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.

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.

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

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.

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

CONTINUE: Observing and reflecting on student work

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.

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.

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.

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%.

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.

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 

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.

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.

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.

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.

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.

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

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.

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.

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.

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

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

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.

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!

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.

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.

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.

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.

Stop: just looking at assignments as grades

Continue: pulling groups according to level of understanding

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