# data[].attributes.body
On the honor system, having two struggling first graders monitor and reward their independent work, with rewards attached.

# data[].attributes.body
-Pulling mixed groups for reading instruction of Junior Great Books and other challenging texts
-Facilitating open conversations about race and point of view after reading Amazing Grace with my 2nd graders

# data[].attributes.body
I had different student's "teaching" small group centers apart from mine, to keep student's engaged and on task.

# data[].attributes.body
Restructuring writing by creating "writing rotations" to keep students engaged and maximize small group time.

# data[].attributes.body
-Student self reflection at beginning of fourth quarter (where do you think you can be challenged?, where can you recognize that you need help?)
-Used the same higher level text for all reading groups to focus on the same skill so that discussions could be built upon
-Student choice of math games to practice skills they feel they need to improve

# data[].attributes.body
-Heterogenous groupings in math

# data[].attributes.body
Read and broke down higher level text to students so they are able to participate in class discussions and maintain pacing with peers despite reading abilities.

# data[].attributes.body
Noticed students were off task during centers (especially focus students).  Asked students for feedback on centers.  What is working/not working?  Students also provided ideas for centers (cheer/song about math, games in reading , balance of independent work/group work etc).  Now that I have adapted center activities students are more engaged.

# data[].attributes.body
Trying different CCQ routines, particularly See, Think, Wonder and Zoom In/Zoom Out. Have also switched all my math groups to mixed groupings.

# data[].attributes.body
Structured, flexible math and reading groups- focusing on higher order questions. Arranging groups by randomly pulling equity sticks for grouping and responses.

# data[].attributes.body
I had my level one and two ESOL students create a multidimensional art project about spring and then write sentences using adjectives to describe it.  They then recorded themselves using screencastify.  The point was to not only applaud the successes, but discover an area of improvement.

# data[].attributes.body
We have incorporated "Train your Brain" on a regular basis to make connections between math, reading, and social studies.  This has also started great conversations.  Students also work in heterogeneous groups for math and reading.

# data[].attributes.body
Working with students in a small group to solve a problem that involved students feeling upset over being treated differently based on their skin color.

I also worked with 2 students who had a problem  based on one student making fun of another based on race. We were able to all talk about how hurtful the words were and able to discuss how to move forward.

# data[].attributes.body
Working on a more individual/personalized instruction. While small group is more productive than whole group - there were still students not getting the most out of small group. So, independent work time looks more like me popping from table to table to check in with students individually. From that observation I know who to pull back for one-on-one reinforcement...there may be 5 students at the back table with me, but they are receiving a personalized focus from me.

# data[].attributes.body
Students dictate focus of weekly small group session based on their needs.  Focus is on advocating for accommodations, assistance in organization

# data[].attributes.body
On Wednesdays I regroup my reading groups so that all students have an opportunity to work with students at various levels and feel part of a team when it comes to learning!  I have been reading the same book  (level 16/J) to each group on this day as well so that everyone has an equal opportunity to ask and answer questions.

# data[].attributes.body
Have been experimenting with different ways to group for reading and using books; More explicitly planning those higher thinking questions for all groups.

# data[].attributes.body
I started using William and Mary Navigators with all of my reading groups (thanks to Katie's help).
I started using a new app called Recap with my kids and they love it.
I have been making screencast notes sheets for my kids to take notes on lessons at their own pace.

# data[].attributes.body
iPartners- Students created a list of partners to work with.  They included students who are in their math and reading group, and students who are not in their usual groups.  This exposes them to others viewpoints and allows them to work with students on all ability levels.

# data[].attributes.body
Planned for higher level thinking questions and discourse for focus student groups.

# data[].attributes.body
-flexible and mixed grouping during math small group when specific content was introduced and taught
-created a screencast for levels of math fluency

# data[].attributes.body
I have been implementing Mr. Walker's idea of "Train Your Brain" in math and I have also been mixing up my math groups so that they are not always pulled by level.

# data[].attributes.body
Used the William and Mary Navigator program with all reading groups.

# data[].attributes.body
On Fridays we do Student Led Inquiry projects.  My students use the chromebooks to research and write about their chosen topics.  They can choose to work individually or on a shared project.  When they finish, they present it to the class.  Students are able to share their interests with the class.
In math, my focus group gets an intervention group before we meet in class.  No matter if we meet in homogeneous or heterogeneous groups, they have the lesson front loaded for them.  They are more engaged and more willing to take chances during math groups.

# data[].attributes.body
I pulled 3 different genres of chapter books on various levels and allowed students to self select their book based more on their personal interest rather than just their level.

# data[].attributes.body
I pull different, heterogeneous math groups every single day.  Students are also able to work with a partner of choice during independent work time.

# data[].attributes.body
Implemented Train Your Brain after Mr. Walker's share in our last staff meeting.  This allowed all students to use a variety of math strategies and out of the box thinking.

# data[].attributes.body
I introduced three different chapter books and allowed students to choose based on their own interest instead of on their own levels.  I saw a greater amount of engagement in discussions and group work.

# data[].attributes.body
*Transfused 20% of our focus students into higher level text reading groups
*Used Seesaw on Tablets
*Used a buddy system for focus students
*Created small groups for writing
*Focusing our collaborative planning time around academic vocab, critical thinking, reading strategies and centers to help our lowest 20% reach a level 4-6 by the end of the year

# data[].attributes.body
Interest based book club-- students are grouped based on the book they choose, regardless of level. Google Classroom for each group where students process the text via CCQ routines. Appropriate scaffolds provided.

# data[].attributes.body
Using JGB with all reading groups - scaffolding strategies and support to differentiate, Self-selected interest-based book groups, scheduled "talk time" 3x per day for two of my focus students who need time to refocus prior to transitioning, Challenge questions/projects for all students available in math stations - screencasts for support

# data[].attributes.body
Incorporated Train Your Brain into my daily routine.  Using JGB with all reading groups.

# data[].attributes.body
Taught math groups by teams and not by levels.

# data[].attributes.body
I have mixed my reading groups for JGB and have also used higher level text with all of my groups.  In Math I have incorporated a few "Train You Brains" each week.  In addition to this, I have also made challenge opportunities available for all students in Math.

# data[].attributes.body
I have incorporated a couple of “Train Your Brain” activities as a warm up in Math.  In Reading I have been able to put 2 groups together in order for my lower level readers to hear how other students are discussing the text.  I have used a higher level text with each group and have done some of the reading aloud with my lower groups in order to help comprehension.

# data[].attributes.body
We all have taken the risk of replacing our inquiry project with a Genius Hour project.

# data[].attributes.body
I have taken risks by incorporating “Train Your Brain” into my daily teaching and by using Junior Great Books with all of my guided groups.

# data[].attributes.body
I taught the same JGB story to all reading groups and taught math groups table by table.  I also incorporated "Train Your Brain" in Math.

# data[].attributes.body
I used grade level or higher reading materials with my lowest reading group, mixed groups for JGB and math lessons.  I also used Train Your Brains for Math and provided challenge opportunities for all students in math.

# data[].attributes.body
Flipped Math Groups - Focus group of students watch screencast and begin math task. Teachers work with students individually to provide specific feedback. NO GROUP. Students are now more engaged and within one lesson are demonstrating a better understanding than a "normal routine" lesson.
Intentional Heterogeneous Reading groups 2-3 times each week.  Focus group split to be immersed in high level discussion. Students engaged, more motivated,
Class Meetings to discuss what we want our classmates to know about our race.

# data[].attributes.body
Instead of using William & Mary for a select group of students, we provided higher level questions using "Navigators" at all levels so that focus group students could experience to these types of questions and discussions as well.

# data[].attributes.body
Grade 3 & 4 are doing genius hour, where students choose own driving question/topic, research and become an expert to teach others about it. In my readings about genius hour, I found this website/video that I would love to include for the kids to view.

http://cainesarcade.com/

# data[].attributes.body
For 5th grade's Invention convention, we introduced the idea of inventors/inventions using the TED talks on kid inventors. When I chose the TED Talks, I purposed looked to include African American kids. The three I chose consisted of 1 white male, and two African American males.  I did notice there weren't any Hispanic speakers. So as an improvement for next year, I would find a Hispanic inventor to include.

Additonally, when we pulled books on the topic, we made sure we provided books on African American inventors.

# data[].attributes.body
A discussion:  I said, “Hey hun, you know sometimes when you talk you do it in a really loud voice, did you realize that?”She replied with, “Yes my whole family is really loud, I don’t mean to its just the way we talk.”I explained to her that I will respect that she doesn’t mean to be so loud and that it’s part of how her family talks at home, but she needed to respect the fact that talking that loudly sometime gives me anxiety and makes me feel frustrated.  After having that talk, she still talks loudly sometimes, but she tries a little harder to control the volume of her voice.  I also let it go sometimes when she is a little louder, as long as it’s not distracting anyone in art.

# data[].attributes.headline
Tell us about how you took a risk with your equity learning since our last staff training.

# data[].attributes.subject
Tell us about how you took a risk with your equity learning since our last staff training.

# data[].attributes.body
To help you describe what you tried, think about the content area, collaborative structure, evidence of high-level opportunities, etc...

Feel free to attach an image, document, and/or link to help you share your risk with our colleagues.