• Agenda:

    Meeting Notes

    Resources / Links

    Follow up:


    Betancourt:  1st day of soccer pre-season for girls team.  Spoke to parents about expectations, grade checks and skill building.  Islam, 95% of students respond to checkpoints and participation.  Robotics program off to a great start.  Rai supporting struggling students.  Vining Debaters won.



    Announcements and News

    Walkthroughs begins this week.  Foundations levels to be observed and given feedback. Khan Academy launched this week can be used as intervention and progress monitoring. 


    IPDP to appraisers


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


    Betancourt, atomic theory and periodic table students create a periodic of elements based on rubric indicators. Islam, circuit resistance or voltage, power calculator, power energy increase knowledge from basic to basic.  Rai, parallel lines and angels exercises and quiz.  Vining, writing Wednesday , SAQ how to read a prompt and how to answer the questions. 



    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)


     (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





    The bin is housed in Ms. Luna's office.  On a weekly basis the teachers are to submit the TIER I and TIER II Progress Monitoring Form to the students file.  At end of each week Ms. Rodriguez and Dean Orozco will review the minutes and task completed to ensure the student is receiving 90 minutes a week of support.  Students monitoring continues for at least 3 weeks. Teacher annotations/anecdotal notes must be as specific as possible.  Target Skills are TEKS aligned.







    <<RtI Framework Cheat Sheet .pdf>>

    <<Teacher Parent Contact Log.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









    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





    Rodriguez and Marquina continue to work on AVID lessons and Hispanic Heritage Month.  5 10th graders were selected to attend Project Based Learning leadership training on Friday, September 27th. 




    Review of AVID grading expectations. No need for students to get teacher signatures of parent signatures, the students use the form to reflect on grades and missing assignments.



    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




    SI Science



    Saturday, October 12th

    SI Math



    Saturday, October 12th

    SI Social Studies



    Saturday, October 12th

    SI ELA



    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:

    Student conferences with teachers. 




    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