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I love the collaborating of ideas. It lets everyone see from a different point of view. These resources will be the best in SPED, just because all of these children are different.

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I love the collaborating of ideas. It lets everyone see from a different point of view. These resources will be the best in SPED, just because all of these children are different.

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Discussing previous knowledge students need to know and misconceptions before teaching the lesson.

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In SPED I think this looks like sharing techniques and seeing how the students retain them to be used outside of the classroom

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In SPED I think this looks like sharing techniques and seeing how the students retain them to be used outside of the classroom

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It would be an amazing tool to utilize when planning for services and supports for SPED students

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the sharing of ideas I think are probably the most important.  At the pk level we don't do a lot of paper pencil work and usually use the data from our CIrcle testing/anecdotal notes

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the sharing of ideas I think are probably the most important.  At the pk level we don't do a lot of paper pencil work and usually use the data from our CIrcle testing/anecdotal notes

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I think if the SPED Team actually had these type of sessions for our students we could much more effectively bring them up to par in making progress individually.  We could look at the students again as a whole team, and not in the individual way that we do; possibly making their learning more proficient

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I think if the SPED Team actually had these type of sessions for our students we could much more effectively bring them up to par in making progress individually.  We could look at the students again as a whole team, and not in the individual way that we do; possibly making their learning more proficient

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Teachers were able to collaborate and and discuss what they noticed across the data about how the students may thinking or analyzing 

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Teachers were able to collaborate and and discuss what they noticed across the data about how the students may thinking or analyzing 

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It was a step by step process and they didn't veer off on to other topics. They analyzed the data to see how students were thinking.

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It was effective because they were being student specific with the data. In my grade level, DDAP looks like a collaborative PLC where all members are wanting the same outcome

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It was effective because they were being student specific with the data. In my grade level, DDAP looks like a collaborative PLC where all members are wanting the same outcome

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-Eatman

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being able to collaborate with other teachers

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being able to collaborate with other teachers

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The process was effective because the teachers used student work to guide instructions and clarify misconceptions. 

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The process was effective because the teachers used student work to guide instructions and clarify misconceptions. 

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Effective because it is real time / true data; they allow targeted intervention time

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Effective because it is real time / true data; they allow targeted intervention time

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focusing on data together, looking at how teachers can different approach TEKS, for example one might have had better results, then collaborate

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It was effective because teachers were collaborating and sharing their different viewpoints on what worked or didn't. I think

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Gives you better perspective to the students strengths and weaknesses 

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Gives you better perspective to the students strengths and weaknesses 

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Since I am ESL I am envisioning work samples to measure the language proficiency of the students

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Since I am ESL I am envisioning work samples to measure the language proficiency of the students

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It was effective because objective viewpoints gave insight that promoted instruction.

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It was effective because objective viewpoints gave insight that promoted instruction.

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I think it's effective because not only did they look at the data, but they followed up with small group interventions. I think it would look similar for in-person class but in virtual classes, it would include a small group break out room that I stay in with students based on their misconceptions

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I think it's effective because not only did they look at the data, but they followed up with small group interventions. I think it would look similar for in-person class but in virtual classes, it would include a small group break out room that I stay in with students based on their misconceptions

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I think it helps to have other people look at your work

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Reviewing BOY or EOY TPRI scores to know which TEKS to review and reteach for ELAR and MAP to see what to review in Math

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Reviewing BOY or EOY TPRI scores to know which TEKS to review and reteach for ELAR and MAP to see what to review in Math

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It was effective because they took the time to discuss what worked, how it can be improved, and ways to interpret how the scholars responded.

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One must realize the feedback you are getting from your colleagues is to help not only you but your students grow.

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Analyzing the data at every level to see how students perform and using that drive planning and instruction

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Analyzing the data at every level to see how students perform and using that drive planning and instruction

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They were prepared. I think our DDAP would look much the same.

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it's specific and targets the needs of the students. I think we do it currently already, maybe just not as formally as this

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it's specific and targets the needs of the students. I think we do it currently already, maybe just not as formally as this

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It was effective because they looked at common misconceptions in an open forum. In our grade level we would look at student work and data and offer suggestions/solutions on how to best meet our students needs based on the data presented. 

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It was effective because they looked at common misconceptions in an open forum. In our grade level we would look at student work and data and offer suggestions/solutions on how to best meet our students needs based on the data presented. 

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I think it will be positive because your co-workers may see something you missed. 

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I think it will be positive because your co-workers may see something you missed. 

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Other teachers were able to give their perspective, students received feedback in a timely manner

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Teachers were open to their teams and listening to their team.  They asked important questions to understand where to take the learning now.

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We often do this in primary in a more informal setting through discussions and Q & A.  I think actually doing the assignment helps teachers reflect on what students could have been thinking; error analysis.  This is key to effectively plan and re-teach!

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We often do this in primary in a more informal setting through discussions and Q & A.  I think actually doing the assignment helps teachers reflect on what students could have been thinking; error analysis.  This is key to effectively plan and re-teach!

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This process was effective because teachers collaborated to look into it in detail and doing the assignment themselves. In my classroom DDAP would  include checking for understanding while on the lesson and after the lesson. 

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This process was effective because teachers collaborated to look into it in detail and doing the assignment themselves. In my classroom DDAP would  include checking for understanding while on the lesson and after the lesson. 

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we could share student work. Share ideas on how we can help students struggling with a concept and how we can push students that have a strong understanding of a concept to move forward

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we could share student work. Share ideas on how we can help students struggling with a concept and how we can push students that have a strong understanding of a concept to move forward

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teamwork, focused and norms were established to made it effective, kinder DDAP will be looking into our data to discuss and discover small group interventions

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teamwork, focused and norms were established to made it effective, kinder DDAP will be looking into our data to discuss and discover small group interventions