Lakewood Ledger


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The Why's

Debe Roger's Why:

I have always been a "school girl," loved everything about going to school my whole life. They say "those who can, do/ those who can't, teach." It is a terrible saying except when I stretch it to say that since I can't be a student forever, I can surround myself with students and teachers and can learn as much from them as I teach. I want to be a lifelong learner, so maybe my reasons are a bit more selfish. But if I can inspire students to be lifelong learners, too, then I have made a difference.

Emily Pryor's Why:

To make a positive difference in the lives of the children that I serve as well as the teachers, staff, and community that surround our school.

Coach Stacy's Why:

To be the "constant" in each students life. To be the one they want to share with and trust . They know they can Count on me!

Amanda Maclaurin's WHY:

To make a positive difference in children’s lives. ❤️

Sonya Moreno's WHY:

To encourage all students & celebrate every success/improvement, no matter the size!

I would love for you to share your WHY so that we can highlight them throughout the year!

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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:

97% Attendance

Reading 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- 86/50/25

6th Grade Reading-88/50/35

6th Grade Math- 90/60/40


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October Birthdays!


Tomorrow the reading goal team is implementing our word of the week goal. Each week a word will be introduced on the announcements. Debe will do the introduction tomorrow. The goal is for students in all grade levels to be using the word in their conversations and writing. If you find a student that uses the word of the week in a meaningful way in their writing, if you will please submit a copy of their writing to me. I will collect these and we will draw a name to be read on the announcements and a few of those students will be celebrated!

Our word for this week is “ponder.”

The reading goal team can’t wait to hear about the pondering our students are going to do this week!

-Alysa Aelvoet

Master Calendar- What is happening this week?

Monday- Math Walks



Thursday- Grades 3-5 Reading Strategy Groups (all welcomed), TC meeting in Beth's Room

Friday- SLO and T-TESS Goals due in STRIVE

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Food for Thought

*Start thinking of grants that would help move your classroom forward. We are available to brainstorm with you. The HEB Foundation grant deadline will be here before you know it!
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Lakewood has THREE teachers named Demonstration Teachers!

Congratulations to Alysa Aelvoet, Heidi Hasfjord and Rebecca Hile! We are so proud of your accomplishment!

Celebrations AND SHOUT-OUTS!

Our class has reached 8 minutes of reading stamina so we got to start using the reading tub!

-Lauren Thorsell

Shout out! Ms. Flores did an awesome job as emcee of the Eagle Rally!

Students loved the certificates and spirit sticks. Thank you for all your work and support to make this celebration happen.

-Margaret Miller

Shout out to my testing cadre for doing a great job with Reading 3D testing. Thank you all SO, SO much!

Shout out to Carla for a great first Eagle Rally!

Shout out to Jessica Kirkley, Aleksandra Marcyk, Jessica Richardson, Sonya Moreno, Danielle Letourneau and Stephen Beckman for pulling together to make sure ALL of our kids have what they need!

Shout out to the second grade team for having a very organized STRIPE plan!

Shout out to another great week of PLC’s.

Shout out to Beth Williams for putting so many math centers and activities together for teachers.

Shout out to everyone that was willing to have us come see you next week for Instructional Rounds.

Shout out to my neighbor, Mrs. Morgan. I love her fun attitude. She keeps me motivated and makes me laugh. Hello Neighbor!! (hint the Home Improvement sign).

Shout out to all the teachers that attended after school previews. I appreciate your time and dedication!

Shout out to Ms. H. She runs great ARD’s for our ACT kids. Those kids and parents are lucky to have you.

Shout out to Ms. B! You know why J

Shout out to all the staff members that help with daycare. You guys ROCK!!!

-Beth Gilley

Shout out to Carla for always stepping in when I am off campus and for making Eagle rallies so special!

Shout out to Mario Funches for being new to our team and stepping right in and taking action!

Shout out to Sonya Moreno for going the extra mile for the SPED students and being an asset in ARDS!

Shout out to Vy Ngugen for also joining our team mid-stream and doing an excellent job!

Shout out to Beth and Beth for making sure PLCs are valuable!

Shout out to Andrea Howard for always keeping me in the loop!

Shout out to Missy Poston for her Guided Reading lesson this week!

Shout out to Monica Powers for an awesome visit in her classroom!


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


1. Create a goal based on a historically low objective or TEK.

2. Create your rubric on what a typical student who is on grade level would be able to do within the TEK. Start at what is typical. (Targeted Skill Profile)

3. Give the students a baseline assessment or task to see where your actual kids are and create another rubric that represents typical for your actual students. Take into account the baseline data and anecdotal pieces that are relevant.

4. Solidify your sub steps and your plan for monitoring.

5. Upload in STRIVE

Goal Setting

Due October 5th

Plan Do Study Act (PDSA)

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This week in PLC, we shared that Task Analysis is one of the top 5 strategies to help our students in SPED and thus all students. Here are some additional resources.

Remember, it is so important for students to see an EXEMPLAR of the work that needs to be done.

Get Ready Do Done Model
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Guided Reading at Lakewood


1. Every student has a book bag with at least 8 books. 6 are leveled books. 2 can be choice.

2. Every student independently reads each day with the goal being that ALL children independently read for 20 minutes per day.

3. All students outside of STRIPE/ SAFARI get a Guided Reading session each day. Students in need of intervention get two (this can be during STRIPE or SAFARI).

4. Guided Reading lessons are targeted and planned for. There is no choral reading.

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M.A.T.H. Workshop Model

Differentiating instruction is one of the greatest challenges for classroom teachers. Gone are the days of whole group lessons, and assigning the same activities to the entire class. We now teach in a student-centered environment where personalized learning is key.

Fortunately, our students are more engaged and successful than with the former instructional model. Unfortunately, teachers often feel swamped by the prep, coordination, and organization required to maintain quality differentiation. The key to keeping overwhelm at bay is the use of consistent routines and frameworks like math workshop, daily 5, reader’s workshop, and writer’s workshop throughout the day.


M.A.T.H. workshop is a framework that allows students to learn new math content each day, practice math strategies in a variety of ways, and reflect on learning through verbal or written sharing. The predictable structure of math workshop makes it easier for students to participate in differentiated activities.

The components of M.A.T.H. workshop include:

  • Daily math warm up (10-15 minutes)

  • Mini lesson (10 minutes)

  • M.A.T.H. practice time (40 minutes)

  • Share (5-10 minutes)


This is a time when students are provided spiral review, and routine practice with challenging skills that require repetition to achieve mastery. Your math adoption may have a strong spiral review component that can be utilized, or you may be interested in differentiating your warm up through the use of an activity like Number of the Day.

Your students should be able to complete the daily warm up activities with complete independence to set a positive tone for their workshop session each day.


Each day, students participate in a 5-10 minute lesson, during which new math content is introduced. This is one of two very brief times when all students are potentially working on the same activity simultaneously. This is also a time when students can work through personalized lesson sequences using Khan Academy, Front Row, or your own video lessons recorded.


Following their daily math lesson, students have an extended work session when they practice the new math skills taught that day, build their problem solving skills by solving performance tasks, get hands-on math practice, work on project based learning, complete assessments, use technology to practice math skills, and receive differentiated instruction from you.

How is this possible? These activities are organized into the following categories, stations, or rotations:


Students receive differentiated instruction from you. You can either schedule specific small groups to work with each day, or formatively assess students as they work, and pull individuals and small groups as needed.


Students work to build their math reasoning, modeling, and problem solving skills. This is a perfect time for students to work on assignments that match their specific skill level. Student independence is a central focus of at your seat work.

Resources utilized for the at your seat rotation in class should include:

  • Reteaching, practice, and enrichment sheets from a math adoption for math drill and equation practice.

  • Problem Solving Task Cards for practice with performance tasks, word problems, math modeling, and writing about math reasoning.

  • Project based learning units to apply math concepts to real world situations and provide cross-curricular integration.

  • Performance tasks

  • Math Journals


Students build math fact fluency using math websites or apps, such as Khan Academy or Education Galaxy.


Students build math reasoning and fact fluency as they play math games. Providing students with game cards that have a consistent format boosts independence and engagement.


To maximize efficiency and focus in the classroom, you may want to group students based on a pre-assessment. The groups you form can work through these activities at assigned times to minimize overcrowded at a specific rotation option, and to provide balance in the type of practice students participate in each week.


Students take a moment to reflect on the math progress made that day and share their thoughts verbally, or in writing. This is the second brief time when all students are potentially working on the same activity simultaneously. A few methods for sharing include:

  • Buddy share out: share a reflection, or the response to a specific question with a math buddy.

  • Whiteboard share: write a reflection, or sharing response on a whiteboard.

  • Journal share: write a reflection, or sharing response in a journal.

  • Exit Ticket: write the response to a specific question on a whiteboard, or on a slip of paper.

  • Whole class share out: take a moment to reflect silently, then share a reflection with the class.


Students are more engaged because they participate in a variety of activities each day. Student achievement is positively impacted because students are engaged in math work that is “just right” for them.

Math prep time is minimal because there is rarely a need to change centers, print materials, or prep elaborate lessons. Teachers receive multiple data points from their interactions with students which allow them to provide ongoing support at their level.

PLC This Week

Instructional Rounds! You do not need to bring anything!

PRO TIP FOR DATA? Aggressively Monitor!


As many of our campuses continue developing their systems for aggressively monitoring students' performance and comprehension, it is critical that we review both rationale and instructional benefits for implementing this practice.


Actively observing, interacting (checking for understanding) and gathering data of students' understanding and performance throughout a lesson.


  • Raises the accountability factor in students.
  • Teachers are able to receive and provide real-time feedback about errors and misconceptions.


The intent is to check students' independent work to determine whether they are learning what you are teaching.

· Create & implement a monitoring pathway:

o Create a seating chart to monitor students most effectively.

o Monitor higher achievers first then proceed to struggling students.

· Monitor the quality of student work:

o Check answers against your exemplar.

o Track correct and incorrect answers to class questions.

· Pen in Hand: mark up student work as you circulate.

o Use a coding system to affirm correct answers.

Cues students to revise answers, using minimal verbal intervention. (Name the error, ask them to fix it, tell them you will follow up.)

Classroom Practices TO AVOID

1. Nothing on a student's desk (at all times students should have something in front of them)

2. Teaching without a clear objective (What does this look like if a kid hits mastery? What does the exemplar look like?)

3. Not letting students think- When you ask a question let them think, share with a partner and share with you.

Lakwood in Action!

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