Thursday- Valentine's Class Parties @2
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
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!
Shouts Outs to Sarah and Katie for helping out with “The Wizard of Oz” by staying backstage during the performances. Thank you so much for your volunteer time that helped make the play a successful, fun and safe experience for 31 children sitting in the dark!❤️❤️❤️
Shout Outs to the ARMY that came to help the students get ready and put on make-up for “The Wizard of Oz”: Mimi Germond, Delta Napolitano, Stephanie Larsen, Darlene Collins, Katie Adams, Amy Morgan, Colette Stacy and Beth Gilley.
Shout Out to Lindy and Cameron for making sure the stage area was as cold as possible for the performers safety...many were covered in fur and face paint.
Shout Out to Carla for helping to make sure the cafeteria was set for the performance.
Shout Out to Lindy and Danee for always helping out.
To my team:
Diane- You are so on top of things and I appreciate you sharing everything in Science! You are a really great and efficient teacher. I have learned a lot from you. You are great and I’m so glad you are on my team!
Mimi- Your woo is awesome! Your high energy is so fun especially after school when we are going to events. I can’t wait for our super secret thing in March!
Emily- You are the best. Working with you has been the best experience for me as a teacher. I love our time planning together after school. You have taught me so much. You are a great advocate for our team and are our fearless leader! Thank you for everything!
Tricia- I love that we were paired together this year. Our friendship has grown and I am grateful for it. You make me laugh and learn on a daily basis, maybe hourly. I love how much you care for our kids and I know they are very lucky to have you as their teacher. You are Queen and I am not worthy!
* Shout out to our wonderful counselor, Julie Scott! We hope you felt appreciated this week!
* Shout out to Amanda Maclaurin for an amazing production of the Wizard of OZ!
* Shout out to Angela Barraclough for coordinating the Geo Bee and being supportive of our winner, Kimani. And another shout out to an UNDEFEATED Whiz Quiz team.
* Shout out to Katie Adams for her constant positive communication with parents.
* Shout out to Mrs. Yatko for finding ways to communicate with her parents. I loved seeing all of the artwork on Facebook.
* Shout out to our FANTASTIC Kindergarten team who put together an AMAZING 100th day for the most excited kids on the planet!
* Shout out to Patricia Garcia for going the extra mile to create engaging work for her students. I really enjoyed collaborating with you!
* Shout out to Carla for burning the midnight oil this week. We had several late nights but you were on your game with testing. We appreciate you!
* Shout out to everyone who came out to skate with your students!
* Shout out to Mrs. Kayfus for her awesome centers!
* Shout out to Lindy for always checking in to make sure Lakewood has everything we need!
* Shout out to Mr. John our new custodian. The school has been sparkling!
* Shout out to Suzann and her awesome data she color coded and shared after the Writing DBA. The data is looking awesome!
* Shout out to Sarah Moore and her continued help with Title 1!
* Shout out to Mrs. Gormley. She really cares and is working so hard with her first grade class. We really appreciate you!
* Shout out to Rebecca Hile and Christian Reynolds for problem solving and making an amazing rotation schedule to fix some scheduling conflicts.
* Shout out to Beth Gilley for being my detail girl!
* Shout out to all grade levels for some very collaborative PLCs this week. We enjoyed seeing your team's passion and all the work that you have put in to differentiate for your students.
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.