• My IGDIS (norm reference)
  • Quick, kid friendly, how to tailor instruction
• Dial-4
• APES (family perspective)

• Systems, we have a lot of responsibilities. We need to think linearly, concentrate piece by piece. What do I need. Routines within routines.
  • Take Data quickly
  • Changed environment to make it easy for students to be independent.

• Intentionally look at their skills. Little skills.

• Lean on support in your community. You have nothing to prove.

• Easy to Love Difficult to Discipline
• Any book to address own biases, equity and equitable spaces we are creating.
  • How to Build an Equitable Classroom
• The Conscious Kid on Instagram

• Help people
• Dual credit, teach Spanish to preschoolers.

• There is no job out there that will give you the joy and fulfillment of being an educator. We make a difference.

• Relational understanding
• Whiteboard
• Reteach

• Understand that assessments with different purposes from high problems
• Know inference and interpretation. Can students be flexible with their use of skill

• Relational knowledge-solo taxonomy.

• Teach to the test, what do we want kids to know and how do we design instruction from there.

• Teacher Clarity Playbook
• IES Practice guides
• John Pegg-Solo TAXONOMY
• Dylan William
• How learning Happens

• To coach football
• A good teacher is a good coach

• You won't know until you meet your kids

• Getting to know what kids know and how I am going to use that information. Any way possible to see what they took away with them. What do I need to do tomorrow what don't i need to do

• Exit tickets, sticky notes or diagrams, tell me or write down what you learned.
• Quick assessment is easiest

• make them do it
• Collaboration so they can assess each other
• sticky notes
• dry erase markers & white boards
• anything to remember if they got it or not

• Exit ticket everyday and it had the most impact on me. But when we did it everyday I was able to learn more about every one of my students. See and collaborate with coworkers. Helped students feel better.

• Relationships! Nicknames, comes from interacting and getting to know them. Makes a connection.
• Greet them at the door ask about their day
• Reach out to families
• Sit with them, work with them
• I have a little something with them outside of school time. (Encanto, football)
• You can never do too much procedure. Go slow to go fast (slow on curriculum)
  • Students will know what they need to do and feel connected.
• Think about procedure before and have it planned. Practice it throughout the first 2 months. Run an orderly ship, clarity.

• Stuff you should know, more things to connect with them
• Culture Code
• Ender's Game

1. Traveling, randomly got invitation to teach in China 

• Those smiles, every end of the year a student writes a note.
• You want to make sure they are okay.
• When they are excited to go to school.

• white board
• Constant, how ready are they, how are they feeling, where are they at (pre assessment)
• Where did you end up
• Every kid grows, their voice, what they are learning

• Know standard tools
• Learning continuum map
• Small groups

• Collaborate, we work better together

• Small group environment helps make it more personable and give them a chance to show what they can do. Individualize them!

• Don't walk alone, collaborate with your co workers.

• Twitter, instagram, youtube, Pinterest
• Leader in Me by Franklin Covey
• How do you Hug a Porcupine

• Born with teacher on her forehead, mom and 3/4 grandparents were teachers. Loved kids. Never wanted to be anything else.

• You don't go home with the kind of stories teachers do. The impact you have on students.

• Informal (pure observations) up to standardized, Checklists
• Assessment is her world
• Anecdotal v. Data driven, both everyday

• Reading (FMPs)

• Different resources, organized

• He had high IQs, but did not see this through daily skills. Being able to see his strengths and use them to help him grow. DATA

• Careful of who you surround yourself with, positive not negative in education.

• Filtering out stuff, shutting out chatter and remembering why you are here.
• Favorite app (connectedness): twitter, health
• Try not to be on social media
• Behavior Snap

• Originally nursing major, always wanted to help people. Intro to ed and intro to sped. Small groups. 

• I remember them and they will remember me because we help them achieve goals they thought they couldn't.

• Any time of life (personal or professional) when a goal or objective is needing to be assessed if it has been complete. How much more progress or have I complete it?
• SMART goals

• Rubrics, helps keep you more objective and ties to actual standard/what is meaningful. You need to create your own to determine what you are looking for.

• Rubric
• You don't have to have massive amounts of homework or in class work. How can you use assessment to see where students are struggling without having to grade. Thumbs up thumbs down, exit slip, etc.
• Good relationships and procedures

• Rubrics in advance, gave students ability to self assess, peer conferencing to talk about it and build relationships.
• Infield coaching, watch video of them consulting with new educator and self observe where they could improve and set goals.

• Procedures and routines from day 1. Take time to teach it at the beginning to be efficient.

• `Learning by Doing
• Excellence in Every Classroom
• Cult of Pedagogy

• Wanted to be teacher since 5
• Field Experience -> classroom observations

• For Kids

• Necessary, a tool to determine what they know and what they are ready to learn next. Used to help guide the teacher.

• Toolkit, cubes, show me.
• Quick and easy

• Set boundaries for yourself
• Plan every Tuesday for following week
• Work ahead

• Extra nice to secretary and custodian
• Listen to team and co workers
• Take a risk, try something
• Stay off your phone
• Don't take yourself too seriously
• LEAVE YOUR HOME PROBLEMS AT THE DOOR

• Out of my Mind by Sharon Draper

• Wanted to be an accountant. Christmas junior year wanted to switch, went to counseling center. Emporia State transferred, 5th year senior.

• Teaching is not for everyone, but it is a fun job where you can be funny, silly, laugh, but can also impact the future.

• Can students show what the standard is asking for. When writing/thinking through, give students opportunities to be assessed in different ways.
• It is a process

• Start with standard
• Break it apart, what does it mean, 5 Essential questions/thoughts
• Assessments, students could set up and tell him how they want to be assessed, let them teach others. Depth of understanding & progression

• Go slow, take a little and do your best. Slowly work to where you want to be.
• Compass instead of a map, work in the same direction. Different routes are okay, but the destination must be the same.
• RELATIONSHIPS & Culture

• Parents worry about whether teacher knows and understand their kid.
• There's a secret combination to students and teachers and we need to learn it. How to work with and get them to follow along.

• The Culture Code
• Deeper Learning
• Small Bets
• "Find Your Compass!"
• "Every Student: Every Day!"
• "Figure Out Their Combination!"

• Family was educators.
• Father's impact on students, he still has connections with students. Respect he has and that he gave opportunities to grow.
• Dad's friend who was science teacher. First person he called when he became science teacher. His son was his first student aid. And worked alongside him.

• Time we need it the most. People are scared so having people who are stable and consistent, loving, and caring. Love a little more and hold on tighter, show that even though things are crazy we still got this. Impact we have on students and seeing them be successful. You get to touch so many lives. Not financially rewarding but is rewarding in a better way. You can change stories.

Assessment

• Make observations on what they struggle with and what they are mastering.

Go to Assessment

• Small groups or 1 on 1, so they can have personalized time.

Tricks for Smarter not Harder

• Be a team, Divide and Conquer.

• Use students who have mastered a skill.

How and what you assessed had an Impact

• Before I got them, they were both diagnosed with dyslexia. In a reading group, but they did not have comprehension because they were focused on words. Colored strips, differences of how it helps them process the text. Students began becoming more confident. Morning meeting, one of them raised their hand to tell the groups about dyslexia and thanked him. His friends assessed what he needed and helped him. Girl does the same and is crying.

Advice

• Make relationships with students and parents. Take the time. Find what they love and support it. Parents will respect you for hard conversations, make it a phone call not an email. Make relationships with the staff you work with, love something about everybody.

Resources

Why I Teach

• Interior design but did not feel fulfilled. What gives you joy? Education for 22 years. Is moving to middle school.

Why teach

• Joy you never knew you could have with your job. IMPACT. It matters.

Special services coordinator (5yrs.), School Psychologists (10yrs)

Personal Def. of Assessment

• Estimation of the quality, nature, or ability of something. A snapshot of a kid on that day in that particular state. Piece of the pie.

• Interpretation of what you're getting

All students are gen. ed.

Partner with other teachers to help take looks at deficits.

Smarter not harder

• Process where all team members are on the same page.

Impact

• Get to know the whole child. Further assessment to see where he was weak. Were able to see where he excelled and be able to work with him and see his progress.

Greatest Advice

• Respect your impact.

Loved kids and wanted to do psychology. School psychologists have been very helpful in lost of friends and within education. Problem Solving.

Kids need you. Instant impact.