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- 86/50/25
6th Grade Reading-88/50/35
6th Grade Math- 90/60/40
Lauren Thorsell 9/2
Muna Allansary 9/4
Rebecca Hile 9/9
Julie Scott 9/9
Brook Hoover 9/14
Master Calendar- What is happening this week?
Thursday- Eagle Huddle
Friday- Eagle Rallies
Food for Thought
Celebrations AND SHOUT-OUTS!
Shout out to all teachers for the positive spirit they bring to 504 meetings.
Shout out to Emily Pryor for helping coordinate the 5th grade field trip to the Amon Carter Museum. And to all the 5th grade teachers for helping make the field trip a success!
Welcome to the new PACES teachers & assistants! Congrats to the entire PACES team for a great start to the school year.
Thanks to Sue & Mackenzie for their support!
Thank you Ms. Rankins & Mr. Beckmann for your behavior support with students
Thank you Beth for your guidance with PLCs.
To Mrs. Collins-Suhr, Mrs. Jenkins and all the second graders for the beautiful pictures and student work in our hall.
Jessica Kirkley for finding and creating awesome resources for reading!
Beth Gilley for making all of the ready, do, done boards.
Deborah Rogers for adding lexile dots to the back of all student library cards!
Shout out to Ms. Kayfus for an amazing guided reading lesson.
Shout out to Mrs. DeLeon for a great strategy group lesson over text features.
Shout out to my testing cadre for continuing to be flexible with schedules, noise, technology issues, etc. to test kiddos.
Shout out to a Jessica Robinson for running a very smooth ARD. You know your stuff!
Shout out to all the teachers who have created book bags for their students.
Shout out to Carla for helping with morning carpool and tackling a lot of different behaviors this week.
Shout out for another great week of PLC’s.
- Beth Gilley
Shout Out to Mr. Beckmann for filling in for Mrs. Rankin!
Shout Out to Mrs. Gilley for the AWESOME guided reading Tool Kit!
Shout out to Valerie for being team player! She asked where she can do more to support teachers! She is a true EAGLE!
Shout out to Ms. Kayfus, Ms. Larsen and Ms. Deleon for having strong small group Guided Reading in place!
Shout out to Amy Morgan, Mimi Germond and Tricia Garcia for getting small groups up and running in 5th grade!
Shout out to Ms. Pryor for giving students immediate feedback with Grade Cam!
Shout out to the entire PACES team. You guys are the exemplar for team work making the dream work!
To the Kindergarten team, Ms. Yatko and the 2nd grade team for putting so much student work in the halls!
To Julie Scott for our staff mood meter!
To all of the teachers who decorated their doors for College Week!
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
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
BEST PRACTICES FOR MY CLASSROOM
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 Modelhttps://prezi.com/mx7tr3k7nr71/task-planning-and-execution-the-get-ready-do-done-model/
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.
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.
WHAT IS M.A.T.H. WORKSHOP?
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)
DAILY MATH WARM UP
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.
M.A.T.H. PRACTICE TIME
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:
M – MEET WITH THE TEACHER
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.
A – AT YOUR SEAT
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.
T – TECHNOLOGY
Students build math fact fluency using math websites or apps, such as Khan Academy or Education Galaxy.
H – HANDS ON
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.
ORGANIZING STUDENT GROUPS
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.
THE BENEFITS OF M.A.T.H. WORKSHOP
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
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
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.