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To ensure that each student at JLS has access to a personally interesting, reading level - and age appropriate text.

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Today's session made me even more aware of the need to go further in my own work. I appreciated the information she gave that made me realize that so much of our work easily defaults into a white based knowledge delivery model.

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Parents and families are viewed as partners in the education of students

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Integrating data project personal to student (allowing student choice and voice)

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Focus on building more community and willingness to work together within [my] classes.

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bring more readings that show diversity in science

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Offer students authentic opportunities to process content in a variety of ways under the domain of Curriculum and Instruction.

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My personal goal is to work on ensuring that all of my students are engaged in their learning and participating to the best of their abilities. I already have some strategies like using a classroom checklist for each student. But I'd like to adapt more activities and employ more strategies for those students who have difficulty with starting activities or staying engaged.

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Access & Participation: provide more opportunities for students to get up and talk and be engaged.

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To provide more opportunities for parent input.

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My personal goal is to explore the Culturally Responsive Curriculum Scorecard. A lot of the statements challenge me to reflect on my curriculum and encourage me to continue to explore more resources by attending more workshops, conferences, reading materials, etc. I also appreciate the wording of the statements which I can take from in the future.

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To make Amplify reading questions more thoughtful/ Create more challenging material in particular for the Fall Semester.

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Curriculum and Instruction

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Incorporate student knowledge, experience and background into the curriculum

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Rigor & Expectations

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Trying to include students' knowledge, experience, and background in more lessons/units.

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family and community partnership: I plan to send a hand written postcard to each of my students and their families over the next couple of months with a specific thing I appreciate about each student on the card.

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I want to look at my own classroom library and see if I have books that adequately contain stories of historically marginalized groups.

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For Curriculum and Instruction, I want to focus on drawing from student knowledge, experience, and wisdom more.

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The teacher connects new content to culturally relevant examples and metaphors from students' communities and everyday lives

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Curriculum and Instruction: How can I create and provide additional opportunities to incorporate student experiences to help them connect with and make meaning of in-school learning?

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I need to provide more opportunities for students to practice whole-class discussions.

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Shaming does not lead to change - empowering peers with other ways to respond

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I want to improve connecting new content to culturally relevant examples and metaphors from students' communities and everyday lives.

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I can try read aloud activity in my class

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I want to seek out more feedback from parents and include them more in my classroom.

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Further developing trauma-informed practices

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12. Connect new content to culturally relevant examples and metaphors from students' communities and everyday lives.

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To integrate local problems and other specific communities problems into our science unit...to help create an overall theme and to touch on different cultures. Keeping in mind cultures in my classroom. Keeping the teaching relevant.

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To redesign a cooking unit to be student-focused.

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Goal 5-3, or opening up dialogue with parents about the issues that are important to them, and ensuring that these issues are included in classroom curriculum and activities.

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To try and get SEL lessons that include relevant, diverse and inclusive topics and curriculum

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Whenever possible, the teachers includes literature by authors whose racial and cultural background reflects that of their students.

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Integrating more historically marginalized or underserved groups into my curriculum.

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Invite more feedback from parents through multiple avenues.

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I would love to bring more student voice/experiences as well as more real world applicable examples that we can build into math problems. I would love to build more discovery problems that highlight issues.

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engagement with family and parents

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I would love to bring more student voice/experiences as well as more real world applicable examples that we can build into math problems. I would love to build more discovery problems that highlight issues.

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Our publisher provides short, engaging articles that all start with "Meet a Scientist...." and they have many black and brown scientists profiled. I intend of tapping into this resource more intentionally and possibly at the beginning of the unit. But the meatier goal I am choosing is to figure out how to incorporate community issues into science units. Similar to the 3rd graders becoming advocates for the mall that served the community and was slated for demolition.

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My personal goal towards the equity domain VIII Family and Community Partnership is to rotate positive outreach phone calls for ALL students and better tap into family wisdom (not just for problem solving when challenges come up) and seek input. It would also be good to be really mindful of the questions that I might ask at the beginning of the year including language preferences, or other ways to establish partnerships, and increase my knowledge of each student on my roster.

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Rigor and expectations: I want to communicate my expectations more clearly and encourage students to meet and exceed those expectations. I want to make the curriculum more relatable and relevant for the students.

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Provide access to a diverse assortment of library material and be mindful of students diverse interests.

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If the curriculum is not inclusive of neuro-divergent thinkers, the teacher modifieds instruction to meet their needs.

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Finding ways to more consistently connect the content and curriculum to students everyday lives and real-life experiences.

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Finding ways to more consistently connect the content and curriculum to students everyday lives and real-life experiences.

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Children from marginalized communities participate in small-group discussions comparable to their male, cis-gendered, and native English-speaking counterparts. 

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Children from marginalized communities participate in small-group discussions comparable to their male, cis-gendered, and native English-speaking counterparts. 

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I would like have the goal of: "Teacher consistently communicates high expectations and offers the support and guidance to ensure ALL students meet expectations."

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I would like have the goal of: "Teacher consistently communicates high expectations and offers the support and guidance to ensure ALL students meet expectations."

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Applying these lessons to strategies to make my underrepresented students feel like they have a voice and a story worth hearing.

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Applying these lessons to strategies to make my underrepresented students feel like they have a voice and a story worth hearing.

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I will connect new content to culturally relevant examples from student communities and lives.

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I will connect new content to culturally relevant examples from student communities and lives.

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"To help foster a culturally response learning community, [my colleague] and I will increase the intentionality and frequency of communication with families. We would also like to tap into the families' knowledge of their children and community."

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"To help foster a culturally response learning community, [my colleague] and I will increase the intentionality and frequency of communication with families. We would also like to tap into the families' knowledge of their children and community."

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V. Access and participation: Increase active participation, both with small group activities and in larger group lessons.

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V. Access and participation: Increase active participation, both with small group activities and in larger group lessons.

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I need to infuse more voices of color into the literature I use as mentor texts. I also want to make sure that not all stories of underrepresented groups are about suffering and oppression.

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I need to infuse more voices of color into the literature I use as mentor texts. I also want to make sure that not all stories of underrepresented groups are about suffering and oppression.

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Curriculum and Instruction: the experiences and stories of historically marginalized groups are integrated into and centralized in the curriculum.

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Curriculum and Instruction: the experiences and stories of historically marginalized groups are integrated into and centralized in the curriculum.

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Looking at my curriculum and how it can be more accessible to our ELL students.

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Looking at my curriculum and how it can be more accessible to our ELL students.

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find ways to highlight the diversity in scientists

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find ways to highlight the diversity in scientists

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How to provide extra help when the schedule doesn't provide the time.

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How to provide extra help when the schedule doesn't provide the time.

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Grow my capacity to plan and teach in a more culturally responsive manner. I will bring these tenants and guides to my work with my colleagues. 

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Grow my capacity to plan and teach in a more culturally responsive manner. I will bring these tenants and guides to my work with my colleagues. 

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Looking over my instructions. Reevaluate how everything has been put together.

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Looking over my instructions. Reevaluate how everything has been put together.

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I would like to implement the reading strategy of heart work into my curriculum.  This could enhance our current literature study.

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I would like to implement the reading strategy of heart work into my curriculum.  This could enhance our current literature study.