Students will fill out index cards. The front will have their names which will help me memorize their names as I call on them. The back will have "get-to-know-you" (favorite hobbies, favorite music artist, what is their favorite part about math, what is most challenging about math) questions along with parent/guardian information so there is easy access to contacting home when needed to. This also serves as an equitable and randomized way for me to call on students as I shuffle through the deck of index cards.

I will typically offer Check-In forms every other week (at the beginning of class) to get a feel on how my students are doing in school and personally. I also use forms to assess how to place students around the classroom. All Check-In forms are optional and I make sure to tell students that they don't need to tell me anything they don't want me to know.

Feedback is necessary for improvement within the students and myself. I allow students the space to reflect on their learning as well as the successes and things they could improve upon. By collecting this feedback, I assure students that their voices are valuable to me and it can be a way for me to augment my teaching practices as I move forward. 

Students will be working in groups, each working on an individual math problem as "experts" so they can share their understandings with their group. This allows each group to cover a wider range of problems relating to a concept/phenomena being discussed. Students also take ownership over their learning and assume a responsibility in a group setting.

Students will display their ideas and mathematical reasoning in the classroom to learn from their peers by comparing and contrasting different strategies and ideas. This can be done individually or as a group.

Students can connect current and prior concepts/vocabulary to develop their relational knowledge in the phenomena they are learning.

Parents/Guardians/Supporters have a vital role in our students' education. Communicating with families can allow them to know what is happening in the classroom and can assist us with encouraging behaviors we find appropriate. This can be done by sending emails or calling home to recognize specific students, advising families on how to best support their student(s), and even allowing room for questions from families.

It is important for students to feel seen and heard as individuals in order to feel comfortable with engaging in content in our classrooms. Teachers can create a brave/safe space for students by providing students with choices in the classroom, making space for community-building activities, and allowing students the opportunity to speak about things that made them feel a certain way.

Do/What charts can break down the requirements/expectations of assignments or projects for students. This can also serve as a self-assessment tool for students to use before they turn in work.

Students can design and use infographics to share and review their mathematical reading in a digital modality. Infographics encourage creativity and can be shared as resources. Infographics can also be in the form of a framework (toolkit) for students to fill out and review as a class.