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I got to know them by asking my boss! - A.D.

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Student questionnaire at the beginning of the year VF

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Student questionnaire at the beginning of the year VF

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I eavesdropped on student conversations. MH

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Parent contact -A.L

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I looked at test scores from the year prior and the start of the year. - A.D.

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I got to know them from helping the homeroom teacher at the beginning of the year.

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I did a Microsoft Form survey about their interests and what they would like to learn about in my content area.

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One on one interactions with students. -VF

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One on one interactions with students. -VF

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Beginning of the year ice breaker - "about you poem" - S.B.

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Beginning of the year ice breaker - "about you poem" - S.B.

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"Get to know you" activity at the beginning of the year - DH

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"Get to know you" activity at the beginning of the year - DH

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I talked about students with colleagues. MH

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My colleague helped walk me through each step while helping me pick my focus students to talk about

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I started the year with a 3-2-1 About Me assignment that I didn't use as a resource but I will in the future

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Having conversations with mentors, admin, and other teachers. - S.B.

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Having conversations with mentors, admin, and other teachers. - S.B.

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Speaking with other teachers or counselors of the students - VF

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Speaking with other teachers or counselors of the students - VF

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We played icebreaker games like "this or that" -S.D.

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We played icebreaker games like "this or that" -S.D.

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I chatted with them during ice breakers and eavesdropped while they built their projects. - A.D.

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I spoke and discussed with the IEP Case Manager. :) -DM

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Talking to colleagues. -A.L

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I use this if my students are too shy to share anything about their life. -J.L.

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I looked online in Aeries, where most info is on the students. I also looked on a shared folder of the students IEPs and 504s to see who I could chooses with this semesters class schedule changes.

R.B.

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I asked my student to share 10 things that best describe who they are.

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Asking coaches, colleagues, and admin about the student. - DH

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Asking coaches, colleagues, and admin about the student. - DH

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"Getting to know you" ice breaker activities -A.L

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Talking with homeroom teachers (and resource teachers) about students and what engages them, what they may need help with, etc. Also, checking student portal... :)

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My students tell me about themselves willingly and unprovoked. MH

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I sat FS3 near the whiteboard where I hover and we talk during activities.

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Speaking with the Resource Teacher on campus.

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I observed them closely and made inferences. J.L

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I observed them closely and made inferences. J.L

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Truly talking to each of my students with extra time or when I walking around and monitor their work

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Viewing scores and data on PowerSchool (ELPAC levels etc) - DH

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Viewing scores and data on PowerSchool (ELPAC levels etc) - DH

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Built good class rapport and listen when students speak, idenitiy frames, presentation. S.B. 

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Built good class rapport and listen when students speak, idenitiy frames, presentation. S.B. 

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I got to know them more by discussing with a teacher with how students act at recess. This way you can know what kind of social interactions they get outside of the classroom and their friend groups.

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I got to know my students by having one on ones with them. Anytime we had down time or a student was dis-engaged, I would gather information to get to know them.-sg

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Through individual conversations and observations.

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I ask them further what they do on their off time.

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I keep seeing FS3 and his GF around campus (often when they should be in class). I feel like I know more than I should about them.

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Playing review games using peer share as part of the process, walking around the room observing the result S.D.

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Playing review games using peer share as part of the process, walking around the room observing the result S.D.

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I make a lot of my assignments related to the students interests. In the beginning, we do a student survey. From there, I use some of the info to help students with their projects. Students will dig deeper within themselves to create expression in art.

R.B.

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Speaking with students directly during class time, talking to them during assemblies/recess, building extra rapport during ensemble times too and that helps recruitment/growing program. Inclusive and welcoming/safe environment

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I talked with my student

R.M

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I use Aeries to know the category my student is in.

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I use Aeries to know the category my student is in.

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J.L.

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I used different sections of Aeries: programs, demographics, language fluency (in demgraphics too), test scores.

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I used different sections of Aeries: programs, demographics, language fluency (in demgraphics too), test scores.

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I am hanging on by a thread due to some not so great news from my admin. But the students keep me motivated to do my best. Although I am just getting it really going.

R.B.

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I read the students profiles.

R.M

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Rereading my chosen focus students work products to see their strengths and weaknesses I can talk about in my TPA

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I got to know students more by asking about their interests and what hobbies they enjoy. Younger students definitely like to overshare. If you cannot relate to their interests, ask them to explain them for you! You will end up in longer conversations than you think.

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I took information from practices where I asked about interests, activities after school, cultural background (what holidays they have par example)

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I took information from practices where I asked about interests, activities after school, cultural background (what holidays they have par example)

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I used the students IEP/504 in detail.-sg

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I found information in the IEP and 504 programs for my FS2.

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I found information in the IEP and 504 programs for my FS2.

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I used our illuminate app that detailed all my EL students assessment info.-sg