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Assessment: Is an estimation of the quality or ability of something. Snapshot of kids on a day in their particular state. It's not a end all be all, it's just a piece. There are no valid assessments, only valid interpretations.

Go-to Assessment: Continuum of knowledge. His go to are the big standardized, general education assessments, day to day exit tickets. Understand how students are taking responsibility for their learning. Cognitive assessments like wisc or wj. Assessment starts with where the leaning happens.

Work smarter not harder: Having a process with which all team member are on the same page with. Be consistand with it.

Advice: Respect your impact. Students are ultimately going to look to you for a relationships so taking time to form those are so important for you and for your students. The assessment only matters from your interventions.

Resources: Thinking Fast and Slow by Daniel Kehneman - choice making and thinking patterns

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Assessment: biggest thing is making observations - more day to day of what you notice your students doing

Go-to Assessment: Having small groups. Able to see individual work on a more one to one level. This also gives you a way to make a connection with your students. Being able to challenge and enrich students that don't often get one on one attention.

Work smarter not harder: Be a team with your grade level groups and find your specialties. Giving them compliments and know that you're appreciative for them.

Advice: Make relationships with students, parents, and staff. Take the time to show them they're worthy of her time and you want them here. Also make time to support students outside of school and other things the students like. This will make hard conversations so much easier. Make a phone call instead of sending an email. You don't have to love everyone on your staff, but love SOMETHING about them.

Resources: The gift of dyslexia, the morning meeting book, Despite the best Intentions

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Assessment: Holistic- Can students apply the knowledge that I am trying to teach. Give them opportunities to show you they know in different ways. An assessment is not final, its continuous.

Go-to Assessment: Assessments are always open-ended and students track their own learning and what they've achieved and what they need to work harder to understand.

Work smarter not harder: It's important to go slow to start with. It's going to be hard to take it all in, take it piece by piece until you can get through all of it. Make a small change to make a huge impact. Build on-to the layers- don't feel like you have to do everything at once.

Advice: Working relationships- let parents know that you care about their child. Nothing is a secret- be totally transparent.

Resources: every kid, every day. Building culture from every angle and every setting.
Small bets: Set structures on how to get to your far-away goal.

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Assessment: Necessary - a tool to determine what your students know and what they are ready to learn next. Help to guide the teacher

Go-to Assessment: Doing a lot of hands on activities. something quick and easy that you can see instantly.

Work smarter not harder: Have a good work-life balance. Setting boundaries for yourself. Plan weekly. Working ahead. Lean on teammates and invest in what makes each of you better.

Advice: Be extra nice to the secretary and janitors. Listen to your team and your co-workers. Stay off your phone. Don't take yourself to seriously - you will make mistakes. Leave your home problems at the door. "it's your best day" when all students are there.

Resources: Out of my mind by Sharon Draper
Make sure you're representing all your students in what you're reading.

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Assessment: when you have a goal you want to meet and you have to assess if you've met that goal or not.

Go-to Assessment: Educator rubric, keeps you more objective and ties to what they are supposed to master. Rubric matches the expectation. Keeping the end in mind.

Work smarter not harder: Rubrics, no guessing games. We don't have to have massive amounts of homework and class work. It's super easy to do a informal assessment - thumbs up thumbs down, whiteboard.

Advice: Students will do the assignments if you build those relationships- you don't have to have point for everything. Have procedures and routines from day one. Establish every single routine and repeat until students are set. Teach them every single thing multiple times. Structure = Safety.

Resource: Learning by doing book. Maslow's hierarchy

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Assessment: Wide range as a special education teacher.  Informal, pure observation in the classroom to standardize testing for determining eligibility in special education. Social skills, behaviors. Uses both anecdotal to look back at their things. and behavior charts for day to day behavior to keep track and to show parents.

Go-to Assessment: Having running records for different subjects. FMP- benchmark assessments to see where they are on their needs of each subject. Listenign to students read is a big

Smarter not harder: Only resource teacher and knows the curriculum, Very strategic - using different resources around her for each 30 minute increment.

Taking the time to get to know each student helps you as a teacher help the student and to see all of the strengths they have.

Advice: Be very careful about who to surround yourself with - choose positive people that build you up and are good people.

Resource: Reflect on your WHY. Shutting out the chatter and remembering why you're doing what you're doing. Keep your social media feed positive.

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KSU Guest Mentor Series Brandi England (SPED)

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Assessment: elem students are assessed at all times, as simple as a white board or assessing their well being as they walk in the door.

Go-to Assessment: Standard tool to look at all students on the same level. Helpful to group kids on where they are. Also in small groups to continue to moe students since they're always learning at a different place.

Work smarter not harder: collaborate, it's about your team and how much you can learn from others. Giving students the opportunity to show you what they know.

Advice: don't walk alone. Go into other peoples classrooms to learn or invite them in yours for support. We are more powerful together.

Resource: social media is a great way to see what people are doing in their classrooms.

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Assessment: getting to know what students know and how you're going to use that in your instruction.

Go to Assessment:  exit ticket on sticky note or dry erase board. Something simple to help me know they were listening and they got it. Quick assessment is a easy assessment.

It was better doing the exit ticket everyday because it was easier for her to know what her students are doing, know, and just learn about her students etc

Greatest Advice: Relationships are the most important - get to know your students, interactions, greet them at the door, get to know families. They respect you more when they know you care.

Teacher procedure about EVERYTHING

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Guest Mentor KSU Assessment Natasha Roseberry Part 1

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Assessment: simply a procedure for making inferences. Validity of my interpretation is what makes an assessment.

Go to Assessment: white boards for formative - opportunity to respond. The ultimate assessment is if the students can go back and do what you taught them, and if they cant its on me.

Work smarter not harder: Understand what interpretation I'm trying to make based on assessment- design strategically.

Relational level of learning: learning one step at a time then learning another thing, then learning how to do them together.

Teach to the test: Start with what you want them to know, and base your instruction so you can set them up for success in that.

Teacher Clarity Playbook

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KSU Guest Mentor Spencer Brown Assessment

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Assessment: gives an accurate picture of where my students are academically, and. social/emotional

Go to Assessment: My IGDs - norm referenced test to give a quick way to figure how to tailor my teaching to the students

Work smarter not harder: make a system and stick to a piece by piece expectation. Routines within routines.

Intentionally make time to understand the skills that each student can do

Lean on the support in your community. Take the help, you don't have to do everything yourself. Let others help you and take the resources

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Guest Mentor #1 Tabatha Rosproy Early Childhood