1. Always make sure you "hit" a certain amount of higher order thinking questions (HOTS, what a silly acronym)
2. Create spreadsheets that cross-reference DCBAS, Lexile levels, ELL levels and SpEd status and accomodations--for any other reason than just simply having it handy.
3. Keep a list of evidence that you have called 100% of parents, recording each time you call and whether it was answered, and what actions will take place.
The thing that makes me the most frustrated is that all of these are probably, in all likelihood, useful! But the mere fact that it is "required" of me to "hit" high order thinking questions, instead of "encourage" me to make my students go farther by asking them deeper questions, seems to me to be fake. Maybe it's the rebellious-side of me, but all this constant "hitting" things, or covering or do-it-because-they-tell-me really makes me less interested in the educational theory our school wants to shove toward us. It makes me also just not want to do it.
So, here's my question to the masses: how do I make it so that I can convince myself that, it's ok to do things with silly acronyms, or collect data sets, or record how many times I've called a parent? In a way, how do I make myself care?