# data[].attributes.body
Students can use strategies and tools of their choice when solving a math problem.

# data[].attributes.body
Students sharing their thinking, and taking responsibility to care for self, classroom, one another.

# data[].attributes.body
They can decide how to show what they know. Including writing utensils, highlighting the answer instead of writing, do a cut and paste, or working with a partner for support.

# data[].attributes.body
Students collaborate to create class-wide norms

# data[].attributes.body
The students help come up with the class rules and how it would help us

# data[].attributes.body
They can participate to the best of their ability and take responsibility for their actions.

# data[].attributes.body
Students help shape the classroom community and expectations/routines by having a voice in their learning and taking ownership. They are a part of the classroom culture and student centered environment.

# data[].attributes.body
Students help come up with classroom expectations in the classroom

# data[].attributes.body
They are able to help provide ways they can contribute positively to the classroom. They feel like they are the ones creating the rules and expectations because they are given the opportunity to help create them.

# data[].attributes.body
Students could have ownership in the delivery of how they show what they know.

# data[].attributes.headline
I keep the kids involved in the class by having them come up with our classroom expectations. I feel if they come up with the expectations then they are probably going to follow them more.

# data[].attributes.subject
I keep the kids involved in the class by having them come up with our classroom expectations. I feel if they come up with the expectations then they are probably going to follow them more.

# data[].attributes.body
Students get to decide which activity to complete at different stations.

# data[].attributes.body
I build each of these based off student interests and how well they grasp a lesson objective.

# data[].attributes.body
Based on student goals and data, grouping based on specific need, classroom space organized to support multiple student groups and independent work spaces

# data[].attributes.body
Students help create classroom rules and expectations. We have number goal for "clicks" to get in a day. Students hold each other accountable to stay within the goal

# data[].attributes.body
After some time learning the students, I allow them to choose where their desk is in the classroom. They are able to change their seats anytime they want as long as they ask first.

# data[].attributes.headline
I try to give them a choice of questions to answer instead of answering all questions on an exit ticket.

# data[].attributes.subject
I try to give them a choice of questions to answer instead of answering all questions on an exit ticket.

# data[].attributes.body
They are the backbone of the classroom community. Students should be taking ownership of the classroom and helping build the expectations and routines.

# data[].attributes.body
Creating classroom norms together.

# data[].attributes.body
Students help create a classroom agreement and sign it. Students are also given different jobs that help the classroom run smoothly and keep it clean.

# data[].attributes.body
Preview Text/Pre-reading routine: Notice, Wonder, Connect

Using what students are curious about in class discussions around the content/topic

# data[].attributes.body
The needs of my students constantly impact the design of the classroom, I have to consider the personalities, behavior challenges, and sensory needs of every child. Students who need to have space to move around go in the back of the room so they can stand or walk without being disruptive. Students with significant or dangerous behaviors go near the door so that they can be quickly evacuated for the safety of the other children. Children who elope are away from the door and often facing the opposite direction from the door. Lights are dim, volume is low to meet the sensory needs of children in the room.

# data[].attributes.headline
Build classroom agreements together as a class

# data[].attributes.subject
Build classroom agreements together as a class

# data[].attributes.body
Students work in groups to work together. They have responsibilities and work together for a common end goal.

# data[].attributes.body
Student needs dictate most of how the classroom needs to run. Do they need an individual spot? Can they work in a group? Should they be by the door or away from the door?

# data[].attributes.headline
They show their work by using the strategies we have learned or by using a strategy they know from a prior year that works for them.

# data[].attributes.subject
They show their work by using the strategies we have learned or by using a strategy they know from a prior year that works for them.

# data[].attributes.body
Student needs and collaboration help to determine seating and station placement.

# data[].attributes.body
Gather books on the upcoming topic and having an exploration time.

# data[].attributes.body
Students have a choice when using different strategies to show what they know.

# data[].attributes.body
Students sharing their thinking through whole group discussion, turn-and-talks, or group activities.

# data[].attributes.body
Students are always questioning and wondering, so using their questions and thoughts can help guide their interest and probably other students interest.

# data[].attributes.body
Students have voice and ownership because they are active participants in their learning

# data[].attributes.headline
When we have independent work time they are allowed to sit anywhere in the room that will give them the best place to think and work.

# data[].attributes.subject
When we have independent work time they are allowed to sit anywhere in the room that will give them the best place to think and work.

# data[].attributes.body
Students provide input on classroom expectations based on the learning environment they would be most successful in.

# data[].attributes.body
students have the choice to complete the activity they want to at a station

# data[].attributes.body
A small example - but I like to pull in meaningful questions from students an explore them together (i.e, learning about Ancient Egypt and pulling up Google Earth so they can see some of the ancient structures still exist).

# data[].attributes.body
They can reflect on the task at hand.

# data[].attributes.body
Choosing and using strategies that are the best choice for them

# data[].attributes.body
Students need to be advocates for themselves. Whether that is advocating for how they want to complete a task, or advocating for how they need help.

# data[].attributes.body
Students decide how they want to solve the design problem - design, materials, etc.

# data[].attributes.headline
I try to add in their interests that I hear them talking about while I am teaching by using things they talk about as examples and connecting it to life experiences.

# data[].attributes.subject
I try to add in their interests that I hear them talking about while I am teaching by using things they talk about as examples and connecting it to life experiences.

# data[].attributes.body
They can choose the way they show what they know. Whether that is rewriting a story with a different ending, typing the story, writing in marker, acting it out etc. Giving them the choice to choose allows them to feel more confident about what they are doing.

# data[].attributes.body
Choice of Quick Write or Quick Draw

# data[].attributes.body
I think students help shape the learning and directions when they become interested and invested in the the topic. This may then drive the instruction in another way.

# data[].attributes.body
flexible seating when it's independent work time

# data[].attributes.body
Students take notes by drawing and labeling or writing their new learning.

# data[].attributes.body
Can fill out a KWL chart

# data[].attributes.body
I collaborate with students to make their own goals for progress monitoring based on where their IEP goals say they will ideally be in one year.

# data[].attributes.body
They have voice and ownership when they are given options/choices to demonstrate their learning. They make meaningful choices to demonstrate/communicate their understanding. Learning target/objective stays the same but they have a VOICE in how they show mastery.

# data[].attributes.body
Give students options to either work independently, with a peer to check work, or with the teacher on the guided practice of the lesson.

# data[].attributes.body
co-creating classroom norms and expectations

# data[].attributes.body
Students help generate the criteria and constraints of design projects.

# data[].attributes.body
Student needs help design the classroom because of grouping, seat placement, etc.

# data[].attributes.body
Exit slips - drawing and labeling and then writing a phrase or writing complete sentences, and then sharing with others.

# data[].attributes.body
Students need to feel comfortable in their own classroom. I always like to tell them at the beginning of the year that it is not my classroom it is our classroom. This builds a sense of ownership for them in the classroom which I feel like helps students want to build organization of the classroom and make the space feel more of a second home for them

# data[].attributes.body
Based on their needs- design/set up should encourage collaboration. Placement of classroom materials should encourage independence

# data[].attributes.body
They help shape topics/questions/learning by bringing in their own experiences and curiosity into the classroom and have opportunities to reflect/ask questions to shape their own understanding

# data[].attributes.body
Students use their tables and agreed-upon spaces in the classroom to design, build, and test their designs. Students sit, stand, move about the room as needed during work time.

# data[].attributes.body
Students work in pairs or groups to complete work. Each person has a role/job to help the group work independently and successfully meet the goal of the lesson for the day.

# data[].attributes.body
Students can use what they know to guide further instruction. In the gym, they can show which criteria of the skill they need most practice with, then choose a drill that focuses on that criteria of the skill.

# data[].attributes.body
I offer flexible seating options to students.

# data[].attributes.body
I have students create individualized matrices of behavior expectations and have them refer back to their personal expectations.

# data[].attributes.body
Working through problems on a whiteboard. I can walk around, see their work in a low-stakes environment, hear discussions with classmates, etc.

# data[].attributes.body
Students can choose the method in which they complete math problems. They can use a whiteboard, math manipulatives, notebook, etc.

# data[].attributes.body
They can choose standing or seated or a spot around the room during individual work time

# data[].attributes.body
I have students create their own "tool kits" of strategies and materials to use for behavioral/social emotional regulation.

# data[].attributes.body
Gathering student data through interest inventories, career interest profiles, etc. I can utilize that data to inform programming such as: guest speakers from specific career paths, activities that help build career skills that are beneficial for their career interests.

# data[].attributes.body
Students decide what direction to explore based on discovering their future.

# data[].attributes.body
When students are working on their 5-paragraph essays, they have a choice is what graphic organizer they want to use for planning out their paragraph. They also have a choice in the order they want to write their paragraph. For example, they don't have to start with the introductory paragraph.

# data[].attributes.body
Students decide what exercise/activity to complete at each station. They decide what type of equipment they want to use during practice task / game play

# data[].attributes.body
Advocating when they need extra help, retake a quiz, or are confused

# data[].attributes.body
students get to pick a disorder and then find all then can to present to the class

# data[].attributes.body
Clean up after themselves, take care of their classroom, being respectful to all

# data[].attributes.body
Regarding discipline within my role with my district - providing opportunity for a restorative meeting with the peer issue or teacher/classroom concern/issue

# data[].attributes.body
Students have ownership by setting goals. I try to give students multiple choices in their art projects. I specify areas of the project that students can make uniquely their own.

# data[].attributes.body
Students can choose which graphic organizer helps them plan their writing

# data[].attributes.body
Reflecting regularly on what they are doing well and what they can improve during a skill

# data[].attributes.body
"Here's what I need to know to assess your learning. Show me however you want to....paper essay, slideshow, infographic, video recording of you talking, brochure"

I don't care....I just need to know what you're learning!

# data[].attributes.body
In my role, students pave the way for how the session or check-in typically goes. I encourage them to use their voice and take ownership of their needs (i.e., academic, social, or emotional). With their voice, they can lead the direction of how the session will unfold and what resources and support I can provide.

# data[].attributes.body
Students can shape classroom community through collaborating on classroom expectations.

# data[].attributes.body
Provide a few choices for project main subjects to give ownership

# data[].attributes.body
When students are writing their 5-paragraph essays, students have a choice in what graphic organizer they want to use when planning out their paragraph. Students also have a voice in the order they write their paragraphs. For example, they don't have to start with the introductory paragraph.

# data[].attributes.body
Students create individual goals and a whole class vision board.

# data[].attributes.body
Students can take notes with doodles, complete sentences, verbatim, summarizing

# data[].attributes.body
They will be able to use vertical whiteboards to show their thinking. Allowing students to show their work in many different ways using what works best for them. Owning their work.

# data[].attributes.body
They have the keys to their own learning and get to choose their effort.

# data[].attributes.headline
Students can choose supportive resources related to content: videos, websites, or interactive options.

# data[].attributes.subject
Students can choose supportive resources related to content: videos, websites, or interactive options.

# data[].attributes.body
I often ask students if/when they need work time and how much; provide choice for practice work alone, with a partner, or with a small group of 3

# data[].attributes.headline
I have students build a "one-pager" to summarize their learning each unit.  There are content parameters, but no design "restrictions."  Students can include color or not, diagrams, images, etc. 

# data[].attributes.subject
I have students build a "one-pager" to summarize their learning each unit.  There are content parameters, but no design "restrictions."  Students can include color or not, diagrams, images, etc. 

# data[].attributes.body
Potentially through choosing how they complete an assignment. Whether that is on paper, digitally, through song, or through art. Whatever best fits their learning style.

# data[].attributes.headline
During worktime, students can utilize additional spaces within the room to complete assignments. 

# data[].attributes.subject
During worktime, students can utilize additional spaces within the room to complete assignments. 

# data[].attributes.body
Students can move desks together, work at a table, or on a picnic blanket out in the hallway