Celebrations AND SHOUT-OUTS!
Shout out to Angela Barraclough and the WHIZ Quiz team! It was a great season! So fun to watch!
Shout out to Debe Rogers, Johanna Jenkins, Amy Morgan, Beth Gilley and Amanda Maclaurin who came to support the Whiz Quiz team in the playoffs!
Shout out to Amada Maclaurin for an awesome program!
A big “Thank You” to Beth Gilley for all the work she put in to getting my new intervention groups together! I would also like to thank Mrs. Hailey, Mrs. Vineyard and Mrs. Tubb for working with my students! I appreciate all 4 of you ladies and everything you do for our students.
Thank you, Beth Williams for covering my class for a meeting on Tuesday and for taking care of all those TELPAS writing pieces!
I would like to thank Cameron, Carla, Julie, Beth G., Beth W., Lindy, and Danee for all of your support all of the time!
Shout out to Diane for taking care of the social and emotional needs of her students.
Shout out to Mimi, Amy, Trisha, and Diane for being great teachers and so wonderful to work with.
Patricia Garcia and Christian Reynolds for so graciously providing me reading resources!
Katie Adams for being such a great daily support
Colette for always keeping my team in the loop
Carla for some inspiration yesterday at the faculty meeting
Colette, Amanda, Debbie, Johanna, Margaret, Donna and Darlene! Thank you for all the help you did on the program, “It’s a Jungle Out There”!!! Couldn’t have been done without your love, support and expertise :)))
Tuesday- 5th Grade STAAR Meeting
Thursday- Team Lead Meeting
Grab and Go Breakfast
We have had a small issue with students being sent to the cafeteria when they are late to eat breakfast. We do not want the students to be unattended and we also do not want students to be hungry. We will now be serving a grab and go breakfast to late students who are hungry. This will be a breakfast that they can pick up and eat in the classroom. This breakfast will be served up until 9 am. Please know that if you send a student to get breakfast, they should return back quickly and not miss any class time. Thank you!
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
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.