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
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
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
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
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
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.