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-Early Childhood and Special Education
-12(+) years of teaching and 2020 National Teach of the Year
-How she defines assessment: accurate picture of where students are both academically and social emotionally (self-regulation)
-Go to assessment: norm referenced, comparing all students, kid friendly to tailor instruction, dial 4, AEPS
-Work smarter not harder: find systems and routines to help days go by smoothly, change environment if need be, let students be more independent
-Assessment impact: look at all student skills, make notes and notice small details, be intentional about the information being written down
-Advice: Lean on community support and coworkers, learn to say no it it's too much, make and keep connections that may help you
-Hot topic book: Easy to Love, Difficult to discipline, How to Build and Equitable Classroom, IG- The Conscious Kid

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-Teaching for 10+ years
-Current position is math coordinator, how to communicate data from assessments
-He defines assessment (Dylan Williams) is simply a procedure for making inferences, is this valid or reliable? There is no valid assessment just valid or invalid interpretations
-Go to assessment: high opportunities to respond, he recommended white boards
-Scaffolding is the language of the teacher/classroom
-Work smart not harder: all assessments have different purposes, use the wisely
-Advice: teach to the test, what do we want kids to know and how do we get them there? Give them the tools. Design the test that way and instruction needs to reflect that
-Quality of instruction is less of what you do and more of if the students are cognitively engaged, what are you learning today and the purpose of the teaching for the day

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-3rd grade teacher at Washington Elementary, 6+ years teaching
-She defines assessment as getting to know what the kids know and how she is going to use that information in any way possible. "Show what you know." Her take away is what did I do today that they took with then to show what I do/don't need to do again tomorrow.
Go to assessment: EXIT TICKETS! Sticky notes, diagrams to show they were listening and understood, quick assessment is the best assessment
Work smarter not harder: "Make them do everything," sometimes let the students work together and assess each other, markers and white boards, the yes/no they got it to drive tomorrow's lesson
-"You know what I'm doing, I'm going to try and get better" - relationship building with assessments
-Greatest advice: build those relationships, make the connections, greet the students at the door, involve the families, work more with the students not from behind the desk. You can never do too much with procedure, GO SLOW TO GO FAST, know exactly what to expect they feel more secure, think of when you want something to happen (pencils, drinks, etc.) and make procedures, provide clear expectations.
Her why: Open children's minds to something they haven't thought about before.

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-Teaching for 21+ years and K State Alum
-She says that kids are assessed all times of the day. She notices them from the moment they walk in the door; How ready are they to learn today? How are they feeling? Where are they at a far as learning topics.
-Goals: No matter where each student started she wants them to grow somehow by the time the school year is over.
-It's not always about content, relationships are major.
-She uses small groups for assessments because it's fluid and she is able to bring children close to see where they are and move around if need by. Start with a standard that you want to assess and move on from there.
-Work smarter not harder: COLLABORATE! It's not always about her it's about her and her team and how much they can learn from each other. "We work better together."
-Best advice: Don't walk alone, use your coworkers."
-Use social media. They are good tools to se into other people's classrooms and constantly look for new things.
-Other careers don't have the impact on lives like teachers do. Dark times are always made better when you remember your "why."

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-Bentwood Elementary, 14+ years of teaching, K-12 certified, very diverse with her certifications
-She says that assessment depends on what you're looking at. There are many ways to assess students from informal (like observations) all the way up to achievement tests (to figure out the students abilities for IEP). Anecdotal records are needed at times to make notes for future reference but she loves behavior checklists for day to day operations.
-Go to assessments: FMP, listening to reading to figure out where they are lacking, sittings down 1 on 1
-Smarter not harder: You get better with experience, get to know the curriculum, plan and be prepared with needed resources, get help from others when needed
-Assessment impact: getting to know a student and help them become comfortable with you so they open up and try their hardest; don't just a book by it's cover situation
-Advice: Be careful who you surround yourself with, stay away from the negatives, watch out what you post on social media, filter out the "stuff", reflect on what you are doing and remember your "why"
-TAKE CARE OF YOURSELF

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-Coaching team lead; Mentor teachers in grade 7-12; Teaching since 1992.
-Definition of assessment- when you have a goal you want to meet and you have to be able to look and say I'm at this point and I need to do more or I've reached my goal.
-Go to assessments- Rubrics with standards, helps to keep you more objective and tied to what the standards are, you need to create your own
-Smarter not harder- Rubrics help because there are no guessing games, know your expectations, we don't have to have massive amounts of work to quickly figure out where students are struggling to adjust instruction
-Let students know what is expected and how to reach their goals
-Greatest advice- Know procedures and routines from day one; establish good habits; entering the classroom and beginning the day, quieting strategy; be taught and reviewed and reteach

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- Kindergarten teacher; teaching for 27+ years
- Definition of assessment: Necessary tool to help determine what the students know and what they're ready to learn next; NOT how smart they are, just help to guide teaching
- Go to assessments: hands on, fast and easy, look at the standard and think what can I do that's hands on and go from there, "show me...", "tool kits"
- Rituals and routines with groundworks at the beginning, spend the first month learning, practice practice practice, if they "mess up" she makes a chart to figure out how to practice everything
- Power of words, be ok with making mistakes
- Smarter not harder; have a good work/life balance, set boundaries but do your job, make sure to plan ahead maybe come to work early to prepare for the next day, leave work with everything done for the next day, work with a team
- Advice to new teacher; be extra nice to secretary and custodian, listen to team and coworkers, take a risk and try something new but don't try that every day, stay off the phone, don't take yourself too seriously... laugh with your students, leave home problems at the door

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-23+ years in the schools, teaching and principal, online learning
-Where you start is not where you'll end
-Definition: holistic; can students apply the knowledge, can they show they they understand what I'm teaching, apply the knowledge in the learning process a little differently- use multiple areas and ways
-one size doesn't fit all, work with the students to let them show HOW they understand
-testing: break down standards, never keep that from the students, let them know what you expect, give them options for how they want to demonstrate their knowledge, "tell me more about this" this shows the depth of understanding for testing
-smarter not harder: use layers, don't feel like you have to do it all at once, compass instead of a map... go in the same direction
-your job as a teacher to build that relationship to figure out how everyone learns best

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-3rd grade teacher, 22+ years
-definition: make observations in the classroom day to day, what are they mastering and what are they struggling with?
-go to assessments: small groups, every level of student will get time with you, even good students need to have that one on one connection/relationships, take more risks
-on going vocab list, natural curiosity
-smarter not harder: be a team to be successful, divide and conquer, play up each others strengths
-MORNING MEETINGS, students are able to share things with each other, set the mood for the day
-show students you care about them outside of the class, helps students and with parents, parents respect- have those hard conversations but show them you care, phone call over an email
-follow your calling, what drives you to make that impact

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-In education for 15+ years, was prior school psychologist so a different side of assessment
-Definition: an estimation of the quality/nature of an ability; snap shot of the student on that day; a piece of the pie/information
-Go to assessments: special education; NTSS or RTI, good screener and diagnostics, general education day to day, exit tickets, partnering with coworkers
-Assessment starts where the learning happens
-Work smarter not harder: Have a process that all team members are following along with, have a framework on how you will use the assessment and use the data, stick to it
-Impact story: child was performing below grade level, trying to figure out what was best for the student using assessment; working WITH the student after figuring out what he needed
-TEAMWORK
-Advice: respect your impact, students will look to you for those relationships and your impact goes a long way, assessment has it's place but it's how you use it in the end