• Early childhood specialist

• Special education educator

• 2020 national teacher of the year

• 12 years of experience

Definition of Assessment:

• Assessment gives an accurate picture of where your students are at academically and social/emotionally

Other Key Points:

• Think of your day linear create systems and routines for yourself and your students to work successfully and independently

• Pay attention to your students individual strengths and skills

• 10 years of experience

• Math coordinator for Olathe public schools

Definition of Assessment:

• Dylan Williams- "Assessment is simply a procedure for making inferences"

• No valid assessment only valid interpretations

Other Key Points:

• Understand what inference you are trying to make from an assessment to help design effective assessments

• 6 years of experience

• 3rd Grade teacher

Definition of Assessment:

• Getting to know what the kids know and how I'm going to use that information

Other Key Points:

• Go To's: Exit tickets - quick assessments are the best assessments

• Make the kids do everything

• Have something to connect with every student

• Not about assessment but having the layover activities posted in the classroom seems like a really good idea

• 21 years of experience

Definition of Assessment:

• Assessment is observing, seeing what students know, seeing where students need to go, and growth.

Other Key Points:

• Use a standardized tool to group your kids and see where they are at

• Collaborate, don't walk alone

• Work in small groups with your students to learn something new and allow them to grow

• 14 years of experience

• Elementary resource (K-12 certified)

• Sped education, masters in autism, admin certification

Definition of Assessment:

• Assessment can range from pure observation to standardized tests

• Social skills, behavior, academics

Other Key Points:

• Tying comprehension and fluency is more important than a map score

• Use resources around you

• Coaching coordinator

• Teaching since 1992

Definition of Assessment:

• Measuring if you completed a goal or objective

Other Key Points:

• Rubrics help you keep your objectives and tie it to the standards (important to create your own)

• Use formative assessments that don't need graded to work smarter and not harder and you are able to see where students are at

• Kindergarten Teacher

• Kindergarten teacher for 27 years

Definition of Assessment:

• It is a necessary tool to evaluate what they know and what they need to know next

Other key details:

• Hands on and quick forms of assessment

• Rules and routines are really important

• Prepare ahead of time

• 23 years of experience

• Elementary and secondary

• Assistant principle

• Also works for a university

• coach

Definition of Assessment:

• Can students apply the knowledge

• Give students opportunities to show you in different ways

• Not final

Other key details:

• Break up the meaning of the standard and break it up into about five essential questions with those ideas being assessed

• Leave type of assessment optional to students

• Spend time with your students and build strong relationships

• Third Grade teacher

Definition of Assessment:

• Make observations on what students are mastering and what they are struggling. Then what you are going to do with that information as an educator.

Other key details:

• Small groups with all types/levels of students

• Take the time to understand everything about your students

• Special services coordinator

• 15 years of experience

Definition of Assessment:

• An estimation or a snapshot of something about your students

Other Key Details:

• Cognitive assessments as a school psychologist

• efficiency and consistency

2. What are the strategies that you hear most often? I feel like one of the things we heard the most in these videos was to build good connections and relationships with your students, really get to know them.

5. What surprised you about any of the Mentors? I was surprised by the different roles we got to hear from. Originally I thought it would just all be regular classroom teachers. I also was surprised by how many roles and different experiences most of these educators had.

7. What are one or two questions you would like to pose to a Mentor Educator? What are assessments you have tried or attempted that did not go well?

4. Which Mentor did you connect with? Explain why! I really liked Natasha Roseberry. She seemed so informed and good at her job. Her classroom was also really cool to see and she had lots of good resources.