2021年8月31日下午14:00-15:00，SSI-L项目组在腾讯会议室举行全国年段与区域负责人线上会议，商定了新学期的工作计划，以下为会议形成的基本共识。
一、帮助新基地校、新骨干教师在SSI-L上起步
鉴于疫情长期反复，SSI-L项目组将以线上沙龙的形式做集中培训。近期SSI-L项目组会优化2020年暑期培训的资料来设计新一轮在线培训，在每月的线上沙龙上进行，供团队教师入门和进修使用。
鼓励新基地校探索，希望新基地校尽快开设SSI-L课程，在实践中不断提升。新基地校在开学初的重点是议题选择，各年段组可在开学初的第一次研讨会议上集中讨论选题问题，安排好新学期的工作进程。各年段组还可安排好本学期各学校的在线交流讨论时间表，并在研讨活动中把新基地校纳入名单。
鉴于双减政策对小初年级段的影响，建议各小学初中考虑在下午的课后时间开展SSI-L活动，高中则可以更多考虑社团等形式。
二、推动既有基地校SSI-L工作继续进步
既有基地校应在原有基础上继续开展工作，建议各学校继续使用已经开发好的议题，基于上一学年的教学经验对课程做优化并进行新一轮的实施。若旧议题的选题存在难以解决的本质问题，则可以考虑更换议题，并在本学期第一次研讨会议上讨论。第一次研讨会议结束后，各基地校主抓课程实施，务求在秋季学期完成整个单元的教学。
鉴于不同学段有不同的客观基础，对小学年级段与中学年级段采用不同的策略。小学可以系统地对课程实施全程录像，并于在线研讨时展示，作为议题修改的依据；初高中应当在秋季学期抓紧课程实施和案例撰写等工作，以减少春季学期应试的负担；高中年级段需加快工作进展，希望各位专家一带一地扶持典型高中，推动其工作不断向前发展。
SSI-L项目组希望基地校稳定与保持骨干教师团队人员，避免更换，在此基础上吸收学校团队新成员。
三、关于研究数据的收集与整理
在课程实施过程中，基地校应当注意收集各类过程性资料，包括但不仅限于学生作品、课堂拍照录音或录像等，有余力的学校可以考虑开展SSI-L的量表化评价工作。对于进度较快、态度积极的基地校，SSI-L团队将予以适度的资源倾斜，安排进校观课指导等活动。
鼓励各学校构思、撰写和投稿论文。
On August 31, 2021, from 14:00-15:00, the SSI-L project team held an online meeting with the leaders of different year groups and regions via Tencent Conference Room to agree on the work plan for the new semester, and the following is the basic consensus formed at the meeting.
I. Helping new partner schools and backbone teachers to start on SSI-L
Considering the long-term recurrence of the pandemic, the SSI-L project team will conduct intensive training in the form of online salons. In the near future, the SSI-L project team will optimize the materials from the 2020 summer training to design a new round of online training, which will be conducted in monthly online salons for teachers to get started and refresh their skills.
New partner schools are encouraged to explore further, and it is hoped that they will offer SSI-L courses as soon as possible, so as to continuously improve in practice. The focus of new partner schools at the beginning of the school year is topic selection. Different year groups can focus on topic selection at the first seminar meeting at the beginning of the school year and arrange the process for the new semester. Each year group can also decide on a schedule of online discussion for each school and include the new partner schools into the list of the discussions.
Given the impact of the Double Reduction Policy on the elementary and middle schools, it is recommended that each elementary and middle school conduct the SSI-L activities in the afternoon after school hours, while high schools may give more consideration to clubs and other forms.
II. Promoting the continued progress of SSI-L work in established partner schools
The established partner schools should continue to carry out their work on the original basis. It is suggested that each school continue to use the developed topics, optimize the curriculum based on the teaching experience of last year and carry out a new round of implementation. If there is an essential problem that is difficult to solve in the selection of the old topics, they can consider changing the topics and discuss them in the first meeting of this semester. After the first meeting, each partner school will focus on the implementation of the curriculum, aiming to complete the teaching of the entire module in the fall semester.
In view of the different objective bases of different grade levels, different strategies are used for elementary grade levels versus secondary grade levels. Elementary schools can systematically video the entire curriculum implementation and show it during the online seminar as a basis for topic revision; middle and high schools should focus on curriculum implementation and case writing in the fall semester to reduce the burden of test-taking in the spring semester; high schools need to accelerate their work progress, and experts present here at the meeting are hoped to provide help one on one to support model high schools to advance.
The SSI-L project team hopes that partner schools will stabilize and maintain the team of the backbone teachers, avoid replacement, and recruit new members on this basis.
III. About collecting and organizing research data
During the implementation of the curriculum, the partner schools should pay attention to collecting all kinds of process data, including but not limited to student work, classroom photo and audio or video recordings, etc. Schools with spare capacity can consider carrying out the scale evaluation of SSI-L. For partner schools with faster progress and positive attitudes, the SSI-L team will provide moderate resource leaning and arrange for activities such as in-school lesson observation and guidance.
Schools are encouraged to conceptualize, write, and submit papers.