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Give feedback to each of the following Prompts using the RISE Model for Meaningful Feedback. Prompt 1:Advanced learners have different needs from learner who are approaching or at mastery. How to Differentiate Instruction in Academically Diverse Classrooms discusses some key strategies on how to work with the parent of advanced learners. Analyze those strategies to prioritize them, which ones are the most important to getting the parents of advance learners prepared for your differentiated classroom? A way to work with parents of advanced learners would be to engage in ongoing communication, providing and discussing opportunities of growth, and understanding the process of fulfilling their student’s social-emotional growth. Understanding that parents may encourage a challenging and invigorating environment for their advanced learning in the classroom, using differentiation in the classroom by having those advanced learners assist their peers in the classroom, challenges and encouragers students to develop their collaborative and leadership skills. By encouraging students to assist and collaborate with their peers is a way for students to continue to develop and challenge students socially. Engaging in ongoing communication to notify parents of the development their children are succeeding in and explaining to parents the varying strategies being used in the classroom, that will continue to challenge and impact their advanced learner’s development, will reassure parents of their student’s success and progress. When the teacher assigns a differentiated task, it reflects the teacher’s current best understanding of what a child needs to grow in understanding and skill (Tomlinson, 2017), and by communicating this to parents or guardians, validates their ability to trust educators to continue to guide their learners towards growth. Communicating with parents on the varying strategies utilized to challenge their learners, will also provide them the opportunity to be included in their learner’s development and growth. At times, distrust may play a role in the relationship between an educator and parent/guardian, due to knowing that their student has spent so much time waiting while other students catch up in the classroom (Tomlinson, 2017), having the discussion of the steps teachers are taking to ensure students are not wasting time waiting for other students to complete assignments, will reinsure those parents/guardians. Prompt 2: Every parent wants to know that their child is in the right placement. This means that a child with an IEP is placed in a class that will both support and push them. For the advanced learner parents want to know that they will be challenged and not bored. By explaining to either set of parents your expectations for all the students in the class and how to keep everyone active and busy even when they are waiting should help parents feel comfortable with their child’s placement. We can maybe approach the topic from the idea that every teacher writes their lessons with the abilities of every student in their class in mind. When the teacher assigns a differentiated task, it reflects the teacher’s current best understanding of what a child needs to grow in understanding and skill (Tomlinson, 2017). We can remind them that every student starts from their own beginning point and no two students start in the exact same place (Tomlinson, 2017). I would want to make sure that parents understood that differentiation is not about “making things easier” it is about presenting the information in a way that allows for all students to comprehend the lesson and to be able to demonstrate that knowledge in a way conducive to the student’s ability. I will explain that we as parents naturally differentiate for our children in our home, we recognize how each of our children learn and perform differently so we adapt our demands to fit their abilities.