Special educators are required to collect data on student progress and use it as formative data to inform instructional decisions. Being told to collect student data without being shown how to effectively and efficiently collect it, may cause teachers to become overwhelmed. This article provides three easy-to-use templates to facilitate quick data collection by teachers. The "anecdotal seating chart" allows a teacher to collect classroom notes. The "daily scorecard" gives a teacher a snapshot of all student work in one central location. The "objectives grid" facilitates easy IEP progress through event recording. Using such formative assessment can guide teachers in collecting data on student progress. Using reflective practice can strengthen a teacher's pedagogical practice. The purpose of this article is to illustrate how formative assessment and reflective practice can enable co-teaching teams to make data-driven decisions that impact student learning. (Contains 4 figures.)