Even the most self-aware and equity-minded HS STEM teachers still harbor implicit biases that can result in narrowed learning opportunities in their classrooms. This team will create a tool for STEM departments, small learning communities, and professional development providers to help spark dialogue and generate research-based actions, and ultimately help adapt HS STEM courses to welcome each and every student, value their funds of knowledge, and position them as essential contributors to the intellectual life of the classroom.