School Info

School Name Glades MS (2021) School Grade (2025 - 2026) A
Title 1 School No School Improvement (SI) No
School of Excellence Yes ESSA School No
RAISE
Reading Achievement Initiative for Scholastic Excellence 		No    
SAC Documentation/SAC Upload Center

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
StaffingAllocation_GMS_2021_2627-(2)-(1).pdfStephanie Mentore9/11/2026
MS-SAC-Meeting-Budget-Presentation-05-12-26.pptxStephanie Mentore9/11/2026

High Quality Instruction

Early Warning Indicators

Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.

School Improvement Plan: Early Warning Indicators / RtI
Glades Middle School will use a systematic, data-driven Response to Intervention (RtI)/MTSS process to identify students in need of additional academic, behavioral, attendance, and reading support. The school will follow the Middle School Identification/Intervention Decision Tree (DT2) and use multiple data sources to determine student needs, appropriate interventions, and progress-monitoring requirements.

For 2025–2026, Glades Middle School enrolled 833 students. Early Warning Indicator data identified 122 students absent 10% or more of school days, 119 students with one or more suspensions, 110 students scoring Level 1 on the statewide ELA assessment, 113 students scoring Level 1 on the statewide mathematics assessment, and 110 students with two or more Early Warning Indicators. There were no ELA or mathematics course failures reported, and one student was retained. Students displaying multiple indicators will be prioritized for coordinated academic, behavioral, attendance, and social-emotional supports.

For reading intervention, the school will use the BCPS secondary reading decision process. FAST is the initial data point. Students who score Level 1 or Level 2 on FAST are further assessed using NWEA MAP and the Code Placement Test to identify specific reading needs. NWEA MAP is used as a measure of language comprehension, while the Code Placement Test provides information regarding word recognition and decoding skills.

Particular attention will be given to students performing below the 30th percentile on NWEA MAP. Students who demonstrate adequate word recognition but score below the 30th percentile on MAP are identified as needing additional support in comprehension and vocabulary and may receive Tier 2 intervention through Read 180. Students demonstrating significant decoding and word-recognition deficits may receive Tier 3 intervention through The Code, with instruction targeting phonological awareness, phonics, and fluency. Students with an IEP and students demonstrating a poor or questionable response to Tier 3 intervention may receive additional diagnostic assessment and review through the school’s Collaborative Problem-Solving Team.

Students identified through the Early Warning Indicators, FAST Level 1 or 2 performance, and/or performance below the 30th percentile on NWEA MAP will be monitored regularly to determine whether interventions are producing sufficient growth. Instruction and intervention will be systematic, explicit, evidence-based, and matched to the student’s identified area of need. Intervention intensity and instructional supports will be adjusted based on ongoing progress-monitoring data.
Grade-level and content-area PLCs, literacy personnel, intervention teachers, counselors, ESE/ELL staff, the Collaborative Problem-Solving Team, and administrators will collaboratively review student data and intervention effectiveness. School administration will monitor implementation through PLC and MTSS data reviews, classroom walkthroughs, progress-monitoring results, intervention documentation, and review of student response to intervention to ensure instruction is standards-aligned, systematic, explicit, implemented with fidelity, and adjusted based on student performance.

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: Social Studies

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By June 2027, students will improve proficiency in analyzing informational text, citing evidence, and writing evidence-based responses in Social Studies, as measured by CFAs, DBQs, constructed responses, and classroom assessments, supporting the schoolwide ELA proficiency goal of 72% to 76%. Professional development will support Social Studies teachers in strengthening standards-based instruction, source analysis, literacy integration, retrieval practices, and data analysis to identify student needs, adjust instruction, and improve mastery of priority standards. Accountability funds are available to support Extended Learning Opportunities (ELO) and supplemental instructional activities aligned with Social Studies and schoolwide ELA improvement goals. Monitoring instruments include document-based responses, written responses, student work, exit tickets, quizzes, CFAs, classroom assessments, unit assessments, and Performance Matters data where applicable. These measures will be reviewed to monitor student progress, determine mastery, and identify areas requiring additional instructional support.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Primary and Secondary Source Analysis Students need to strengthen informational-text comprehension, sourcing, inference, evidence use, and historical analysis. Students will analyze primary and secondary sources using structured questions focused on author, context, perspective, evidence, and historical significance.
Person(s) Responsible Melissa Davis, Stephanie Mentore-Blanc
Deadline 6/2/2027
Evidence-based Intervention/Strategy 2 Retrieval Practice & Standards-Based Spiral Review Students need increased retention of taught content and mastery of priority benchmarks. Previously taught content is embedded in warm-ups, review activities, collaborative tasks and cumulative assessments.
Person(s) Responsible Melissa Davis, Stephanie Mentore - Blanc
Deadline 6/2/2027

Mid-Year Reflection

Area of Focus: Biology Honors

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By June 2027, the percentage of students demonstrating proficiency in Science will increase by 4 percentage points, from 60% to 64% Professional development will support science teachers in strengthening standards-based instruction, increasing rigor, analyzing student data, and implementing effective instructional strategies to improve student mastery of science standards. Accountability funds are available to support Extended Learning Opportunities (ELO) that provide students with additional time and targeted support to strengthen science skills, address identified learning gaps, and improve mastery of science standar Monitoring instruments include benchmark/CFA data, unit assessments, classroom data, CER rubrics, data-analysis questions, and EOC-aligned practice questions. These data sources will be reviewed and compared regularly to monitor student progress, determine mastery of science standards, and identify areas requiring additional instructional support.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Biology EOC Spiral Review Students need retention and application of previously taught Biology benchmarks for the EOC. Benchmarks are incorporated into warm-ups, review stations, retrieval activities, data-analysis questions and cumulative assessments
Person(s) Responsible Brenda Farkas, Raixa Rafuls
Deadline 6/2/2027
Evidence-based Intervention/Strategy 2 Data Analysis & CER Students struggle to interpret experimental data, graphs, scientific passages and evidence-based questions. Students analyze investigations, tables, graphs, models and scientific texts and use evidence to justify conclusions.
Person(s) Responsible Brenda Farkas, Raixa Rafuls
Deadline 6/2/2027

Mid-Year Reflection

Area of Focus: Science: Physical Science & GEARS 2

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By June 2027, the percentage of students demonstrating proficiency in Science will increase by 4 percentage points, from 60% to 64% or higher. Professional development will focus on strengthening standards-based science instruction, increasing instructional rigor, using student data to guide instructional decisions, and implementing effective strategies to support student mastery of science standards. ccountability funds are available to support Extended Learning Opportunities (ELO) that provide students with additional time and targeted support to strengthen science skills, address identified learning gaps, and improve mastery of science standards. Monitoring instruments include lab tasks, exit tickets, CFAs, quizzes, unit assessments, student models, and station exit tickets. Results from these measures are compared with subsequent assessment data to determine student mastery and identify areas requiring additional support.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Hands-On / Model-Based Concept Development Students struggle with matter, atomic structure, density, forces, energy and physical/chemical changes. Students use investigations, models, diagrams, simulations and collaborative tasks before independent application.
Person(s) Responsible Bibi Hussein, Raixa Rafuls
Deadline 6/2/2027
Evidence-based Intervention/Strategy 2 Differentiated Review Stations Assessment data show different misconceptions and mastery levels prior to unit assessments. Students rotate through need-based stations: reteaching, vocabulary, calculations, diagrams/models, error analysis and independent practice rather than primarily whole-group review.
Person(s) Responsible Bibi Hussein, Raixa Rafuls
Deadline 6/2/2027

Mid-Year Reflection

Area of Focus: Science-GEARS1

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
Science – GEARS 1 Science teachers will participate in professional development and collaborative PLC activities focused on standards-based instruction, data analysis, differentiation, and increasing the rigor of science instruction to support an increase in Science proficiency Accountability funds are available to support extended learning opportunities aligned with the school’s Science improvement goal. Monitoring instruments include exit tickets, station products, weekly checks, quizzes, CFAs, classroom assignments, unit assessments, and standards mastery data. These data sources will be reviewed regularly to monitor student progress, identify areas of need, and adjust instruction and supports as needed.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Learning Goal: By June 2027, increase the percentage of students demonstrating proficiency in Science from 60% to 64% or higher.
Person(s) Responsible Bibi Hussein, Raixa Rafuls
Deadline 6/2/2027
Evidence-based Intervention/Strategy 2 Retrieval Practice & Spiral Review Students need improved retention of previously taught concepts and vocabulary. Previously taught content is incorporated into warm-ups, short review tasks, cumulative questions and student-led retrieval activities.
Person(s) Responsible Bibi Hussein, Raixa Rafuls
Deadline 6/2/2027

Mid-Year Reflection

Area of Focus: Life Science

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By June 2027, our goal is to increase the percentage of students demonstrating proficiency in Science by at least 2 percentage points, from 60% to 62% or higher, with a stretch goal of 64%. Science teachers will participate in professional development and collaborative PLC activities focused on standards-based instruction, data analysis, differentiation, and increasing the rigor of science instruction to support an increase in Science proficiency Budget: Accountability funds are available to support extended learning opportunities aligned with the school’s Science improvement goal. Monitoring instruments include lab responses, CER rubrics, vocabulary-in-context questions, exit tickets, models, quizzes, CFAs, and unit assessments. These data sources will be reviewed regularly to monitor student progress, identify instructional needs, and adjust instruction, supports, and interventions as needed.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Inquiry-Based Investigation & CER Students need stronger connections among concepts, investigations, evidence and explanations. Students conduct investigations or analyze scenarios and use observations/data to develop evidence-based explanations.
Person(s) Responsible Bibi Hussein, Raixa Rufls
Deadline 6/2/2027
Evidence-based Intervention/Strategy 2 Vocabulary Through Conceptual Models Students struggle with science vocabulary and relationships among biological structures, functions and processes. Vocabulary is taught through diagrams, models, investigations and text; students explain models using scientific terminology.
Person(s) Responsible Bibi Hussein, Raixa Rafuls
Deadline 6/2/2027

Mid-Year Reflection

Area of Focus: Science - Earth and Space Science

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By June 2027, our goal is to increase the percentage of students demonstrating proficiency in Science by at least 4 percentage points, from 60% to 64% or higher. y June 2027, 100% of science teachers will participate in professional development and collaborative PLC activities focused on standards-based instruction, data analysis, differentiation, and increasing the rigor of science instruction to support an increase in Science proficienc Accountability funds are available to support professional development activities aligned with the school’s Science improvement goal. Monitoring instruments include CER rubrics, model rubrics, data-analysis questions, CFAs, exit tickets, quizzes, unit assessments, and student work. These data sources are reviewed during PLC and data discussions to monitor student progress, identify instructional needs, and adjust supports and interventions as needed.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 CER: Claim, Evidence, Reasoning Students need support interpreting evidence and constructing explanations from data, models and informational text. After investigations, readings, simulations or data analysis, students make a claim, select evidence and explain scientific reasoning.
Person(s) Responsible Bibi Hussein, Raixa Rafuls
Deadline 6/2/2027
Evidence-based Intervention/Strategy 2 Models & Data Analysis Students struggle with abstract Earth/space systems and interpreting graphs, diagrams and scientific data. Students construct, interpret, compare and revise models and analyze authentic/simulated data to explain phenomena.
Person(s) Responsible Bibi Hussein, Raixa Rafuls
Deadline

Mid-Year Reflection

Area of Focus: Mathematics - Geometry

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By the end of the 2026–2027 school year, Math proficiency will increase from 70% to 74%, and overall Math learning gains will increase from 60% to 64%, as measured by state accountability data. PLC professional development will focus on using Performance Matters to analyze student data, identify priority standards, strengthen cross-curricular reading strategies, review student work and common assessments, and use findings to guide instructional adjustments, differentiation, and intervention. Accountability funds are available to support professional development activities. Monitoring instruments for Geometry include Savvas assessments, district and course-based assessments, CFAs, exit tickets, student work, classroom assignments, Performance Matters, standards-level data, and applicable EOC assessment data. These data sources are reviewed during PLC and data discussions to monitor student progress, identify instructional needs, and adjust supports, interventions, and enrichment as needed.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Visual Models & Multiple Representations: Students struggle to connect vocabulary, diagrams, algebraic representations, formulas and abstract concepts. Teachers use diagrams, models/manipulatives and coordinate representations before abstract applications.
Person(s) Responsible Mr. Ortiz, Mr. Decembert
Deadline 6/2/2027
Evidence-based Intervention/Strategy 2 EOC-Aligned Error Analysis & Spiral Review: Students need retention of taught standards and application of geometric reasoning to unfamiliar problems. Students revisit priority standards, analyze incorrect solutions, explain misconceptions and correct reasoning.
Person(s) Responsible Mr. Ortiz, Mr. Decembert
Deadline 6/2/2027

Mid-Year Reflection

Area of Focus: Mathematics - Algebra

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By the end of the 2026–2027 school year, Math proficiency will increase from 70% to 74%, Math learning gains will increase from 60% to 64%, and learning gains for the Lowest 25% will increase from 48% to 52%, as measured by state accountability data. rofessional Development Focus: PLC professional development will focus on using Performance Matters to analyze student data, identify priority standards, strengthen cross-curricular reading strategies, review student work and common assessments, and use findings to guide instructional adjustments, differentiation, and intervention. Accountability funds are available to support professional development activities. Monitoring instruments for Algebra include Savvas assessments, district and course-based assessments, CFAs, exit tickets, student work, classroom assignments, Performance Matters, standards-level data, and applicable EOC assessment data. These data sources are reviewed during PLC and data discussions to monitor student progress, identify instructional needs, and adjust supports, interventions, and enrichment as needed.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 EOC-Aligned Spiral Review: Students need continued exposure to previously taught Algebra benchmarks and EOC-assessed skills. Previously taught standards are embedded in warm-ups, stations, practice and cumulative review while new content is taught.
Person(s) Responsible Mr. Decembert, Mr. Ortiz
Deadline 6/2/2027
Evidence-based Intervention/Strategy 2 Misconception-Based Small Groups: Assessment data reveal misconceptions with equations, functions, expressions, graphing and other Algebra concepts. Students are grouped by specific misconception for targeted modeling, guided practice and immediate feedback.
Person(s) Responsible Mr. Decembert, Mr. Ortiz
Deadline 6/2/2027

Mid-Year Reflection

Area of Focus: Mathematics - GEM

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By the end of the 2026–2027 school year, Math proficiency will increase from 70% to 74%, Math learning gains will increase from 60% to 64%, and learning gains for the Lowest 25% will increase from 48% to 52%, as measured by state accountability data. PLC professional development will focus on using Performance Matters to analyze student data, identify priority standards, strengthen cross-curricular reading strategies, review student work and common assessments, and use findings to guide instructional adjustments, differentiation, and intervention. Accountability funds are available to support professional development activities. Rubrics, unit assessments, CFAs, performance tasks and student explanations. Written justifications, discussion rubrics, CFAs, assessments and student work.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Enrichment Through Complex Problem Solving: Advanced students need increased rigor, productive struggle, application and deeper conceptual understanding. Students complete multi-step, open-ended, real-world tasks requiring multiple strategies, justification and collaboration.
Person(s) Responsible Mr. Decembert, Mr. Ortiz
Deadline 6/2/2027
Evidence-based Intervention/Strategy 2 Mathematical Discourse & Multiple-Solution Analysis: Students need to communicate advanced reasoning and evaluate multiple approaches. Students solve independently, compare strategies collaboratively and defend efficiency/accuracy of methods.
Person(s) Responsible Mr. Decembert, Mr. Ortiz
Deadline 6/2/2027

Mid-Year Reflection

Area of Focus: Mathematic - Grade Level

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By the end of the 2026–2027 school year, Math proficiency will increase from 70% to 74%, Math learning gains will increase from 60% to 64%, and learning gains for the Lowest 25% will increase from 48% to 52%, as measured by state accountability data. PLC professional development will focus on using Performance Matters to analyze student data, identify priority standards, strengthen cross-curricular reading strategies, review student work and common assessments, and use findings to guide instructional adjustments, differentiation, and intervention. Accountability funds are available to support professional development activities. Monitoring instruments include FAST PM1–PM3, HMH assessments, cold reads, CFAs, exit tickets, written responses, student work, classroom assignments, Performance Matters, and standards-level data. These data sources are reviewed during PLC and data discussions to monitor student progress, identify instructional needs, and adjust supports and interventions as needed.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Flexible Small Groups Based on Standards Mastery.: CFA, FAST Math, classroom assessment and Performance Matters identify unfinished learning and standards needing reteaching. Stations/flexible groups reteach prerequisite skills, address misconceptions, provide guided practice and extend learning. Stations/flexible groups reteach prerequisite skills, address misconceptions, provide guided practice and extend learning.
Person(s) Responsible Mr. Decembert, Mr. Ortiz
Deadline 6/2/2027
Evidence-based Intervention/Strategy 2 Error Analysis & Mathematical Discourse: Students need stronger reasoning, application, multi-step problem solving and misconception identification. Students analyze incorrect solutions, explain errors, compare strategies, justify answers and revise solutions collaboratively.
Person(s) Responsible Mr. Decembert, Mr. Ortiz
Deadline 9/2/2026

Mid-Year Reflection

Area of Focus: ELA

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By the end of the 2026–2027 school year, ELA proficiency will increase from 72% to 76%, ELA learning gains will increase from 62% to 66%, and learning gains for the Lowest 25% will increase from 45% to 49%, as measured by state accountability data. PLC professional development will focus on using Performance Matters to analyze student data, identify priority standards, strengthen cross-curricular reading strategies, review student work and common assessments, and use findings to guide instructional adjustments, differentiation, and intervention. Accountability funds are available to support professional development activities. Monitoring instruments include FAST PM1–PM3, HMH assessments, cold reads, CFAs, exit tickets, written responses, student work, classroom assignments, Performance Matters, and standards-level data. These data sources are reviewed during PLC and data discussions to monitor student progress, identify instructional needs, and adjust supports and interventions as needed.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Data-Driven Small-Group Instruction: FAST PM, HMH, CFA, classroom assignments and standards data identify needs in comprehension, main idea, text evidence, vocabulary and targeted standards. Flexible groups during stations/small-group rotations provide targeted modeling, guided practice and differentiated tasks. Groups change as students demonstrate mastery.
Person(s) Responsible Mrs. Mentore - Blanc, Mrs. Chin
Deadline 6/2/2027
Evidence-based Intervention/Strategy 2 Explicit Close Reading & Evidence-Based Response: Students need improvement with complex-text comprehension, central idea, inference, text evidence and text-dependent responses. Students annotate/chunk text, identify key information, collaborate and respond using evidence; instruction moves from modeling to independent application.
Person(s) Responsible Mrs. Mentore - Blanc, Mrs. Chin
Deadline 6/2/2027

Mid-Year Reflection

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
2021-Glades_Middle_26-27_Literacy_Leadership_Team_UPDATED.pdfBrenda Farkas8/31/2026
2021GladesMiddle_CERP_2627.pdfBrenda Farkas9/17/2026

Resources

Safe and Supportive Environment

Professional Learning Communities (PLC)

PLC Meeting Schedule

PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade  
Electives Tuesday
 1st, 2nd, 3rd, 4th, 5th 8/10/2026 - 5/28/2027 8:30 AM - 9:15 AM 6, 7, 8
Social Studies Department Tuesday
 1st, 2nd, 3rd, 4th, 5th 8/10/2026 - 5/28/2027 8:30 AM - 9:15 AM 6, 8
Civics Department Tuesday
 1st, 2nd, 3rd, 4th, 5th 8/10/2026 - 5/28/2027 8:30 AM - 9:15 AM 7
Language Arts Department Tuesday
 1st, 2nd, 3rd, 4th, 5th 8/10/2026 - 5/28/2027 8:30 AM - 9:15 AM 6, 7, 8
Science Department Tuesday
 1st, 2nd, 3rd, 4th, 5th 8/10/2026 - 5/28/2027 8:30 AM - 9:15 PM 6, 7, 8
Mathematics Department Tuesday
 1st, 2nd, 3rd, 4th, 5th 8/10/2026 - 5/25/2027 8:30 AM - 9:15 AM 6, 7, 8

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
MTSS-Action-Plan-26-27-Final.pdfStephanie Mentore9/14/2026

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Tuesday
 1st, 3rd, 5th 8/24/2926 - 5/25/2027 9:45 AM - 2:00 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name File Uploaded By Upload Date
2021-Glades-Middle-Schoolwide-Positive-Behavior-Plan-(SPBP)-2627.pdfBrenda Farkas8/30/2026

Attendance Plan

Total School AVG

    Regular Attenders
(0%-4.9% Absent)		 At Risk
(5%-9.9% Absent)		 Chronic
(10%-19.9% Absent)		 Severe Chronic
(20% or more Absent)
School Year Population Number % Number % Number % Number %

Grade Level Breakdown

      Regular Attenders
(0%-4.9% Absent)		 At Risk
(5%-9.9% Absent)		 Chronic
(10%-19.9% Absent)		 Severe Chronic
(20% or more Absent)
School Year Grade Level Population Number % Number % Number % Number %
Attendance Type School Goal

 

File Name File Uploaded By Upload Date
2021Glades_Middle_SIP_AttendancePlan-26_27.pdfBrenda Farkas9/14/2026

School Counseling Plan

 

File Name File Uploaded By Upload Date
2021-Glades-Middle-School-Annual-School-Counseling-and-Support-Plan-2627.pdfBrenda Farkas8/30/2026
Glades_LSW-Action-Plan-Completion--2026-27-.pdfStephanie Mentore9/14/2026

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
2021_GladesMiddle-08302026_School-Best-Practices-for-Inclusive-Education-(BPIE)-AssessmentE-Assessment-2024-to-2027.pdfBrenda Farkas8/30/2026

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
2021_GladesMiddle_SACCompositionReport_October2026-2027.pdf September SAC Composition 10/6/2026
2021_GladesMiddle_safbylaw-GMS-ratified_909-26-27.pdf September SAF ByLaws 10/6/2026
GladesMiddle_2021_SACMeetingMinutesSeptember30_2026.pdf September SAC Agenda, Attendance, Minutes 10/5/2026
2021_GladesMiddle_2026_2027_Bylaws.pdf September SAC ByLaws 10/5/2026
GladesMiddle_2021_SAFMeetingSeptember30_2026.pdf September SAF ByLaws 10/5/2026
GladesMiddle_2021_SAFMeeting_September9_2026.pdf September SAF Agenda, Attendance, Minutes 10/5/2026
GladesMiddle_2021_SAFMeeting_August20-_-2026.pdf August SAF Agenda, Attendance, Minutes 10/5/2026
2021_GladesMiddle_2026-2027_SAF_Meeting_Dates_815AM.pdf September SAF Meeting Dates 9/14/2026
2021_GladesMiddle_2026-2027_SAC_Meeting_Dates.pdf September SAC Meeting Dates 9/3/2026
2021-Glades-Middle-School-August20_Agenda-Minutes-Signin.pdf August SAC Agenda, Attendance, Minutes 8/30/2026

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
GLadesMSBCPS-STUDENT-(Grades-6-12)-CUSTOMER-SURVEY-2026.pdfStephanie Mentore9/29/2026
GladesMSBCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2026.pdfStephanie Mentore9/29/2026
Glades-MS-BCPS-PARENT-CUSTOMER-SURVEY-2026.pdfStephanie Mentore9/29/2026

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
2021_GladesMIddle_FACESPACE_September1st.pdfBrenda Farkas9/10/2026
2021_GladesMIddle_FACESPACE_September1st.pdfBrenda Farkas9/10/2026
2021_GladesMiddle_FACEBoard_InProgress_October-2026.pdfBrenda Farkas10/5/2026

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