DecisionPoint Education

DECISIONPOINT TEACHER DECISION TOOLS

See what matters.
Plan what happens next.

Turn a few useful assessment results into priorities, flexible groups, and a focused reteaching plan—without drowning in data.

STEP 1

Name the decision

STEP 2

Add only the useful evidence

What did you notice in student work?Choose all that apply.
Which approaches fit your classroom?Choose as many as you want included in the brief.
Minutes available for reteaching
Use class or group information—not student information

Do not enter names, student IDs, disability information, health details, or other private records. Use placeholders such as “Class 1” or “Group A.”

STEP 3

Your decision brief

4 skills reviewedPriority → groups → reteach
DECISIONPOINT EDUCATIONData to action
DATA-TO-ACTION DECISION BRIEF

CONTEXT
Expressions and Equations Check | 7th Grade Math
Learning target: Students will solve multi-step equations and explain each step.
Class size: 28

WHAT MATTERS NOW
Multi-step equations is the first instructional priority (43% mastery). Approximately 16 of 28 students may need additional evidence, reteaching, or guided practice.

PRIORITY GAPS
• Multi-step equations — 43% mastery
• Distributive property — 54% mastery

DEVELOPING SKILLS
• Combining like terms — 71% mastery

CURRENT STRENGTHS
• One-step equations — 86% mastery

FLEXIBLE GROUP PLAN
• REBUILD: Students who cannot yet begin or explain Multi-step equations. Use a concrete example, worked model, and immediate check.
• PRACTICE: Students showing partial understanding. Use error analysis and two scaffolded problems before independent practice.
• EXTEND: Students who demonstrate the skill accurately. Ask them to compare methods, justify a solution, or diagnose a misconception.

SELECTED INSTRUCTIONAL APPROACHES
• Teacher-led small group
• Worked example or think-aloud
• Error analysis

NEXT INSTRUCTIONAL MOVES
1. Confirm the pattern with one short item that isolates Multi-step equations; do not group students from a total score alone.
2. Model one common error and have students explain where the reasoning changes.
3. Regroup from the new evidence, then provide targeted practice instead of repeating the full lesson.

30-MINUTE RETEACH PLAN
• 5 min — Display one hinge question. Students solve independently and show their reasoning.
• 10 min — Model Multi-step equations with a think-aloud; contrast a correct approach with the observed error.
• 11 min — Use the selected approaches across flexible groups, with support matched to current evidence.
• 4 min — Exit ticket with one new item plus: “Explain the decision you made first.”

OBSERVED PATTERNS
• Students can answer but cannot explain their reasoning
• Students repeat the same procedural error

DATA STILL NEEDED
• Item-level or skill-level evidence for each student before assigning groups.
• One fresh check after reteaching to decide who is ready to move forward.
• Work samples or student explanations when the score does not reveal the misconception.

TEACHER CHECK
This plan is a decision aid. Review group placement, accessibility needs, and the original student work before using it.

Use this brief with the original student work and your professional judgment. Groups should change as new evidence appears.