AI Assistance Ideas--Experimental--Unofficial. Including Adaptable Sample Prompts
Based on the text provided from the Pocahontas County BOE meeting, Principal Christine Campbell has laid out a clear "If/Then" logic model: IF students adhere to the "4 Ps" (Prompt, Prepared, Productive, Polite), THEN they will achieve the "PRIDE" outcomes (Present, Respectful, Innovative, Determined, Engaged), resulting in academic and personal success.
Below is a comprehensive strategic plan designed to operationalize Principal Campbell’s vision at Pocahontas County High School (PCHS).
Strategy Name: The PCHS "PRIDE" Initiative
Mission Alignment: To convert the "4 Ps" from abstract concepts into daily habits that drive the specific Language Arts and Career Readiness goals mentioned in the meeting.
Phase 1: Academic Strategy (The "Writing for Reasoning" Protocol)
Principal Campbell specifically noted a move toward writing activities that focus on analyzing, reasoning, and planning. To achieve this, the school must move writing beyond the English department.
1. Cross-Curricular "CER" Implementation
Adopt the Claim-Evidence-Reasoning (CER) framework across all subjects (Science, History, CTE).
The Tactic: Every student must use the same format to express opinions.
Claim: What is your opinion/answer?
Evidence: What data or text supports this? (Analyzing)
Reasoning: Connect the evidence to the claim. (Reasoning/Planning)
The Goal: Students learn that "expressing views" requires intellectual rigor, not just emotion.
2. "Argument Maps" for Pre-Writing
Before writing, students must "plan" (as requested by Campbell).
The Tactic: Mandate visual argument mapping for major assignments. Students must diagram their logic before drafting sentences. This forces them to organize thoughts (Intellectual growth) rather than stream-of-consciousness writing.
Phase 2: Behavioral Strategy (Operationalizing the "4 Ps")
The goal is to transition students from the input (Prompt, Prepared, Productive, Polite) to the output (Present, Respectful, Innovative, Determined, Engaged).
1. The "Prompt & Present" Attendance Campaign
The Problem: Attendance is a key metric mentioned.
The Strategy: Rebrand the morning bell. Instead of just "being on time," frame it as "Career Readiness Training."
Incentive: Implement a "95 Club." Students with >95% attendance (Prompt/Present) get specific privileges (e.g., skip-the-line passes for lunch, free admission to one sporting event).
2. "Prepared & Productive" Locker/Binder Checks
The Strategy: To be innovative and determined, students must first be organized.
Tactic: Random "Readiness Audits." Teachers or admin spot-check students for necessary materials (Chromebook charged, pencil, notebook).
Reward: Positive behavior tickets (PCHS Bucks) redeemable at a school store.
3. "Polite & Respectful" Soft Skills Curriculum
The Strategy: explicitly teach "Politeness" as a professional networking tool, not just compliance.
Tactic: Monthly "Professionalism Workshops" during homeroom. Topics include email etiquette, conflict resolution (how to disagree without being disagreeable), and active listening.
Phase 3: Community Vision (The "Productive Lives" Goal)
The vision is to create individuals who lead "productive lives in their communities."
1. The Senior "Community Impact" Capstone
The Strategy: Tie the writing goal to the community vision.
The Project: Seniors must identify a problem in Pocahontas County, research it (Analyze), draft a proposal for a solution (Plan/Reason), and present it to a panel of community members.
Outcome: This demonstrates the ability to "express opinions and ideas" in a real-world setting.
2. Alumni & Local Leader Mentorships
The Strategy: Invite community members who exemplify "PRIDE" attributes to speak.
Tactic: A "Lunch and Learn" series where local professionals explain how being "Prompt and Polite" specifically helped them get hired or promoted.
Summary of Success Metrics
To determine if this strategy is working, PCHS should track:
| Metric | Target | Related "P" |
| WVGSA / SAT Writing Scores | Increase in "Analysis/Argumentation" sub-scores. | Productive (Academic Excellence) |
| Chronic Absenteeism Rate | Reduction by 10% Year-over-Year. | Prompt (Present) |
| Discipline Referrals | Reduction in insubordination/disruption. | Polite (Respectful) |
| Assignment Completion Rate | Increase in on-time submission. | Prepared (Determined) |
Next Step
Would you like me to draft a sample rubric for the "Claim-Evidence-Reasoning" writing assignment that could be used by History or Science teachers to support the Principal's Language Arts goals?
This rubric is designed to be "plug-and-play" for Science and History teachers. It minimizes the focus on pure creative writing flair and maximizes the focus on the Principal's specific goals: Analyzing, Reasoning, and Planning.
The "PCHS Critical Thinking" Rubric (CER Format)
This rubric evaluates how well a student constructs an argument, not just whether they memorized a fact. It can be attached to lab reports, document-based questions (DBQs), or short-response quizzes.
| Criteria | 4 - Mastery (Academic Excellence) | 3 - Proficient (Prepared & Productive) | 2 - Developing (Needs Planning) | 1 - Beginning |
CLAIM (The Opinion/View) | Clear & Arguable. Directly answers the prompt with a definitive statement. It is specific and establishes a clear direction for the paragraph. | Clear. Answers the prompt but may be somewhat general or simplistic. It states a position but lacks nuance. | Vague. It is unclear what the student is arguing. May start with "I think" or "In my opinion" rather than stating a fact-based claim. | Missing or Irrelevant. Does not answer the prompt or states a fact rather than an arguable claim. |
EVIDENCE (Analyzing) | Specific & Sufficient. Cites explicit data (Science) or quotes/textual details (History). Evidence is strictly relevant and accurate. | General. Uses evidence, but it may be paraphrased loosely or lacks specific numbers/dates. Evidence is mostly relevant. | Insufficient. Evidence is too broad ("The data changed" vs "The temperature rose 5 degrees"). May include irrelevant details. | Missing or Inaccurate. No evidence provided, or the evidence contradicts the claim. |
REASONING (Reasoning) | Connective & Scientific/Historical. Clearly explains how the evidence proves the claim. Uses domain-specific vocabulary (e.g., "photosynthesis," "inflation") to explain the "why." | Connective. Explains the link between evidence and claim, but relies on common sense rather than specific scientific/historical principles. | Repetitive. The reasoning simply restates the evidence or the claim without adding new logic. | Missing. "Because that's what the book said." No logical bridge is built. |
MECHANICS (Polite & Prompt) | Professional. Sentences are complete. Tone is formal (objective). No "text speak." | Readable. Minor errors, but the meaning is clear. Tone is mostly formal. | Informal. Uses slang, conversational tone, or first-person ("I"). Hard to follow. | Unprofessional. Significant errors that impede understanding. |
Teacher "Cheat Sheet": How to apply this in Class
To ensure this supports the Principal's "Planning" goal, give students this structure before they write.
For the History Teacher (Example: The Great Depression)
Prompt: Was the New Deal successful in ending the Great Depression?
Claim: The New Deal was successful in relieving immediate suffering, but failed to end the economic depression completely.
Evidence (Analyze): Unemployment dropped from 25% in 1933 to 14% in 1937, but rose again in 1938.
Reasoning (Plan/Logic): This data indicates that while government intervention (jobs programs) provided a temporary safety net, it did not solve the underlying structural economic issues until the industrial ramp-up of WWII.
For the Science Teacher (Example: Enzyme Activity)
Prompt: How does temperature affect catalase enzyme activity?
Claim: Catalase activity increases with temperature up to a specific point, after which it rapidly decreases.
Evidence (Analyze): At 20°C, the reaction height was 3cm. At 37°C, it was 8cm. At 60°C, the reaction height dropped to 0cm.
Reasoning (Plan/Logic): As kinetic energy increases, molecular collisions increase, speeding up the reaction. However, at 60°C, the enzyme denatured (lost its shape), preventing it from binding to the substrate, which stopped the reaction.
Next Step
This covers the Academic side of the Principal's request. Would you like me to design the "Prompt & Polite" Professionalism Workshop outline for Homeroom teachers to address the behavioral goals?
This is a 4-part "Mini-Module" series designed for Homeroom or Advisory periods. It is designed to be low-prep for teachers (15-20 minutes per session) and focuses on "rebranding" school rules as "career training."
Series Title: The "Pro-Level" Student (The 4 Ps in Action)
Objective: To transition students from compliance (doing it because they have to) to commitment (doing it because it helps their future).
Module 1: The "Prompt" Audit (Time Management)
Goal: Connect "Promptness" to "Reputation."
Concept: In the adult world, time is money. Being late implies you don't respect the other person's time.
The Hook (5 min): Ask the class: "If you ordered a DoorDash for 6:00 PM and it arrived at 7:00 PM, what star rating do you give? Why? The food is still the same."
The Discussion: Explain that Promptness = Trust. When you are late to class, you are "lowering your star rating" with the teacher.
The Activity: "The Two-Minute Drill"
Students have to get out everything they need for their next class (Notebook, Pencil, Charged Device) in under 60 seconds.
Teacher Note: This hits the "Prepared" and "Productive" goals.
The Takeaway: "Being prompt isn't about the bell. It's about showing you are ready to do business."
Module 2: The Art of the Email (Digital Politeness)
Goal: Address the "Language Arts" and "Polite" goals by teaching professional communication.
Concept: How you write determines if you get what you want.
The Hook (5 min): "Roast this Email." Display a bad email on the board:
Subject: (none)
yo why is my grade a F i turned that thing in fix it.
The Fix: Have the class rewrite it using the "Sandwich Method" (Polite greeting + The Request + Polite closing).
The Template (Handout):
Salutation: "Dear Mr./Ms. [Name],"
Context: "I am writing regarding [Assignment Name]."
The Ask: "Could we meet to discuss...?" or "I believe I submitted this on..."
Sign-off: "Thank you, [Student Name]."
The Takeaway: "Politeness gets you a response. Rudeness gets you ignored."
Module 3: Disagreeing without Disrespect (Conflict Resolution)
Goal: Support the "Respectful" and "Reasoning" goals.
Concept: You can disagree with a teacher or peer without being "Insubordinate."
The Hook (5 min): Ask: "What is the difference between an Argument and a Debate?" (Answer: Emotion vs. Logic).
The Visual Strategy: Show the "Escalation Ladder."
Explain that when emotion goes UP, logic (and your ability to "win" the argument) goes DOWN.
The Script: Teach students the "I Notice / I Wonder" technique for when they are frustrated with a grade or rule.
Instead of: "This is unfair, you graded this wrong!"
Try: "I noticed I lost points on this section. I wonder if you could explain what I missed so I can fix it?"
The Takeaway: "The person who stays calm is usually the one who controls the outcome."
Module 4: The "Productive" Life (Career Readiness)
Goal: Connect school habits to the "Career Readiness" mission.
Concept: School is your first job; your grades are your paycheck; your teachers are your references.
The Activity: "The Boss's Dilemma" (10 min)
Present two candidates for a promotion at a job:
Candidate A: Brilliant, does great work, but is always 10 minutes late and rolls their eyes at feedback.
Candidate B: Average skills, but is always 5 minutes early, takes notes, and says "Thank you."
Vote: Who gets the promotion? (Almost always Candidate B).
The Connection: Remind them of Principal Campbell's mission: "Lifelong Learning." Skills can be taught (Candidate B can learn). Attitude is a choice.
The Pledge: Students sign a "Professionalism Contract" committing to one specific "P" (Prompt, Prepared, Productive, or Polite) they want to improve this month.
Summary for Teachers
To support the Principal's vision, Homeroom teachers should use the vocabulary from the meeting during these sessions:
"That was a very innovative way to solve that problem."
"I appreciate you being determined to finish that assignment."
"Thank you for being engaged in the discussion today."
Would you like me to generate the "Professionalism Contract" document or the "Bad vs. Good Email" handout mentioned in these modules?
Here are both documents designed to be printed and distributed directly to students.
Document 1: The "Digital Professionalism" Handout (For Module 2)
Goal: To eliminate "text-speak" in emails and teach students to plan their communication before hitting send.
HANDOUT: THE ART OF THE PROFESSIONAL EMAIL
Your email is your first impression. Do you look like a Pro or an Amateur?
❌ The Amateur Email (The "Do Not Do" List)
Subject: (No Subject)
"yo mister i turned that paper in why is it marked missing fix it."
Why this fails:
No Subject Line: The teacher doesn't know what this is about before opening it.
No Salutation: It feels demanding and rude (Impulsive).
Vague: "That paper" could be anything.
No Evidence: It’s just a complaint, not a reasoned argument.
Demanding Tone: "Fix it" creates conflict.
✅ The Pro-Level Email (The "Prompt & Polite" Standard)
Subject: Question regarding Grade for History Essay - [Student Name]
Dear Mr. Smith,
(The Context) I was checking my grades and noticed that the "Great Depression Essay" is marked as missing in the grade book.
(The Evidence/Reasoning) I believe I submitted this on Tuesday, Nov 12th, directly to the inbox on your desk. I also have the timestamp on my Google Doc showing it was completed before the deadline.
(The Plan/Ask) Could you please check your stack when you have a moment? If you cannot find it, I can print another copy or forward the digital file immediately.
Thank you,
[Student Name]
Period 3
Why this wins:
Specific Subject: The teacher knows exactly what to look for.
Polite Greeting: Sets a respectful tone.
Evidence Provided: You aren't just complaining; you are analyzing the data (dates/locations).
The Solution: You offered a plan (re-printing it) rather than just demanding a fix.
✂️ Cut & Save: The "Sandwich" Template
Use this whenever you need to email a teacher, boss, or coach.
Subject: [Topic] - [Your Name]
Greeting: Dear [Name],
The Top Bun (Context): I am writing to you because... / I noticed that...
The Meat (The Point): [State your clear question, request, or explanation here. Be specific with dates and details.]
The Bottom Bun (Next Step/Closing): Please let me know if... / Thank you for your time.
Sign-off: Sincerely, [Your Name]
Document 2: The PCHS Professionalism Contract (For Module 4)
Goal: To move the "4 Ps" from abstract concepts to a personal commitment.
PCHS STUDENT PROFESSIONALISM CONTRACT
Building a Reputation for Excellence
The Mission:
At Pocahontas County High School, we are training for life, not just for a grade. My signature below indicates that I understand that my habits today determine my success tomorrow.
I commit to the "4 Ps" of Professionalism:
1. PROMPT (I will be Present)
The Professional Standard: In the workplace, "early" is "on time." Lateness signals a lack of respect for others' time.
My Pledge: I will be in my seat when the bell rings. If I am absent, I will communicate proactively to get my work.
2. PREPARED (I will be Determined)
The Professional Standard: Professionals do not show up to a job site without their tools.
My Pledge: I will arrive with my device charged, my materials ready, and my assignments completed so that I can participate fully.
3. PRODUCTIVE (I will be Innovative)
The Professional Standard: Effort creates results. Passive listening is not learning.
My Pledge: I will engage in class, analyze the material, and ask questions when I don't understand, rather than giving up.
4. POLITE (I will be Respectful)
The Professional Standard: You can disagree without being disagreeable. Soft skills and manners open doors that grades alone cannot.
My Pledge: I will treat peers and staff with dignity. If I have a conflict, I will use reasoning and logic to resolve it, not emotion.
MY PERSONAL GOAL
While I strive for all four, the one area I am specifically targeting for improvement this month is (Check one):
[ ] Promptness (Attendance/Tardies)
[ ] Preparation (Materials/Homework)
[ ] Productivity (Focus/Grades)
[ ] Politeness (Attitude/Communication)
My Strategy: To improve this, I will: _________________________________________________________
Student Signature: __________________________________________________ Date: _______________
Witness (Teacher/Peer): _____________________________________________ Date: _______________
Next Step
Now that you have the Rubric (Academic), the Workshop Outline (Behavioral), and the Student Handouts (Materials), would you like a draft of the "Letter to Parents" introducing this new PRIDE initiative so they can support it at home?
This letter is designed to be sent home via email, printed on school letterhead, or posted on the school’s digital communication platform (like Schoology or Remind).
It frames the initiative not as "new rules," but as "Career Readiness Training," which usually garners higher buy-in from parents.
Subject: Building PRIDE at PCHS – A Partnership for Your Student’s Success
Dear PCHS Families,
At Pocahontas County High School, our mission goes beyond simply assigning grades. As I shared at the recent Board of Education meeting, our goal is to provide a quality education that promotes personal growth, career readiness, and a passion for lifelong learning.
We want every student to graduate not just with a diploma, but as an intellectual, confident, and responsible individual ready to lead a productive life in our community.
To achieve this, we are launching a school-wide initiative focused on the habits that lead to success. We call this the "4 Ps to PRIDE" model.
The "4 Ps" (Our Daily Habits)
We are teaching students that success starts with the inputs—the small choices made every day. We are asking every student to be:
Prompt: Being on time creates opportunity.
Prepared: Bringing the right tools (and a charged device) shows dedication.
Productive: Active participation turns time into learning.
Polite: Respectful communication opens doors that skills alone cannot.
The PRIDE Outcomes (The Results)
When students master those four habits, we see the results in our "PRIDE" metrics. We are striving for students who are:
Present
Respectful
Innovative
Determined
Engaged
A New Focus on Reasoning & Planning
You will also notice a shift in how your student approaches their schoolwork, particularly in writing and logic. Across all subjects, we are emphasizing analyzing, reasoning, and planning.
Whether in English or Science, we are moving away from simple "yes/no" answers and teaching students to clearly express their opinions and views backed by evidence. This is the critical thinking skill most requested by modern employers.
How You Can Help at Home
We cannot do this without you. We are asking for your partnership in three ways:
Reinforce the "4 Ps": Ask your student, "Were you productive today?" or "How was your politeness with your teachers?" Using this common vocabulary helps bridge the gap between home and school.
Check the "Professionalism Contract": Your student will be bringing home a goal-setting sheet this week. Please review it with them to see which area they are working to improve.
Encourage the "Reasoning": If your student has an opinion (even if they are arguing for a later curfew!), ask them to use the strategy we use in class: Claim, Evidence, and Reasoning. Ask them to plan their argument before they speak!
Thank you for trusting us with your student's education. By working together on these habits, we are building a foundation for their success long after they leave our halls.
Project Complete
You now have a full strategic rollout for the PCHS PRIDE initiative:
Strategic Plan: The high-level overview.
Academic Tool: The "Critical Thinking" Rubric.
Teacher Training: The "Mini-Module" Workshop outlines.
Student Materials: The Email Handout and Professionalism Contract.
Parent Communication: The Introduction Letter.
Is there anything else you need to prepare for the implementation of this plan?
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