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-Assessment: accurate picture of where students are academically and social/emotionally.
-Dial 4 assessment, Apes Aep which includes family perspectives (I don't know how to spell it)
-Tactics: Change items in your environment so students can be more independent, be creative in writing down things your students do good during the day so that you may share that with their families (way of celebrating and assessing at the same time)

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-Teaching for 10 years
-Assessment: is a procedure for making inferences
-No valid assessment, theres only valid and invalid interpretations
-Understanding the validity of your interpretation
-Make sure instruction/test have the materials students need in order to do something they have never seen or done; flexible thinking
-unistructural/multi-structural = core fact that we do need to have more from memory

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-3rd grade teacher, 6th year
-Assessment: getting to know what the kids know and how to use that information: takeaways
-What do you know? What did I say?
-knowing if you need to revisit content or move on
-Go to assessments: exit tickets for everything, asking questions out the door, quick assessment is the best
-exit tickets impact both teacher and student: she learned about her students, and collaborate with her coworkers, when the kids know what you know they know, they buy in and want to be better
-share about yourself so they can connect with you
-why teach? open students' minds, knowing kids need us, love seeing the students get it and are excited, and or the students who aren't excited, but you start to see them enjoy it and have the WANT to be in school is a satisfying feeling
CLASSROOM:
-all about me wall: a way to assess, wonderings wall, layover activities wall (what students can do when they are done), racing to success for multiplication (visual representation), supplies needed for that day, rate your writing (rubrics), portfolios, class rules, voice levels (student does this),

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-Assessment: observing, whiteboards, where are they at?, how are they doing?, where did they end up at?
-collaboration is key
-work in groups, but not too big of groups
-have an adult in the classroom and have someone read over your emails before sending them out

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-Resource teacher for the school
-Assessment: very informal or peer observations. Curriculum-based measures. Anecdotal notes for analysis later. Behavioral checklists for concrete data. Graphs for improvements or lacking improvement.
-Go to assessment: reading; running records FMPs are benchmark assessments
-Smarter not harder K-5 can be a challenge. Knowing the curriculum. Strategic resources.
-Finding all the strengths after assessing your students

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Assessment:
-anytime when you have a goal and you look to see what more you have to do or if you have reached your goal
-relationships help students feel willing to take risks and also do assessment when asked
Working smarter:
-rubrics helps communicate the expectations
-using formative assessment to quickly see students learning, we don't need to spend hours grading students when students can be involved
-being a good leader, means being a good person
-take time to visit and observe a variety of classrooms and grade levels

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Assessment:
-A tool that what students know and what they are ready to learn next.
-Used for teachers to guide what students are ready to learn
Go to assessments:
-hands on- she uses something fast and easy because the younger students can only stay for a little
-She looks at her standard and does hands-on. She gets a tool for example, cubes
-have tools to get students at their own desk is super easy and organized so she doesn't have to get up and pass things out.

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-Teaching has a lot to do with pinpointing what students want to know and how you can educate them in an unbiased and meaningful way
-coaching can help to build relationships with your students
-Assessment is asking- Can the students apply their knowledge
-Every kid is going to learn differently, so assess differently
-Make sure the parents understand you are a mentor for their child. Let them know you want to be there for their child.
- Keep your mental health in check, do not make it so that you are overwhelmed.

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Assessment: Observations. Observing what students are mastering and need help with
Teacher Skills: small group instruction helps all students and builds the connection
Work smarter, not harder: be a team, divide and conquer. Everyone has skills and works together
- use the leaders in your classrooms
-taking the time to build relationships, support what they love, and show them you want to take the time to value them
Classroom observations:
-the mood of the classroom sets the tone
-students get to see peers work at all stages
-SHOW UP to students' activities if they ask. You can be their biggest support system

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Assessment: a snapshot of a student at the time and an estimation of their abilities at that point
- wide variety of assessment beyond general classroom assessment but starts in the general education classroom
Smart not harder:
-have a process and framework for how you are looking at assessment and data, everyone in the team on the same page
-There are a lot of different assessments that you can do to see progress in your students
-Consider different learning environment and take time to meet with a team
-Use your resources and take the tome to educator yourself on assessment