• Agenda:

    Meeting Notes

    Resources / Links

    Follow up:

    Celebrations/Recognitions

    East ECHS won the Yates HS Debate Tournament; IDRA- Project Based Learning- students attended conference in San Antonio and developed a plan to engage with the community;

     

     

    Announcements and News

    Walkthrough window begins:  week of 9/30/19

    I-9, I-10, PL-3

     

     

     Orozco send information of M-TADS

    Academics

    Essential Question: What do you want your students to learn? How do you know when they learn it?

    Algebra- slope and rate of change through EdPuzzle activities and Imagine Math

    Biology- cell transport and homeostasis, Lab

    Human Geography- FRQ's focus on verbs, review for major exam on spatial distribution

    English- Figurative Language and Vocabulary; reading Expository

    Principles of Engineering- scale drawings; crafting skills; documentation process for design process

     

     

    Intervention: Time allocated in a 90 minute block for Small Group/ Station Learning

    Focus Question/Big Idea

    (What is the big connection students must know by the end of this lesson or unit?)

    Do Now/Warm-Up  (5 min)

    (It must review low standards from previous teaching or connect directly with current lesson)

    Instruction Whole Group/ Mini Lesson: (I Do) (10 min)

    This tapers by the end of the week.

    (Include your questions to check for understanding at this point in the lesson cycle)

    Guided Practice: (We Do) (10 min)

    How will you model for students?

    (Include your questions to check for understanding at this point in the lesson cycle)

    Independent Practice: (You Do)

    (20 min)

    What is the student expected to do? (Include your questions to check for understanding at this point in the lesson cycle)

    Lesson Closure/Review: (5 min)

    (Close the lesson with an exit ticket or some type of whole group review)

    Homework:

     (Designed to reinforce the day’s lesson something students can do independently)

    Small Group/Station Learning:

    (Will you have a small group that is teacher led? Will a group rotate to a technology station? If review, will different groups work on a different TEK?)

     

    Essential Question: What do you do when they don't learn it?

    (1) Analyze universal screening data in order to interpret trends in core instruction and identify struggling learners who fall below cutoff scores. (2) Focus on problem-solving individual student needs with interventions aimed at increasing the learning rate of the struggling learner.

     

    Urgent Students: Begin Tier II interventions, log students' progress

    On Watch/Intervention students: Continue with Tier I interventions in classroom to ensure the students comprehend content

     

    Special Pops:  Continue to follow student IEP

     

     

     

    Notes:

    Together the grade level team reviewed the accommodations needed for the student.  The plan moving forward is to monitor the students' progress and documenting the level of TIER II intervention on the TIER II and TIER II Progress Monitoring Form.  Anecdotal Notes must be specific, Target Skills must include TEKS

     

    <<RtI Framework Cheat Sheet .pdf>>

    <<RTI_Scenerio.docx>>

    <<IAT_ProgressMonitoring_Form_EECHS.docx>>

     

     

     Review Intervention pyramids and RTI Framework to annotate steps being taken to support students

     Progress will be monitored and adjustments made when student growth is not closing the gap between current level and desired level at a sufficient rate

     

     

     

    Reading Intervention Pyramid

    Math Intervention Pyramid

    <<Reading_IAT_Pyramid_19_20.docx>>

     

    <<EECHS__Pyramid_Math_19_20.docx>>

     

     

    Behavior: Roundtable/Proposals

    ENVoy break down learning into 3 categories: The goal is to incorporate each one of the elements to maximize learning outcomes and minimize opportunities for behavior issues

    1. Visual: support with anchor charts, samples, illustrate expectations
    2. Audio: Allow students to engage in discourse by practicing the 10/2 model (10 minutes of direct instruction followed by 2 minutes of student conversation)
    3. Kinesthetic: In the gradual release model this component includes hands on activities in which the students are engaged in a final product, workstation, or left brain activity

     

     

    Attendance Matters

     

     

     

    Social/Emotional

    How can we extend and enrich the learning for students who have demonstrated proficiency?

     

     

    AVID

    Rodriguez and Marquina to continue to plan AVID lesson on Hispanic Heritage Lesson.  Focus on organization strategies.

     

     

    Misc: Upcoming Events

    Multilingual Program Sheltered Instruction PD opportunity.

    • Evidence of PD on IPDP for  PL3, I2, I3, I6
    • Receive a $125.00 stipend for attending the Saturday SI training

     

    Content Area

    ONE SOURCE

    Audience

    Date

    SI Science

    1436108

    6-12th

    Saturday, October 12th

    SI Math

    1436109

    6-12th

    Saturday, October 12th

    SI Social Studies

    1436110

    6-12th

    Saturday, October 12th

    SI ELA

    1436111

    6-12th

    Saturday, October 12th

     

     Register on One Source

     Attend the training/Increase students productivity with effective instructional strategies

     Receive the stipend

     Document on IPDP as evidence

    Next Week Agenda Items to include:

     

     

     

    Leads and Administrators:

    9th: Marquina / Orozco

    10th: Vining / Orozco

    11th/12th: Buso / Speier

    Math: Park / Square

    Science: Saenz / Speier

    SS: Nitsch-Richards /Speier

    ELA:  Huggins / Orozco

    CTE: Seymour / West

    Electives: Pham / West