One way to handle a situation like this is to create what I would like to call clumped differentiation groups. I would group students with similar scores and or weaknesses together. Then I would create lesson plans that would allow for the higher level students to peer tutor the students who are not struggling as bad as the students in the lowest group, which would be the students that I work with. There will also need to be some whole group learning, but in an effort to bring all students up to speed, the students will need to be placed in smaller groups.

I am assuming that you are speaking about an elementary classroom in which the students only see one teacher throughout the day. In middle school students see several teachers throughout the day. Therefore, when we label students for progress monitoring (RTI) we have one teacher for the team that is allowed a professional development day in which she can use solely to work on RTI. We also meet as a team frequently to discuss the status of these kids. It takes outside of classroom time so that we can all be present and focus on the task at hand.

Keeping up with students who need to be progress monitored can be very difficult, especially when you're self contained. I suggest writing it on your calendar. Go ahead and plan your next 2 to 3 months out...that way you will be forming a habit. Before you know it, this practice will be second nature!