All SST Schedule

J. Teacher T. Teacher Laura Other

responsibilities

A G9 I&S G10 I&S Lead Teaching

co-teaching co-teaching 11-12 Language
Acquisition

B Lead Teaching Lead Teaching

9-10 Language 9-10 Language
Acquisition Acquisition

C Co-planning w/ Co-teaching G9 Co-planning w/ I&S

I&S Math

D Co-teaching G9 Co-teaching G10 JM & OW in I&S

Science Science

E G10 Math support SST Meeting or OW in Science

G10 Science DMn in Math
collaboration
meeting

F Support G9 Math JM in I&S

G G10 I&S G9 I&S

co-teaching co-teaching

Study Supervision Supervision Supervision G9 & 10 team

Blocks meetings
 SST Meeting Minutes (2019-2020)

Date/Time: November 3, 2019 @ 3:00-4:10

Location: SST room

Attendees: Laura, JS, BB, and TL

TOPIC: NOTES: ACTION/FOLLOW-UP:

Schedules When are students in SST? DM (9)​: Speak to AH about psych eval
for for DM with Dr. D by end of the year.
students: 9th grade Clarifying math section and a diagnosis.
1. DM: coming tomorrow to finish Math Establishing long term goals --
summatives 7:40am-8:20am this week. DP/CP/CI?
2. JM: resistant to come. Should.
3. NM: During F block; D Block (Science) AL (10): ​Meeting with teachers and
4. KE: F block; D Block (Science) teachers will be scheduled for next
5. ST: G Block (I&S); D Block (Science) week
6. AL: G Block (I&S); D Block (Science)
7. DJ: G Block (I&S); D Block (Science) AL (12): ​First on list during G 11/12 Roll
8. JR: during C, D, & G block Call
9. HC: during C & E block
10. SS: most mornings before 8am for anxiety
relief (every Tuesday morning 8am with BB)
11. ED
12. OW: Tuesdays during office hours for math

10th grade
1. KJ: F Block (Science) for tests
2. JZ: D (Science), A (I&S), E Block (Math) for
tests
3. JL: most mornings before 8am
4. RG: meeting with father tomorrow
5. DN: system for fire drills
6. AL: executive functioning needs; tardy
summative submissions
7. SJP: E Block (Math) for tests

11th grade
1. AD-with BB Fridays during D block
2. ZMM
3. AS:
4. MK: specific and direct questioning. Task
specific duties for social engagement. Free
 B and E blocks. With Bev Thursdays F block
5. SS: will not come unless forced or desperate
6. SS2
7. TB

12th grade
1. SG: (F&G consistently) make up an essay.
With BB Thursdays F block (beginning 11am)
2. JL-with Bev Tuesdays D block
3. JC
4. FK (F&G - check-ins)
5. AL: (C&D) With BB Friday C blocks

PD in November about training for advisory BB creates a survey for staff about
guidance for program:
Do you know what role is?
Do you feel you have enough tools to
Advisory develop rapport beyond curriculum?

Rebranding
Academic Center? Popcorn machine
SST
 Student Profile Sheet
Language Score Description of At this level, JK CAN...
Domain (1-6) Proficiency Levels
Listening 5.6 Bridging​ - knows Process recounts by:
and uses social -reconstructing past
English and experiences or series of
academic language events based on oral
working with discourse
grade-level material -recognizing nuanced
meanings of words and
phrases in extended oral
discourse
Process explanations by:
-identifying effects and
consequences of events and
phenomena from class
discussions
-identifying interdependence
of different parts of systems
from multimedia
presentations
Process arguments by:
-identifying how language
choices connect to particular
audiences
-evaluating the purpose of
arguments presented by
others
Speaking 3.5 Developing​ - knows Recount by:
and uses social -posing and responding to
English and some questions in small group
specific academic discussions
language with visual -describing the sequence of
and graphic support processes, cycles, procedures,
or events with details
Explain by:
-connecting causes to effects
in a series of statements
Right now, JK is WORKING ON...
Process recounts by:
-categorizing perspectives of
multiple speakers
-identifying important information
on specific events and concepts
from lectures and presentations
Process explanations by:
-recognizing specific language used
to enhance clarity and precision
-recognizing and following language
related to the same events or
phenomenon throughout
presentations
Process arguments by:
-identifying strengths, limitations,
and potential biases from oral
presentations
-organizing claims and counter
claims presented in debates
Recount by:
-presenting factual information on
content-related topics to the class
-paraphrasing and summarizing
content-related ideas in large and
small groups
Explain by:
-describing components of systems
in small groups and class
discussions
 -sequencing processes, cycles,
or procedures in short
extended discourse
Argue by:
-stating claims matched to
evidence using a series of
related sentences
-suggesting details or reasons
to reinforce points of view
-providing precise words and
phrases to provide details,
descriptions, classifications,
comparisons, causes/effects, or
procedures
Argue by:
-taking stances and defending them
with evidence (e.g., using data or
citations)
-comparing and contrasting
different points of view

Oral 4.7 Expanding​ - knows

Language and uses social
English and some
technical academic
language

Reading 6 Reaching​ - knows Process recounts by:

and uses social -analyzing and comparing how
English and some authors use language for
technical academic specific purposes and
language audiences
-identifying how authors
develop and maintain
cohesion by connecting ideas
or events in extended texts

Process explanations by:

-recognizing discipline-specific
patterns (e.g. orienting
reader, part-whole
classification,
neutral/authoritative tone)
-identifying authors’ precision
and accuracy in classifications,
comparisons, accounts, or
procedures as a result of clear
language choices

Process arguments by:

-evaluating word choice and
nuance as tools for
distinguishing facts, claims,
reasoned judgment, and
opinions
 -identifying the logical
connections among claims,
counterclaims, reasons, and
evidence

Writing 4 Expanding​ - knows Recount by: Recount by:

and uses social -creating narrative or -sequencing using language that
English and some informational extended text creates coherence
technical academic of past events or experiences -organizing information according
language (e.g. lab reports, current to content-specific expectations
events)
-connecting main points,
events, and central ideas to
conclusions Explain by:
-synthesizing information and
details about phenomena from a
Explain by: variety of sources
-presenting information -organizing information and details
objectively by using a neutral logically and cohesively
tone appropriate to the
content area
-integrating images, diagrams,
formulas, or charts to describe
phenomena

Argue by:
-evaluating and challenging
evidence presented
-creating persuasive essays or
reports making adjustments
for specific audiences
Argue by:
-organizing information to show
logical reasoning
-integrating multiple perspectives
and evidence from a variety of
sources