Monday- WHIZ QUIZ 3:30 Eagle's nest
Thursday- Science Night (no staff meeting), CLIC
Friday- Half-Day (PD)
PD Agenda for Friday- ALL STAFF
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
Greg Williams- 2.12
Patricia Garcia- 2.13
Darcel Kayfus- 2.17
Celebrations AND SHOUT-OUTS!
Instructional Rounds Shout outs!
Love the station board!
Loved how focused the kids in 5th and 4th grade were!!! They obviously have done this many times and are well versed in expectations.
kids were engaged
Loved the anchor charts and how focused students were in Mrs. Garcia's room.
I love how Ms. Hile runs her centers. The students knew exactly what they were supposed to do at each center and the students were on task.
Students were engaged and having fun while learning
All the groups were organized and had suppl;ies.
I really liked Ms.Hiles smart board with interactive dojo point and centers. Mrs. Reynolds groups were great.
Carter's room had amazing behavior, everyone on task and participating
Students were on task and quietly responding after reading "The War That Saved My Life."
Six grade Science groups were awesome using computers, hand lenses, microscopes, and science journals! Great job Sarah Moore!
Powers-great differentiation with higher kids. Kids very engaged. Landers-great time spent on the activity, not rushed, plenty of time for students to work together.
Mrs. Powers - "Love'd the extension activity for the child writing her own sentence using a sentence stem."
Mrs. Landers - "Love'd the activity that engages them to study difficult academic vocabulary."
Mrs. Miller's students were engaged and had fun with the games they were playing. Mrs. Powell's students knew their routine and were ready when she was ready to start class.
Lauren's kiddos were so engaged in their Math Centers! It was fun to see that some of the centers were ones like I had last year, just beefed up for First Grade. Great job, Lauren!
Ms. Poston's room is amazing. Well organized, lots of activities and materials to engage and support student learning.
Landers - students quiz each other and must say correct vocabulary terms - high engagement, Powers - great use of students time targeting their needs - high engagement
-Shout out to Jade for collaborating and helping a PACES system!
-Shout out to K, 1, 2 for GROWTH in READING 3D!
-Shout out to Coach Stacy for finding fun ways
-Shout out to Beth Williams, Beth Gilley, Vy Nguyen, and Melissa Vinyard for jumping and doing whatever it takes for kids!
-Shout out to Emily Pryor for her interest in continually growing and looking for ways to build relationships with her students!
-Shout out to Powers, Poston, Reynolds, Carter, Miller, Landers, Thorsell, Powell, Hile, Morgan, Moore, Naps and Pryor for opening your classrooms for instructional rounds!
-Shout out to Kinder for finding exciting ways for students to learn and be engaged!
Shout out to my 5th grade team for taking care of my students on Friday. I owe y’all one! I am happy to hear that everything went smoothly!
Shout out to Vy for going above and beyond all of the time. You are such a hard worker and very proactive. I am so happy you are a part of my classroom.
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.