Small Grouping Tool Study

The purpose of this study was to investigate pre-kindergarten teachers’ practices related to using data to inform the creation of small groups for targeted instruction and to further improve the quality of the Small Grouping Tool on CLI Engage.

CLI Faculty:

Principal Investigator:

Results:

Small-group instruction is a central feature of early childhood classrooms, allowing teachers to provide more individualized instruction and feedback. However, little research has explored how teachers determine which students are grouped or the extent to which they use data to guide these decisions. To learn more about this process, CLI conducted research during FY2025 using the Small Grouping Tool on CLI Engage to examine how teachers use data to form small groups, identify factors influencing their grouping decisions, and gather input on improving the tool’s usability.

Utilizing TSR Comprehensive classrooms, a group of volunteer pre-K teachers across Texas completed an online survey and an interview. The participants were then invited to a virtual training session that emphasized practical applications and collaborative discussions of real-world grouping scenarios. Upon reviewing the data, the findings informed revisions to improve the Small Grouping Tool, including increasing visibility, automating heterogeneous grouping, and directly linking data outputs to instructional resources.

Teachers consistently described small-group instruction as essential for differentiating learning; however, their decisions are guided mainly by academic data. Future studies will investigate whether the revisions impact teachers’ use of the tool and how changes in grouping practices influence instructional quality and student outcomes.