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In middle school math, I do a weekly "check-in" at the end of the week using Google Forms where they can write how they felt about what they learned in class that week and/or can check-in with how they are feeling in general, what is going on, etc.

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At the beginning of the year in Wellness, we have a fitness baseline assessment so that each student can see where they are at. Our warm ups are exercises used to improve what we assessed and improve overall fitness. Students do compete with others and themselves at Wellness but warm ups is where students compete only with themselves and improve a bit each day to pass their numbers at the start of the year.

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Students don’t always learn by listening to facts or watching videos. I like to teach through music.

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5th grade: "Parking lot" area for thoughts / personal journals for students to share their thoughts that they may not feel comfortable saying out loud or sharing with the rest of the class & can opt to share with their teacher; different formats for exit tickets- could be writing, drawing, a game; allowing students to sit wherever they want/ however they want during reading/ to stand during instruction.

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5th grade: "Parking lot" area for thoughts / personal journals for students to share their thoughts that they may not feel comfortable saying out loud or sharing with the rest of the class & can opt to share with their teacher; different formats for exit tickets- could be writing, drawing, a game; allowing students to sit wherever they want/ however they want during reading/ to stand during instruction.

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Second-grade: Every morning during our morning meeting routine we discuss how we are feeling with the thumbs up, sideways, or down. We  support each other throughout the day with elbow hugs. We play games and start our day with love and joy!

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Second-grade: Every morning during our morning meeting routine we discuss how we are feeling with the thumbs up, sideways, or down. We  support each other throughout the day with elbow hugs. We play games and start our day with love and joy!

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Monique 3 Grade. I try to have the ones who  finish first , help the ones who struggle.

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Will: In MS history, I have become more flexible with deadlines and more intentional in creating assessments with access points so that students can complete them even if they are out sick (or maybe struggled for another reason) for a few days. I don't want assessments that are just memory exercises. Creating assessments, even tests, that are learning opportunities rather than just measurement tools give every learner a chance to show what they have taken away from a unit or series of lessons. I struggle with this because I worry about the degree to which I am building habits that might hurt students when they graduate and go to a new school.

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When students first walk into my classroom, I give them a session called “Time to Yourself”. Students decide what would be most beneficial for them to start a successful day. This includes drawing, completing a puzzle, speaking to a friend, playing Jenga, reading or reviewing notes for class. I believe when students feel they have a choice in their environment, they become engaged learners.

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Elementary: Allowing students to position their bodies in a way that best supports their learning- pushing back against the standard of S.E.T. 

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Elementary: Allowing students to position their bodies in a way that best supports their learning- pushing back against the standard of S.E.T. 

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Taking the time to let students reflect on their own beliefs during growth block or study hall. We also support that by starting or ending class with our practices in Mindfulness.

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Mohan: In English Class, I try to bring in a diversity of text from a diversity of authors and subject matters. We also use texts to discuss topics from a diversity lens.

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Elementary: I have very intentionally created a morning meeting routine supporting read aloud that includes a multitude of identities allowing students a variety of ways to interact with the text through writing/journaling and drawing and music where applicable. Students may share in small groups or whole groups or may even keep it to themselves if that feels safest.

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Elementary: I have very intentionally created a morning meeting routine supporting read aloud that includes a multitude of identities allowing students a variety of ways to interact with the text through writing/journaling and drawing and music where applicable. Students may share in small groups or whole groups or may even keep it to themselves if that feels safest.

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I do my best to offer a variety of types of assessments to give my students a chance to showcase their strength. For example, instead of maybe taking a test, they can create models, drawings, and multimedia projects in order to show their understanding.

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Ms. Kingsberry -6th Grade In advisory, we use drawing or writing as a way for students to express themselves if they can't or won't share out loud. 

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Ms. Kingsberry -6th Grade In advisory, we use drawing or writing as a way for students to express themselves if they can't or won't share out loud. 

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In my 9th grade English class, I designed differentiated cumulative assessments to speak to the various needs of my diverse learners. I also used restorative justice practices to push against zero tolerance policies.