School Name	Tequesta Trace MS (3151)	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

 

File Name	File Uploaded By	Upload Date
POFR-TTMS-2027.pdf	Cristina Rivera	8/27/2026

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. Based on Tequesta’s Early Warning System data, the primary risk factors for students include chronic absenteeism, suspensions, low performance on statewide assessments, reading deficiencies, and multiple EWS indicators. To address these needs, students receive targeted academic interventions, including small-group instruction, Tier 2 and Tier 3 supports, progress monitoring, and ESE services. Behavioral and engagement supports include mentoring through trusted adults and the "Who's Your One?" initiative, restorative practices, and positive incentives such as Cougar Bucks. Attendance interventions focus on parent communication, attendance contracts, incentives, and collaboration with social workers. Additional counseling, social-emotional supports, and community-based services are provided as needed to ensure students receive comprehensive support and equitable opportunities for success.​

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

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, overall, ELA learning gains will increase from 69% to 71%, and learning gains for students in the lowest quartile will increase from 63% to 65%, as measured by PM 3.	Targeted Vocabulary Instruction, Data Chats		To ensure progress toward the ELA goal of increasing overall learning gains and gains among students in the lowest quartile, a comprehensive monitoring process will be implemented throughout the 2026-2027 school year. Lesson plans will be reviewed regularly to verify alignment with the B.E.S.T. Standards and the use of evidence-based literacy practices, including explicit instruction, vocabulary development, close reading, and writing across content areas. Classroom walkthroughs will focus on key instructional look-fors such as text-dependent questioning, student discourse, differentiated support, and purposeful scaffolding. Student progress will be monitored through FAST Progress Monitoring assessments, common formative assessments, and classroom data to identify trends and inform instructional decisions. Particular attention will be given to students in the lowest quartile through data chats, targeted interventions, and flexible small-group instruction. Student work samples, writing assessments, and reading
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 5/28/2027 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 and Administrators Deadline 5/28/2027 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, Literacy Coach and Administrators Deadline 5/28/2027
Mid-Year Reflection

Area of Focus: Math

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By May 2027, the percentage of students demonstrating learning gains on the PM3 FAST Math assessment will increase from 69% to 73%, 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 mathematics classrooms, administrators and instructional coaches will conduct regular classroom walkthroughs and instructional reviews. A small-group fidelity checklist will be used to monitor instructional grouping, differentiation, teacher modeling, and student engagement. Student progress will be reviewed through common formative assessments, benchmark data, and classroom performance measures to evaluate the impact of interventions. Observation data and student outcomes will be discussed during coaching cycles and PLCs to provide timely feedback, identify areas for improvement, and ensure consistent implementation of instructional practices that support increased achievement and learning gains.
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), Administrators Deadline 5/28/2027 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), Administrators Deadline 5/28/2027 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), Administrators Deadline 5/28/2027
Mid-Year Reflection

Area of Focus: Civics

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By May 2027, the percentage of students scoring proficient on the Civics End-of-Course (EOC) exam will increase from 88% to 89%, 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 standards-aligned instructional practices. Lesson plans and student work samples will be reviewed regularly to ensure spiraled review, source-based instruction, and EOC-aligned rigor are embedded throughout the curriculum. Classroom walkthroughs will monitor the use of bellringers, benchmark-aligned questioning, anchor charts, and evidence-based discussion strategies. Student performance will be tracked through common formative assessments, benchmark assessments, and EOC-style practice questions to evaluate mastery of content and application of test-taking strategies. Data will be reviewed regularly during PLCs to identify trends, monitor students nearing proficiency, and adjust interventions as needed. This ongoing monitoring process will ensure instructional fidelity, timely feedback, and continuous progress toward increased Civics EOC proficiency by May 2027.
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 5/28/2027 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 5/28/2027 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 5/28/2027
Mid-Year Reflection

Area of Focus: Science

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By May 2027, the percentage of students scoring proficient on the Physical Science FSA will increase from 80% to 81%, as measured by the Physical Science FSA results.	Targeted Interventions, Spiral Review Strategies		To support progress toward the 2027 science proficiency goal, monitoring will include regular lesson plan reviews to ensure alignment to state standards, benchmark-based instruction, and the implementation of effective science practices. Classroom walkthroughs will focus on student engagement, hands-on inquiry, data analysis, scientific discourse, and standards-aligned questioning. Student progress will be monitored through common formative assessments, district benchmark assessments, classroom performance data, and student work samples. Science PLCs will regularly analyze data to identify trends, monitor the performance of students near proficiency, and adjust interventions as needed. Ongoing monitoring will ensure instructional fidelity, targeted support, and continuous progress toward increased science achievement by May 2027.
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 5/28/2026 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 5/28/2026 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 5/28/2026
Mid-Year Reflection

K-12 Comprehensive Reading Plan

 

File Name	File Uploaded By	Upload Date
26-27-School-Improvement-Plan-for-CERP-Review-(1).pdf	Cristina Rivera	8/27/2026
Sign-in.Literacy-Leadership-K12-CERP-26-27.pdf	Cristina Rivera	8/27/2026
Agenda.Literacy-Leadership-K12-CERP-26-27.pdf	Cristina Rivera	8/27/2026
26-27-School-based-Reading-Plan.pdf	Cristina Rivera	9/9/2026

Resources

• Broward K12 Comprehensive Reading Plan
• World-Class Instructional Design and Assessment for ELL
• Can Do Descriptors for ELL
• SWD Support Resources
• Framework For ELL Achievement ESSA (V2)

Professional Learning Communities (PLC)

PLC Meeting Schedule PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade   ESE/SVE/Guidance Tuesday 1st, 2nd, 3rd, 4th, 5th 8/19/2026 - 5/26/2027 8:20 AM - 9:10 AM 6, 7, 8 Electives 1 (Literacy-based) Monday 1st, 2nd, 3rd, 4th, 5th 8/19/2026 - 5/26/2027 8:20 AM - 9:10 AM 6, 7, 8 Electives 2 (Literacy-based) Monday 1st, 2nd, 3rd, 4th, 5th 8/19/2026 - 5/26/2027 8:20 AM - 9:10 AM 6, 7, 8 Reading Wednesday 1st, 2nd, 3rd, 4th, 5th 8/19/2026 - 5/26/2027 8:20 AM - 9:10 AM 6, 7, 8 English Language Arts Wednesday 1st, 2nd, 3rd, 4th, 5th 8/19/2026 - 5/26/2027 8:20 AM - 9:10 AM 6, 7, 8 Math Wednesday 1st, 2nd, 3rd, 4th, 5th 8/19/2026 - 5/26/2027 8:20 AM - 9:10 AM 6, 7, 8 World History 6th Wednesday 1st, 2nd, 3rd, 4th, 5th 8/19/2026 - 5/26/2027 8:20 AM - 9:10 AM 6 Civics Wednesday 1st, 2nd, 3rd, 4th, 5th 8/19/2026 - 5/26/2027 8:20 AM - 9:10 AM 7 US History 8th Wednesday 1st, 2nd, 3rd, 4th, 5th 8/19/2026 - 5/26/2027 8:20 AM - 9:10 AM 8 Science Wednesday 1st, 2nd, 3rd, 4th, 5th 8/19/2026 - 5/26/2027 8:20 AM - 9:10 AM 6, 7, 8

Response to Intervention (MTSS/RtI) Plan

 

File Name	File Uploaded By	Upload Date
Tequesta-Trace-Middle-School--SAM-REPORT-ACTION-PLAN-2026.2027.pdf	Melyssa Silva	9/1/2026
Tequesta-Trace-Middle-School--SAM-report-from-district-2026.2027.pdf	Melyssa Silva	9/1/2026
Tequesta-Trace-Middle-School--SAM-2026.pdf	Melyssa Silva	9/1/2026

RtI Team Meeting Schedule Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Tuesday 2nd, 4th 8/25/2026 - 5/25/2027 9:30 AM - 11:30 AM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name	File Uploaded By	Upload Date
TTMS3151_26-27SPBP.pdf	Ashley Cadet-Henry	4/8/2026
Tequesta-Trace-MS-SPBP-Feedback-Form-2026-2027-(8).pdf	Vonda Palmer-Carter	5/18/2026

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
3151-AttendancePlan.pdf	Cristina Rivera	9/2/2026
26-27-TTMS-Attendance-SIP-Plan-.pdf	Cristina Rivera	9/9/2026

School Counseling Plan

 

File Name	File Uploaded By	Upload Date
ASCSP-26-27.pdf	Cristina Rivera	9/1/2026

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name	File Uploaded By	Upload Date
3151-BPIE.pdf	Cristina Rivera	9/2/2026

SAC Documentation

SAC Upload Center File Name Meeting Month Document Type Uploaded Date NEW-26.27-SAF-DATES-FLYER_TTMS_3151.pdf September SAF Meeting Dates 9/9/2026 Sept-3-2026-SAF-sign-in-2.pdf September SAF Agenda, Attendance, Minutes 9/3/2026 Sept-3-2026-SAF-sign-in-1.pdf September SAF Agenda, Attendance, Minutes 9/3/2026 3151_May-28-2026_minutes_APPROVED.pdf September SAC Agenda, Attendance, Minutes 9/3/2026 3151_Sept-3-2026_Member-sign-in.pdf September SAC Agenda, Attendance, Minutes 9/3/2026 3151_Sept-3-2026_Guest-sign-in.pdf September SAC Agenda, Attendance, Minutes 9/3/2026 3151_Sept-3-2026-agenda.pdf September SAC Agenda, Attendance, Minutes 9/3/2026 3151_Sept-3-2026_SAF-miuntes.pdf September SAF Agenda, Attendance, Minutes 9/3/2026 3151_Sept-3-2026_minutes_UNAPPROVED.pdf September SAC Agenda, Attendance, Minutes 9/3/2026 26.27-SAC-DATES-FLYER_TTMS.pdf September SAC Meeting Dates 9/3/2026 26.27-SAF-DATES-FLYER_TTMS.pdf September SAF Meeting Dates 9/3/2026 26.27-SAC-dates-ttms-(1).pdf September SAC Meeting Dates 9/2/2026

Cognia eProve Survey Results

 

File Name	File Uploaded By	Upload Date
Staff-Survey-2026.pdf	Cristina Rivera	9/2/2026
Parent-Survey-2026.pdf	Cristina Rivera	9/2/2026
Student-Survey-2026.pdf	Cristina Rivera	9/2/2026

Family and Community Engagement (FACE) Plan

 

File Name	File Uploaded By	Upload Date
3151_FACEPLAN_2627-TTMS-1.pdf	Cristina Rivera	9/4/2026
AUGUST-26.27-FACES-SPACE_IN-PROCESS_TEQUESTA.pdf	Melyssa Silva	9/14/2026

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