# data[].attributes.body
Date: 4/11/22-4/15/22

1. Coordinator for special services (5 years)
2. 15 years total
3. age 3-21
4.  Assessment is an estimation- not an end all but a piece of the pie
5. only valid interpretations
6. Go to assessments: MTSS, good diagnostic, monitoring progress (general education, exit ticket. Lets the teacher know what they are taking in.
7. Advice: working as a team (framework), don't work alone

# data[].attributes.body
Date: 4/4/22-4/8/22

1. 3rd grade teacher K-State Alumni
2. Saturday scholars
3. Assessments: Making observations, not paper pencil (day to day noticing)
4. small-groups making those connects every single kid
5. How can we challenge those students who are bright "challenge"
6. Don't make excuses- purpose

# data[].attributes.body
Date: 3/28/22-4/01/22
1.  23 year of teaching  ( was a 5th grade, 8th grade)
2. assistant principal (3 years) remote learning facilitate it
3. science and coach teacher
4. assessments- can students apply the knowledge (understand)
5. knowledge to be transferred to different places (students to show you in a different way)
6. Assessments: planning of a lesson, how it would look (standard, what do they mean, what does it look like) if this was applied what would it look like
7. didn't get the assessment process a secret from the students
7. Resources: "culture code"

# data[].attributes.body
Date: 3/21/22-3/25/22

1. Kindergarten Teacher (27 years) Olathe, Kansas
2. a tool to determine what they know and what they are ready to learn, it is not "how smart are you"
3. Go to assessment- hands on, fast and easy
4. Rules and practicing!! Set those expectations
5. learning the work life balance: setting boundaries, working ahead
6. working together as a team! Take a risk
7. Stay off your phone: students need to see you, be present, leave your home problems at home
7. Resources: "out of my mind"

# data[].attributes.body
Date: 3/7/22-3/11/22
1. coaching coordinator
2. taught English language in a rural area
3. first seconder coach coordinator (works with 21 coaches)
4. Provides professional learning (PLC, active engagement)
5. Assessment- have a goal or an objective and assess whether or not you've completed it
6. rubric helps you work smarter not harder ( expectations are set)
7. You don't have to have massive amounts of homework; how can we use formative assessments to help students learn what we want them to use. "be creative"
8. Build relationships
9. Resources: "learning by doing", excellence in every classroom

# data[].attributes.body
Date: 2/28/22-3/4/22

1. 14 years teaching (K-12) SPED teacher
2. Masters in Autism
3. Admin license
4. assessment process depends on what you are looking at.
5. Anecdotal notes uses for analyzing things
6. behavioral data- helps a lot for
7. Reading- ( running records)- FEP bench mark assessment, listening to a student to read ( to see what a student is missing).
8. using the resources around you
9. Resources- filtering out the stuff, remembering why you are here
10. Self care- twitter chat- spending time with family, less time on social media

# data[].attributes.body
Date: 2/21/22-2/25/22
1. 21 years of teaching- K-Stater
2. assessment- observing white board " showing me what you know", constantly read to assess, how are they feeling, where are going, where did you end up.
2. biggest goal is to have students "grow" seeing what they are learning
3. small-groups- see students work and then move them
4. collaborate!!! is the key to work smarter not harder work as a team. "better together"
5. Advice- don't walk alone
6. resources- twitter, look for new things "constantly", use your core books- "how to hug a porcupine"

# data[].attributes.body
Date 2/21/22-2/25/22

1.  Elementary Education 3rd grade  6th year of teaching
2. getting to know what the students know " show what you know" or "what did I say"
3. Go to assessment- Exit ticket for everything, making one of your own, just to show they learned from the lesson. Quick assessment is the easiest way
4. "make the kids do everything"- have students work together even in the assessment process.
5. Knowing where each one of the students are at all times, collaborate with your colleagues. Having students understand the purpose so they can get better
6. Relationships- give nicknames (interacting with students), greeting students, reaching out to the families ( your best support), get up and engage with students. CONNECT with the students each one individual.

# data[].attributes.body
Date: 2/7/22-2/11/22

1. Math coordinator in Olathe, KS
2. Assessment- asking you to do something and make an inference on that (invalid and valid interpretations)
3. Go to assessment- white boards, pause and have conversations with people."reteach"
4. "at risk' and "proficiency", understanding these have a different purpose in the assessment process.
5. understanding the relation system during the assessment process
6. "teach to the test"- what is it that we want the students to know, seeing every time of those items.

# data[].attributes.headline
Guest mentor #1 Tabatha Rosproy- Early Childhood Education 

# data[].attributes.subject
Guest mentor #1 Tabatha Rosproy- Early Childhood Education 

# data[].attributes.body
1/21/22-2/4/22

1. 2020 National teacher!!!! Olathe Kansas
2. accurate picture of where students "regulation" social and emotional as well
3. Go to assessment- dial4 for preschools
4. AEPS assessment for family perspective for students
5. Work smarter not harder: systems, expectations, creating routines within routines. Having environment to let students work independently and for success.
6. I love that she's a SPED teacher! I am hoping for myself to be SPED certified.
7. work together as a team!! (take the help)