1. Use other measures of student knowledge and potential in particular subject areas to place students in ability groups rather than a group-administered IQ test.
2.Avoid labeling groups as "low" "middle" and "high" also avoid comparisons of groups.
3.don't form more than two or three ability groups.You wont be able to give a larger number of groups adequate attention and instruction.
4. Consider the students placement in various ability groups as subject to review and charge. Carefully monitor students performance and if a low-track student progresses adequately, move the student to higher group. If a high-track student is doing poorly, evaluate whether the high-track is the right one for the student and decide what supports the student might need to improve performance.
5.Especially consider alternatives to tracking for low-achieving students. Throughout this book, we will describe instructional strategies an support services for low-achieving students, such as those being used in the AVID program.