# data[].attributes.body
Start: I will start analyzing the work that is turned in better.

Stop: I will stop overanalyzing things that don't matter for instruction and understanding.

Continue: I will continue to bring in more differentiated projects so that all students can be successful.

Leslie Moon

# data[].attributes.body
Start: spending more time looking more closely at standards FIRST.

Stop: just looking at assignments as grades

Continue: pulling groups according to level of understanding

# data[].attributes.body
Start: I will connect student answers directly to the standards and success criteria. Highlight when they show understanding of how cells form tissues.

Stop: Don’t assume students understand concepts without clear evidence in their work.

Continue: Use guiding questions to focus analysis and give clear, standard-based feedback.

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Start- I will break down the success criteria and essentials. I need to get better at not looking at ALL the stuff and focus on the criteria stated specifically in the standard.

Stop- I will stop hurrying through work due to the pressure to stay up with the pacing guide.

Continue- I will continue to analyze student work focusing on the positive and group accordingly.

# data[].attributes.body
Start: Intentionally planning time to analyze student work with clear success criteria in mind.

Stop: Relying only on test scores or grades to gauge understanding without digging into actual student thinking.

Continue: Using patterns from student work to guide small-group instruction and provide targeted feedback.

# data[].attributes.body
Start: I will start checking for understanding of vocabulary needed so they can master the standard. ( I always introduce new vocabulary, but sometimes make the assumption they have retained prior vocabulary, and a quick refresher would be beneficial to all students.)

Stop: Moving on to quickly when there may need areas that I need to break down more and refresh prior knowledge

Continue: Teaching grade level standards and having the expectation that all students can show growth in their understanding of content.

# data[].attributes.body
Start: Making sure to start creating a criteria for each lesson. We always have the end goal in mind, but could break it down more!

STOP: Adding too many things that don't fit the criteria.

Continue: focusing on standards and what it is I expect the students to be able to accomplish!

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I will start with the end in mind. I want to make sure that I have thoroughly read the task before starting the lesson and also again when reading the student work. I get caught up in standards that have little to do with the current expectation.

I will stop focusing on too many expectations and focus on the specific expectation as a building block for the learning.

I will continue to analyze student work to drive instruction.

# data[].attributes.body
I will start looking at, and being more intentional with the end goal of the standard. I will stop looking at assignments/ assessment as just grades in the grade book.

I will continue to differentiate learning styles in lessons and continue to use data to drive my instruction.

# data[].attributes.body
Start: Remembering to chunk/summarize information into bite size, digestible pieces while highlighting the most important things they need to know based on the standard. (That was a lot of information)

Stop: getting frustrated when they don't get it when I feel like they should get it based on what I gave them

Continue: explicitly teaching standards with a growth mindset in mind when it comes to student work

# data[].attributes.body
Start: I will group students based on criteria and the standard being taught. I will pay more attention to instruction to achieve desired outcomes.

Stop: I will stop focusing on grades only, and look for what the students did well.

Continue: I will continue to teach the most important parts of the lessons that provide students the essential information to gain knowledge and skills.

# data[].attributes.body
Start: I will determine what criteria is essential in order for my students to be successful.

Stop: Teaching the parts of the curriculum that aren't essential to meeting the standards.

Continue- Looking at the data and place students in groupings that will help them be successful.

# data[].attributes.body
START: I will work backwards and look at the goal for the end of the unit. I will make sure that I am focusing on the necessary content that shows mastery according to the assessment and standard.

STOP: I will stop looking at every detail and start focusing on what truly shows mastery. I will only spend time teaching the necessary skills instead of following scripts!

Continue: I will use student work to help me group students and meet their needs. I will continue to be clear with my expectations so that students understand what is expected of them.

# data[].attributes.body
Start: Breaking down the essential skills/criteria for the standard.

Stop: Assuming that every student understands the lesson during whole group

Continue: Observation of my students' work to guide my instruction to see if they need it retaught in a small group

# data[].attributes.body
START: I will start defining the success criteria and even share those with my students. When students understand the expectations they will take more ownership of their learning.

STOP: Just putting struggling students into an intervention group because they did not show clear understanding of the standard. I will place them in a more targeted intervention.

CONTINUE: I will continue to use my data from my students CSA's and CFA's to drive my instruction and intervention.

# data[].attributes.body
Start: I will start with the target of the lesson and create an exemplar to use.

Stop: I will stop filling in instructional time with fluff that is not needed.

Continue: I will continue differentiating instruction and analyzing their work process (not the answers only) to help fill in any gaps of knowledge I notice.

# data[].attributes.body
I will start focusing more on the standard, instead of putting so much focus on the curriculum. I will continue to monitor and adjust for each student's needs. I will stop pushing the students who struggle to the same expectation as my higher students.

# data[].attributes.body
Start: Breaking down the standard and know exactly what I am looking for each lesson. I have become really reliant on my curriculum, but I need to make sure I am critically thinking about what I am teaching and where the end goal is.

Stop: Just checking work just for the right answers so I have a grade.

Continue: Reflecting on lessons and what I need to do better.

# data[].attributes.body
Start: I will start being more intentional when looking at my standards and developing the success criteria for what I expect my students to do in order to reach mastery.

Stop: I will stop thinking of assessments as a "grade to be added to a book" and then left behind. I will stop letting the pressure of getting through a curriculum drive my instruction.

Continue: I will continue to examine student work, but with a more critical eye to identify the deficits in their understanding.

# data[].attributes.body
I will start developing success criteria with exemplar examples. I will stop using a whole score on an assessment to define the child's skills and instead look at the pieces of the assessment to determine misconceptions and provide opportunities for all learners. I will continue to let data drive instruction, but will be more concise on the types of instruction.

# data[].attributes.body
I will START analyzing the essential skills and criteria for the standards I am addressing through my HQIM. I will STOP worrying about the "fluff" that the HQIM adds in that does not address our state standards. I will CONTINUE to use my students' data to drive my instruction and make decisions on how to best move all students forward.

# data[].attributes.body
START: It is very important to know the standard of what you are teaching first. Then, I would make sure my exemplar focused solely and completely around that standard before beginning the lesson.

STOP: I would stop focusing on cells make tissues because overall on student data, it indicates that they understand the very basis of the lesson.

CONTINUE: I would continue focusing on how cells are different and collectively make up different tissues that serve a different function in the body. I would use different modes of learning and assessment to make the lesson come to life for various learners by not only differentiating my lesson but also the assessment in which I am using to check for criteria mastered.

# data[].attributes.body
Start - breaking down the criteria for success into smaller bits for easier review and to pinpoint areas of need

Stop - teaching the fluff bits of the curriculum. This should help with finding more time to reteach and to keep from wasting my time and students time on questions and work that doesn't directly impact their understanding of the standard

Continue - reviewing students work to help reflect on my teaching and how to adjust to best provide support to all students

# data[].attributes.body
To start, I will be specific and intentional when creating lesson plans to break down the standard. Also, I will be intentional in creating an exemplar to assess success criteria.

I will stop looking for what I have in mind to be mastery and base success criteria on an exemplar based on the standard.

I will continue to teach lessons in different ways and scaffold to reach all students.

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After conducting the student work analysis process, I will focus on success criteria, stop continuing on when success criteria is not being met. Continue trying to meet the needs of my students so that they will be successful.

# data[].attributes.body
I will START grouping intervention groups based on particular success criteria and I will STOP grouping my interventions based only on if they got the answer right or wrong. I will CONTINUE to use student data to drive my instruction and take time in my lessons to reteach, intervene, and provide additional support to all my students.

# data[].attributes.body
Start: Looking at the standard first, understanding what the proficiency scale and success criteria is saying for grade level and prerequisite skills.

Stop: Relying on tier 2 instruction to focus on my struggling students. The standard may need to be taught and assessed again during tier 1 instruction.

Continue: Differentiated groups within my tier 1 instruction to reach as many students as I can. Setting goals with students on where they are at on the proficiency scale and what percent they are proficient. We strive for 80%.

# data[].attributes.body
Start looking for specific evidence in student responses that shows how well they connect ideas, not just if they used the right vocabulary.

Stop focusing only on whether the answer is “right” or “wrong” instead, notice the level of detail and organization in their explanations.

Continue using student work to identify patterns across the class and adjust instruction to strengthen both comprehension and writing skills.

# data[].attributes.body
Start looking for specific evidence in student responses that shows how well they connect ideas, not just if they used the right vocabulary.

Stop focusing only on whether the answer is “right” or “wrong”, instead, notice the level of detail and organization in their explanations.

Continue using student work to identify patterns across the class and adjust instruction to strengthen both comprehension and writing skills.

# data[].attributes.body
Start: Create success criteria and compare student work to the success criteria to identify characteristics of mastery.

Stop: I will stop pulling groups based off of summative assessments and more from success criteria.

Continue: I will continue to teach the standards with rigor and intervene to help get students to mastery.

# data[].attributes.body
I will begin using detailed success criteria for each assignment, being very specific in what the student needs in order to master that standard. I will make this known to my students so that they are aware of exactly what is expected of them to learn and demonstrate. I will also begin to use the layered grouping system. I will stop worrying about anything that is not related to the standard and success criteria. I will continue to use student data to drive my instruction, just in more specific ways!

# data[].attributes.body
START: Defining clear success criteria for assignments.

STOP: Assessing student work as simply 'right' or 'wrong.'

CONTINUE: Observing and reflecting on student work

# data[].attributes.body
I would like to start creating clear criteria for standards prior to teaching that concept and relaying that information to my students. I will continue have high expectations for all students to show growth with any concept taught in class. I will stop only doing my reteaching in small groups settings.

# data[].attributes.body
START: I will start looking at the specific standard and not my expectations.

STOP: I will stop looking at the small details within their work and make sure I am focusing on the main skill being taught.

CONTINUE: I will continue to use student data to determine my next step when moving on with my lessons.

# data[].attributes.body
Start: diving deep into standards and creating success criteria for each. Also - see how these standards play out over the year and make sure we are mastering ALL parts of the standard by year end.

Stop: completing assessments on a grade basis and dive into the data to push instruction in the direction it needs to go -- quality over quantity of assessments

Continue: using data to drive instruction

# data[].attributes.body
I will start to be more intentional in comparing my standard to the lesson in order to determine how the lesson is meeting the standard. I will be more intentional in creating and reviewing success criteria before, during, and after the lesson.

I will stop focusing on the details of completion of an assignment, and focus on the outcome of the assignment.

I will continue to use daily classwork, and in class observations to form groups for reteaching and correcting misconceptions.

# data[].attributes.body
I will start analyzing the essential skills and criteria for successfully mastering the standard that I am teaching. I will stop focusing on the extras that I would like to be in the criteria (punctuation, spelling, ect....unless that is part of the standard). I will continue to teach with high rigor and intervene with my students on their individual needs rather than a predetermined ability. I will use student data and performance to drive my instruction and intervention while making sure that I do not forget to challenge my students that are doing well.

# data[].attributes.body
START: Ensuring I know the end goal of the specific standard/assignment, so that I am not getting caught up in the small details that actually don't relate to the standard.

STOP: I will stop pushing the few struggling to students to the side to reteach only during small groups- A lesson may need to be retaught again whole group, even if it seemed like majority understood. Recognize when whole vs small is needed.

CONTINUE: I will continue having as many types of differentiated learning styles as possible in lessons to engage all students and ensure success.

# data[].attributes.body
After conducting the student work analysis process, I will start breaking down the success criteria and essentials. I will stop looking at everything and focus on the criterion. I will continue to use student data to drive my instruction and remediation.

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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?