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Looking at the lessons just the day before. I will spen more time planning before I teach it. 

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Looking at the lessons just the day before. I will spen more time planning before I teach it. 

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sending home homework

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skipping the debrief

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Running out of time for debrief.

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I will start looking at the foundation standards in the curriculum.

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I will start looking at the foundation standards in the curriculum.

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Rushing through application problems

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To be open to learning new ways to improve my teaching.

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I will be more successful on working on backwards planning. This will help myself and my students be more successful on their assessments.

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skipping pieces of fluency and the debrief!

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Rushing to get through EVERYTHING

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I will start using backward planning in order to help myself and my students feel and show success in Eureka Math.

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I will continue to work on backwards planning!

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I will continue to work on backwards planning!

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to have about the same pacing for next year.

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to have about the same pacing for next year.

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To practice my pacing.

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I will start using the grade level backward planning to better plan for students. 

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I will start using the grade level backward planning to better plan for students. 

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Planning more time for a debrief

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Backwards plan

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To use my Module assessments to help guide my planning and instruction. (Backwards planning)

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To use my Module assessments to help guide my planning and instruction. (Backwards planning)

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backwards plan

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Sending problem sets home as an example to help with homework

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Sending problem sets home as an example to help with homework

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using formative assessments to guide instruction

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I will continue to learn about Eureka math.

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I will continue to learn about Eureka math.

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Backwards plan

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implementing number talks at least weekly into my math class.

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implementing number talks at least weekly into my math class.

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Using a variety of the Eureka resources to inform my teaching and looking ahead to my end goals for modules/the year as a whole.

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I will debrief lessons

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Debriefing on concept development and problem sets.

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Debriefing on concept development and problem sets.

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I will continue to adjust my instruction based on student needs

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I will continue to adjust my instruction based on student needs

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Prioritizing components in the math lessons

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Backwards plan so I'm not looking the day before at lessons

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backwards planning

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using iPads more often

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To be more intentional to be more intentional while backwards planning

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looking closer at the module test and exit tickets to help with assessment prep. 

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looking closer at the module test and exit tickets to help with assessment prep. 

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Skipping debrief

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I will start using timer to keep on track

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I will start using timer to keep on track

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Skipping the debrief

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I will continue to backwards plan but using the template shared today.

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I will continue to backwards plan but using the template shared today.

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to use assessments to inform my instruction

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to use assessments to inform my instruction

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using timers to pace my Eureka lessons and backwards plan with my team for each module. 

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using timers to pace my Eureka lessons and backwards plan with my team for each module. 

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doing every lesson (it's okay to omit ones that aren't necessary)