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More involvement outside of classroom. Go to games, activities, etc.

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More one on one conferences with students, these were the most effective part of Advisory

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is to commit to more 1:1 interaction in Advisory and regular classes, and to prioritize relationship-building with my non-traditional CS students in particular.

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Continue personal reflection and growth, but also continue to work on relationships with kids and recognize the places and perspectives they come from. Recognize bias and structural flaws in systems and actively work to correct them to better support my students.

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Increase one on one conferences with students about their progress.

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We will be continuing to use equitable culturally appropriate curriculum that has been provided by Portland Metro Stem. 

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We will be continuing to use equitable culturally appropriate curriculum that has been provided by Portland Metro Stem. 

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Continue to find ways to improve what I do, day to day, in the classroom considering what I can and cannot control. The end game is every student experiences success or growth.

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CHS Community Nights...welcoming students and families into our building. Provide food, activities, and opportunities to build relationships with CHS staff. 

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CHS Community Nights...welcoming students and families into our building. Provide food, activities, and opportunities to build relationships with CHS staff. 

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A revamped back to school night. How about a "welcome to Century/bienvenidos a Century" BBQ? All families welcome, a variety of foods served, activities and games available, maybe some food trucks, open community style meet and greet with teachers and staff.

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It would be great if we could get some community/family members in the building during the day to be in the halls and making connections with kids. A student might not be as willing to skip class if they see "abuelita" in the hall.

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How do we get student voice involved and make changes from bottom up instead of top down

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I would love to see club time during the school day!  Students will connect more to school if provided a time during the day to go to a space where they feel comfortable.

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If a student claims to counseling that they are avoiding a certain class due to the teacher or teacher/student interaction, there should be a mandated mediated session where student and teacher express their views of the situation with the goal of mutual understanding and improving student attendance. Right now, there is no solve for this situation.

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more opportunities for all students to be involved in clubs ,activities, sports,. More defined purpose in Advisory.

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more opportunities for all students to be involved in clubs ,activities, sports,. More defined purpose in Advisory.

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Who is someone that the students can/want to listen to as a spearhead for starting this equitable conversation and take that first and vulnerable position?

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It needs to be meaningful and have purpose.  Grouping students potentially by interests or school groups?  Sports, band, theatre, student government, etc.  I believe that would be a great way to create engagement and build organic relationships within our advisory time.

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Continue to gauge what students actually need. Modify lessons accordingly. Continue building strong relationships as best I can with students.

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How do we generate more student-to-student interaction in Advisory and other classes?

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How do we generate more student-to-student interaction in Advisory and other classes?

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As a grad coach based in the counseling center, I like to connect with students that are experiencing similar experiences.

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Showing genuine interest in their lives. 

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Showing genuine interest in their lives. 

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To Keep: Continue Having one on one check-ins with students in Advisory; To Start: Making time to have more of those kind of one on one check-ins with students

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To Keep: Continue Having one on one check-ins with students in Advisory; To Start: Making time to have more of those kind of one on one check-ins with students

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Make class sizes smaller (which we know won't happen), but smaller classes make it easier to have conversations.

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Revisit student talk structures and incorporate them back into my teaching practice in my classes. 

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Revisit student talk structures and incorporate them back into my teaching practice in my classes. 