DI+Peer+Feedback

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 * 1) 1. TC selects or creates appropriate (developmental, sensitive to cultural, linguistic, and ability differences), high quality **//formative assessment strategies//** that provide ongoing information to the teacher and students about student progress towards the content & language goals/targets/objectives. ||   1   ||   2   ||   3   ||   4   ||   5   ||
 * 1) 1. TC selects or creates appropriate (developmental, sensitive to cultural, linguistic, and ability differences), high quality **//formative assessment strategies//** that provide ongoing information to the teacher and students about student progress towards the content & language goals/targets/objectives. ||   1   ||   2   ||   3   ||   4   ||   5   ||
 * ** Instructors write feedback for teaching teams here: **


 * -The ‘help’ flags were an effective way to go to students who needed a better understanding as to what was expected of them for the activity. **
 * - I’m not sure what more you could have added with only half an hour to change instruction based on formative assessment. It’s something to think about **


 * Love, Paula & Naomi ** ||


 * # 1. TC **//collaborates//** with other professionals including CT and learning specialists (SPED, ELL, Speech/ Lang., Interventionists, School Psych) to engage in **//co-teaching models//** to deliver specific, purposeful instruction to meet the needs of the students. ||  1   ||   2   ||   3   ||   4   ||   5   ||
 * Write feedback for teaching teams in this section: **
 * Great Job both sharing responsibility, organization, and helping students! Each co-teacher has exceptional understanding of the content, and demonstrated great strategies for how management of differentiating groups can work in the classroom setting. Thank You So Much!!! **** J **** Jessica and Rebecca **