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WHAT DID YOU ASSESS THAT HAD AN INCREDIBLE IMPACT?

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WHAT DID YOU ASSESS THAT HAD AN INCREDIBLE IMPACT?

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JOSH AND MACY

Diagnosed with Dyslexia

The Gift of Dyslexia by Ronald D. Davis (Book): Very friendly for a teacher to read. How do you do the day-to-day with students with dyslexia in the classroom?

Had them in reading groups and had difficulty teaching them how to read. Their brain couldn't comprehend what they just said.

Started to use colored strips over a word that cover other words. There was a breakthrough and they felt more confident in their skills.

During a morning meeting, Josh opened up to classmates and informed them that he had Dyslexia.

Then Macy, did the same. Both of them took a leap and were brave enough to open up.

"I did my job as a teacher by assessing what they needed and gave them to confidence to share it."

I used assessing through small groups to find out what they needed and how much they were growing each day.

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It is the IMPACT!

YOU are responsible for helping every single student think about what they can do in their life.

Why teach? Because teaching matters and we need teachers that want to make that impact, love kids, and challenge them.

You are part of a story.

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From ARCHITECTURE to INTERIOR DESIGN to EDUCATION

I DIDN'T FEEL FULFILLED AND FELT I WAS PLACED HERE FOR A DIFFERENT PURPOSE.

A lot of us don't figure out what we like until we get out in the work field.

My journey has been a lot of figuring out myself.

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1. GIFT OF DYSLEXIA

2. THE MORNING MEETING BOOK BY ROXANNE CREET

3. DESPITE THE BEST INTENTIONS

READ WITH THE BOOKS THAT YOUR COWORKERS OR PRINCIPAL RECOMMEND

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You need to make relationships

They are your family

You need to help them to build that confidence

Take the time to understand everything about them, in the beginning.

I always take the time and my classrooms are usually the highest producing classrooms with the least behavioral issues. This is because I take the time to build relationships with them.

It is hard to have hard conversations with the parents, but they will appreciate it. Don't email it, call them or have a face-to-face conversation. You will gain the respect of those parents.

You don't have to love everybody on your staff, but you need to love something about them.

TIME, TIME, TIME. RELATIONSHIPS, RELATIONSHIPS!

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BE A TEAM!

Even with large teams you will work in pockets of teams

DIVIDE AND CONQUER

I have my creative role, and my coworker is good at rubrics.

GIVE COMPLIMENTS TO YOUR TEAM

YOU HAVE LEADERS IN YOUR CLASSROOM, USE THEM TO HELP YOU BE SMARTER TO HELP YOU GET THROUGH THAT SCHOOL DAY!

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Small groups that enrich students learning.

You have opportunities for every level of student to get your time. You will get to know them!

Good students don't always get one-on-one time with teachers. They just assumed they could do the work. Teachers missed the connection they could make with them.

High-acheiving students? How can I challenge them?

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Teachers need to make observations of what they are mastering and what they are struggling with.

Assessment is not the paper pencil type of assessment, it is more the day-to-dy of what you are noticing and wondering

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Kids need you! You are investing in humanity and investing in our future.

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1. Thinking Fast and Slow: Choice making and thinking patterns, tap more into the long game

2. Jack Fletcher-Learning Disabilities: From Identification to Intervention

3. A Child's Right to Respect

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Respect Your Impact

Students are going to look to you to form relationships. Your impact goes a long way.

Assessment does have its place, but what matters is what you do with it. Efficacy of intervention!

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TEAM SYNERGY

You have to have a process which all team members are on the board with

Have a framework for how you will utilize assessments, how you will look at that data, and figuring out what that data mean. STICK WITH IT!

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General Education assessments

Good means of monitoring progress with interventions

Formative Assessments (Exit tickets, quizzes)

All let you know how that child is doing

Partnering with related service providers

But it all starts in the general education assessments, where the learning happens

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Assessment is an estimation. It is a snapshot of that kid, on that day, in that particular state.

It is a piece of information, an estimation of a child.

"There are no valid assessments, only valid interpretations."-Dylan William

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When times are hard and people are scared or having mental health issues, they need someone in their lives that provide them with consistency, love, and care.

You contribute a little piece into the equation that helped them become a successful person.

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Father was an educator for 32 years.

Saw the connection and impact he made with kids over the years.

He fought for the underdog and gave them opportunities for them to grow.

His father still has strong connections with students even since he retired in 2003.

His students saw his as a father figure.

A friend of his father was a science teacher and became a mentor, role model, and someone he aspired to be.

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1. Culture Code (Book): culture of your building, your PLC, team, and classroom is crucial for your growth. Constantly keep your monitor up and check in on everybody to ensure they are doing well.

Every student, every day. Check in on a daily basis!

2. Small Bets (Book): generally in business and schools there is a goal that is clearly set. How can you set small goals to get there.

3. Deeper Learning (Book): building equity in your system and understand the different cultures coming into your classroom.

Make sure students can apply that knowledge and how it can go deeper.

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#1 thing parents worry about: Do you KNOW and CARE about their kid?

Nothing you do matters if the parents don't think you care about their kid.

This means taking the time to form bonds, having lunch with students, spending more time with students

Problem students: spending even more time to find out what accommodation they need to get them to follow along academically and how to work with them.

Find out about student's background, their family, etc. to find out their "combination". Finding the combination is your job!

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GO SLOW to begin with

Will be hard to take so many things all in, but the goal has to take it piece by piece and do the best you can with it (segmenting). After a while it becomes a routine and easier.

What is the smallest thing you can do that makes the biggest impact on student learning, student efficiency?

Layer your career, your first year is your first layer!

Look at things as a compass, instead of a map. Everyone is working towards the same thing, can take different routes to get to the same place. it doesn't matter how you get to the destination.

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My assessments are independent and it means more.

1. It starts with planning lessons, Starting with Standards and what they mean (break them apart).

2. What does the Standard look like?

3. I leave assessments open for students to show me what they have learned. They come to me within a time frame to show me what they know. Open-ended tests

4. Set up meetings, file out paperwork, ask them tell me more about this to find out the depth of their understanding.

5. Everyone in class was assessed for content of the week, if anyone wasn't successful for that week then instruction went on until they showed they knew that standard.

6. Kids keep track of their own progress and can show where and why they received a particular grade and set goals for the next semester.

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Can students apply the knowledge?

Can they show me what I am trying to teach?

Can they do what that standard is asking for?

Ensure students can apply that knowledge to something different or similar in their learning process.

Don't bottle your assessments in one area, and give students opportunities to show you what they have learned in different ways. Students can flourish with this view of assessment.

Don't think of an assessment as something final! Learning is a process that continues to allow students to show they are growing in an area.

I.e., building a website, having conversations, and project-based

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Teaching is not for everyone, but everyone needs a teacher.

Students need good educators!

Especially with littles, their lives change with great educators.

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Reading:

Out of My Mind by Sharon Draper

Represent all of your students with what you read.

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1. Be extra nice to the secretary and custodian.
If you need something, they will be nice to you.

2. Listen to your team/coworkers: want to help you succeed because it is about "us."

3. Take a risk

4. Stay off your phone

5. Don't take yourself too seriously because you will mess up. Laugh with your kids, so they know you are human.

6. Leave your home problems at the door! Your students don't need to know about it. Have a smile on your face for your students, so they know that your best day is when they are there!

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This domain name currently parked with VentraIP Australia

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1. Work-Life Balance: set bouandaries for yourself and still do your job as a teacher.

2. Designate a prep day: prepare a day before, working ahead!

3. Planning as a teacher team: everyone takes ona part of the load

4. Invest time to find out what you are great at to contribute to the team

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Quick, Easy, Hands-on assessments (I.e., cubes for math)

"Show Me..."

Create 'Toolkits' for students to be in charge of-can keep up in their table

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A tool to determine what they know and what they will learn next.

Guides teacher with what students are ready to learn

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1. Once you get certified, go into classrooms at different levels.

2. Take time in upper elementary or middle school and take the time to get in there.

This will show principal that you have the initiative to be an impactful educator.

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I teach for kids and love my content area.

I care deeply about kids and have connections with adults.

Kids should have an opportunity to show their gifts.

They should be able to develop into independent, strong-thinking, and brave people.

It is a unique and big privilege to have an impact on students and to give them that foundation to be successful in their lives.

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1. Learning By Doing: "Bible of professional learning communities"; Important for classroom teachers to read because a high-functioning PLC will 100% lead to increased student learning.

2. Excellence in Every Classroom: Teaching Pyramid he compares to Maslow's Hierarchy; what skills must be in place for students to achieve a high level?

Have procedures and routines

Engaging Activities

Must be Standards-based

3. Cult of Pedagogy

4. Think Again by Adam Grant-Leadership; develop listening and reflective questioning skills and the ability to always learn and pivot to another idea.

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#1 Always have procedures and routines from the beginning.

Have procedures for everything, such as:
1. How to walk in the classroom.

2. Beginning of the hour.

3. How to use a quieting strategy? What is your quieting strategy?

Whatever your procedures and routines are, you need to review them and reteach them when needed.

Kids love structure and what to expect in the day in their classroom.

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1. Gave students a rubric ahead of time; students were able to self-assess and know exactly what the expectations were and what skills needed to be displayed.

2. I Also did peer conferences with students to talk, take risks, and be open to asking questions.

3. These assessments allowed me to be effective and allowed my students to be successful. Students felt more successful because they knew what was expected and were able to reach that goal. They gained more confidence and knew they could be successful.

REFLECTIVE DIALOGUE

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1. A rubric helps you work smarter, not harder.

2. You know exactly what the expectation is using a rubric, and it's easier to assign a grade.

3. There is no need for massive amounts of homework. Use formative assessment to quickly identify areas students are struggling with and can adjust your instruction.

4. You don't need to grade these assignments; we can use EPR (thumbs up, Thumbs Down, whiteboards to show me the answer, Exit Slips).

5. All these inform our instruction and let us know what students are learning or not.

6. If you build good relationships with your students and have good procedures and routines, your students will perform as you ask them to.

7. Teach students independence by going back to the rubrics, looking at their work, and going back for revision.

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1. WORK OFF THE EDUCATOR RUBRIC.

2. EACH STANDARD HAS MULTIPLE INDICATORS.

3. I LIKE TO USE A RUBRIC BECAUSE IT KEEPS YOU MORE OBJECTIVE AND TIED TO ACTUAL STANDARDS AND WHAT'S MEANINGFUL TO YOU.

4. DON'T PICK UP A RUBRIC FROM SOMEONE ELSE; MAKE IT YOURSELF TO MATCH YOUR EXPECTATIONS FOR PERFORMANCE AND ROLE.

5. KEEP THE END IN MIND AND THE PROCESS THAT IS NEEDED TO GET THERE.

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"Tomorrow is brand new."

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I will remember a handful of kids in my life, and I would guess that they will remember me. Because I believed in them when other people didn't and helped them achieve goals that they didn't think they could.

These kids need somebody like you that believes in them and loves them and accepts them for who they are.

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1. Originally a nursing major, but didn't feel right.

2. Took an Intro to Education and SPED and fell in love. It felt right.

3. What I love about SPED is I get small groups and can have them year after year. You get to know them and their families. You feel like you are making an impact.

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What resources (books, podcasts, articles) are you using?

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What resources (books, podcasts, articles) are you using?

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1. It is more about filtering out things for the past 2 years.

2. Shutting out the chatter and remembering why I am here.

3. On the phone, looking at Twitter school feed and the positive things. Trying to stay away from social media.

4. Behavior Snaps App-take quick data on the phone.

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Today is different than I started.

If I were starting today, I would be careful who I surround myself with. I'd want the positive and not the negative.

You will hear a lot of negative things about education. But once you get into the buildings and start working with kids and coworkers, you'll see a lot of great things happening. You'll discover your "True North" and discover why you are working in education

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How and What did you assess a student? What was the impact?

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How and What did you assess a student? What was the impact?

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1. She assessed a student and discovered his IQ scores were higher than expected. Advocated for the student to be challenged more.

2. Adults didn't see that in his daily skills.

3. Teachers and other support staff needed to hone in on his potential and skills.

4. Data showed where he was truly shining!

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K-5 is a challenge.

Planning for her role (Resource Teacher), her groups are in 30 minute increments and using different resources. She knows where to pull those resources because of her experience.

Use the resources around you until you gain your experience. As a new teacher, look to veteran teachers to find how to do things efficiently!

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When you have a goal/objective that you want to meet, and you assess whether you have reached that goal. To be able to look and say I am at this point in my progress, and I need to do this much more to accomplish that goal. Can be formative or summative.

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Coaching Coordinator of coaching team that mentors new teachers

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Reading

Running Records

F&Ps (Fountas & Pinnell) Benchmark Assessment helps decide what level kids are on and if they are making gains.

Listening to a student read helps determine what types of errors they are making and what skills they lack.

Comprehension: are they a fluent reader? But missing the comprehension skills?

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Sometimes uses anecdotal notes for students with more complex behaviors. Analyze it later.

Behavioral Checklists-Tallys and data that provide concrete data to make decisions and show parents their student's improvements.

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Informal assessment-pure observation based on what you can see in the classroom

Social Skills Checklist, Reading, Math, Writing, Behaviors --> Assess EVERYTHING!

No matter who the student is, you assess the moment they enter the classroom.

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KSU Guest Mentor Series Brandi England (SPED)

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Stories: good and bad

Student Appreciation

Student Impact

You will have a tough year, but your impact on your students' lives will be your saving grace!

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Twitter & IG, Pinterest: see in other teacher's classrooms

Core Books (Mentor Texts): How Do You Hug a Porcupine? Behavior book

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"Don't walk alone."

Go into other people's classrooms, you will learn and pick up things.

See all the amazing things other teachers are doing.

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Collaborate with your team!

You will learn from your team and will grow from their input

We work better together!

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A standard tool-looking at kids on the same basis
1. The Learning Continuum, NWEA MAP

Groups kids and shows where they are

2. Small group-move students where they need to go
3. Need a starting point based on standard

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Something that is constantly done throughout the day.

Figuring out where students are at (Pre-assessments)

Formative assessments (Where do we need to go? and Where did you end up?)

Goals: Every kid grows in my classroom! Throughout the room, you will see evidence of what the students are learning.

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A good teacher is a good coach.

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1. John Peg-Solo Taxonomy

2. IES Practice Guides

3. Dylan William-books and video

4. How Learning Happens-Paul Kirshner and Carl Hendrick

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Teach to the Test

If students are not getting the answers correct to unique problems, then you should go back to your instruction

Develop opportunities for flexible thinking.

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Based on what I want to know, I can design my assessments, strategically, to address targeted inferences.

Validity and Reliability: is it a reliable piece? Is it valid for that student in my understanding of what they can do and move forward.

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Assessment is simply a procedure for making inferences. So I'm going to ask you to do something, I'm going to observe that, and I'm going to make an inference based on that.

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Classroom Assessment Natasha Roseberry Walk Around (Part 2)

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1. Relationships:

Reach out to families-they are your best support.

Meaningful CONNECTIONS with students will make classroom dynamics easier.

2. Take Time on Classroom Procedures

No such thing as spending too much time on classroom procedures.

Go SLOW to go fast.

Kids feel more secure and connected

3. Days Before School Starts

Whatever you can think of how you want things to be, map it out for it to play out.

Have to run an orderly ship, not a tight ship!

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Make the kids do everything! The more they do, the less you have to do.

Anything you can do to remember what they learned and didn't learn.

Have the students work together to assess each other.

Ask them, "What did your friend say? What did they know?

Use sticky notes, whiteboards, or anything quick and easy

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Assessment, for me, would be getting to know what the kids know and how I am getting to use that information. Any way possible.

Sometimes we call it "Show What You Know". Sometimes it is questioning, What did I say?

Overall, though, it is looking at what did I do today that they took away with them? Do I either need to do tomorrow or don't I need to do tomorrow?

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Guest Mentor KSU Assessment Natasha Roseberry Part 1

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·      Lean on the support in your community.

·      Take help from seasoned teachers.

·      You don’t have to do it all yourself!

·      Take the resources.

·      Let someone know when overwhelmed

·      Relationships with co-workers are a BIG BENEFIT---CONNECTIONS!

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As an educator, how do you work smarter, not harder?

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As an educator, how do you work smarter, not harder?

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·      It is all in the system!
Think of day in a linear way. Concentrate on my day, piece by piece.
What did I expect of my students at that time of day?
What do I expect of myself?
What do I expect of other staff in my room?

·      “Routines within routines” that help take data quickly!

·      Change things within your environment so students can get things done and be more independent and successful learners.

·      Set up systems and layouts that will help you to help the kids be more independent, especially if you don’t have any paraprofessional or teacher aides.

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"To me, assessment gives me an accurate picture of where my students are, both academically and even into the SEL realm."

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Guest Mentor #1 Tabatha Rosproy Early Childhood

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KSU Guest Mentor Spencer Brown Assessment