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.
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.
-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!
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!
Thursday- 2nd Grade Program 6:30
Reading 3D Reflection
GOAL TEAM SHARE OUT
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
100% Implementation of Continuous Improvement
100% Implementation of CHAMPS97% Attendance
Reading 3D- 90% of students will make OR surpass their EOY grade level target
Kindergarten- Level E
First Grade- J
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
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)
2 out of 2 for 2019 with CBA1 Math
8 out of 10
5 out of 14
11 out of 14
1 out of 8
Ranking Increases (2019 – Math, Science, Reading – CBA’s and DBA’s)
8 out of 10
3 out of 12
13 out of 16
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
2 out of 2 for CBA1 Math
5 out of 10
2 out of 14
11 out of 16
5 out of 14
Lakewood Data Comparison 2018-2019
Lakewood SubPOPS Comparison 2018-2019
Lakewood CBA-DBA Rank 2018-2019
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
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
Strong small group tables are organized:
Teacher question stems
Paper & pencils
Manipulatives (if applicable)
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.
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.
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.