KARCHER STAFF BLOG
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Kudos
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- Thank you to all of our teachers for two great student led conference days! For this being my first time I was impressed with the students effort and parents attentiveness towards their students academics.
- Thank you Mike Jones and Stephanie Rummler for an awesome National Junior Honor Society induction on Monday night at BHS. I thought the whole program was very well done, thought out, and organized. What a great way to celebrate our students academic successes!
- A shout out to Nick Buendia for truly embracing the literacy tools and incorporating the synthesizing strategy right away with your students! The infusion of literacy across the disciplines is so important as we assist to ensure all students are college and career ready - so thank you!
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Reminders
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- iTime - new rotations start this week. This week advisory curriculum will be on Wednesday (as it was).
- Starting the week of April 11 advisory curriculum will be on Mondays with intervention/enrichment for English/Math on Tuesdays - Friday each week. We will try the schedule this way for the rest of the year to see which way we prefer the schedule to be.
- SPEN will be during iTime on Tuesdays and Wednesdays.
- April 6 & 8 a group of our 8th grade special education students will be going to the high school to assist with their transition next year. See Erika Fons with any questions.
- PLC this week is for Standards and Common Assessments.
- April 7th is the end of 3rd quarter:
- The grading window opens on April 4 and closes on April 11 at 3:30pm.
- April 7th - Applied Academic, Social Studies, and Science - ELA day in room 26.
- Applied Academic from 8:00 - 11:15
- Lunch 11:15 - 11:45
- Social Studies/Science from 11:45 - 3:00
- 8th grade student's red folders:
- The folders are on the counter in the main office by advisory. Please take them and hand them out this week.
- Kim will send out an email on April 4 to inform parents that they should be looking for the red folders to be brought home by their student if they did not attend student led conferences.
- Teachers: Please respond back to be with your teams decision regarding 8th Grade Recognition and the staff idea by April 8th so that we can get rolling on the plan.
- April 18 - April 22 - Forward Exam Week - we will be utilizing the following schedules for testing:
- Modified Schedule for April 18, 19, and 20.
- April 21 & 22 is for 8th grade testing only and our make-up schedule will be on April 26.
- Please assist with letting students know that they will all need headphones for this test. We do not have enough within the building for every student so we will need students to bring a pair in for this exam.
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Pictures from the week
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Out of 29 spots, KMS took 26.
JC Summer Amann - Clay Monster
1st Victoria Vandan - Symmetrical Papercut
2nd Jaedyn Bieniewski - Tempra Batik Door
3rd Selena Casiano Ming - Vase Scratch Art
Chosen for Participation & Display
Saige Helen - Balance Collage
Ashley Rudolf - Reduction Print
Tessa Teberg - Reduction Print
Courtney Hegemann - Balance Collage
Quinn Turke Ming - Vase Scratch Art
Jessica Kauth - Picasso Pet
Jessica Kauth - Textured Hand Drawing
Addie Mangold - Watercolor Landscape
Hannah McMartin - Watercolor Landscape
Leah Beardsley - MC Escher Room
CeCe Donegan - MC Escher Room
Katie Rebollar - Balance Collage
Payton Kretschmer - 2 Pt Perspective City
Jadyn Nadboralski - Still Life Drawing
Minna Brown - Clay Monster
Cheyenne Matson - Clay Monster
Alex Gauger - Lemon Drawing
Alex Gauger - Still Life
Meghan Harris - Balance Collage
Meghan Harris - Op Art Composition
Victoria Vandan - Still Life
Victoria Vandan - Clay Monster
Article of the week: Continuation from last week's article (next week will be as well)
Know Thy Impact
Teachers give a lot of feedback, and not all of it is good. Here's how to ensure you're giving students powerful feedback they can use.
The Three Levels of Feedback
It's important to realize that feedback will look somewhat different at three separate levels:
Task Feedback
Feedback at this level describes how well the student performs a given task—such as distinguishing correct from incorrect answers, acquiring specific information, or building surface knowledge. The feedback clarifies what the student needs to do to improve his or her performance of that task.
For example, let's suppose a teacher is teaching students how to narrate events in a story in chronological order. The feedback to one student might be as follows:
Your learning goal was to structure your account in a way that the first action you described was the first thing you did. Then you were to write about the other things you did in the same order in which they happened.
You did write the first thing first—but after that it becomes muddled. You need to go through what you've written and number the order in which events happened and then rewrite them in that order.
Process Feedback
Feedback at this level describes the processes underlying or related to tasks, such as strategies students might use to detect or learn from errors, cues for seeking information, or ways to establish relationships among ideas.
For example, a teacher might suggest the following to a reader who stumbles on an unfamiliar word:
You're stuck on this word, and you've looked at me instead of trying to work it out. Can you see why you may have gotten it wrong? Perhaps you could sound out the word, look it up on your tablet, or infer its meaning from the other words in the paragraph.
Alternatively, a teacher might guide a student who is having difficulty relating ideas in a text by saying, "I've asked you to compare these ideas—for example, you could start out by listing ways they're similar or different. This would give you information about how they relate to one another."
Self-Regulation Feedback
This level of feedback describes how learners can monitor, direct, and regulate their own actions as they work toward the learning goal. Feedback at this level fosters the willingness and capability to seek and effectively deal with feedback, to self-assess and self-correct, to attribute success to effort more than to ability, and to develop effective help-seeking skills.
For example, when giving feedback to a proficient reader who is stumped by a vocabulary word, the teacher might say,
I'm impressed you went back to the beginning of the sentence when you became stuck on this word. But in this case, this strategy didn't help. What else could you do? When you decide on what the word means, tell me how and why you know.
A teacher might promote a student's help-seeking and error-detection skills by saying the following:
You checked your answer with the resource book and found you got it wrong. Any idea why you got it wrong? What strategy did you use? Can you think of a different strategy to try? How will you know if your answer is correct?
The power of feedback involves invoking the right level of feedback relative to whether the learner is a novice, somewhat proficient, or competent. Novices mostly need task feedback; those who are somewhat proficient mostly need process feedback; and competent students mostly need regulation or conceptual feedback.
In addition to maximizing feedback at the appropriate level, teachers also need to be attentive to moving the student forward from mastery of content to mastery of strategies to mastery of conceptual understandings. For this to occur, teachers need to give students feedback that is at and just above their current level of learning.
(Article will continue on April 11th's blog.)
Calendar for April:
