Welcome to the Module 3 Discussion! The goal of this module was to move beyond the language of deficiency and to practice seeing the immense Community Cultural Wealth (CCW) that every student brings to your classroom. Your task was to apply Dr. Yosso's framework to transform your professional dialogue. This is a safe space for professional dialogue. Share your reflections on the mindset shift and how you plan to implement the new, asset-based tools. Here are some discussion questions; choose one or more to answer, or share a completely different reflection on your learning in this module. Choose One or More to Discuss: 1. The Mindset Shift: Review the Deficit-Based Anecdotal Notes (File: deficit_notes.md). Which form of Community Cultural Wealth (CCW)—Aspirational, Linguistic, Familial, Social, Navigational, or Resistant—did you find the easiest to identify and rewrite? Which was the most challenging to recognize in a student's negative behavior, and why? 2. Report Card Friction: Consider the Report Card Comment Rewriting Practice (File: report_card_practice.md). Describe a scenario where your new, asset-based comment (e.g., using Resistant Capital) might conflict with a traditional administrator's expectations. What one sentence would you use to defend your CCW-aligned comment, explaining that you are assessing competence, not compliance? 3. The New Tools: Review the Culturally Responsive Assessment Templates you now have (e.g., the Portfolio Reflection Log or the Navigational Skills Rubric). Which template will you integrate into your practice first, and what do you hope to learn about your students that the previous assessment methods failed to capture? 4. Collective vs. Individual: Familial and Social Capital emphasize collective support and networks over independent achievement. How does your teaching discipline's current focus on individual performance (grades, exams) create a disadvantage for students high in these forms of capital, and how will you adapt your instruction to value the collective process?