I’ve seen two ideas that allow for a teacher to really help a kid where they are at. They both have a requirement that you as a teacher know the entire learning progression for the standard and can place the kid in the right group. They are both require intensive planning too.
The first thing you should do is unpack the standards, and figure out what the prerequisite skills are. At my school we take this information and turn it into a series of I can statements, sequenced into the order they need to learn and be able to do them. This learning progression is kept out where kids can see it, and they are given a few procedures that they can use to assess themselves on it. As the teacher I know where they are, but this tool also allows kids to see where they are, where they need to be, and where they’ve been.
Once I know what a specific kid needs to learn, I group the kid with other kids that have similar needs. This means I can have 3-5 groups in my class. With between 3-10 kids in each group. So the best method I know is a form of station rotation.
Basically each a station is created for each group. At one station they may be taking notes from a video. At another they may be working on IXL. At still another they may be working as a group to get through a word problem or making a model, this is where I tend to use PrBL Finally, one station is working with me. The class spends a given amount of time at each station, say 20 min., and then rotates to a new station. While kids are working with me, I’m giving direct instruction and assessing learning. This model works well, but requires a lot of planning.
There’s a similar model I’m leaning towards right now that has the teacher moving between groups. In this model groups are set up by where a kid is at, like before, but instructions are left on the table for the group to carry out for their learning. It can be a really indepth Prbl problem, or a sequence of activities. In this model the teacher has an appointment with each group, and at the designated time meets with the group and provides direct instruction. During this time the teacher also assesses, and moves kids up to the next step of the learning progression if they demonstrate proficiency. Kids that don’t move up keep learning at the station they are with and have the opportunity to test out of the station other ways. Kids that finish the unit ahead of others are put into groups to explore the content more deeply. This requires significant planning up, as you need to prepare a station for each step of the learning progression, but afterwards is easy because you are just seeing what stations you need for a given day, and pulling the materials required for that.
Hope this helps, if you’ve got questions feel free to ask.