COMPREHENSIVE NEEDS ASSESSMENT of the entire school (including the needs of migrant children) with information about the academic achievement of children in relation to the state academic content standards.
Describe the process utilized to conduct the comprehensive needs assessment for this school.

When Math and English Language Arts (ELA) FSA, Science FCAT, and EOC scores are received at the end of each school year, our Curriculum Council (CC) comprised of administrators, department chairs, and instructional coaches, analyzes the data and then creates data sets and spreadsheets in preparation for the new school year. The CC also reviews attendance and behavioral records and identifies barriers to student achievement in order to formulate plans to overcome these challenges. The CC meets before teachers return for planning week and analyzes data and verifies student placements.  The Comprehensive Needs Assessment of the entire school includes results from student academic achievement in all core subjects and subgroups including race; gender; economically disadvantaged; students with disabilities (SWD); English Language Learners (ELL); and lowest 25th percentile, in all tested areas.  When teachers return in August, the Needs Assessment is presented to them during pre-planning.  Teachers work together by grade level, team, and department to develop goals, objectives, and actions steps to improve achievement in identified areas.  Throughout the year, teachers meet as teams and participate in data chats that are facilitated by the grade level administrator. Development of enrichment opportunities, based on progress monitoring, is also part of the process.  Throughout the year, data reviews of BSA's, FAIR testing, and writing assessments occur on at least a monthly basis and more often where needs for improvement are identified.  Changes to instruction, push-in and pull-out support, as well as before and after school tutoring are implemented in response to data reviews to help students move forward.  At each monthly SAC meeting, the School Improvement Plan is monitored through department reports that include results of data, changes to instruction, and progress toward mastery.  

Instruction by HIGHLY QUALIFIED TEACHERS in all core content area classes
List instructional staff and paraprofessionals that are NOT highly qualified (instructional staff only).

No teachers are listed as Not Highly Qualified however the following teachers are listed as Out-of-Field.

Anthony Armbrister,Sarangeli Bleiweiss, Katrice Burton, Nicole Edwards, Quinten Lambert, Shirley McCall, Irene Noel, Oscar Toussaint, Jasmyne Waddy, Janelle Wright.


All paraprofessionals are highly qualified.

ATTRACT HIGH-QUALITY, HIGHLY QUALIFIED TEACHERS to the school.
Describe strategies that will be used to attract high-quality, highly qualified teachers.

1. All teacher vacancies are posted on the district’s employment website. Principal, Assistant Principals and or Department Chairs attend the Experience Broward Job Fairs to interview and hire highly qualified teachers.  
   
   2. Teachers new to the profession and those entering Broward County become members of our TIER Learning Community, a mentoring program that pairs new teachers with highly qualified instructional coaches. New teachers and their instructional coaches meet weekly, participate in monthly learning communities to learn new instructional strategies, technology integration, assessment procedures and data analysis to drive instruction, standards-driven lesson planning, delivery of instruction and classroom management.
   
   3. Mentoring is provided for new and veteran teachers, through the TIER Program and by Nationally Board Certified Teachers, based on identified needs and the expertise of the mentor coaches. Activities include formal and informal weekly meetings, modeling, and co-teaching activities to build capacity and move teachers toward instructional mastery.  
   
   4. In-service activities are provided on-site and through the District to ensure ongoing professional development leading to improve teaching methods and re-certification. All teachers participate in weekly, departmental Professional Learning Communities.  
   
   5. Incentive funds awarded to teachers based on their instructional practice and student data from Standardized Tests.

Title I, Part A
Title I funds provide additional teachers to assist students, particularly low performing students.

Margate Middle School uses Title I funds to provide teachers with necessary professional development aligned to Florida Standards and Focus Teacher Evaluatin Model. Funds are also used to  purchase student planners.

Title I, Part C- Migrant
(Migrant-Title I schools have been advised if Migrant students attend their school)

One migrant student has been identified. Collaboration with community agenies will take lace to ensure that needed services such as health and nutrition are provided. Remediation and tutoring services will be provided as needed. 

Title I, Part D
Neglected and Delinquent

Students identified as neglected and/or delinquent are immediately connected to a school social worker through the Student Services Department who will provide support and community resources. We have additional support services on-site that includes a counselor, social worker, and a psychologist to support our Students with Disabilities (SWD) population.

Title II
(District professional development)

Margate Middle school teachers participate in district-developed trainings in critical content and academic standards trainings. Our professional development budget provides for teacher trainings at the district level in the areas of Florida Standards, Cognitive Rigor, Content Area English   Language Arts, Technonolgy Infused Instruction and Marzano Art & Science of Teaching.

Title III
(ESOL)

ELL students receive reading and developmental language arts instruction by a certified ESOL teacher. Depending on their ELL status students may receive a 90 minute block of intensive reading, 
Additionally, students receive academic support from other Bi-lingual highly qualifed support professionals. ELL students are also targetd in pullout groups and to attend Academic Saturday camps.
 

Title X- Homeless
(Homeless- All Title I schools may complete with this statement)

Teachers and staff members are responsible for helping to identify homeless students and referring them to the Homeless Education Program offered by the District. The purpose of the Homeless Education Program is to identify homeless students, remove barriers to their education, including school enrollment, provide them with supplemental academic and counseling case management services as well as linkages to their school social worker while maintaining school as a stable environment for students.  On a school site level, once a teacher identifies a child as being potentially homeless, the guidance department is contacted.  The guidance department then brings up the student in the Response to Intervention team meeting, where placement and support procedures are discussed.

Supplemental Academic Instruction (SAI)

These fudnds will be utilized to fund CARE Saturday School to ssist struggling students. Funds will also be used to provide addtional before, during, and after school tutoring for proficient students.

Violence Prevention Programs

Margate Middle School implements the County Student Code of Conduct and follows the District Discipline Matrix. Our school enforces the District’s Anti-Bullying Policy and has a zero tolerance for bullying and violence. Bullying prevention programs are supported through Peer Counseling, Conflict Mediation programs, district Brain Shark, and student assemblies. Additionally, all teachers receive training on the district’s Anti-bullying policy 5.9 and Anti-Dating Violence Policy 5010.  All teachers are trained in "Dating Matters" and students are required to watch videoes for Anti-bullying and Anti-Dating Violence awareness and prevention. Implementation helps students develop and maintain a safe and healthy relationship. Parents are also encouraged to attend training throughout the school year.
Teachers are provided professional development to assist with implementation of SEL strategies. 

Nutrition Programs

Nutrional programs and helath education are an integral part of our Physical Education curriculum. Also students work thorugh different science projects and activities that emphasize the importnace and effects of good nutrition.

Housing Programs

Referrals are made tot the school social worker when parents are in need of housing or food. Additionally, the Main Office staff take note of families expressing a need and gives this information to an administrator and/or guidance counselor.

Head Start

Head Start is not applicable at the Middle School level.

Adult Education

Parents and other adults of the community requesting ESOL, GED, or other continuing education programs are referred to the district's community school for services throug our school scoical worker.

Career and Technical Education

Through the STEM (Science, Technology, Engineering, and Mathematics) and SELECT+ (Students Embracing a Learning Environment for Collegiate Training) students work through rigorous curriculum and use technology to build skills and also research and experience different career fields, and colleges and universities. Students participate in the Naviance program, visit various engineering facilities and participates in our Annual Career Day Event.

Job Training

Through the STEM (Science, Technology, Engineering, and Mathematics) and SELECT + (Students Embracing a Learning Environment for Collegiate Training) students work through rigorous curriculum and use technology to build skills and also research and experience different career fields, and colleges and universities.  Students visit different engineering facilities and also participate in Career Day.  Eighth grade students participate in an annual trip to Junior Achievement (JA) Finance Park to explore different career options and receive minor training in selected fields.

Other

Pre-School Transition

Pre-School Transition is not applicable at the Middle School Level.

Parent Involvement Goal:
Based on the analysis of the parent involvement data, identify and define an area in need of improvement.

 Margate Middle will organize and integrate parental involvement programs, training, and activities that teach parents how to help their children become successful at school and at home.  Parents will be provided with information about how to use technology and monitoring resources to assist their child during Family Nights and individual parent conferences.  Margate’s goal for 2018-2019 school year is to increase parent participation to 82% (1025). Parents will attend a Family Night, Parent Training, SAC Meeting, or a parent/teacher conference.  To reach this goal, parent/teacher conferences will be scheduled every Wednesday and Thursday morning and once a quarter in the evening by grade levels.  Student incentives will be given for students whose parents attend a Family Night.