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Standard 3

Standard:       The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.

3.1 The curriculum at JASMS addresses NGSSS and Common Core by engaging all students in activities and experiences that are relevant to each benchmark and strive to ensure that each child has the opportunity and necessary resources to learn and be productive and responsible citizens and scholars.

3.2 The school regularly and systematically uses data from student assessments (FCAT, Benchmark assessments, CELLA, FAIR, District assessments, teacher-constructed tests) to monitor and adjust curriculum instructions to ensure student achievement.

3.3 Teachers use various instructional strategies that require students to develop critical thinking skills, collaborate and self-reflect. Teachers individualize instructional strategies and interventions to address individual learning needs of students when needed; and use technologies as instructional resources and learning tools.

3.4 At Shanks Middle School, our instructional leaders, including principals and instructional coaches, conduct formal observations on teachers to make sure that they are effectively planning and implementing instruction for the students.

3.5 Administrators at JASMS frequently participate and facilitate meetings designed to improve the instruction and student learning in the school. Teachers are given common planning among core team teachers wherein they meet to discuss issues related to student achievement and behavior. Teams meet regularly within the content to discuss and evaluate student success and to address any deficiencies in student achievement or instruction.

3.6 Teachers plan according to the district approved Focus Calendar and pacing guides. Textbooks are used as resources as well as computer applications and real life experiences. NGSSS and Common Core Standards are taught and expected in all content areas. Several teachers are trained using NGCAR-PD.

3.7 Coaches and mentors model effective teaching strategies and classroom management techniques; they provide mini workshops and do non evaluated walkthroughs. Each teacher completed an individualized professional learning plan.

3.8 Community stakeholders are given the opportunity to volunteer at our school; parents/caregivers are given information including activities, timeframes, and helpful tips to properly assist their child. This information can also be found on the school's website and is given out at the quarterly parent expos.

3.9 Students and teachers are given a very minimal opportunity to develop one on one advisor/advisee relationships. Some students have the opportunity to interact with the behavior specialist and some counselors from outside sources. Some also have one on one counseling with the school's guidance counselors.

3.10 The District's student progression plan thoroughly outlines the requirements for each student to be promoted to the next grade. The grading policy is also outlined by the district. We follow these plans with fidelity. All district assessments are administered in a timely manner and the data is used to help guide our instruction. The district's pacing guides are tweaked and modified to meet the needs of our students based on our data. Each subject's content is taken from the NGSSS. (Portfolios are complied through out the year for each student.)

3.11 All staff members participate in professional learning activities throughout the year. The workshops are conducted by the coaches, mentor teachers, guest presenters, administrators and district staff members.

3.12 All teachers have IEP modifications/accommodations for each special population student. These modifications are use to individualize all special population students instructions through out the day. Additional support for special population students are given by the behavioral specialist, the speech and language teacher and the department chairperson.