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I would  like to know about how teachers can serve students who may have a SLD in one area for special education and be TAG in another area??

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I would  like to know about how teachers can serve students who may have a SLD in one area for special education and be TAG in another area??

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It was very concise, visually appealing and clear presentation.

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It taught me about the TAG law and also about students who are not considered yet TAG but have very high potential to be so.

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Thanks to whoever made it. Checks off the PPS boxes for TAG training, repeating the same info I've heard for 20 years. 7/20 of my students are TAG and every single one of them is white. Until that is fixed, TAG seems like jargon for helping our white kids achieve even more at the expense of time, attention and interventions for other students.

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Your presentation was excellent and easy to follow.

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I wonder if there is a way we can have access to TAG curriculum-- particularly k-6 math-- on atlas or something. 

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I wonder if there is a way we can have access to TAG curriculum-- particularly k-6 math-- on atlas or something. 

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The grouping during distance learning is a struggle. What do you think they'll ask about that?

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The grouping during distance learning is a struggle. What do you think they'll ask about that?

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I would like to know about students who are TAG in one area and have non-SLD disabilities that cause them to not come to class, interrupt their own or others' learning in class, or lack motivation.  

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I would like to know about students who are TAG in one area and have non-SLD disabilities that cause them to not come to class, interrupt their own or others' learning in class, or lack motivation.  

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How will TAG nominations go during distance learning.

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How will TAG nominations go during distance learning.

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This part:

Ask how the student learns best

Ask what struggles the student faces in learning

Ask what excites the student about learning

Ask what are the parents goals for their student’s learning this year

Seems like something we should be learning about all of our students, not just our TAG students. This is my frustration (both as a parent of TAG kids, and as a teacher). Most "services" we provide to TAG students would benefit all of our students. Differentiation is the real way to go, which is way easier when we have fewer students in our classes.

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In the future it would be extremely helpful to engage in school-wide differentiation PD with a common reference text and cycles of classroom implementation and collegial collaboration.

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It might be nice to see some example plans so we are sure to use the hour's worth of paid time to write them efficiently.