School Info

School Name Tequesta Trace MS (3151) School Grade (2024 - 2025)
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

Executive Summary

Executive Summary

 

File Name File Uploaded By Upload Date
25-26_TTMS_ExecutiveSummary_3151.pdfAshley Cadet-Henry7/31/2025

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
25-26_TTMS_Budget_SignaturePage_3151.pdfAshley Cadet-Henry7/31/2025

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.

Students identified through the Early Warning System receive layered interventions designed to address their academic, behavioral, and attendance needs. Academically, students participate in small-group instruction and receive targeted Tier 2 or Tier 3 support, with progress monitoring every few weeks to guide adjustments. To accelerate growth, specialized support from ESE staff is provided to students identified with the EWS. To support behavior and engagement, Tequesta implements  mentoring through trusted adults and Tequesta's "Who's Your One? campaign, restorative practices, and positive reinforcement initiatives such as Cougar Bucks. Attendance concerns are addressed through parent communication, student contracts, incentive programs, and collaboration with social workers to reduce chronic absenteeism. In addition, students may receive counseling, social-emotional learning supports, and referrals to CPST or community resources when needed. Together, these interventions create a comprehensive system of support that ensures students identified by the EWS have equitable opportunities to succeed.

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: Science

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, the percentage of students scoring proficient on the Physical Science FSA will increase from 67% to 69%, as measured by the Physical Science FSA results. Targeted Interventions, Spiral Review Strategies To support progress toward the physical science proficiency goal, monitoring will include regular lesson plan reviews to ensure alignment with tested benchmarks and the inclusion of strategies. Walkthroughs will be used to observe the use of concept maps, inquiry-based labs, and EOC-style questioning. Student progress will be tracked through formative assessments, exit tickets, and benchmark data. Performance of students near proficiency will be closely monitored to guide targeted interventions and small group support. Engagement with virtual labs and digital platforms will also be reviewed using completion reports and analytics. This ongoing monitoring will ensure instructional fidelity and timely support, keeping instruction focused on improving student outcomes by May 2026. By May 2026, the percentage of students scoring proficient on the Physical Science FSA will increase from 67% to 69%, as measured by the Physical Science FSA results.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Spiral Content Review: Incorporate regular bellringers, quizzes, and mini-reviews on high-yield EOC topics like cell structure, DNA, and ecology throughout the year.
Person(s) Responsible Science Teachers, Science Department Chair (Gayle Swinerton), and Assistant Principal (Selima Mignott-Watson)
Deadline 5/29/2026
Evidence-based Intervention/Strategy 2 Concept Mapping & Graphic Organizers: Use diagrams like food webs, punnett squares, and cell cycles to help students visually organize complex ideas.
Person(s) Responsible Science Teachers, Science Department Chair (Gayle Swinerton), and Assistant Principal (Selima Mignott-Watson)
Deadline 5/29/2026
Evidence-based Intervention/Strategy 3 Targeted Interventions: Identify students close to proficiency and deliver focused small group instruction during designated intervention blocks.
Person(s) Responsible Science Teachers, Science Department Chair (Gayle Swinerton), and Assistant Principal (Selima Mignott-Watson)
Deadline 5/29/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
Based on last year’s SSA scores only 67% of our 8th grade and GEARS 2 students were proficient in science. Analysis of results indicated that a lack of success was due to an inability to decode and comprehend test questions. To address this challenge greater emphasis was placed on content and academic vocabulary. Additionally, reading and writing strategies have been regularly implemented in all classrooms.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Vocabulary Strategies
  • Strength: build the foundation for content mastery by requiring students to put words in multiple contexts
  • Weakness: strategies must be faithfully implemented to be effective
Reading Strategies
  • Strength: help students identify key ideas which deepens their understanding of new content
  • Weakness: requires regular modeling for all students including higher level students who don’t feel they need to employ these strategies
Writing Strategies
  • Strength: after CFAs have been administered problematic questions are turned into open ended questions for student practice
  • Weakness: finding the time to implement this has been a struggle for many teachers
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Greater fidelity in the art of students and teachers when it comes to implementing the above strategies.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
Science morning review camps started in October and have yielded positive results for the few students who have attended. As we move towards the SSA in May we will incentivize camp attendance to increase student participation.

Area of Focus: Civics

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, the percentage of students scoring proficient on the Civics End-of-Course (EOC) exam will increase from 86% to 88%, as measured by the EOC assessment. Primary Sources, Question Deconstruction To support progress toward the Civics EOC proficiency goal, monitoring will focus on the consistent implementation of high-impact instructional strategies. This includes the regular review of lesson plans and student work samples to ensure that spiraled content review is embedded into instruction. Informal walkthroughs will also be conducted to spot-check the use of bellringers and verify alignment with tested benchmarks. . Lesson plans will be monitored to confirm the integration of source-based tasks that reflect the rigor and format of EOC assessments. Additionally, monitoring will include reviewing student responses on EOC-style practice questions to assess the use of test-taking strategies, such as question deconstruction and evidence-based reasoning. Classrooms will also be observed for the presence and use of anchor charts that support vocabulary development and strategic thinking. This layered approach to monitoring will ensure instructional fidelity, promote timely feedback, and drive adjustments that keep instruction aligned to the goal of increasing proficiency on the Civics EOC. The percentage of students scoring proficient on the Civics End-of-Course (EOC) exam will increase from 86% to 88%, as measured by the EOC assessment.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Spiral Review Content: Integrate past benchmarks into weekly bellringers, quizzes, and review games to keep content fresh.
Person(s) Responsible Civics Teachers, Social Studies Department Chair (Natalie Rodriguez), Assistant Principal (Ashley Cadet-Henry)
Deadline 5/29/2026
Evidence-based Intervention/Strategy 2 Item Analysis & Question Deconstruction: Teach students how to break down EOC-style questions and eliminate distractors using test-taking strategies.
Person(s) Responsible Civics Teachers, Social Studies Department Chair (Natalie Rodriguez), Assistant Principal (Ashley Cadet-Henry)
Deadline 5/29/2026
Evidence-based Intervention/Strategy 3 Use of Primary Sources & DBQs: Analyze primary source documents and write short, EOC-style responses to develop higher-order thinking.
Person(s) Responsible Civics Teachers, Social Studies Department Chair (Natalie Rodriguez), Assistant Principal (Ashley Cadet-Henry)
Deadline 5/29/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
Initial challenges included gaps in foundational civics knowledge and inconsistent use of test-taking strategies, particularly with source-based questions. To address this, teachers embedded spiral review into daily instruction, and increased use of question deconstruction strategies through the use of learning checks.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Strengths: Spiral review and EOC-style practice improved retention and student performance. Targeted focus on the lowest performing students contributed to growth from Q1 to Q2.
Weaknesses: Some students continue to struggle with academic vocabulary, and consistent strategy application. Very fast pacing reduces opportunities for extended remediation.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
The Civics team will expand benchmark-style practice to build test stamina and intensify academic vocabulary supports and structured review cycles aligned to tested benchmarks. In addition, before-school Civics review sessions will be offered beginning in March to provide students with additional preparation for the Civics EOC.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
The Civics team is using data to adjust instruction and has demonstrated consistent implementation of SIP strategies, resulting in measurable gains in student achievement.

Area of Focus: Math

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, the percentage of students demonstrating learning gains on the PM3 FAST Math assessment will increase from 73% to 75%, and the percentage of students scoring proficient (Level 3 or above) will increase from 85% to 87%, as measured by PM3 FAST results. Small Group Instruction, Spiral Review Strategies/Instruction To ensure the effective implementation of small group instruction and explicit modeling in math classrooms, instructional staff will engage in regular review and observation cycles. In addition, administrators and instructional coaches will conduct classroom walkthroughs using a small group fidelity checklist to assess the structure, grouping, and differentiation occurring during these sessions. Feedback from these observations will be used to guide coaching conversations and provide actionable support to teachers, ensuring consistency and alignment with best practices that drive student learning gains and proficiency. The percentage of students demonstrating learning gains on the PM3 FAST Math assessment will increase from 73% to 75%, and the percentage of students scoring proficient (Level 3 or above) will increase from 85% to 87%, as measured by PM3 FAST results.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Spiraling Review: Integrate daily brief review of previously learned skills and number talks to build fluency.
Person(s) Responsible Math Teachers, Department Chair (Karen Adams)
Deadline 5/29/2026
Evidence-based Intervention/Strategy 2 Small Group Instruction: Targeted instruction based on student performance data to reteach or enrich key math concepts.
Person(s) Responsible Math Teachers, Department Chair (Karen Adams)
Deadline 5/29/2026
Evidence-based Intervention/Strategy 3 Data Driven Instructional Planning: Use FAST PM1/PM2 results, formative assessments, and exit tickets to adjust instruction in real-time.
Person(s) Responsible Math Teachers. Department Chair (Karen Adams)
Deadline 5/29/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
Initial challenges included gaps in foundational math skills in the areas of number sense and algebraic reasoning. To address this, teachers remediated standards using vertical alignment, differentiated instruction, and increased their use of supplemental resources
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Interventions such as Successmaker and Savvy Adaptive provide targeted remediation to fill students’ learning gaps.These are strengths of the interventions. 
Although the pacing of the curriculum is necessary to follow, it is an area of growth/weakness as it does not allow for ample time to remediate utilizing assigned programs in the classrom.
 
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Teachers will increase standards-based practice aligned to FAST-style assessment items to strengthen students’ endurance, accuracy, and strategic problem-solving across tested domains. Instruction will emphasize consistent exposure to benchmark-aligned tasks, using achievement level descriptors and purposeful spiral review informed by ongoing data analysis.

Area of Focus: ELA

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By the end of the 2025-2026 school year, overall, ELA learning gains will increase from 66% to 70%, and learning gains for students in the lowest quartile will increase from 61% to 65%, as measured by PM 3. Targeted Vocabulary Instruction, Data Chats To ensure progress toward the ELA goal of increasing overall learning gains from 66% to 70% and gains for students in the lowest quartile from 61% to 65% by the end of the 2025–2026 school year, a comprehensive monitoring process will be implemented. This process will include ongoing reviews of lesson plans to verify alignment with the B.E.S.T. standards and the incorporation of evidence-based practices such as explicit instruction in reading comprehension, vocabulary development, and writing across genres. Walkthroughs will be conducted using instructional look-for tools that focus on key literacy components, including text-dependent questioning, student discourse, and scaffolding for struggling readers. Progress monitoring data from FAST PM assessments, and formative classroom assessments will be reviewed regularly to track student performance and identify areas for targeted intervention. Special attention will be given to students in the lowest quartile, with data chats and small group instructional adjustments scheduled to ensure their needs are met with increased intensity and support. Monitoring will also include the collection and analysis of student work samples, writing portfolios, and fluency checks to assess progress and guide reteaching efforts. PLCs will play a central role in reviewing data, refining instructional strategies, and ensuring consistent implementation of interventions schoolwide. ELA learning gains will increase from 66% to 70%, and learning gains for students in the lowest quartile will increase from 61% to 65%

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Standards-Aligned Vocabulary Instruction Teachers will implement structured, explicit vocabulary instruction using research-based strategies grounded in the Science of Reading. Strategies will be embedded in both ELA and content-area instruction to ensure cross-curricular literacy support.
Person(s) Responsible Teachers, Literacy Coach and Administrators
Deadline 5/29/2026
Evidence-based Intervention/Strategy 2 Targeted Small-Group Instruction Based on diagnostic and progress monitoring data, students will receive small-group instruction focused on specific reading deficits (e.g., fluency, main idea, inferencing). Groups will be flexible and data-driven, adjusting to meet evolving student needs throughout the year.
Person(s) Responsible Teachers, Literacy Coach, Administrators
Deadline 5/29/2026
Evidence-based Intervention/Strategy 3 Data Chats Grade-level teams will design and administer common formative assessments (CFAs) aligned to standards. Student performance on these CFAs will be used in quarterly data chats to help students set goals and track their own growth, increasing accountability and engagement.
Person(s) Responsible Teachers, Department Chairs, and Adminstrators
Deadline 5/29/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.

Implementation Challenges: Following the district pacing guide, using selection tests as CFAs, and completing the CFAs on HMH with fidelity were our challenges during the fall. We also wanted teachers to monitor their students’ progress, especially their bottom 30th percentile, and make plans for all students to interact with the text more.  
 
Changes made to address challenges: ELA teacher/classroom support schedule (Ms. Bravo and Literacy Coach), iReady purchased for additional support for 270 students (high 2s, low 3s). Assign lessons based on FAST reports by skill.
 
Data chats were done individually at the beginning of the year and then as a PLC after midyear data was released. This helps discuss strategies as a group, based on student data.
 
The literacy coach adjusted levels of all students in Read 180, based on new NWEA Map scores.  As of January, students are now receiving more rigorous reading app lessons.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Strengths: Support has been planned out strategically.  Four teachers receive classroom support from Ms. Bravo, and two teachers receive classroom support from Ms. Rosario. iReady support has been purchased for four teachers (but for specific class periods, based on FAST student data), so our bottom 30th support is being addressed through iReady and in Read 180.  Students in Reading will now be working at a higher level after midyear adjustments based on NWEA. Teachers know who their bottom 30th students are. Data chats and PLCs have become more structured, allowing for better use of time.  

Weaknesses: Pulling data for bottom 30th percentile can be very laborious since there is not a filter for this group in HMH. If CFAs were moved into Performance Matters, this would be an easier process.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Close reading Plan: Modeling was done by the literacy coach in a PLC, department meeting, and two lead teachers’ classes. Next, an observation schedule was created for the rest of the department to observe those lead teachers in the classroom. Reflection questions were used as a follow-up during PLC to discuss the observation and implementation of the close reading strategy. 
 
Walkthroughs have also been planned for the administrator and the literacy coach to observe implementation of the close reading strategy.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
Students in Intensive Reading who have met proficiency goals or have graduated from TIER 3 have been invited on the XAI Robotics field trip and will attend at no cost. 
We started off the year with 5 TIER 3 students and now we only have 1. Weekly pull outs are working!    

 
DLA class has 31 students in 6-8 grades who count for our school potentially 2 times (learning gains and bottom 30th). Students were not on pace due to their teacher being ill. The new teacher starts February 9th.   

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
3151_LitLeadershipMtgAgenda_2526.pdfAshley Cadet-Henry9/24/2025
3151_CERP_2526_TTMS.pdfAshley Cadet-Henry9/24/2025

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  
Science 8th Wednesday
 1st, 2nd, 3rd, 4th, 5th 8/18/2025 - 6/8/2026 8:20 AM - 9:10 AM 8
Science 6th and Science 7th Wednesday
 1st, 2nd, 3rd, 4th, 5th 8/18/2025 - 6/8/2026 8:20 AM - 9:10 AM 6, 7
US History 8th Wednesday
 1st, 2nd, 3rd, 4th, 5th 8/18/2025 - 6/8/2026 8:20 AM - 9:10 AM 8
Civics Wednesday
 1st, 2nd, 3rd, 4th, 5th 8/18/2025 - 6/8/2026 8:20 AM - 9:10 AM 7
World History 6th Wednesday
 1st, 2nd, 3rd, 4th, 5th 8/18/2025 - 6/8/2026 8:20 AM - 9:10 AM 6
Math 8th Wednesday
 1st, 2nd, 3rd, 4th, 5th 8/18/2025 - 6/8/2026 8:20 AM - 9:10 AM 8
Math 7th Wednesday
 1st, 2nd, 3rd, 4th, 5th 8/18/2025 - 6/8/2026 8:20 AM - 9:10 AM 7
Math 6th Wednesday
 1st, 2nd, 3rd, 4th, 5th 9/10/2025 - 6/8/2026 8:20 AM - 9:10 AM 6
ELA 8th Wednesday
 1st, 2nd, 3rd, 4th, 5th 8/18/2025 - 6/8/2026 8:20 AM - 9:10 AM 8
ELA 7th Wednesday
 1st, 2nd, 3rd, 4th, 5th 8/18/2025 - 6/8/2026 8:20 AM - 9:10 AM 7
ELA 6th Wednesday
 1st, 2nd, 3rd, 4th, 5th 8/18/2025 - 6/8/2026 8:20 AM - 9:10 AM 6
Reading Wednesday
 1st, 2nd, 3rd, 4th, 5th 8/18/2025 - 6/8/2026 8:20 AM - 9:10 AM 6, 7, 8
Electives 2 (Literacy-based) Monday
 1st, 2nd, 3rd, 4th, 5th 8/18/2025 - 6/8/2026 8:20 AM - 9:10 AM 6, 7, 8
Electives 1 (Literacy-based) Monday
 1st, 2nd, 3rd, 4th, 5th 8/18/2025 - 6/8/2026 8:20 AM - 9:10 AM 6, 7, 8
ESE/SVE/Guidance Tuesday
 1st, 2nd, 3rd, 4th, 5th 8/18/2025 - 6/8/2026 8:20 AM - 9:10 AM 6, 7, 8

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
24.25-SAM-REPORT---END-OF-YEAR.pdfMelyssa Silva9/17/2025
3151_ACTION-PLAN_25.26.pdfMelyssa Silva9/17/2025

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Tuesday
 2nd, 4th 8/26/2025 - 6/2/2026 9:20 AM - 12:00 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name File Uploaded By Upload Date
3151-TequestaTrace-2526-SchoolwidePositiveBehaviorPlan.pdfAshley Cadet-Henry5/2/2025
TEQUESTA-TRACE-MS-SPBP-Feedback-Form-2025-2026.pdfBridgette Howard5/22/2025

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
3151_AttendancePlan.pdfAshley Cadet-Henry9/10/2025

School Counseling Plan

 

File Name File Uploaded By Upload Date
2526_TequestaTraceMS_3151_ASCSP.pdfAshley Cadet-Henry8/30/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
3151_SBPIE_2526_2425.pdfAshley Cadet-Henry9/10/2025

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
3151_APRIL-2-2026-SAF-SIGN-IN-SHEETS.pdf April SAF Agenda, Attendance, Minutes 4/2/2026
3151_April-2-2026-SAF-minutes.pdf April SAF Agenda, Attendance, Minutes 4/2/2026
3151_26.27-Summer-Work-Proposal-TTMS_April-2-2026-sac-meeting.pdf April SAC Agenda, Attendance, Minutes 4/2/2026
3151_APRIL-2-2026-MEMBER-SIGN-IN-SAC.pdf April SAC Agenda, Attendance, Minutes 4/2/2026
3151_April-2-2026-SAC-GUEST-SIGN-IN.pdf April SAC Agenda, Attendance, Minutes 4/2/2026
3151_April-2-2026-MINUTES_Unapp.pdf April SAC Agenda, Attendance, Minutes 4/2/2026
3151_March-5-2026-SAC-MINS-APP.pdf March SAC Agenda, Attendance, Minutes 4/2/2026
3151_SAF-SIGN-IN-GUEST-MAR-5.pdf March SAF Agenda, Attendance, Minutes 3/9/2026
3151_SAF-MEMBER-SAC-SIGN-IN-MAR-5.pdf March SAF Agenda, Attendance, Minutes 3/9/2026
3151_SAF-AGENDA_MAR-5-2026.pdf March SAF Agenda, Attendance, Minutes 3/9/2026
3151_-MAR-5-2026-SAF-MINS.pdf March SAF Agenda, Attendance, Minutes 3/9/2026
3151_FEB-5-2026-SAC-MINS-APP.pdf February SAC Agenda, Attendance, Minutes 3/9/2026
3151_MAR-2026-SAC-NEWSLETTER.pdf March SAC Agenda, Attendance, Minutes 3/9/2026
3151_March-5-2026_SAC-MEMBER-SIGN-IN-SHEET.pdf March SAC Agenda, Attendance, Minutes 3/9/2026
3151_March-5-2026_SAC-GUEST-SIGN-IN.pdf March SAC Agenda, Attendance, Minutes 3/9/2026
3151_MAAR-5-2026_SAC-MINS_UNAPP.pdf March SAC Agenda, Attendance, Minutes 3/9/2026
3151_MAR-5-2026_SAC-AGENDA.pdf March SAC Agenda, Attendance, Minutes 3/9/2026
Tequesta-Trace-A+-PACKET_2526.pdf December A+ Funds 2/19/2026
3151_Jan-8-MINUTES_app.pdf January SAC Agenda, Attendance, Minutes 2/6/2026
3151_SAC_PARENT-NEWSLETTER_FEB.pdf February SAC Agenda, Attendance, Minutes 2/6/2026
3151_FEB-5_MINUTES_unapp.pdf February SAC Agenda, Attendance, Minutes 2/6/2026
3151_FEB-5_MEMBER-SIGN-IN.pdf February SAC Agenda, Attendance, Minutes 2/6/2026
3151_FEB-5_GUEST-SIGN-IN.pdf February SAC Agenda, Attendance, Minutes 2/6/2026
3151_FEB-5_agenda.pdf February SAC Agenda, Attendance, Minutes 2/6/2026
3151_Jan-8-2026-SAC-guest-sign-in.pdf January SAC Agenda, Attendance, Minutes 1/20/2026
3151_Jan-8-2026-MEMBER-sign-in.pdf January SAC Agenda, Attendance, Minutes 1/20/2026
3.5-SAC-mins-app-12.4.25.pdf December SAC Agenda, Attendance, Minutes 1/20/2026
3151_Jan-8_Minutes_UNAPP.pdf January SAC Agenda, Attendance, Minutes 1/20/2026
3151_January-AGENDA.pdf January SAC Agenda, Attendance, Minutes 1/20/2026
3151_Dec_SAF-MINS_APP.pdf December SAF Agenda, Attendance, Minutes 1/20/2026
3.5-SAC-mins-app-12.4.25.pdf December SAC Agenda, Attendance, Minutes 1/20/2026
SAF-sign-in-guest-DEC.pdf December SAF Agenda, Attendance, Minutes 1/7/2026
SAF-sign-in-member-DEC.pdf December SAF Agenda, Attendance, Minutes 1/7/2026
SAF-dec-agenda.pdf January SAF Agenda, Attendance, Minutes 1/7/2026
3151_Nov-6-2025_SAC-MINS_UNAPP.pdf November SAC Agenda, Attendance, Minutes 11/12/2025
3151_Oct-9-2025_MINS_APP.pdf October SAC Agenda, Attendance, Minutes 11/12/2025
3151_SAF_Nov-6-2025-MINS_UNAPP.pdf November SAF Agenda, Attendance, Minutes 11/12/2025
3151_Nov-6-2025_SAF-sign-in-sheet-2.pdf November SAF Agenda, Attendance, Minutes 11/12/2025
3151_Nov-6-2025_SAF-sign-in-sheet-1.pdf November SAF Agenda, Attendance, Minutes 11/12/2025
3151_SAF_Nov-6-2025-AGENDA.pdf November SAF Agenda, Attendance, Minutes 11/12/2025
3151_Nov-6-2025-COLLECTION-DEV-PLAN_APP.pdf November SAC Agenda, Attendance, Minutes 11/12/2025
3151_NOV-2025_SAC-NEWSLETTER.pdf November SAC Agenda, Attendance, Minutes 11/12/2025
3151_Nov-6-2025_SAC-Guest-Sign-in-sheet.pdf November SAC Agenda, Attendance, Minutes 11/12/2025
3151_Nov-6-2025_SAC-Member-Sign-In-Sheet.pdf November SAC Agenda, Attendance, Minutes 11/12/2025
3151_Nov-6-2025_SAC-AGENDA.pdf November SAC Agenda, Attendance, Minutes 11/12/2025
3151_25.26-SAC-COMP-REPORT-_-updated-11.4.25.pdf October SAC Composition 11/4/2025
3151_Oct-9-2025-Newsletter-SAC.pdf October SAC/SAF Agenda, Attendance, Minutes 10/14/2025
3151_Oct-9-2025_Member-Sign-In.pdf October SAC/SAF Agenda, Attendance, Minutes 10/14/2025
3151_Oct-9-2025_Guest-Sign-In.pdf October SAC/SAF Agenda, Attendance, Minutes 10/14/2025
3151_Oct-9-2025_Minutes_UNAPPROVED.pdf October SAC/SAF Agenda, Attendance, Minutes 10/14/2025
3151_Oct-9-2025_Agenda.pdf October SAC/SAF Agenda, Attendance, Minutes 10/14/2025
3151_SEP-4-2025_Minutes_APPROVED.pdf September SAC Agenda, Attendance, Minutes 10/14/2025
3151_25.26-SAC-COMPOSITION-REPORT.pdf September SAC Composition 9/22/2025
3151_UPDATED_SAF_MEETINGS-FLYER.pdf September SAF Meeting Dates 9/22/2025
3151_UPDATED_SAC-MEETINGS-FLYER.pdf September SAC Meeting Dates 9/22/2025
3151_MAY-20-2025-SAC-MINUTES_APP.pdf September SAC/SAF Agenda, Attendance, Minutes 9/4/2025
3151_Sept-2025-Newsletter.pdf September SAC/SAF Agenda, Attendance, Minutes 9/4/2025
3151_SAC_Sept-4-2025_MEMBER-SIGN-IN.pdf September SAC/SAF Agenda, Attendance, Minutes 9/4/2025
3151_SAC_Sept4-2025_GUEST-SIGN-IN.pdf September SAC/SAF Agenda, Attendance, Minutes 9/4/2025
3151_SAC_Sept-4-2025_AGENDA.pdf September SAC/SAF Agenda, Attendance, Minutes 9/4/2025
3151_SAC-Sept-4-2025-MINUTES_UNAPP.pdf September SAC/SAF Agenda, Attendance, Minutes 9/4/2025
3151_25.26-SAF-BYLAWS_APP.pdf September SAF ByLaws 9/4/2025
3151_25.26-SAC-BYLAWS_APP.pdf September SAC ByLaws 9/4/2025

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
3151_ParentSurveyResults.pdfAshley Cadet-Henry9/10/2025
Tequesta-Trace-MS-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2025.pdfJamillah Shakir9/24/2025
Tequesta-Trace-MS-BCPS-STUDENT-(Grades-6-12)-CUSTOMER-SURVEY-2025.pdfJamillah Shakir9/24/2025

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
3151_FACEPLAN_2526_TTMS.pdfAshley Cadet-Henry9/24/2025
TTMSFACESPACE25-26_CougarsDen.jpgAshley Cadet-Henry10/15/2025
TTMS_FACE_SPACE25-26-CougarsDEN.jpgAshley Cadet-Henry10/15/2025

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