Lakewood Ledger


Celebrations AND SHOUT-OUTS!

Shout out to Becca Hile for putting together the music for our Synchronized Swimming talent show act and helping to choreograph.

Shout out to Carla and Beth (and all others who helped) for pulling together an AMAZING talent show! The confidence being built in each of those kids is worth all your hard work.

Shout out to Vy for being flexible and stepping in wherever is needed.

Shout out to Andrea Howard for her excellent work ethic.

Shout out to Amanda Maclaurin for putting together another awesome 2nd grade program! Can’t wait to see it finished with costumes.

Shout out to Mr. Juan, for always having a smile when I pass him in the hall.

-Debe Yatko

Shout out to Monica for taking time to assist me with a parent conference during a very busy week! J

Shout out to my team for surviving Friday afternoon – you know what I’m talking about.

Mimi and Amy – amazing talent show skills - you blew our minds.

Shout out to Mrs. B for working with Amy and I to create a great Safari plan for the coming weeks.

Beth and Cameron – thank you for all your help and for prepping with us during our planning day.

Shout out to Vy for all your help in the afternoons. You make such a positive difference in my room. I appreciate your passion and dedication so much.

Amy – you inspire our kids; you support and challenge them; you teach them so well, somehow knowing how to give them just what they need…and you dance too? You ARE the boss.

-Patricia Garcia

-To Jessica Kirkley for being a wonderful support!

-To Beth Gilley for sharing all of her amazing reading ideas!

-To all the teachers who participated in the talent show! Y’all were awesome!

-To all admin for being awesome and supportive!

-Lindsey Deleon

Shout out to the WHIZ Quiz team!

Shout out to Carla and all of the teachers who performed and helped with the talent show! It was awesome!

Shout out to Katie Adams for an amazing concert!

Shout out to Jennifer Landers for her help with Pastries with Parents!


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This Week




Thursday- 2nd Grade Program 6:30


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Reading 3D Reflection

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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:

100% Implementation of Continuous Improvement

100% Implementation of CHAMPS

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- 90/59/39

6th Grade Reading-88/50/35

6th Grade Math- 90/60/40

DATA Celebrations

READING 3D made gains in 5/6 categories! Congratulations!!! Tons of hard work went into these gains!

WE have ranked in the top four 13 times this year compared to once last year. We have been #1 SIX TIMES!

Last year to this year in STAAR tested grade levels 653 to 782. +129 points

Last year to this year in ALL tests 851 to 1008. +157

(This is HUGE!)

Growth Increases (2019 – Math, Science, Reading - CBA’s and DBA’s)

2nd grade

2 out of 2 for 2019 with CBA1 Math

3rd grade

8 out of 10

4th grade

5 out of 14

5th grade

11 out of 14

6th grade

1 out of 8

Ranking Increases (2019 – Math, Science, Reading – CBA’s and DBA’s)

3rd grade

8 out of 10

4th grade

3 out of 12

5th grade

13 out of 16

6th grade

4 out of 14

3rd grade Math

CBA1 Meets – Ranked #1

CBA 2 Meets – Ranked #1

CBA 2 Masters – Ranked #1

DBA1 Meets – Ranked #3

DBA1 Masters – Ranked #4

5th grade Math

DBA1 Meets – Ranked #4

5th grade Science

CBA1 Master – Ranked #4

CBA2 Meets – Ranked #2

CBA2 Masters – Ranked #2

CBA 3 Meets – Ranked #1

CBA 3 Masters – Ranked #2

Sub Pop Increases – (2019 – Math, Science, and Reading CBA’s and DBA’s)

Asian and Sp. Ed

2nd grade

2 out of 2 for CBA1 Math

3rd grade

5 out of 10

4th grade

2 out of 14

5th grade

11 out of 16

6th grade

5 out of 14

Reading 3D

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Lakewood Data Comparison 2018-2019

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Lakewood SubPOPS Comparison 2018-2019

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Lakewood CBA-DBA Rank 2018-2019

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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

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February Birthdays

Carla Flores- March 12

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

The research is clear. I have linked several articles. I encourage you to at least peruse the first article. I really enjoyed reading it. Small group instruction leads to the highest results for students. This includes students from Kindergarten all the way to their senior year. I am so happy that the majority of our school implements small groups that continue to grow stronger each day. Attached are some tips.
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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)

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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:

  1. identify students in need of support
  2. select student expectation
  3. 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.)
  4. create an exemplar & sequence problems
  5. list common or observed misconceptions
  6. write diagnostic questions to isolate the misconception(s)
  7. 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.

How often shout I see my Guided Reading groups? Tier 3 should be seen everyday. This means that Tier 3 will have AT LEAST two groups a day including STRIPE.
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Narrative Guided Reading Prompting Guide

Informational Guided Reading Prompting Guide

ROCK 2- Progress and Aggressive Monitoring

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When do I aggressively monitor and how?

Aggressive Monitoring should happen whenever you ask students to practice during the lesson. Here's how:

  1. Have your exemplar for all independent practice in hand.
  2. Announce the purpose of each lap (identified through your exemplar).
  3. Follow the pathway of highest performing to lowest performing student.
  4. Provide written and verbal feedback to students using the established coding system and assessing and advancing questions.
  5. Collect qualitative data to inform instructional decisions based on each lap.

Rock 3- Building Relationships inside the building- Restorative Practices

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Rock 4- Relationships in the Community

Seen AROUND Lakewood!