Wednesday- Instructional Rounds
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
WE have ranked in the top four 12 times this year compared to once last year. We have been #1 FIVE 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!
BIG shout out to Mrs. Gilley for going above and beyond in preparing materials and PM tracking sheets for us so that we can watch our kids SOAR!!
Shout out to all the teachers and staff for surviving party day on a Thursday!
Shout out to Ms. B. for stepping into 6th grade and Mrs. Garcia for taking on Morgan’s homeroom on Friday! We appreciate your flexibility.
Shout out to Vy and Beth W. for taking the lead and putting materials away for our new LLI booster kits.
Shout out to Johanna and Darlene for having visitors in your room this week.
Shout out to Lindy for all of her help with purchasing all of our needed stuff and processing my ideas.
Shout out to Cameron and Carla for the great popcorn bar! Yummy!
Shout out to Julie for always doing an amazing job with our students and meeting all of their needs.
Shout out to all the teachers that volunteered for Instructional Rounds. I greatly appreciate it.
Shout out to 4th grade for a great half day planning on Wednesday.
Shout out to Mrs. Powers class for their special note and treat for me on Valentine’s Day!
Shout out to Mrs. Jones and Mrs. Reynolds for their amazing Writing DBA 2 scores.
Shout out to Carla for coming to teachers rescue and taking care of behavior issues in order for teachers to keep instruction going.
Shout out to Mr. Juan for always having a positive attitude, keeping our school clean, and adapting to the LW way.
Shout out to Mr. Hunt and Ms. D for being available to help with behavior issues and building those relationships.
Shout out to Mrs. Ryder for her dedication to always getting our copies ready in plenty of time.
Shout out to K – 2 with our Reading 3D scores. Keep up the good work!
Shout out to all of our goal teams for reporting out on Thursday. I appreciate you all coming up with trends, strategies, ideas, etc. in order to vertical align in all areas.
Shout out to Muna, Melissa, and Vy for braving the constant weather changes and greeting those students at the kinder door drop off with a smiling face daily.
- Beth Gilley
Shout out to Carla for holding down the fort in my absence!
Shout out to Amanda Maclaurin and Katie Adams for representing Lakewood at TMEA and sending awesome pics of our honor choir!
Shout out to Beth Gilley for always strategizing about how to make instruction stronger and for organizing instructional rounds!
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.