Office of School Performance and Accountability

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School Improvement Plan (SIP)
	The School Improvement Plan (SIP) is a live document that is subject to change based on School Advisory Council (SAC) recommendations.
School Name	Tequesta Trace MS (3151)
School Year	2017 - 2018
School Grade (2016 - 2017)	A
Executive Summary	Download/View Executive Summary

BEST PRACTICE #1

A Focused and Authentic PLC

PROFESSIONAL LEARNING COMMUNITIES (PLC)

A Professional Learning Community (PLC) is a process in which teachers work in teams and use student information to develop strategies to improve their classroom practices.

PLC Name	Day(s) of Week	Week(s) of Month	Start/End Dates	Start/End Times	Grade
SCI 8	Thursday	1st, 2nd, 3rd, 4th, 5th	8/24/2017 - 6/5/2018	8:15 AM - 9:00 AM	8
SCI 7	Tuesday	1st, 2nd, 3rd, 4th, 5th	8/22/2017 - 6/5/2018	8:15 AM - 9:00 AM	7
SCI 6	Monday	1st, 2nd, 3rd, 4th, 5th	8/28/2017 - 6/5/2018	8:15 AM - 9:00 AM	6
SOC STUDIES 8	Wednesday	1st, 2nd, 3rd, 4th, 5th	8/23/2017 - 6/5/2018	8:15 AM - 9:00 AM	8
SOC STUDIES 7	Thursday	1st, 2nd, 3rd, 4th, 5th	8/24/2017 - 6/5/2018	8:15 AM - 9:00 AM	7
SOC STUDIES 6	Thursday	1st, 2nd, 3rd, 4th, 5th	8/24/2017 - 6/5/2018	8:15 AM - 9:00 AM	6
MATH 8	Thursday	1st, 2nd, 3rd, 4th, 5th	8/24/2017 - 6/5/2018	8:15 AM - 9:00 AM	8
MATH 7	Tuesday	1st, 2nd, 3rd, 4th, 5th	8/22/2017 - 6/5/2018	8:15 AM - 9:00 AM	7
MATH 6	Friday	1st, 2nd, 3rd, 4th, 5th	8/25/2017 - 6/5/2018	8:15 AM - 9:00 AM	6
LA 8	Thursday	1st, 2nd, 3rd, 4th, 5th	8/24/2017 - 6/5/2018	8:15 AM - 9:00 AM	8
LA 7	Tuesday	1st, 2nd, 3rd, 4th, 5th	8/22/2017 - 6/5/2018	8:15 AM - 9:00 AM	7
LA 6	Monday	1st, 2nd, 3rd, 4th, 5th	8/28/2017 - 6/5/2018	8:15 AM - 9:00 AM	6
SPEECH & DEBATE	Thursday	1st, 2nd, 3rd, 4th, 5th	8/24/2017 - 6/5/2018	8:15 AM - 9:00 AM	6, 7
READING	Thursday	1st, 2nd, 3rd, 4th, 5th	8/24/2017 - 6/7/2018	8:15 AM - 9:00 AM	6, 7, 8
SVE	Tuesday	1st, 2nd, 3rd, 4th, 5th	8/22/2017 - 6/5/2018	8:15 AM - 9:00 AM	6, 7, 8
COMMUNICATIONS	Thursday	1st, 2nd, 3rd, 4th, 5th	8/24/2017 - 6/5/2018	8:15 AM - 9:00 AM	6, 7, 8
STUDENT SUPPORT	Tuesday	1st, 2nd, 3rd, 4th, 5th	8/22/2017 - 6/5/2018	8:15 AM - 9:00 AM	6, 7, 8

BEST PRACTICE #2

An Embedded High Quality RtI Process

RESPONSE TO INTERVENTION (RTI)

Response to Intervention (RtI) uses student academic and behavior information to identify students with learning and behavior needs to guarantee that those in danger of failure and/or retention are receiving assistance and support.

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2016-2017 (Last updated: 8/29/2017)
Grade	Student Enrollment	% of students with attendance below 90%	% of students with 1 or more suspensions	% of students with course failure in ELA or Math	% of students level 1 in ELA or Math	% of students exhibiting 2 or more Early Warning Indicators
6	560	11.60	3.40	0.20	12.60	3.40
7	518	11.40	3.10	0.80	14.10	2.90
8	497	20.30	9.90	1.20	17.20	10.30

Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.

Intensive reading classes for level 1 &2 readers
Speech and Debate for 6th graders not in reading classes.
Recovery contracts for students have not met course requirements - every 9 weeks
Peer Tutoring through the Peer Counseling class
Wednesday Morning tutoring by Junior Honor Society and Peer Counselors with 2 teachers who volunteer to
monitor and organize
Guidance assistance in organizational skills, time management, daily/ weekly monitoring of grades and work
completion
Tutoring resources
Daily checklists, visual schedules, weekly assistance from support staff
Positive behavior interventions with tangible rewards
Increased parent contact
Small group reinforcement of skills
Dedicated ESOL support pull-out system
Student Support PLC targets low performing students with intervention strategies such as mentoring, teacher consultation and parent contact.

RtI Team Meeting Schedule

Day(s) of Week	Week(s) of Month	Start/End Dates	Start/End Times
Tuesday	2nd, 4th	9/12/2017 - 6/5/2018	8:15 AM - 10:00 AM

BEST PRACTICE #3

Optimal Internal/External Relationships

ACCREDITATION PROCESS

The Accreditation Process leads schools to critically evaluate teaching and learning with a focus on academic excellence. All stakeholders (parents, students, staff, and community) are part of the accreditation process.

Self-Assessment Ratings
Accreditation Standard	Overall Rating
Purpose and Direction	4.0
Governance and Leadership	3.96
Teaching and Assessing for Learning	3.9
Resources and Support Systems	3.9
Using Results for Continuous Improvement	3.87
Explain the activities in which your school will participate to increase your overall rating. Include specific details. Professional Growth is valued, scheduled, and monitored with goals at the forefront. All teachers and administrators participate in PLCs in the morning before school begins. The PLC schedule was created to maximize time for collaboration, planning, and data driven best practices to be shared and focused on instructional practices. Polices and procedures set forth by the district's C.a.R.E. packages for subject areas and the B.E.S.T. practices as outlined by the District. We continue to use surveys both formally and informally to assist in the monitoring of the 5 Standards of Quality. We have parent survey boxes in the front office and in guidance. Results are monitored by Administration.

No Evidence/Artifacts

SCHOOL ADVISORY COUNCIL (SAC)

Each school has a School (SAC) to facilitate the development and monitor progress of the annual School Improvement Plan. Agendas and minutes reflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

SAC Upload Center

File Name	Meeting Month	Document Type	Uploaded Date
3151_12132018_safagenda.docx	April	None	4/11/2018
3151_12132017_safminutes.docx	December	None	4/11/2018
3151_02142018_safagenda.docx	April	None	4/11/2018
3151_03142018_safagenda.docx	April	None	4/11/2018
3151_01172018_safagenda.docx	April	None	4/11/2018
3151_11118_SAFAgenda.docx	April	None	4/11/2018
3151_04111818SAFSACAgenda.docx	April	Monitored	4/6/2018
3151_SAC-MINUTES-3.14.18.docx	April	Monitored	4/6/2018
3151_SAC-MINUTES-1.17.18.docx	April	Monitored	4/6/2018
3151_SAC-MINUTES-12.13.17.docx	December	Monitored	4/6/2018
3151_SACINUTES1172018.pdf	April	Monitored	4/5/2018
3151_31418SAFSACAgenda.docx	April	None	4/5/2018
3151_21418SAFSACAgenda.docx	April	None	4/5/2018
3151_11718SAFSACAgenda.docx	April	None	4/5/2018
3151_SACMINUTES_1172018.pdf	April	Monitored	4/5/2018
3151_SAFminutes32018.docx	April	None	4/5/2018
3151_SAFAgenda_12132017.docx	December	None	4/5/2018
3151_121317_SACAgenda-(1).docx	December	Monitored	4/5/2018
3151_11718_SAFMINUTES.doc	February	None	2/16/2018
3151_11718SAFSACAgenda-(1).docx	January	Monitored	1/17/2018
TTMS-2017_2018Mid-Year-Reflection.docx	January	Monitored	1/17/2018
TTMS_JANUARY-SIGN-IN-2018.pdf	January	Monitored	1/17/2018
3151_110717_A+votesigninsheet.pdf	November	A+ Funds	1/7/2018
31511617aplusballot.doc	November	A+ Funds	12/22/2017
3151_1617A+proposals.doc	October	A+ Funds	12/22/2017
3151_10172017_3151_aplusresults_.doc	October	A+ Funds	12/22/2017
3151_10112017_3151_aplusminutes-(1).docx	October	A+ Funds	12/22/2017
saf.pdf	December	Monitored	12/13/2017
supporting-docs-dec-sac.pdf	December	Monitored	12/13/2017
sign-dec-2017.pdf	December	Monitored	12/13/2017
TTMS-SEPT--2017SIGN-IN.pdf	December	None	12/12/2017
3151_SAFAgenda_12132017.docx	December	SAF ByLaws	12/7/2017
3151_121317_SACAgenda.docx	December	Monitored	12/7/2017
3151_5102017_SACMinutes.docx	December	Monitored	12/7/2017
SAC-OCT-11_17-GUEST-SIGN-IN.pdf	October	Monitored	12/7/2017
SAC-OCT-11_COMM-SIGN-IN.pdf	October	Monitored	12/7/2017
3151_110817_SACMinutes.docx	November	A+ Funds	12/7/2017
Committee-Membership-Dec-2017.pdf	December	Monitored	12/7/2017
3151_sign-in_110812.pdf	November	A+ Funds	11/8/2017
SAC-minutes-for-10-11-17.docx	November	Monitored	11/8/2017
3151_11082017_SACAgenda.docx	November	A+ Funds	11/8/2017
SAC-minutes-for-10-11-17.docx	October	Monitored	10/27/2017
SAC-OCT-AGENDA.docx	October	Monitored	10/11/2017
SEPT-2017-MINUTES.pdf	October	A+ Funds	10/11/2017
ttms-october.pdf	October	A+ Funds	10/11/2017
3151_09272017_SACAgenda-(Kimberly-S.-Beitz).docx	May	Monitored	10/4/2017
3151_09272017_3151_BYLAWSTTMS_1718-(Kimberly-S.-Beitz).pdf	October	Monitored	10/4/2017
SIP-DISCUSSION-FOR-2018.pdf	September	Developed	9/25/2017
TTMS-SAC-AND-SAF-MEETING-DATES.docx	September	None	9/16/2017

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

School improvement is based on a continuous improvement model, using research-based accepted best practices, which align with student achievement needs, insure student progress, and may be revised when appropriate.

Goals

How does the school ensure classroom instruction is aligned to grade-level Florida Standards? What evidence is collected to ensure that classroom instruction is aligned to grade-level standards? Professional Learning Communities (PLC) are focused on the identifying and using the appropriate grade-level Florida Standards. Teachers review the Standards, investigate through Sharepoint "Secondarty Learning" Dashboard to create appropriate instructional activities in the classroom for all students - including Gifted, ESE, and ELL. Teachers are beginning to also increase the level of Social Emotional Learning types in their instruction. Evidence is seen through Lesson Plan reviews by Administration and iObservation Informal and Formal Observations with post-observation conversations with individual teachers and whole PLC groups.
In addition to using texts from core, supplemental, and intervention programs, how does the school ensure students have access to informational text for each content area in a variety of mediums? SPECIFIC TO SUBJECT AREAS: ESE - Teachers are utilizing sites like NewsELA that adjust the lexile for ESE students so they can read the same information with appropriate level vocabulary. SCIENCE - The school has a print subscription to Scholastic’s Science World magazine which provides several opportunities for student exposure to informational text. Additionally, students have access to online resources such as Newsela and Buzzle as well as access to informational text as part of the county built-out content for courses on Canvas. MATH - Focus on improve the learning gains of the lowest 25% of our students. LITERACY - The school ensures that students have access to informational text for each content area in a variety of mediums. First, each classroom teacher keeps track of which children take a hard copy of the book or opt to have a digital copy. Students who opt for a digital copy must have written parent permission. Also, Tequesta Trace uses online programs such as USA TestPrep, ReadWorks, and NewsELA which require all students to take a pre and post test using a specific username and password. Throughout the school year students access the informational text offered through these programs and their performance levels are monitored by their classroom teachers and grade-level administrators. Additionally, TTMS utilizes subscriptions to Scholastic Scope, ScienceWorld, Math, Junior Scholastic, as well as UpFront New York Times, which are used in all content area classrooms. Even our Art and SVE classes utilize literary subscriptions.
As evidenced in the SES Band Data, which content area(s) will be the focus for improving student achievement and why was this area chosen? SPECIFIC SUBJECT AREAS: ESE - Due to deficienies in math, the ESE Support Facilitators concentrate on giving individual and small group assistance to all ESE Inclusion students. SCIENCE - Focus will be placed on achievement in science as we have seen our scores stagnate and even decline slightly in the last several years. MATH - The Math departments' focus this year will be to remediate, and improve the scores of the lowest 25% of students. We will also provide enrichment activities for those already on grade level. Teachers will continue to meet in their PLC groups to discuss student data and best teaching practices. LITERACY - Tequesta Trace will focus on ELA Learning Gains since we dropped 1 percentage point, as evidenced through the FSA report, dropping from 70 to 69%. SOCIAL STUDIES - Online chapter summaries in Spanish. Increase reading across the curriculum to assist with ELA achievements. Remediation. Timely Feedback. Periodic checkins.
What specific BEST Practice(s) will be implemented or scaled-up to improve teaching and learning in order to increase performance within the SES Band? SPECIFIC SUBJECT AREAS: ESE - Support Facilitators are scheduled to be included in the Subject Area PLCs to discuss accommodations and best practices for the ESE mainstreamed students. The dialogue concentrates on how best the meet the needs of the students as aligned with the IEP and strengths and weaknesses. SCIENCE - Pretest assessment of tested standards/Communication across grade levels regarding student areas of weakness/Flash Back Fridays/Increased use of performance based assessments. MATH - Combination of the following: We will be using Sharepoint to access the District provided Mini-MAFS and performance tasks to practice standards and questions resembling the FSA. Online textbook components such as online tutor and online practice quizzes to work on standards that may be challenging to students. We will use USA test prep to follow up on our diagnostic test results and assign practice on the lowest assessed standards. LITERACY - To improve performance in ELA Learning Gains, teaching and student learning will be scaled up by increasing the amount of student centers in which teachers can work with small groups to focus on areas of weakness. Also, PLCs will be analyzing students' performance tasks instead of percentage scores to determine areas of weakness. Areas of weakness will be discussed in weekly PLC group meetings to determine best strategies to address students' weaknesses. This will improve teachers' best practices due to collaboration with professionals within their PLC and because the performance tasks will give teachers more insight into students' weaknesses. SOCIAL STUDIES - Vocabulary skills/guided reading
Describe in detail how the BEST Practice(s) will be scaled-up We are scaling up our use of District provided resources and performance tasks to evaluate student performance and to help guide discussion of teacher best practices during our PLC meetings. SCIENCE Pretest assessment of tested standards: 8th grade teachers will administer a pretest which assesses the tested standards to determine potential areas of additional emphasis as standards are revisited. Communication across grade levels regarding student areas of weakness: The results of the pretest will be communicated to 7th and 6th grade teachers so they can reinforce areas of weakness as shown by the data. The rational being that the data indicates areas where all students struggle therefore additional time spent upfront would result in greater mastery of the standards. Flash Back Fridays: We will continue to implement this strategy enhancing its effectiveness by integrating all Earth Space and Life Science topics where they most naturally align with the Physical Science curriculum. This will allow students to make greater connections amongst all of the standards. Additionally, we will use the data from the pretest to inform teachers which standards require the most remediation. Increased use of performance based assessments: These types of assessments are a better indication of student mastery and as such will be used not only to measure mastery of the Physical Science standards but also the Life Science and Earth Space standards LITERACY - Best practices will be scaled up by streamlining standard-based strategies according to students' weaknesses. Teachers will be able to prioritize their standard-based lessons, strategies, and use a small group approach to authentically evaluate each students' progress. SOCIAL STUDIES - Closer monitoring of struggling students. PLC Common Planning.
Please complete this section based on 2017-2018 end-of-year results. Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies. Overall, Tequesta increased achievement percentages in ELA and math. (75% to 78% and 79% to 80% respectively) The Learning Gains for both ELA and math decrease by 1%age point. ELA lowest 25% increase by 3%age points while math lowest 25% decreased by 2%age points. Science achievement decreased from 70% to 68% however TTMS is still above the District average. Social Studies achievement increased from 84% to 86%. Participation in Middle School Acceleration increase by 11%age points from 59% to 70%. The overall increase occurred in part due to the increased monitoring of the PLC groups and the focus on meaningful instruction. PLC groups collaboratively planned assessments with remedial activities and enrichment opportunities. Our scores are holding within 1 - 2%age point(s) fluxuation. Our students are achieving more each year. The need to focus on the lower 25th % is paramount.

BPIE Files

File Name	Uploaded Date
BPIE_TTMS.pdf	10/4/2017

School Improvement Plan (SIP)