KARCHER STAFF BLOG

2018-2019 Karcher Calendar

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BASD Staff Blog: https://basdstaffnews.blogspot.com/

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Kudos

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THANK YOU to all of our teachers for all of your hard work and dedication to our students, school, and community! You are all truly great to have the privilege to work with and have such a care for all of our students - both when it comes to character and academics. Thank you!!!
Thank you to Ryan Heft for setting up the Partners 2 presentation and the Summer Survivor presentations for our 8th grade students this past week!
Thank you to Steve Berezowitz for your planning and set up of the two 7th grade trips to Elkhorn and Kenosha so that all of our 7th graders had the opportunity to get onto a technical college campus.
Thank you to Mike Jones, Donna Sturdevant, Kurt Rummler, Rod Stoughton, Stacy Stoughton, Suzanne Dunbar, Stephanie Rummler, and Patti Tenhagen for giving up your Friday night to help with Friday Night Live! Though our number of students was down we still provided a great place for about 100 students to be on a Friday night! Thanks again!

Article pertaining to formative assessments!

What are Common Formative Assessments Anyway?

By Chris Jakicic - October 31, 2017

One thing I’ve learned as I work with schools across the country is that there are a lot of different definitions collaborative teams are using for common formative assessments, and what these teams think common formative assessments are influences how they write and use these assessments with their students. In our book, Collaborating for Success in the Common Core, we offer the following definition to help teams make sure they’re able to use their results to improve student learning:

“Common formative assessments are team-designed, intentional measures used for the purpose of monitoring student attainment of essential learning targets throughout the instructional process. In addition to providing information about which students need additional support or extension, common formative assessments allow teams to examine the effects of their practice, and gain insight as to which instructional strategies yield high levels of learning. Furthermore, the data can be used to provide frequent feedback to students that they can use to adjust their own learning strategies.”

In our definition, we look at three important concepts that we know help students achieve at high levels through the use of these assessments: they are formative (and thus occur during the learning process), they are team-designed, and they assess essential learning targets.

Formative

The first idea we included in our definition is the importance of the word formative. In working with teams, we’ve found that some teams focus on common assessments rather than common formative assessments. When teams write and use common summative assessments (think, for example, end of the unit tests), they are able to use essential standards and common pacing in their work. While this is a valuable step, we now know that it is formative assessment that truly impacts student learning. In 1998, Black and Wiliam published their revolutionary research concluding that formative assessment has a .9 standard deviation impact on student learning. This caused educators at all levels to focus on how to use formative assessment in their work. If student learning is the ultimate goal, then, high performing teams must use formative assessment throughout the learning process. High-performing teams understand that the purpose of formative assessments is different than summative assessments.

Sometimes teams will ask whether they can use their benchmark assessments as common formative assessments as long as they use them in a formative way. Here’s why we recommend that they not do this. Formative questions are intentionally written in a different manner than summative assessment items.

The first thing is that formative items are written around learning targets rather than standards. Learning targets are the smaller skills and concepts students have to learn to become proficient on the standard. When questions are written around these smaller skills and concepts, the information they provide is much more diagnostic than when written around a standard.

Additionally, most benchmark assessments are not tightly linked to concepts that students are currently learning. Sometimes items assess content that was taught in earlier units of instruction and sometimes items assess content that hasn’t yet been taught. We included the phrase “throughout the learning process” in our definition to emphasize how important we believe it is for formative assessment to occur shortly after students are taught new essential content.

When teams design their own common formative assessments, they write items to specifically match the learning targets they want to measure while they are still teaching that content. That means that before teachers move on to new content in the unit, they are able to correct misconceptions students might have that could impede them learning related concepts. This also means that teams are able to move from reporting the percentage correct each student earned to being able to report—for each student—which targets have been mastered and which still need response.

Getting their data back at this level of specificity also allows teams to examine which instructional practices are most effective either for all students or even for certain types of students. In a PLC, we start with the premise that teachers will use the instructional strategies that they believe will be most effective for their students, and that there is no expectation that all teachers will use the same strategies. High-performing teams, however, examine their results to see if a particular strategy is more effective. They also realize that, for students who need additional response, using the same instructional strategy they used the first time won’t be very effective. When teams analyze the results of a common formative assessment, they can discuss these issues and learn from each other and from the results.

Team-Designed

The second idea we included in our definition is that these assessments are team-designed to assure that the items are aligned with the learning targets teams are teaching as well as the expected rigor teams have for results. We’ve seen some examples where teams use an assessment designed by curriculum writers or from a test bank of questions and though these items might be aligned with the content taught, they aren’t always aligned to the rigor that it was taught at. This results in information that isn’t helpful to teams in planning the response. Teams can effectively use items they’ve found in curriculum materials or online, but it’s vital that they make sure the item matches the learning target they taught in both content and rigor.

Essential learning targets

The third important concept we included in our definition is that these assessments are used to monitor essential learning targets. Some teams write their CFAs around all of the content they’ve taught. When they do this, they lose the idea of a guaranteed and viable curriculum. We know that it’s impossible to guarantee that all students learn everything we teach. When a team identifies its essential standards, they are agreeing that all students will learn these standards. We expect that they will learn more than these standards, but at least these standards. Agreeing about what is the most essential content assures that students are commonly prepared as they move from grade level to grade level and course to course. This common preparation means that less time is spent on review for previous grade level standards and more time to assure student learning of the essentials. If we know with specificity what students have or have not yet learned, responding is much more precise and, therefore, effective.

In this case, vocabulary matters because your definition of common formative assessment impacts your practice. Consider whether your own work around CFAs aligns with this definition.

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Information/Reminders

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Teacher Appreciation Week!!!

Monday morning: Coffee from The Coffee House, donuts, and muffins in the main office right away in the morning for everyone to enjoy!
Tuesday lunch: Subway sandwiches, chips, and cookies for lunch (for everyone!)
Thursday lunch: Taco Bar and desserts!

There will be chicken and beef taco meet with all the fixings along with an array of desserts!

Thank you to each and every one of our teachers for inspiring, empowering, and educating all of our students! You are such a great staff and a privilege to work with! Thank you all!

Insurance information that was shared with staff from Ruth Schenning:

Video of meeting held in the event you could not attend and wanted to hear!
Also... an email was sent on May 3, 2019 with all of the insurance information and numerous forms for you to fill out. There is a copy of all of these forms in the main office, with Kim Moss, so that you can make a copy of all of the forms as needed.
If you are eligible for insurance all of our forms need to be submitted to Lindsey Rossi at the district office by May 24!

May 6 - May 10 - ELA iReady diagnostic testing week.

Please be mindful that students will be working on their spring reading diagnostic this week and be cognizant of noise levels, etc within your classrooms and hallways.

Monday, May 6 - Essential Skills Committee meeting from 3:45 - 5:15 in our Karcher library.

Tuesday, May 7 - 2nd iTime rotation... see the below links to assist with telling your advisory students where to go!

Tuesday, May 7 - I will be holding an 8th grade recognition parent meeting at 7:00pm in the library... this is the group that prepares the breakfast for our students and assists with a few minor things the day of recognition.

Wednesday, May 8 - PLC in the library (this really is the second to last one!). For this PLC please come with your ideas, plans for creating one or multiple formative assessments that you will use between this PLC and the next PLC. Then the last PLC (next week) everyone will bring their student data from the formative assessment to PLC to analyze. Please sit with your grade level content peers for this PLC to plan together!

Thursday, May 9 - We will be conducting the first round of screener interviews for the Dean of Students position starting at 12:30. There was a very, very large pool of candidates for the position. Therefore, screener interviews will take place this week with a second round for those of further interest next week.

Friday, May 10 - 8th grade field trip to the University of Milwaukee. All of our 7th grade students were able to get on a technical college campus and our 8th grade students onto a 4-year college campus - thank you Steve Berezowitz for setting all three of the experiences up.

If you have any questions please email or talk with Steve Berezowitz.

Friday, May 10 - Dr. Steve Plank will be at Karcher starting at 12:30 to meet with myself and Ryan Heft and also have a tour of the building so we may pop in your room for you to meet him!

He will also be in the district on May 24 during our inservice day.
He was in the district on May 2 and will be in the district on May 9, 10, 17, 24, and June 10.

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Pictures from the week

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Now this is funny... this might be a record number of rolls in the staff bathroom!

Ellen Murphy modeling a strategy of boxes and bullets during a mini lesson ("I do it")

Ms. Salbrieter working with a small group of students in the library!

Patti Tenhagen pulling multiple strategy groups from a quick formative assessment she gave at the start of the same class period to assist students while the rest were engaged in task cards around the room.