuses on the action between the score and the lesson: instructional priorities, student groups, evidence, and next teaching moves.