Lakewood Ledger
4.1.2019
Celebrations AND SHOUT-OUTS!
Shout out to Amy and Emily for getting students working in Google Classroom! And also shout out for hot dog help, I actually could not have done it without you.
-Trisha Garcia
All these fabulous teachers helped out & showed their support at the HEB Moves it Showcase :
Amanda Taylor
Carla Flores
Beth Gilley
Rebecca Hile
Suzanne Jones
Jennifer Landers
Donna Braziel
Johanna Jenkins
Margaret Miller
Darlene Collins-Suhr
Sonya Moreno
Thank You ladies for all your help with the kiddos, equipment, Check in /out tables, etc.
It was a Huge Success !!!
-Colette Stacy
-Shout out to Aleksandra Marcyzk, Brook Hoover, Jessica Kirkley, Lindsey Deleon, Sonya Moreno, Becca Hile, Delta Napolitano, Suzann Jones, Christian Reynolds, Amy Morgan, Tricia Garcia, Emily Pryor, Diane Carter, Mimi Germond, Beth Gilley and Sarah Moore for coming to the STAAR parent meeting. It was fun spending time with you and our parents!
-Shout out to everyone who participated in the Opening Day luncheon and a big thank you to Johanna Jenkins and Lindsey Deleon for organizing!
-Shout out to Jessica Richardson for helping us so much with our testing requests!
-Shout out o Katie Adams for a very successful Suzuki Achievement Day!
-Shout out to Sarah Moore for finding ways to always engage her students even if it is gross! The students loved those owl pellets!
-Shout out to Lindsey Deleon for helping her novel come alive this week by transforming her classroom into a scene from the book! The students were learning while having the best time!
-Shout out to Amanda Maclaurin getting kids excited about music with the handbells!
-Shout out to the kinder team for bringing in speakers to talk about different careers!
-Shout out to Alysa Aelvoet for being back with us! You were missed!
-Shout out to the first grade team for their dedication and time to learn the new Heggerty materials for Stripe and for always being positive in our time together!
Cameron Ramirez
Data Celebrations
2018- We were in the top 4, five times. We were number 1, zero times.
2019- We are in the top 4, 20 times. We are number 1, seven times.
Third grade is NUMBER one in MEETS and MASTERY!!
Fourth grade gained 6 ranks in MEETS and 7 ranks in MASTERY!
Sixth grade gained 4 ranks in MEETS!
Home Visits
This link is for teachers to register to participate. You can either share it with them now so they can register if they are ready, or you can wait until we speak to them in the upcoming weeks. Do keep in mind, we have 800 spots available and five districts participating at this point. https://www.surveymonkey.com/r/HVPEval-HEB
This link is the presentation from Tuesday with a voice-over, in case you want to share it with your teaching staff. https://thehomevisitproject.org/research-study/
Calendar
Parent Communication
This Week
Tuesday- Tour de HEB
Wednesday- Faculty Meeting
Thursday-
Friday-
Notes from TC Meeting
1. Awards
- All paper awards
-Parent Volunteers will be honored
2. Summatives
-Re-schedule if your SLO is not complete.
-Upload what you think you need to make your point
-Do not stress
-Let us know if you need help!
3. TC Application
-Asked for feedback
Deadline to complete will be May 1. Will be sent out on Friday, April 5th.
4. Field Trips
-All grade levels will need to go somewhere different. First come, first serve.
5. Theme
-We are open to ideas for the theme for next year.
6. Round Table
-It was requested to have a staff meeting every week. Still in discussion.
7. Grab and Go Format
-Specials wanted clarification. Students can grab their breakfast, drop it off in their classroom and eat after specials.
8. RTI Flowchart
-Please look over with your team and provide feedback.
May 6- Kinder Round-UpGrab and Go Breakfast
We have had a small issue with students being sent to the cafeteria when they are late to eat breakfast. We do not want the students to be unattended and we also do not want students to be hungry. We will now be serving a grab and go breakfast to late students who are hungry. This will be a breakfast that they can pick up and eat in the classroom. This breakfast will begin at 7:40 and will be served up until 9:30 am. Please know that if you send a student to get breakfast, they should return back quickly and not miss any class time. Thank you!
Lakewood Goals
District Focus for Lakewood:
· Early Literacy: Kinder TRC, 1st DIBELS, 2nd DIBELS
· 3rd Grade Math (Masters)
· 4th Grade ELA and Math (Masters)
· 5th Grade All Subjects (Masters)
· Meets level for Special Education Students
· Meets level for Asian Students
Our Goals:
100% Implementation of Continuous Improvement
100% Implementation of CHAMPS
97% AttendanceReading 3D- 90% of students will make OR surpass their EOY grade level target
Kindergarten- Level E
First Grade- J
Second Grade-N
Goals in Approaches/Meets/ Masters
3rd Grade Reading- 86/60/40
3rd Grade Math- 85/50/30
4th Grade Reading- 85/55/30
4th Grade Writing- 75/45/25
4th Grade Math- 85/55/30
5th Grade Reading- 90/60/35
5th Grade Math- 95/70/35
5th Grade Science- 90/59/39
6th Grade Reading-88/50/35
6th Grade Math- 90/60/40
Link to ALL Lakewood Data
Reading 3D
Lakewood Data Comparison 2018-2019
Lakewood CBA-DBA Rank 2018-2019
Lakewood Action Plan
Google Folder- All things LAKEWOOD
Mission
Hurst-Euless-Bedford ISD Goals
Hurst- Euless- Bedford ISD Goals
☐ Goal 1: Student Achievement
☐ Goal 2: Effective and Efficient Operations for all Components
☐ Goal 3: Quality Teaching, Administrative, and Support Staff
☐ Goal 4: Safe, Healthy, and Nurturing Schools
☐ Goal 5: Enduring Relationships with Stakeholders
February Birthdays
Amanda Maclaurin- March 17
Linda Zachry- March 20
Debe Yatko- March 23
Jade Jaramillo- March 25
Valerie Torres- March 27
Cecilia Arceo- March 29
Deundra Clayton- March 30
Jennifer Landers- March 30
Vy Nguyen- March 31
ROCK 1- Small groups
Small Groups
Strong small group tables are organized:
Standard-aligned questions
Teacher exemplar
Teacher question stems
Dry-erase boards/markers
Paper & pencils
Manipulatives (if applicable)
Anchor chart
Designated Supports (if applicable)
Small Group Preparation
Successful small group preparation involves thoroughly analyzing student work. Examining student work and talking directly to students about their work is the most reliable method for determining students’ misconceptions and determining if there is a procedural or conceptual gap.
These are the steps involved in planning a data-based small group session:
- identify students in need of support
- select student expectation
- select standard-aligned problems (standard aligned questions may isolate a particular part of a standard or may break the skill into bite-size pieces that are along the trajectory of understanding the standard to its fullest.)
- create an exemplar & sequence problems
- list common or observed misconceptions
- write diagnostic questions to isolate the misconception(s)
- teach/fine tune a specific strategy
Steps 4-6 are really not linear. As you create the exemplar, misconceptions may surface, and questions to ask to identify the gap or a misconception may also surface.
The goal of a small group session is to identify a gap and correct a misconception regarding conceptual or procedural understanding. Therefore teachers should focus on the concept or procedure within the context of a problem – not the problem. Use the problem as a vehicle to address the underlying issue. Then, strategically sequence the problems to be completed based on a learning trajectory geared towards comprehension and mastery of the targeted student expectations.
Guided Reading Refresher
Clarification: This is not including STRIPE. STRIPE is our intervention time but does NOT replace Guided Reading that should be going on every single day in our ELA blocks in K-2.
Narrative Guided Reading Prompting Guide
Informational Guided Reading Prompting Guide
ROCK 2- Progress and Aggressive Monitoring
When do I aggressively monitor and how?
Aggressive Monitoring should happen whenever you ask students to practice during the lesson. Here's how:
- Have your exemplar for all independent practice in hand.
- Announce the purpose of each lap (identified through your exemplar).
- Follow the pathway of highest performing to lowest performing student.
- Provide written and verbal feedback to students using the established coding system and assessing and advancing questions.
- Collect qualitative data to inform instructional decisions based on each lap.