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.

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.

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.

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.

Stop- not consistently setting time aside for reviewing/reflection

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

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

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.

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

Stop: Giving skimpy feedback.

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

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.

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.

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.

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.

Stop- stop returning work without substantial feedback

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

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.

Stop: Analyzing student work before committing to the success criteria

Continue: Providing feedback and time for review after formative assessments

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.

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.

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.

Stop--giving minimal feedback

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

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

Continue - Using formative assessments to track understanding of the standards

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

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.

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.

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.

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,

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.

Stop - just giving a grade

Continue - using exit tickets

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

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.

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.

Stop: Not giving enough feedback

Continue: Using cool downs and assessments to check for understanding

Stop- getting lost in the HQIM and keep standards first

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

Continue using bolded state standards to build lesson plans.

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.

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.

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.

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.

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

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

Continue: meeting students' needs in interventions

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.

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.

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.