# data[].attributes.headline
Re-structure 9th grade English curriculum 

# data[].attributes.subject
Re-structure 9th grade English curriculum 

# data[].attributes.body
Did privilege walk --> to get students to see that students come from different backgrounds.

Students develop compassion for each other.

# data[].attributes.body
In Lak-esh

# data[].attributes.headline
Big steps look like baby steps. Data does not tell the whole story. 

# data[].attributes.subject
Big steps look like baby steps. Data does not tell the whole story. 

# data[].attributes.body
Limits progress and humanization.

# data[].attributes.headline
Stand united with our students with marginalized identities

# data[].attributes.subject
Stand united with our students with marginalized identities

# data[].attributes.body
Teachers are the facilitators.

# data[].attributes.headline
Ally with our students, be as student-centered as possible to have students feel belonging at Mills

# data[].attributes.subject
Ally with our students, be as student-centered as possible to have students feel belonging at Mills

# data[].attributes.body
greeting students. Even and kind and welcoming students. "You need..."

# data[].attributes.body
how much you know about their students, you know about their background. You know what is going on and help overcome difficulties.

# data[].attributes.headline
Don't be choosy/selective about the students who we support

# data[].attributes.subject
Don't be choosy/selective about the students who we support

# data[].attributes.body
Take into account of what studetns face out of school. obligations with family, caretaking, working jobs.

# data[].attributes.body
Some kids are able to mask it.

# data[].attributes.body
Present a dilemma. what strategies can we use to solve this? Having data from fellow colleagues? How we relate with students and each other?

Shaking students hands at the door, pronouncing names correctly, positive phone calls home! Collaborating with other teachers to support students

# data[].attributes.body
Not okay to just "stay in your lane."

What is happening in my classroom? What is important?

# data[].attributes.body
Many of us have gone away from a rubric. Here's where you are right now... here's how it get to get to this place... you can do it. If students knew a lot about the class they would be in a different level. Being able to help people see wher ethey are and the next step is possible.

# data[].attributes.headline
Statistical data only deals with the whole. we need to reach the individual. 

# data[].attributes.subject
Statistical data only deals with the whole. we need to reach the individual. 

# data[].attributes.body
Equity is not equal. UDL does encompass humanizing practices.

# data[].attributes.body
Data is often broke down by racial group. How we talk about students contradicts what we are expected to do.

Talking about students regarding race is a limited view.

# data[].attributes.body
English and social sciences - connection of humanity? How do people in Spanish speaking countries view issues .... How do we get away from cutting things apart and into bits?

# data[].attributes.headline
humanity - going deeper into the definition. Philosophical space. The definition can change according to the context. (AI) is it not having a collective definition? 

# data[].attributes.subject
humanity - going deeper into the definition. Philosophical space. The definition can change according to the context. (AI) is it not having a collective definition? 

# data[].attributes.body
When we recognize kids by race, ethncity, it diminishes who they are.

When we recognize their individual strengths, you can humanize them.

# data[].attributes.body
Complicated issue since there is no standard practice on grading.

# data[].attributes.headline
Emphasis on reaching kids on individuals

# data[].attributes.subject
Emphasis on reaching kids on individuals

# data[].attributes.body
Education is built as a factory. How do we humanize children in the "factor?"

# data[].attributes.body
Book about UDL: Students receive choice.

THink about how we approach assessment

# data[].attributes.headline
fostering humanity that requires to generate empathy. 

# data[].attributes.subject
fostering humanity that requires to generate empathy. 

# data[].attributes.headline
World language - you are getting to know the student, you are getting to know them and making connections. (what do they do with free time, with their families.) 

# data[].attributes.subject
World language - you are getting to know the student, you are getting to know them and making connections. (what do they do with free time, with their families.) 

# data[].attributes.body
Sometimes when kids misbehave, the kid might act like a jerk but they are not a jerk.

# data[].attributes.body
How to facilitate the room?

# data[].attributes.body
Apply into classroom: students are humans too. Get to know the students first.

# data[].attributes.body
1. Student written reflections throughout the year to monitor their growth, their joy, and skills as a student.
2. Creativity and applying real world applications, making students feel empowered, and being lifelong learners.
3. Choice- implementing choice into the curriculum
4. Multiple means of assessment and opportunities.
5. Breaking rules & policies to provide equity and support and humanize students.