# data[].attributes.body
Start: I will definitely consider writing success criteria for the essential standards. I will probably do this with general criteria for each standard, but then depending on the text, add to that for particular texts we use in class.

Stop: I will be more specific when grading to make sure that I'm only grading for that particular standard at the time.

Continue: I already use exemplars for writing, but I think I could do this more often, and do even more modeling than I currently do.

# data[].attributes.body
Start - I will start looking more closely at my standards in order to define performance criteria. I want to spend more time analyzing student work to look for evidence of learning and areas of growth.

Stop - I will stop overthinking about my HQIM so that I can start focusing more on my essential standards. I tend to make things more difficult than they have to be.

Continue - I will continue to reflect on my teaching.

# data[].attributes.body
I definitely need to start with success criteria and realize that immediate and clear feedback will be lasting and effective for my learners. They often have questions about their score, so the success criteria will allow students to understand their scoring.

# data[].attributes.body
Start: I want to give students what I am looking for at the beginning of the lesson.

Stop: I want to stop focusing so much on the actual lesson, and focus more on the standards!

Continue: I want to continue looking at student work and data to know how to further my help my students.

# data[].attributes.body
Start: creating success criteria and student exemplars for students to look at

Stop: worrying about hitting every single lesson in my HQIM and focus more on standards

Continue: meeting students' needs in interventions

# data[].attributes.body
Start: Using exemplars consistently

Stop: Giving feedback at a much later date when students can no longer benefit from it

Continue: Using proficiency scales and rubrics to highlight which skill will take each individual student to the next level, upwards towards mastery

# data[].attributes.body
Start: Referring to success criteria every day. Referencing proficiency scales more often.

Stop: forgetting how significant feedback is - make more time for it. Add this to our reflection time.

Continue: use of success criteria and data reflection to ensure students know what is expected of their learning and to help them reflect on their learning process.

# data[].attributes.body
Start: Model what successful criteria looks like. Use student language.

Stop: Giving more feedback than just the score on math exit tickets. I need to go a little deeper.

Continue: Making sure assessments are directly tied back to the standards and learning goals.

# data[].attributes.body
Start- I will make sure that my students have a clear and concise understanding of the objective and standard.

Continue- I continue will to give feedback not only to the students that are struggling but also to those higher students, and show they have mastered that standard.

Stop- I will stop using my higher students work to help me grade papers.

# data[].attributes.body
I will start writing more specific goals.

I will stop expecting a clear path just because I think the instructions are clear.

I will continue to informally monitor where my students are in their learning and adjusting to fit them.

# data[].attributes.body
Start taking more time to reflect on the standard objectives are met instead of just grades.

Continue using bolded state standards to build lesson plans.

# data[].attributes.body
Start providing clear criteria for students, stop using HQIM lessons/material not tied to our state standards, continue exit tickets to check for understanding

# data[].attributes.body
Start- providing success criteria for my students

Stop- getting lost in the HQIM and keep standards first

Continue- analyzing student work to meet the needs of individual students

# data[].attributes.body
Start: making sure my students know what success looks like from the beginning

Stop: Not giving enough feedback

Continue: Using cool downs and assessments to check for understanding

# data[].attributes.body
I have not decided what to start yet.

I will stop comparing students and setting standards based on students rather than the depth of the standards.

I will continue to evaluate the student's thought process and determine if it is incorrect or just different.

# data[].attributes.body
Start: Giving students our student friendly version of our standards from the beginning of the lesson.

Stop: Forgetting to go over feedback. Forgetting to point out what and why we are learning the information in class.

Continue: To access, monitor and adjust throughout the lesson. Teaching materials needed to understand the essential standards and continue to write what and why we are learning on the board.

# data[].attributes.body
Start- Make sure students know the success criteria for essential standards

Stop- getting too wrapped in to the Lesson provided through HQIM so that I focus on the standard and what students need to know based on the standard So -- standard first...always! Then what does the HQIM have to support the standard

Continue- analyzing student work for areas of strength and weakness for each student

# data[].attributes.body
Start - Making sure my students know the goals from the very beginning. Discussing success criteria

Stop - just giving a grade

Continue - using exit tickets

# data[].attributes.body
Start: Make sure I explain what the end goal for the lesson.

Stop: Thinking that the only way to measure success is by the grade on the assignment.

Continue: Making sure we look at the state standards and our school's essential standards when making decisions about our lessons.

# data[].attributes.body
I will start creating more exemplars to show students and communicating success criteria with them. I will stop providing too little feedback. I will continue to align to state standards, communicate learning targets to students, and allow them to track their progress.

# data[].attributes.body
start: students see the success criteria before at the beginning of the lesson.

stop: not giving targeted feedback to students, especially those struggling. feedback needs to be targeted in order for students to grow.

continue: discussing success criteria before the lesson,

# data[].attributes.body
Start: Checking the rigor of my assignments to the rigor of the state standard instead of just trusting my curriculum. Start: having more exemplars for the students to see.

Stop: Not giving my students feedback; I need to create some time for more one-on-one conferencing with students.

Continue: discussing our learning targets for each lesson.

# data[].attributes.body
When analyzing student work I will:

START to create a better exemplar that is more specific to the standards.

STOP rushing and be sure to give more detailed feedback to students that aren't at mastery after analyzing their work.

CONTINUE to look at end of the week module test to check for mastery.

# data[].attributes.body
Start: I want to ensure that I am clearly communicating to students what the expectation is for a successful completion of the lesson or objective.

Stop: I need to change my thinking on what determines success. I do not always need a grade in the gradebook to prove success.

Continue: I will continue to look at the standards and our school's essential standards to determine what we need to focus on.

# data[].attributes.body
Start: implementing grading based on more rubrics or scales of understanding

Stop: assuming kids are meeting success criteria just because they performed well overall based on correct answers

Continue: always reflecting and making adjustments in my instruction to propel student learning

# data[].attributes.body
Start - Create a Success Criteria for myself and the students that is clearly displayed

Stop - Using the best work as the standard for the Success Criteria

Continue - Using formative assessments to track understanding of the standards

# data[].attributes.body
Start--Using the Standards Blueprint to focus which standards to begin developing success criteria

Stop--giving minimal feedback

Continue--using independent work time to offer more personal feedback on student work

# data[].attributes.body
Start:

Ensuring that all students know what the end product goal is.

Stop:

Returning papers with a grade.

Continue: Using exit tickets to check mastery of a skill.

# data[].attributes.body
Start: Creating success criteria for the students to specifically let them know what it is I will be looking for.

Stop: Using the best student work to compare and not giving adequate feedback.

Continue- Using exit tickets and other assessments to gauge if the topic needs to be retaught or adjusted.

# data[].attributes.body
Start making sure that my students understand the objective expected of the lesson. Maybe do a quick review of the previous days lesson to make sure.

Stop not going over work after I hand it out.

Continue letting students share their work. That way kids can see that there is more than one right way to solve a problem. It will also help students with maybe an easier way to solve a problem that they are struggling with.

# data[].attributes.body
Start: Familiarizing students with a standard's success criteria and have them reflect and self-evaluate for that standard/criteria

Stop: Analyzing student work before committing to the success criteria

Continue: Providing feedback and time for review after formative assessments

# data[].attributes.body
I will start to do a better job explaining the end goal success criteria to my students. Stop using just the HQIM and focus more on the essential standards as my guide for planning. I will continue to analyze student data to provide groups based on their needs for learning.

# data[].attributes.body
Start: Making sure communication is evident for the end goal with my students. Sharing what mastery should look like at the end.

Stop: Stop using just the HQIM standards (because not all are being taught in the HQIM) and supplement other resources to focus on the essential standards.

Continue: Continue to look at student data to work with groups on their needs for learning. Focus on standards that are essential and focus on that data.

# data[].attributes.body
Start- start using success criteria in student terms, so students have a better understanding of what success looks like.

Stop- stop returning work without substantial feedback

Continue- continue learning laps and making students aware of what I'm looking for in their work.

# data[].attributes.body
Start- Creating and using a finished product of what I expect student work to look like to meet all criteria of a standard

Continue- talking about the objectives of the lessons prior to teaching them with my students

Stop- Not making sure that my assignment or activity is directly tied to the whole standard not just part of the standard.

# data[].attributes.body
I am going to start taking time to focus on what they did well. I am going to stop comparing student work to my higher performers and basing their responses on the standard. I am going to continue providing examples and clear criteria for my students.

# data[].attributes.body
Start- Discussing success criteria with students so we all have a clear understanding of what is expected.

Stop- I realized today I've been using my best student's work instead of the success criteria.

Continue- Using our assessments that have been created.

# data[].attributes.body
Start: forming a success criteria that I can share with them so there is no misunderstanding of expectations.

Stop: comparing student work and instead compare to success criteria. Also, give feedback to students about what to do to meet the success criteria.

Continue: Using cool-downs from each lesson to make sure students are capturing the rigor of the standard and meeting success criteria.

# data[].attributes.body
When analyzing student work I will pick those essential standards that I want to address before I collect work samples, instead of just relying on grading to reflect their ability. I want to stop worrying about their grade and more about the standards. Are they able to meet them? Something I will continue is to meet each students needs in intervention, and hopefully meet them before they need intervention!

# data[].attributes.body
Start:Ensure students know where they are on the Proficiency Scale and what they are working on to get to the next level.

Stop: Using the best student's work as the success criteria if it does not fit all of the criteria.

Continue: Giving specific and direct feedback on what individual students are working on.

# data[].attributes.body
Start: Defining success/providing exemplars before students do the assignment.

Stop: Giving skimpy feedback.

Continue: Using CFAs to check for progress toward and mastery of the material.

# data[].attributes.body
Start: Creating success criteria and showing students beforehand

Stop: Comparing students to each other rather than the standard

Continue: Creating CFA's that are aligned to the standard and not relying on what the HQIM provides

# data[].attributes.body
Start - Sharing what success will look like in a way that all students in the class will understand.

Stop - Using the highest student's work as the bar for the rest of the class to meet.

Continue - Having students rate themselves on their understanding of the standards before and after the lessons to see who is confident and who feels like they still need extra support.

# data[].attributes.body
Start: Making sure my students know what success looks like from the beginning

Stop: Not giving enough feedback

Continue: Using assessments tied only to the essential standards/learning targets, not too many questions, but enough to show if they know it or not

# data[].attributes.body
Start- create success criteria and examples for at least two standards this sy

Stop- not consistently setting time aside for reviewing/reflection

Continue- writing notes on student work and using cool downs to inform instruction/interventions

# data[].attributes.body
Start: Using examples for students to see and understand what a 1, 2, 3, and 4 look like.

Stop: Using my best student to grade student work against or using HQIM instructions over standards.

Continue: Sharing success criteria with students so they know how to reach learning targets.

# data[].attributes.body
Start-Discuss success criteria/objectives with students so they know exactly what goal they should be working toward.

Stop-Returning papers that only have a grade and no written feedback of what they could do to make their work better.

Continue- Using exit tickets and formative assessments to gauge student mastery of the skill/standard.

# data[].attributes.body
Start - I will start using the success criteria to go with my cool downs that I use with my lessons. I would also like to start sharing those with my students before and after the lessons.

Stop - just giving back work and not going over it with the students.

Continue - using my cool downs to check for understanding of the skills that were covered in the lessons based on the standards.

# data[].attributes.body
Start- Creating success criteria in student language and sharing with them when introducing a lesson so they know how to reach full points and mastery of the lesson.

Stop- using the best student to grade student work against instead of the success criteria.

Continue- Having examples for students to refer back to when they are asking how to complete a task.

# data[].attributes.body
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# data[].attributes.body
After conducting the student work analysis process, share a START, STOP, CONTINUE when approaching analyzing student work. What is something you will start? What is something you will stop? And what is something you will continue?