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Background:
- Teaching for 12 years
- 2020 Teacher of the Year
Assessment:
- Assessment gives me an accurate picture of where the students are academically and even socially and emotionally.
- Self-regulation is so imperative for all students
- Norm-referenced gives the idea of where the students are at which is age appropriate and tailors the instruction.
- APES involving within the family perspective!
- Go day-by-day and implement routines within routines that help take data quickly, allowing students to be independent so we can work with smaller groups.
- Engage and guide students!
- We teach because there is no job that gives more joy and fulfillment! We get to wake up every day and know we make a difference! There is so much joy that we get to do and is so purposeful!!!

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Background:
- Teaching for 10 years
- Math coordinator in Olathe Public Schools
- Talks and works with other in different districts in Kansas
- Works for Kansas MTSS
Assessment:
- There is no valid assessment, there is only valid and invalid interpretations of things
- Believes whiteboards, pausing for students to have a "self-reflection", but especially talking with one another is very beneficial.
- understand what inference he is trying to make or interpretation he is trying to make based on assessment
- If he designs his assessments very strategically then he can get that information he needs in a more efficient way
- "Can the student be flexible in their thinking"

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Background:
- Third-grade teacher at Washington Elementary
- Sixth-year teaching
Assessment:
- "Assessment is getting to know what the kids know and how I am going to use that information in any way that I can".
- Exit tickets: a quick sticky note or picture for them to really show their learning. They can also show her how much they understand based on the topic and what she can do to improve that.
- Make the kids do everything because the more they can do the less we have to do
- Make those strong connections with students and have a commonality or interest that you can share with them
- Can never do too much procedure!
- Do not jump into the curriculum and rush through it because we may be in over our heads and not only does it confuse us, but our students especially because they are not shown those expectations.
- Greet students at the doors and make time for the families!
- It is OKAY to bring in other resources when needing help with curriculum!

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- 21st year of teaching
- Started out at K-State and so did her parents and grandparents!
Assessment:
- The students are assessed all the time, and so many times when she is just observing them.  It may be a whiteboard, "show me what you know" which is quick and easy.  In elementary it is just constant, from the moment they walk into the door we are assessing them.
- Goal is to have every student grow in the classroom no matter where they started, did they grow this year?
- Loves the learning curriculum within the map as a standardized tool just to really group the students and figure out where they are.
- Every single student is moving at a different pace so when we assess, we need to be more aware of that
- Have students collaborate and talk with one another, working as a team because that is one of the most important factors in a classroom!
- Team works better together
- Always remember that your coworkers are there to assist you and lean on them in the midst of hard times.
- Expose yourself to other people's teaching styles and get a feel for other strategies so you can learn and pick up things.
- REMEMBER the impact you have on your students, and with that, remember why you wanted to become a teacher!

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Background:
- Started teaching in 2007
- Fourteen years as a teacher
- Elementary resource the entire time
- K-12 certified so taught both elementary and secondary
- Went to UCM and got a degree in special education
Assessment:
- Variety of assessments that may look different than a general education teachers.  Very informal,  pure observation on what she can see in the classroom up to the standardized assessments.  Varies on what she is looking at whether that is reading, math, social skills, written behaviors
- The moment you step into the classroom no matter who the student is, you are assessing immediately.
- She uses and enjoys the different behavior checklists, tallies, and taking data (anecdotal notes).
- Listening is one of her favorite forms of assessment and one she does very frequently so she can understand and hear where the student has their errors.
- Be very cognitive of who you surround yourself with, teaching can be a very difficult profession so incorporating the positives instead of the negatives is so key!
- Reminds me a lot of myself because I started out as a nursing major and realized it was not for me, switched to elementary education because of my passion for children and helping others.

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Background:
- Started Teaching in 1992
- Taught ELA for seven years
- She was the first secondary instructional coach in Olathe
- She would mentor secondary teacher who were new in the district
- She became coordinator of instructional coaching three years ago
Assessment:
- Sees assessment in anytime of life whether that is personal life or professional life when you have a goal or an objective you want to meet so you have to assess whether or not you have been able to complete that goal so you can say "I am at this point in my progress and I need to do this much more or I have accomplished my goal" and that can be formative or summative.
- Education rubrics which has six standards to it and then each standard has multiple indicators .  When she was teaching she had multiple rubrics that they used as well, keeps us more objective and tied to the actual standards.
- Make your own rubric so you can determine what are the standards that you are asking the students.
- Ensure that you have standards and procedures starting day one! Whether that is how to enter the classroom, beginning of the hours, quieting strategies, etc.
- Always knew she wanted to be a teacher and observed her teachers when she was in school, she has loved the assessment of observing .

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Background:
- Kindergarten Teacher
- "Kindergarten is her world"
- 27 years as a teacher.  One year in fourth grade and the rest with kindergarten with a hint of preschool in there.
- 14th year with Olathe
Assessment:
- Assessment is very necessary, the tool that she is going to determine what her students know and what they are ready to learn next is not how smart they are, but what they are ready to learn so she can be guided as a teacher.
- Very hands-on in kindergarten, fast-paced because their small minds can only grasp so much at a time so taking the time to check the standards and see how she can incorporate hands-on movement within the classroom is key.
- Lay those routines out over and over again at the beginning of the year. They spend the first month practicing their routine.
- Set boundaries for yourself! Work ahead if you can when it comes to planning!
- Lean on your teams! Because the people you chose to surround yourself with, or if you are stressing about something, are going to be there to share those positive attitudes.
- Introduce yourself to all the teachers in the building!
- She also had a passion for helping people!
- There is no other job out there that will give you the fulfillment and purpose that you get out of being a teacher.

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Background:
-23 years of teaching
- Started out as a fifth-grade teacher at Washington Elementary
- Got the chance to teach AVID
- Assistant principal for a while
Assessment:
- Students can apply the knowledge, he does not necessarily care how they show, but they can show him that they understand what he is trying to teach. Can they show him what that standard is really asking for?
- Making sure that students in the learning process actually apply that knowledge to something that may be similar or maybe even a little different because we want that knowledge to be transferred to other places and spaces.
- Start with the standards and break them down to what they actually mean.
- He would have students set up times to go see him with any questions to show and to grow.
- Made sure to use a "check for understanding" method that allowed the students to let him know how well they knew the material based on that previous week, if he was not pleased with the results, he would go further in-depth.
- Make the little change that can make a huge impact later on.  It is the little things that matter the most!
- BUILD RELATIONSHIPS WITH STUDENTS AND TEACHERS!
- Know the student's accommodations and families so you can be the best teacher you can be for them.
- We are desperate for teachers right now, especially teachers who are there for their students.
- Be the little piece on their trail to become that person who grows and succeeds,

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Background:
- Continued on through her current position at Ravenwood Elementary School in Olathe School District as a third-grade teacher.
Assessment:
- The biggest thing teachers can do is make observations day to day in the classroom.  Make observations of what they are mastering, struggling with, etc.  Our role as educators is to find out how we can support them through assessment that is not pencil and paper.
- Small groups are so important for students of very different learning levels to collaborate and learn from one another.
- One-on-one with teachers! No matter what type of learner they are, making sure that they have that time with us is so important so we can see where they are at, and how to support them better.  No matter where the learner is at, make sure they are supported!
- Making sure there is a role for everyone on your team and working collaboratively together on different things.  Not just working as a team inside the classroom, but outside as well!
- MAKE RELATIONSHIPS with the students, families, and staff in the building!
- You see your students so much, so understanding where they come from, interests, passions, not-so-strong suits, etc. is so key to a great classroom community.
- Take the time to get to know each and every one of your students!
- We are responsible for helping every student in the classroom think about what they could do in their life.
- We do not have to be their favorite teacher, but were encouraged when they remember us!

# data[].attributes.body
Background:
- Special services coordinator
- 15 years of teaching.  5 years in the special services and 10 years being a school psychologist.
- Works with people ages ranging from 3-21
Assessment:
- Assessment is an estimation of the quality of something of the nature of something of an ability.  It is a snapshot of a kid, on that day, in that particular state.  If we came at assessment as a piece of the pie or piece of information as an estimation of something about a student.
- "There are no valid assessment just valid interpretations"
- There is not an assessment out there that inherently tells you everything that you need to know.  The assessment itself has no validity, it is our interpretation of what it is.
- MTSS Assessments or RTI
- Good screener, good diagnostics, and having good monitoring progress with invention.
- Exit tickets help him grasp where his students are at a lot too!
- Having a framework for how you are going to utilize assessment in the best possible way, how to look at the data, and how to figure out what that data means and what your own validity is for that.
- Students are going to look at us to find relationships! KNOW YOUR IMPACT!
- Love working with kids, just like me! I have also always had a fascination for why people think the way that they do so I loved watching his video!
- Our students NEED us!
- We are shaping our future!