Cohort 5 Master Designation: Session 1: Module 2 Reflection by

AR_Lead — 2025-09-23 20:35:28 UTC

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?

AR_Lead — 2025-09-23 20:35:28 UTC

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2026-01-13 17:08:49 UTC

I love this training!

2026-01-13 17:11:10 UTC

Start- I will start making sure that I add success criteria for every assignment, not just some, to make sure I'm teaching what the standard/objective needs.

Continue- I will continue to use the data from assessments to drive next steps.

2026-01-13 17:23:25 UTC

I will start by making sure my lessons have a success criteria and that my students know what is expected of them to meet the criteria.

I will continue to use date to form my small groups and determine the next steps of instruction.

2026-01-13 17:27:23 UTC

Start- being more intentional with student friendly success criteria for all assignments, and clearly communicate that to the students.

Stop- collecting data just to say I have a spreadsheet. Although what I collect is intentional, it is not always the best data point to analyze to help students be successful.

Continue- to do what is best for kids.

2026-01-13 17:54:39 UTC

Start: I will start using a student work sample checklist to see what students are understanding/demonstrating and what they aren't.

Stop: I will stop just looking at the test/assignment score/grade.

Continue: I will continue to use my ALDs to determine if students are meeting the standards.

2026-01-13 17:54:39 UTC

Start - I would like to start the checklist. I will make sure the students know the expectation between beginning.

Stop - just looking at the "right/wrong" answers and break it down more.

Continue - I will continue to focus on ALDs and fill in the missing pieces to help bridge the gap in their learning

2026-01-13 18:00:34 UTC

Start: Double checking curriculum to ensure it aligns with and meets the rigor of the standard.

Continue: Assess work with PLC team to determine high impactful steps for learning for all students

Stop: Thinking the grading and assessing are the same thing

2026-01-13 18:00:59 UTC

I will start implementing not only the success criteria in all my lessons, but also how to analyze student work using the partially met, met, and not met organizer. I feel like it is more accessible and will better help me drive instruction.

2026-01-13 18:01:27 UTC

Start - I will start making sure I internalize my lesson with the full standard in mind and use those standards to analyze the student work not just the curriculum.

Continue - Use the standards to prepare instructions that meets the individual and whole class need of my students and analyze their work daily to make instructional decisions.

Stop - Still thinking about this one!

2026-01-13 18:08:26 UTC

I will start making sure that my success criteria is clear and it aligns with each part of the standard being taught.

I will stop looking at only a grade for an assignment or test and analyze actual work samples with evidence.

I will continue to use data to drive my instruction and in developing appropriate lessons and interventions.

2026-01-13 18:21:43 UTC

Start: Creating a characteristics chart for my student work samples so that I can notice patterns and determine areas of focus.

Stop: Equating assessment to grading.

Continue: Analyzing standards closely and using success criteria for each lesson.

2026-01-13 18:26:52 UTC

START-Focusing more on the flow of standards from one to another and from the previous grade level. This may help us move forward more efficiently and with us all more on target.

STOP-Thinking you have to reteach the whole lesson when it could be as small as one piece to the lesson.

CONTINUE: Using CFA's to help guide interventions.

2026-01-13 18:32:49 UTC

Start: Making sure I am meeting the rigor of the standard and encouraging my team as a whole to do the same while we are planning. The goal is to close the gap, not widen it.

Continue: Evaluating student work and reflecting on the impact of my instruction.

Stop: Being afraid to do what's best for kids and be ok with pausing on the curriculum's pacing guide.

2026-01-13 18:34:03 UTC

Start - Utilize Success Criteria more

Stop - Living by the Pacing Guide (or, at least, not as much)

Continue - High Expectations

2026-01-13 18:36:55 UTC

I will start using success criteria and allowing my students to understand what is required of them in order to succeed (student exemplar)

I will continue to analyze data in order to form small groups and the instruction and resources needed for them

2026-01-13 18:38:57 UTC

Start-making sure that the whole standard is taught and understood.

Stop-collecting data and looking at it as a whole of what students are having trouble with.

Continue-review data to help small group instruction.

2026-01-13 18:46:02 UTC

I will START making sure that my success criteria is directly aligned with the standard that I am assessing. I will STOP allowing the "gradebook" to outweigh "true" student mastery. And I will CONTINUE to keep the standards and end goal in mind.

2026-01-13 18:54:51 UTC

Start- I will focus on the complete standard.

Stop- I will not focus so much on the grade.

Continue- I will continue working with layered groups to help clear up misconceptions.

2026-01-13 18:54:54 UTC

Start- Using student work sample checklists based off success criteria to determine student understanding.

Continue- Discussing student data in PLC's and using it to form small groups.

Stop- Letting the curriculum dictate everything and use best practice because we are the experts!

2026-01-13 18:55:28 UTC

Start: Make sure all parts of the standard are being met, not just part of it.

Stop: Using assignments just for a grade rather than daily data.

Continue: Using exit tickets as a guide for my instructional strategies, reteach lessons, grouping, etc.

2026-01-13 18:57:39 UTC

I will start using the Key Action 2 Workspace rubric. The visual will help with grouping students and identifying areas for re-teaching. Time is valuable in teaching so identifying the highest priority areas for reteaching in Key Action 3 will help me better prioritize where to spend more time. I will also not let the pacing guide interfere with professional decision-making it if interferes with what is best for my students.

2026-01-13 18:58:02 UTC

Start- I will make sure I have the success criteria for all assignments, ensuring that students have a clear understanding of what is expected .

Continue- I will continue doing what's best for all students and help those that are struggling by presenting or teaching the material in a way they can understand.

2026-01-13 19:03:57 UTC

I think it will be important to begin adding clear student friendly success criteria to each assignment for the students to know what their best end goal will be for each lesson.