I'll continue to provide academic feedback during instructional activities so students can continue to get support and extend learning. I'll also continue to analyze student work to determine next steps for instruction and what supports/extensions are needed.

Something I want to do more of is student modeling to demonstrate understanding of instructional content

Stop: Stop assuming that incorrect answers always mean lack of knowledge; instead, look for misconceptions or reasoning errors. More times than not, my students know the material. They are great at verbalizing it. Sometimes, the errors come in direction and question misconceptions.

Continue: Continue using student work as a tool to guide instructional decisions. I am doing this nonstop. Sometimes it is a concept they don't understand. Sometimes it is just a bad teaching day on my part. It really doesn't matter what the issue is, just that I am constantly redirecting my teaching to their needs. Especially when most of the time, it is an easy fix.

Continue: I will continue to use student data to drive instruction, and will also continue to accelerate and remediate students on their individual needs and goals. I will also continue building confidence and providing explicit feedback to help fill in the gaps within the standard, which will help build up to mastery of said standard. Students cannot know what they need to do to achieve if they are not told exactly what is expected and HOW to get there.

Stop: I will stop assuming that lack of mastery means lack of understanding in regard to the standard. Maybe they have part of it, and I need to build on what they do have. I will deep dive further into the data and see where the misconceptions lie, and highlight what within the standard the students is doing well.

Stop: Using multiple choice questions because they do not show depth of thinking. They really are just multiple guess and human error becomes a huge factor when selecting an answer.

Continue: Using the 4 guiding questions to drive my instruction - What do we want students to learn? (standards, learning targets) How will we know if they have learned it? (focus on evidence of learning from students) What will we do if they have not learned it? (interventions, more opportunities) What will we do if they already know it? (deeper learning opportunities)

Stop: I want to stop using overall performances on assignments and assessments as grouping tools. I also want to stop solely using evaluations that offer no opportunity for students to show evidence of their thought process.

Continue: I will continue to collaborate with my teammates to create the same expectations across grade-level work. I will also continue to utilize movement and discussions to help drive a deeper level of understanding.

I will continue observing students work to determine their need.

I will stop assuming my students have mastered or have not mastered a standard based on right or wrong answers.

Stop: Looking for only correct answers, look at student work and see where their understanding or misconception is and move on from there

Continue: Unpacking standards before lessons, working together with my team to use our HQIM to work for us and our students

I will stop jumping straight to grading or scoring without taking time to reflect on what the errors reveal about student thinking. The goal is not just to mark right or wrong but to understand why a student approached the task that way.

I will continue using student work as evidence to adjust instruction. Analyzing authentic student responses shows me what strategies are working, which students need more support, and where I can push for deeper understanding.

I would like to STOP thinking that this all has to be some long, drawn out process. Instead, I need to try it in smaller incriments. Like we said earlier, it does not always have to be a "re-teach." It can be a point in time remediation instead.

I would like to CONTINUE to stress to the students the importance of showing their work so we can see where the trouble might be. I also want to continue to push them to TRYING their work before I give answers. They like to let me work out the problems for them, but that does not give them the opportunity for trial and error, which is where I think more learning happens.

Something I want to stop is grading so quickly and actually look and break down what students can and cannot do.

Something I need to continue doing is referring to the ALDs and use these to determine what is mastery and not mastery.

Stop: Asking multiple choice questions because they don't should have depth of knowledge or at least don't only rely on a multiple choice question to be enough evidence.

Continue: Using student evidence (data) to drive my instruction and make next step decisions off of that. Whether its next lesson, intervention, or deeper learning opportunities.

Stop: I want to stop looking at their work for just right or wrong answers, and look at whether they are doing the work to the rigor of the standards.

Continue: I will continue to thin slice their work to help form small groups.

Stop: I want to stop using finite evaluations that do not provide growth opportunities to continue the learning after the assessment or assignment.

Continue: I want to continue to use the layered grouping, with the added responsibility of more challenging assignments to those students who easily master the concepts. This will help advanced students to not become bored with the content, but rather continue to engage and support deeper learning while seeking further understanding from the group as a whole. I will also continue to use data driven decisions to mold my lesson objectives and pivot points.

Continue: I will continue to assess student work by not only looking at the target answer but how they student achieved the result then giving feedback on the mistake or how they could have made their answer better. I will also continue to scaffold work so that minimum depth of knowledge problems are completed through higher oreder depth of knowledge. This helps me gain knowledge of how students are processining the lesson and where I can assist them to further help them master the standard at high order thinking.

Stop: I need to stop assuming that students need to have their "hand held" for every task. I want each student to be successful, so I literally begin building their knowledge and habits from the bottom hoping it will create better results and it doesn't always do that.

• What is something you will start?

  I will utilize the key action 2 workspace chart for student work samples to determine the impact of instructional practices on student learning.

• What is something you will stop?

  I will stop skimming the surface of a lesson, and instead dig deeper.

• What is something you will continue?

  I will continue to examine the standards to define criteria for student performance, compare student work, and determine high-impact opportunities.

Continue: I want to continue unpacking standards and using student data to drive instruction in the classroom and to determine students in need of support.

Stop: Looking for only the right or wrong answer and move away from using multiple choice questions and use more evidence based questions.

Stop--I want to stop using the final grade as the end-all-be-all for learning. I need to better understand all the steps along the way that lead up to mastering the standard.

Continue--I want to continue to analyze student writing as a tool to drive my instruction. When I reflect on what is working and what isn't, I am better prepared to scaffold the students and correct misconceptions.

Stop- assuming they understand more than they do without proof.

Continue- Supporting my students with engaging ways to learn.

Stop: Rushing as much. We just do not have enough time in our schedules to everything we need to do. I have to figure out a way to carve out some time to spend more time identifying needs and providing supports.

Continue: To include strategies and activities that will meet my kids where they are.

I will STOP putting an equal amount of focus on both the qualitative and quantitative data, instead focusing on student thinking, identifying strengths, and addressing misconceptions to propel learning.

I will CONTINUE to analyze student thinking, focusing on strengths and misconceptions. I will also continue to be better at creating Success Criteria that focuses on standards before assignments.

Start: Focus more on my student work rather than the assessment grades.

Continue: using both HQIM, ALD's, and ATLAS to tailor my student assessments.

Stop: Stop assuming students can transfer knowledge from discussion to writing without support. Stop relying on text explanations, and start understanding there are some students that cannot extract connections from the text alone.

Continue: I will continue using hands-on or interactive discussions, incorporating visual aids, and continue to encourage reflective writing.

STOP- only looking for correct answers

CONTINUE- Thinking about

I will stop focusing on grades only. My district requires 2 grades a week for each subject. It can be easy to get lost in checking that off my list each week instead of deeply reflecting on their responses.

I will continue combing through my HQIM to determine what is essential to the standard.