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Add your thoughts below by Pressing the + button :-)

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Add your thoughts below by Pressing the + button :-)

# data[].attributes.headline
Add your thoughts below by Pressing the + button :-)

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Add your thoughts below by Pressing the + button :-)

# data[].attributes.headline
Add your thoughts below by Pressing the + button :-)

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Add your thoughts below by Pressing the + button :-)

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Analyzing Student work is part of KOS and meeting student needs.

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4th aspect when we evaluate student learning.

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4th aspect when we evaluate student learning.

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I think it definitely fits into the 3rd step of Strategies...

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analyzing st' work is part of monitoring student learning which also leads to being a reflective practitioner (prop 4)

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Analyzing student work helps us understand what students took away from instruction and what students should work on next.

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Analyzing student work helps us to determine what goals are necessary for student success, help us identify learning styles as well as strengths and areas for growth, and whether or not the student is meeting their goals.

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In our evaluation system, we have to show student growth. This component shows a more in depth student growth that evaluators will be looking for. This component gives evaluators proof of student learning/growth.

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in the fourth step- it makes sense to have it after you implement an idea/lesson

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in the fourth step- it makes sense to have it after you implement an idea/lesson

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I'd say you need to do it at level 2 and then again at level 5

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I'd say you need to do it at level 2 and then again at level 5

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Set goals for students, monitor student growth, reflect on teaching to help students accomplish goals, set next steps

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#1 committing to students and their learning, working to find a process they can digest.

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#1 committing to students and their learning, working to find a process they can digest.

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Setting high, worthwhile, APPROPRIATE goals for each student.

Implementing instruction based on those goals.

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Evaluate student learning...

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Looking at what works for the student. I approach learning from multiple forms and incorporated multiple ways for students to demonstrate their knowledge whether that is orally, demonstrating using a lab or written.

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Looking at what works for the student. I approach learning from multiple forms and incorporated multiple ways for students to demonstrate their knowledge whether that is orally, demonstrating using a lab or written.

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Eval. what the students can demonstrate, compared to the goals of that unit.

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Ideally, I think differentiation runs throughout this component because it is focused on students

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We're setting goals for each student, instructing, evaluating, reflecting, then setting new goals.

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We should have it in the forefront as of Step 2 when we're tailoring goals for individuals...meeting them where they're at

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We should have it in the forefront as of Step 2 when we're tailoring goals for individuals...meeting them where they're at

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Differentiation is a way to reach all the different types of learners you may see in your classroom. Therefore you are going to need to use that to accomplish the goals you've laid out for your student(s).

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Level 4 - Evaluation of Student Learning: Where students are at, what is still needed, modify

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Level 4 - Evaluation of Student Learning: Where students are at, what is still needed, modify

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Knowledge of subject and how to teach it leads right in to differentiation. If you know your subject and methods - you can smoothly adjust

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Analyzing student work lets us know where students are at, what the misconceptions are, and where to go next. 

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Analyzing student work lets us know where students are at, what the misconceptions are, and where to go next. 

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#1 committing to students and their learning, working to find a process that each student can digest and learn from.

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#1 committing to students and their learning, working to find a process that each student can digest and learn from.

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It begins with Level 1 and continues throughout the levels.

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It begins with Level 1 and continues throughout the levels.

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TPEP

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In eVal, we also reflect on the teaching and learning of students.

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They both have similar "steps" and expectations

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They both have similar "steps" and expectations

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Knowledge of Curriculum - Make adjustments to meet needs of ALL students

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Knowledge of Curriculum - Make adjustments to meet needs of ALL students

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There are certainly multiple ways that it connects, but reflecting on teaching is certainly one of them.

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There are certainly multiple ways that it connects, but reflecting on teaching is certainly one of them.

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Meeting the student where they are at and working to move them forward.

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Meeting the student where they are at and working to move them forward.

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Differentiation allows each student to reflect their learning at the level where they are.

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Differentiation allows each student to reflect their learning at the level where they are.

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When figuring out student growth goals for TPEP, we identify a subgroup in need of special attention. 

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When figuring out student growth goals for TPEP, we identify a subgroup in need of special attention. 

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This component wants you to show how you have the done the same lesson with 3 different students.

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By setting worthwhile goals for your students you will need to teach each student to reach their goals and use their personal strengths, which is differentiation.

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By setting worthwhile goals for your students you will need to teach each student to reach their goals and use their personal strengths, which is differentiation.

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This is similar to collection of evidence

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This is similar to collection of evidence

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Differentiated goals lead to measurable goals. Individualized monitoring.

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Students will have different goals based on their needs.  Small group instruction based off of data to get students what they need will be crucial.