Stevens Preview

2020 | 2021 AUGUST | AGOSTO 2020 SEPTEMBER | SEPTIEMBRE 2020 OCTOBER | OCTUBRE 2020

TEACHER CALENDAR | CALENDARIO PARA MAESTROS SMTWT F S SMTWT F S SMTWT F S
1 1 2345 1 23
Holiday / Día Festivo District PD Day
2 3 4 5 6 78 6 7 8 9 10 11 12 4 5 6 7 8 9 10
LEARN2INSPIRE - Elementary Bad Weather Make-Up Day 9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17
(if needed) 16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24
LEARN2INSPIRE - Secondary 23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31
Día repuesto por mal clima 30 31
Campus Professional Development si es necesario DECEMBER | DICIEMBRE 2020 JANUARY | ENERO 2021
NOVEMBER | NOVIEMBRE 2020
Teacher Workday/Student Holiday Begin/End Grading Period SMTWT F S SMTWT F S
SMTWT F S 1 2345 12
Día normal maestros/ Día festivo estudiantes Inicio/ Fin período de calificaciones 1 234567
8 9 10 11 12 13 14 6 7 8 9 10 11 12 3 4 5 6 7 89
PD Exchange Day/Student Holiday Early Release-Grades PK4-12* 15 16 17 18 19 20 21 13 14 15 16 17 18 19 10 11 12 13 14 15 16
22 23 24 25 26 27 28 20 21 22 23 24 25 26 17 18 19 20 21 22 23
Día festivo estudiantes Salida temprano - PK4-12* 29 30 27 28 29 30 31 24 25 26 27 28 29 30
31
Parent Conference/Student Holiday *Excluding tuition-based PK4/excluye FEBRUARY | FEBRERO 2021 MARCH | MARZO 2021
PK4 por pago de colegiatura APRIL | ABRIL 2021
Junta de padres/Día festivo estudiantes SMTWT F S SMTWT F S
1 23456 1 23456 SMTWT F S
PLC Day/Student Holiday 1 23
7 8 9 10 11 12 13 7 8 9 10 11 12 13
Día festivo estudiantes 14 15 16 17 18 19 20 14 15 16 17 18 19 20 4 5 6 7 8 9 10
21 22 23 24 25 26 27 21 22 23 24 25 26 27 11 12 13 14 15 16 17
IMPORTANT DATES | FECHAS IMPORTANTES August 17 28 28 29 30 31 18 19 20 21 22 23 24
May 27 25 26 27 28 29 30
School Starts/Comienzo de clases MAY | MAYO 2021 JUNE | JUNIO 2021
School Ends/Fin de clases August 10-14 JULY | JULIO 2021
Teacher Work Week September 7 SMTWT F S SMTWT F S
Labor Day 1 1 2345 SMTWT F S
District PD Day October 8 1 23
Parent Conference Day/Dia de Junta de Padres October 9 2 3 4 5 6 78 6 7 8 9 10 11 12
Columbus Day October 12 9 10 11 12 13 14 15 13 14 15 16 17 18 19 4 5 6 7 8 9 10
PD Exhange Day November 23-24 16 17 18 19 20 21 22 20 21 22 23 24 25 26 11 12 13 14 15 16 17
Thanksgiving Break November 25-27 23 24 25 26 27 28 29 27 28 29 30 18 19 20 21 22 23 24
Early Release Day December 17 30 31 25 26 27 28 29 30 31
Early Release Day / End of Semester December 18
Christmas Break December 21-Jan 1
Teacher Workday/Día normal maestros/ Día festivo estudiantes January 4
2nd Semester Starts January 5
MLK Day January 18
Parent Conference Day/Dia de Junta de Padres February 12
Presidents Day February 15
Bad Weather Make-Up Day/Día repuesto por mal clima March 12
Spring Break/Vacaciones de primavera March 15-19
Bad Weather Make-Up Day/Día repuesto por mal clima March 22
District Holiday/Día festivo del distrito
District Holiday/Día festivo del distrito April 2
Early Release Day April 26
Early Release Day / Last Day of School May 26
Teacher Workday May 27
Memorial Day May 28

May 31



MacArthur High School

1st Period 8:45 – 9:30

2nd Period 9:35 – 10:20

3rd Period 10:25 – 11:10

4th Period 11:15 – 12:55

5th Period 1:00 – 1:45

6th Period 1:50 – 2:35

7th Period 2:40 – 3:25

8th Period 3:30 – 4:15



Summary of ELPS Instructional Planning Guide

Instructional ELPS Student Expectations Classroom Strategies/Techniques Language Objectives

Strategies The student will be able to:

Materials/ 2F Derive meaning from a variety of media -Anticipation Guides -Hi-Lo Readers  Use__(audio tapes, video, DVD, CD ROM) to show an
Adaptation 3J Respond orally to a variety of media sources
4D Use pre-reading supports -Advance Organizers -Manipulatives understanding of …by
of 4E Read linguistically accommodated materials
Content 4F Use visual and contextual supports -Backwards Boardwalks -Scanning  Use ____(graphic organizer, illustrations, pre-taught

-Concept Attainment -Chunking Input vocabulary, or other pre-reading support to show an

-Nonlinguistic Rep -Vis. Lit. Frames understanding of …

-Graphic Organizers -Visuals/Video  Orally share information about ___ by using ___

1D Speak using learning strategies -Accountable -QSSSA  Orally share ideas using the phrase/words…
2C Learn language heard in interactions and instruction  Orally retell a story about…using the words…
2I Demonstrate listening comprehension Conversation Stems -Response Triads  Orally describe to a partner…by…
3C Speak in a variety of sentence structures  Orally explain to your group …using …
3D Speak using grade level vocabulary in context -Instr. Conversation -Recip Teaching  Use formal English to describe to a partner…using…
3E Share in cooperative groups  Express aloud ideas, feelings, and opinions about …by…
Interaction 3F Speak using common and content are vocabulary -Literature Circles -Structured Conv  Use the words ____ to tell a small group about…
3G Orally express opinions, ideas, and feelings  -Summarize a partners opinion about …using…
3H Orally narrate, describe, and explain -Num. Heads Together –Struct. Academ
3I Use oral language for formal and informal purposes
-Perspective-Based Controversy

Activities -Think,Pair,Share

-Question Answer -Tiered Resp

Stems

-Relationship (QAR) -W.I.T.

1E Use and reuse new academic language -Affixes, Roots, and -List/Sort/Label  Use new vocabulary to …
1C Use techniques to learn new vocabulary
2B Recognize English sound system in new vocabulary Cognates -Sentence Stem  Identify short/long vowel sounds in the words …
3A Practice speaking using English sound system in new vocabulary
-Cloze Sentences -Self Assess of  Identify the sounds/roots/affixes ___ in the words…

Vocabulary -Expert/Novice -Word Knowledge  Use prior knowledge to find the meaning of …

3B Use new vocabulary in oral and written communication -Fluency Workshop -Word Analysis  Spell the words ____ correctly by/in…

4C Develop sight vocabulary and language structures -Homophone/ -Work Generation  Use the phrases ___ to find out about …

5B Write using newly acquired vocabulary Homograph Sort -Word Sorts  Use the words ____ to describe/narrate/explain…

5C Spell familiar English words -Learning Logs -Word Walls  Write a ___ using the words/phrases …

1A Use prior knowledge to learn new language -Accountable -Posted Strategies  Assess understanding of ____ by …
1B Monitor language with self-corrective techniques
Conversation Stems & StemsScaffold  Ask for clarification using the phrase…

1F Use accessible language to learn new language -Cornell Notes -QAR  Acquire information about ____ using the words…

Learning 1G Distinguish formal and informal English -Expert/Novice -SQP2RS  Edit personal writing by…

Strategies 1H Expand repertoire of learning strategies to acquire language -Insert Method -Think Alouds  Identify errors in subject-verb agreement/pronoun

2D Monitor understanding and seek clarification -KWL -Writing Process agreement,/appropriate verb tenses in …

2E Use linguistic support to confirm and enhance understanding -Peer Editing -Response Signals
5D Edit writing

2A Distinguish sound and intonation -Book Reviews -QtA  Identify long/short vowels by …

2G Understand general meaning, main points, and details -Comprehension -RAFT  Distinguish between the sounds … by…

2H Understand implicit ideas and information Strategies -Teaching Segment  Demonstrate an understanding of the direction of

Explicit 4A Learn relationships of sounds and letters in English -Contextualized & Suprasegmental English text by …

English 4B Recognize directionality of English text Grammar Instruc. Pronunciation  Explain what ____ means by …

Language 4G Show comprehension of English text individually and in groups -Daily Oral Language -Sentence Mark Up  Describe main points/details using the phrases …
Instruction 4H Read silently with comprehension  Summarize material read silently using a(n) …
4I Show comprehension through basic reading skills -Dbl. Entry Journals -Sentence Sorts  Use correct verbs, tenses, and antecedents in …
4J Show comprehension through inferential skills  Use possessive case correctly in …\
4K Show comprehension through analytical skills -Draw & Write -Sound Scripting  Use negative and contractions correctly in …
5A Learn relationships between sounds and letters when writing  Write a ____ using the words/phrases
5E Employ complex grammatical structures -DRTA -SSR Program  Narrate/Explain how ____ using the …
5F Write using variety of sentence structures and words (tense/clause/pattern, etc.)
5G Narrate, describe, and explain in writing -Fluency Workshop -Summary Frames

-Genre Analysis and -Unit Study ELLs

Imitation -Writing Process

Prediction Café -Writing Scaffolds

JMS Education, 2008 All Rights Reserved Reproduced with Permission

ELPS Linguistic Accommodation Planning Guide

 Gestures Communicating Verbal Scaffolding Instructional
 Verbal Cues  Rephrasing  Graphic Organizers
 Extra Wait Time  Pre-Teaching Vocabulary  Recasting Procedural  Outlines
 Peer Interaction  Providing Sentence Stems  Think Alouds  Teach, model, practice, then apply  Key Word Lists
 Use of Native Language  Modeling & Manipulatives  Repetition  Work as a class, small groups,  Sentence Starters
 Visuals & Organizers  Call Backs  Close Sentences
 Adapted Text partners, then individually
 Adapted Writing Tasks

Sequencing Listening Speaking Reading Writing

 Allow use of same language peer  Provide short sentence stems and  Organize reading into chunks  Allow drawing and use of native
 Use visual and linguistic supports language to express concepts
Beginning Students native language support single words for practice before  Explain classroom environmental
(A)  Allow student to use high frequency
 Expect student to struggle to conversations print recently memorized, and short, simple
 Use adapted text sentences
understand simple  Allow some nonparticipation in simple
 Provide short, simple sentence stems
conversations conversations with present tense and high frequency
vocabulary
 Use gestures and movement  Provide word bank of key

 Vocabulary

 Model pronunciation of social and

academic vocabulary



TEACHER MOVES FOR EACH PROFICIENCY LEVEL  Provide visuals, slower speech,  Allow extra processing time  Allow wide range of reading  Allow drawing and use of native

verbal cues, simplified language  Provide sentence stems with simple  Allow grade-level comprehension and language to express concepts

Intermediate  Preteach vocabulary before sentence structures and tenses analysis of tasks including drawing  Allow writing on familiar, concrete
(B)
discussions and lectures  Model and provide practice in and use of native language and peer topics

 Teach phrases for student to pronunciation of academic terms collaboration  Avoid assessment of language errors

request speakers repeat, slow  Provide high level of visual and in content area writing

down, or rephrase speech linguistic supports with adapted  Provide simple sentence stems and

text and pretaught vocabulary scaffolded writing assignments

 Allow some processing time,  Allow extra time after pauses  Allow abstract grade-level reading  Provide grade level appropriate

visuals, verbal cues and  Provide sentence stems with past, comprehension and analysis with writing tasks

Advanced gestures for unfamiliar present, future, and complex grammar peer support  Allow abstract and technical writing

conversations and vocabulary with content-based and  Provide visual and linguistic supports with linguistic support including

 Provide opportunities for abstract terms using adapted text for unfamiliar teacher modeling and student

student to request topics interaction

clarification, repetition and  Provide complex sentence stems for

rephrasing scaffolded writing assignments



Advanced High  Allow extra time when academic  Opportunities for extended  Allow abstract grade-level reading  Provide complex grade-level

material is complex and discussions  Provide minimal visual and linguistic appropriate writing tasks

unfamiliar  Provide sentence stems with past, supports  Allow abstract and technical writing

 Provide visual, verbal cues, and present, future, and complex grammar  Allow grade level comprehension and with minimal linguistic support

gestures when material is and vocabulary with content-based and analysis of tasks with peer  Use genre analysis to identify and use

complex and unfamiliar abstract terms collaboration features of advanced English writing

JMS Education, 2008 All Rights Reserved
Reproduced with Permission

STAAR Standards Snapshot – Algebra I
(New TEKS – 2015-16)

 

Mathematical Process Standards 

A.1(A)  A.1(B)  A.1(C) A.1(D) A.1(E)  A.1(F)  A.1(G)

apply  use a problem‐solving model  select tools, including real  communicate mathematical  create and use  analyze  display, explain, and 
mathematics  that incorporates analyzing  objects, manipulatives, paper and  ideas, reasoning, and their  representations  mathematical  justify mathematical 
to problems  given information, formulating a  pencil, and technology as  implications using multiple  to organize,  relationships  ideas and arguments 
arising in  plan or strategy, determining a  appropriate, and techniques,  representations, including  record, and  to connect and  using precise 
everyday life,  solution, justifying the solution,  including mental math,  symbols, diagrams, graphs,  communicate  communicate  mathematical 
society, and  and evaluating the problem‐ estimation, and number sense as  and language as appropriate  mathematical  mathematical  language in written 
the workplace  solving process and the  appropriate, to solve problems  ideas  ideas  or oral 
reasonableness of the solution  communication 

 

Rptg Cat  STAAR  Readiness Standards  Supporting Standards 

A.10(E)  factor, if possible, trinomials with real factors  A.10(A)  add and subtract polynomials of degree one and degree two 
in the form ax2 + bx + c, including perfect 
A.10(B)  multiply polynomials of degree one and degree two 

square trinomials of degree two  A.10(C)  determine the quotient of a polynomial of degree one and polynomial of degree two 

1  A.11(B)  simplify numeric and algebraic expressions  when divided by a polynomial of degree one and polynomial of degree two when the 
Number and Algebraic Methods 
using the laws of exponents, including  degree of the divisor does not exceed the degree of the dividend 

integral and rational exponents  A.10(D)  rewrite polynomial expressions of degree one and degree two in equivalent forms using 

the distributive property 

A.10(F)  decide if a binomial can be written as the difference of two squares and, if possible, use 

the structure of a difference of two squares to rewrite the binomial 

11  A.11(A)  simplify numerical radical expressions involving square roots 
A.12(A)  decide whether relations represented verbally, tabularly, graphically, and symbolically 

define a function 

A.12(B)  evaluate functions, expressed in function notation, given one or more elements in their 

domains 

A.12(C)  identify terms of arithmetic and geometric sequences when the sequences are given in 

function form using recursi ve processes 
A.12(D)  write a formula for the nth  term of arithmetic and geometric sequences, given the value 

of several of their terms 

A.12(E)  solve mathematic and scientific formulas, and other literal equations, for a specified 

variable 

2  A.3(B)  calculate the rate of change of a linear  A.3(A)  determine the slope of a line given a table of values, a graph, two points on the line, and 
Describing and Graphing Linear Functions, 
function represented tabularly, graphically,  an equation written in various forms, including y = mx + b, Ax + By = C, and 
Equations, and Inequalities 
or algebraically in context of mathematical    y – y1 = m(x – x1) 

and real‐world problems  A.3(E)  determine the effects on the graph of the parent function f(x) = x when f(x) is replaced by 

A.3(C)  graph linear functions on the coordinate  af(x), f(x) + d, f(x – c), f(bx) for specific values o f a, b, c, and d 

plane and identify key features, including  A.3(F)  graph systems of two linear equations in two variables on the coordinate plane and 

  x‐intercept, y‐intercept, zeros, and slope, in  determine the solutions if they exist 

mathematical and real‐world problems  A.3(G)  estimate graphically the solutions to systems of two linear equations with two variables 

12  A.3(D)  graph the solution set of linear inequalities in  in real‐world problems 

two variables on the coordinate plane  A.3(H)  graph the solution set of systems of two linear inequalities in two variables on the 

  coordinate plane 

A.4(A)  calculate, using technology, the correlation coefficient between two quantitative 

variables and interpret this quantity as a measure of the strength of the linear association 

A.4(B)  compare and contrast association and causation in real‐world problems 

A.4(C)  write, with and without technology, linear functions that provide a reasonable fit to data 

to estimate solutions and make predictions for real‐world problems 

A.2(A)  determine the domain and range of a linear  A.2(B)  write linear equations in two variables in various forms, including y = mx + b, Ax + By = C, 
and y – y1 = m(x – x1), given one point and the slope and given two points 
function in mathematical problems;  write and solve equations involving direct variation 
write the equation of a line that contains a given point and is parallel to a given line 
3  determine reasonable domain and range  A.2(D)  write the equation of a line that contains a given point and is perpendicular to a given 
Writing and Solving Linear Functions,   line 
values for real‐world situations, both  A.2(E)  write an equation of a line that is parallel or perpendicular to the x‐ or y‐axis and 
Equations, and Inequalities  determine whether the slope of the line is zero or undefined 
continuous and discrete; and represent  A.2(F)  write linear inequalities in two variables given a table of values, a graph, and a verbal 
description 
domain and range using inequalities  solve linear inequalities in one variable, including those for which the application of the 
distributive property is necessary and for which variables are included on both sides 
A.2(C)  write linear equations in two variables given  A.2(G) 
REV 02/03/2014
a table of values, a graph, and a verbal 

description  A.2(H) 

14  A.2(I)  write systems of two linear equations given a  A.5(B) 
table of values, a graph, and a verbal 

description 

A.5(A)  solve linear equations in one variable,   

including those for which the application of 

the distributive property is necessary and for 

which variables are included on both sides 

A.5(C)  solve systems of two linear equations with 

two variables for mathematical and real‐

world problems 

 
 
 
 
 
 
 
 

Source:  Texas Education Agency STAAR Resources  Page 1 of 2

STAAR Standards Snapshot – Algebra I
(New TEKS – 2015-16)

 

Mathematical Process Standards 

A.1(A)  A.1(B)  A.1(C) A.1(D) A.1(E)  A.1(F)  A.1(G)

apply  use a problem‐solving model  select tools, including real  communicate mathematical  create and use  analyze  display, explain, and 
mathematics  that incorporates analyzing  objects, manipulatives, paper and  ideas, reasoning, and their  representations  mathematical  justify mathematical 
to problems  given information, formulating a  pencil, and technology as  implications using multiple  to organize,  relationships  ideas and arguments 
arising in  plan or strategy, determining a  appropriate, and techniques,  representations, including  record, and  to connect and  using precise 
everyday life,  solution, justifying the solution,  including mental math,  symbols, diagrams, graphs,  communicate  communicate  mathematical 
society, and  and evaluating the problem‐ estimation, and number sense as  and language as appropriate  mathematical  mathematical  language in written 
the workplace  solving process and the  appropriate, to solve problems  ideas  ideas  or oral 
reasonableness of the solution  communication 

 

Rptg Cat  STAAR  Readiness Standards  Supporting Standards 

A.6(A)  determine the domain and range of  A.6(B)  write equations of quadratic functions given the vertex and another point on the graph, 
quadratic functions and represent the  write the equation in vertex form (f(x) = a(x – h)2 + k), and rewrite the equation from 
4  domain and range using inequalities  vertex form to standard form (f(x) = ax2 + bx + c) 
Quadratic Functions and Equations 
A.7(A)  graph quadratic functions on the coordinate  A.6(C)  write quadratic functions when given real solutions and graphs of their related equations 

plane and use the graph to identify key  A.7(B)  describe the relationship between the linear factors of quadratic expressions and the 

attributes, if possible, including x‐intercept,  zeros of their associated quadratic functions 

y‐intercept, zeros, maximum value, minimum  A.8(B)  write, using technology, quadratic functions that provide a reasonable fit to data to 

values, vertex, and the equation of the axis  estimate solutions and make predictions for real‐world problems 

11  of symmetry 
A.7(C)  determine the effects on the graph of the 
parent function f(x) = x2 when f(x) is replaced 

by af(x), f(x) + d, f(x – c), f(bx) for specific 

values o f a, b, c, and d 

A.8(A)  solve quadratic equations having real 

solutions by factoring, taking square roots, 

completing the square, and applying the 

quadratic formula 

5  A.9(C)  write exponential functions in the form  A.9(A)  determine the domain and range of exponential functions of the form f(x) = abx and 
Exponential Functions and    f(x) = abx (where b is a rational number) to  represent the domain and range using inequalities 

Equations  describe problems arising from mathematical  A.9(B)  interpret the meaning of the values of a and b in exponential functions of the form 
f(x) = abx in real‐world problems 
and real‐world situations, including growth   

6  and decay  A.9(E)  write, using technology, exponential functions that provide a reasonable fit to data and 
A.9(D)  graph exponential functions that model  make predictions for real‐world problems 

growth and decay and identify key features,   

including y‐intercept and asymptote, in 

mathematical and real‐world problems 

# Items  54  32‐35 questions from Readiness Standards  19‐22 questions from Supporting Standards 
 (5 Griddable)
 

Source:  Texas Education Agency STAAR Resources  Page 2 of 2 REV 02/03/2014





August 2020

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1

2345678

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31























September 2020

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30



















October 2020

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31