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Dade - 6881 - South Miami Middle School - 2017-18 SIPSouth Miami Middle Schoolin enforcing the Miami Dade County Public School Code of Student Conduct. The plan is posted in allclassrooms, is printed in student agendas and is distributed to parents. Students have clearbehavioral expectations on how to conduct themselves in classrooms, buses, hallways, cafeteria,media center, etc.d. Describe how the school ensures the social-emotional needs of all students are being met,which may include providing counseling, mentoring and other pupil servicesSouth Miami Middle Community School ensures that social-emotional needs of all students are beingmet by conducting structured activities such as individual counseling, group counseling, andclassroom presentations. These activities promote positive mental health which contributes to thedevelopment of skills that enable students to make appropriate decisions that lead to academicsuccess. The school counselors, school psychologist and school social worker provide services forstudents and also provide parents with needed information to seek assistance from outside sources.3. Early Warning SystemsThe school's response to this section may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(7)(A)(i)and (b)(7)(A)(iii)(III).a. Describe the school's early warning system and provide a list of the early warningindicators used in the systemA variety of warning systems are established at South Miami Middle Community School to addressstudents in each of the grade levels that may be demonstrating signs of failure. On a daily basis, anattendance bulletin is completed and shared with the teachers that allows for daily monitoring. OurSocial Worker also monitors and addresses students with excessive absences via home visits andphone calls to the homes. Teachers are also encouraged to refer students that acquire excessiveabsences or tardies to the Administration. Academically, students scoring level 1 or level 2 in EnglishLanguage Arts and Math are placed in Tier 2 interventions which can include pull-outs, additionaltutoring and intensive reading courses added to their schedules. The School Support Team (SST) willprovide Tier 3 interventions to any students who do not demonstrate progress via the Tier 2interventions.b. Provide the following data related to the school's early warning system1. The number of students by grade level that exhibit each early warning indicator:IndicatorGrade LevelTotalK 1 2 3 4 56789 101112Attendance below 90 percent00 0 0 0 00000000One or more suspensions00 0 0 0 00000000Course failure in ELA or Math00 0 0 0 03815 000026Level 1 on statewide assessment00 0 0 0 0 354060 0000135Failed 2 or more courses00 0 0 0 00000000The number of students identified by the system as exhibiting two or more early warningindicators:IndicatorStudents exhibiting two or more indicatorsLast Modified: 11/21/2017Grade LevelK 1 2 3 4 56789 10 11 120 0 0 0 0 0 40 58 69 0Page 7000Total167https://www.floridacims.org

Dade - 6881 - South Miami Middle School - 2017-18 SIPSouth Miami Middle Schoolc. Describe all intervention strategies employed by the school to improve the academicperformance of students identified by the early warning systemStudents at South Miami Middle Community School, who are identified by the early warning system,are immediately placed in progress monitoring by our Student Services Department andAdministration. Individual tutoring by our staff as well as in our community school are offered to thosestudents. In addition, all students who scored a Level 1 or Level 2 in English Language Arts receivean additional class in intensive reading. Students scoring 1.3 and 2.1 on Math FSA are targeted foran in-school pull out program aimed at assuring learning gains for these fragile students. Studentswho demonstrate attendance issues are placed on attendance contracts and monitored by theAttendance Review Committee and can be assigned to School Social Worker for additional services.The School Support Team meets with parents and teachers of students to ensure that students'needs are met.B. Family and Community EngagementThe school's response to this section may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(2) and(b)(7)(A)(iii)(I).1. Describe how the school works at building positive relationships with families to increaseinvolvement, including efforts to communicate the school's mission and vision, and keep parentsinformed of their child's progressa. Will the school use its Title I Parent and Family Engagement Policy (PFEP) to satisfy thisquestion?No1. PFEP LinkThe school completes a Parental Involvement Plan (PFEP), which is available at the school site.2. DescriptionBuilding positive relationships is a priority at South Miami Middle School. Every month our MagnetBoosters: Drama, Broadcast, Orchestra, Band, Chorus, Photography, Dance and Art have meetingswith their parents. Approximately twenty five percent of the parents attend the meetings on a regularbasis and their support is instrumental to the success of the program. In addition, Student Servicesand the administrative team provide presentations to students and parents on Middle SchoolTransitions, Cyberbullying, Internet Safety, High School Preparation, New Student, MagnetOrientations and other important presentations. Parents are informed about these meetings throughthe Blackboard Mass Communication System. Team Parent Conferences are scheduled on a weeklybasis. PTSA also meets every month and plan activities that foster parent involvement and supportschool efforts. It is also the PTSA’s goal to increase teacher, student and parent participation inschool events and fund raisers. Lastly, the mission and vision of the school are posted in everyclassroom and teachers infuse this message into their daily practice.2. Describe the process by which the school builds and sustains partnerships with the localcommunity for the purpose of securing and utilizing resources to support the school and studentachievementAt South Miami Middle, the staff, students, parents and business partners take an active role in thesuccess of the school. South Miami Middle currently has twenty-five business partners that assist withopening of school activities, school events, incentives for staff, technology improvements, and otherschool projects involving overall maintenance and school beautification. Some examples include theFellowship Church who sent more than twenty volunteers, to clean, paint and prepare the school for itsopening this year. In addition, at least twenty of our school business partners participate in our school’sCareer Fair. In this career fair students are exposed to careers in cinematography, accounting, financialLast Modified: 11/21/2017Page 8https://www.floridacims.org

Dade - 6881 - South Miami Middle School - 2017-18 SIPSouth Miami Middle Schoolinvesting, cruise lines, advertising, videography, law, medicine, oceanography, engineering, criminaljustice, firefighting, education, police work and investigation, counseling and construction. Beginning ateight o'clock in the morning, a rotation schedule is planned in order for the presenters to see as manystudents as possible. The presenters visit the 6th,7th,and 8th grade classrooms and expose our studentsto a wide array of careers. Our goal is to provide our students with resources and information as theyaspire to become productive citizens of our community.South Miami has been an “A” school for eighteen consecutive years. Our students, staff, parents andcommunity members are the reason for this success. Many of the local business also support our schoolby purchasing banner advertising and these funds are also used to secure resources and support theschool.At South Miami Middle School, the focus is on both the arts and academics. In our after school andcommunity school we offer computer based instruction, art, cheerleading dance, music, math, piano,cooking and many other classes after school. We also have a structured after school computerintervention program to address the needs of the lowest twenty five percent of our students. Studentsare given diagnostic tests to assess their weaknesses in math, reading and language arts.The Community School Assistant Principal is also a member of the Miami Dade Coalition. In this groupwe have monthly meetings that address the needs of our school and the community. Events andfundraisers are planned throughout the year that give our students the opportunity to shine and bringfamilies and communities together. In order to secure resources and obtain support, SMMCS uses theBlackboard Connect Ed system to communicate with faculty, students and family members. To keepparents and community members informed, messages go out through the Connect Ed system on aregular basis. In addition, our EESAC group is comprised of parents and business partners that arecommitted to working with us on the school’s mission and vision. At the EESAC meetings, schoolimprovement projects are planned and discussed. Our campus has been significantly improved with thehelp of our students and community members. The school’s beautification project continues to bringfaculty, families and business partners together for school improvement projects.C. Effective Leadership1. School Leadership Teama. MembershipIdentify the name, email address and position title for each member of the school leadership team.:Last Modified: 11/21/2017Page 9https://www.floridacims.org

Dade - 6881 - South Miami Middle School - 2017-18 SIPSouth Miami Middle SchoolNameTitleIzaguirre, FabiolaPrincipalArtime, IlianaAssistant PrincipalPerez-Sanz, IngridAssistant PrincipalHawkins, LeeAssistant PrincipalMarshall, TinaGuidance CounselorValdes-Vega, JessicaTeacher, K-12Budino, DaysiTeacher, K-12Martinez, RichardTeacher, K-12Padilla, SophiaTeacher, K-12Cardona, ConnieTeacher, K-12Lawrence, EmilyTeacher, K-12Fonseca, LeonorTeacher, K-12Eckert, MimiTeacher, K-12Rabelo, RobertoTeacher, ESEMachado, ElenaTeacher, ESEb. Duties1. Describe the roles and responsibilities of the members, including how they serve asinstructional leaders and practice shared decision making-Fabiola Izaguirre, Principal-Iliana Artime, Assistant Principal-Lee Hawkins, Assistant Principal-Ingrid Perez-Sanz, Assistant Principal-Jessica Valdes-Vega, Magnet Leader-Tina Marshall, Student Services Chairperson-Daysi Budiño- English Language Arts Chairperson-Richard Martinez- Science Chairperson-Sophia Padilla- Social Studies Chairperson-Connie Cardona-Math Chairperson-Emily Lawrence-7th Grade Team Leader-Leonor Fonseca- 6th Grade Team Leader-Mimi Eckert-Social Sciences Chairperson-Roberto Rabelo- 8th Grade team Leader-Elena Machado- SPED ChaipersonIn addition to Tier 1 problem solving, the Leadership Team will meet once a month to reviewconsensus, infrastructure, and implementation of building level MTSS.Tier 2Selected members of the MTSS Leadership Team will conduct regular meetings to evaluateintervention efforts for students by subject, grade, intervention, or other logical organization.In addition to those selected other teachers will be involved when needed to provide information orrevise efforts.Tier 3 SSTSelected members of the Leadership Team, Tier 2 Team, and parent/guardian make up the Tier 3SST Problem Solving Team.Last Modified: 11/21/2017Page 10https://www.floridacims.org

Dade - 6881 - South Miami Middle School - 2017-18 SIPSouth Miami Middle School2. Describe the process through which school leadership identifies and aligns all availableresources (e.g., personnel, instructional, curricular) in order to meet the needs of all studentsand maximize desired student outcomes. Include the methodology for coordinating andsupplementing federal, state and local funds, services and programs. Provide the person(s)responsible, frequency of meetings, how an inventory of resources is maintained and anyproblem-solving activities used to determine how to apply resources for the highest impactThe Principal is responsible for The MTSS Leadership Team to use the Tier 1 Problem Solvingprocess to set Tier 1 goals, and monitor academic and behavioral data to evaluate progress towardthose goals at least three times per year by:1. Holding regular team meetings where problem solving is the sole focus.2. Using the four step problem solving process as the basis for goal setting, planning, and programevaluation during all team meetings that focus on increasing student achievement or behavioralsuccess.3. Determining how we will know if students have made expected levels of progress towardsproficiency? (What progress will show a positive response?)4. Respond when grades, subject areas, classes, or individual students have not shown a positiveresponse? (MTSS problem solving process and monitoring progress of instruction)5. Responding when students are demonstrating a positive response or have met proficiency byraising goals or providing enrichment respectively.6. Gather and analyze data at all Tiers to determine professional development for faculty as indicatedby group or individual student diagnostic and progress monitoring assessment.7. Ensure that students in need of intervention are actually receiving appropriate supplemental Tier 2intervention. Gather ongoing progress monitoring (OPM) for all interventions and analyze that datausing the Tier 2 problem solving process after each OPM.Tier 2The second level of support consists of supplemental instruction and interventions provided inaddition to and in alignment with effective core instruction and behavioral supports to groups oftargeted students who need additional instructional and/or behavioral support. Tier 2 problem solvingmeetings occur regularly (monthly is suggested) to:1. Review OPM data for intervention groups to evaluate group and individual student response.2. Support interventions where there is not an overall positive group response3. Select students (see SST guidelines) for SST Tier 3 interventionThe school improvement plan (SIP) summarizes the school’s academic and behavioral goals for theyear and describes the school’s plan to meet those goals. The specific supports and actions neededimplement the SIP strategies are closely examined, planned, and monitored on the MTSS Tier 1worksheets completed three times per year.to The MTSS Problem-Solving process is used to firstcarry out, monitor, and adjust if necessary, the supports that are defined in the SIP. Annual goals aretranslated into progress monitoring (3 times per year) and ongoing progress monitoring measures(approximately once per month) that can reliably track progress on a schedule based on student needacross Tiers.Tier 2 supports are provided to students who have not met proficiency or who are at risk of notmeeting proficiency.Finally, MTSS End of Year Tier 1 problem solving evaluates the SIP efforts and dictates strategies forthe next year’s SIP. At this time, previous years trend data across grade levels is used to examineimpact grades for support focus or prevention/early intervention efforts.While the SIP plan does not focus on the primary (untested) grades, the MTSS leadership teamextends the intent of the SIP to kindergarten, first, and second grades as they contribute extensivelyto later grades performance and student engagement.Last Modified: 11/21/2017Page 11https://www.floridacims.org

Dade - 6881 - South Miami Middle School - 2017-18 SIPSouth Miami Middle SchoolTitle III funds are used to supplement and enhance the programs for English Language Learner (ELL)and Recently Arrived Immigrant Children and Youth by providing funds to implement and/or provide: tutorial programs (6-8)2. School Advisory Council (SAC)a. MembershipIdentify the name and stakeholder group for each member of the SAC.:NameStakeholder GroupFabiola IzaguirrePrincipalTenaj DavisTeacherJoshua PaolinoTeacherConnie CardonaTeacherJenetia CarterTeacherShawn WIlsonTeacherRichard WardBusiness/CommunityNancy HandlerTeacherGina MesaParentMonica CooperParentDonna PooleParentBella GonzalezStudentBrian BeasleyBusiness/CommunityAndria GutierrezEducation Support EmployeeSarah MiddletonEducation Support EmployeeSophia PadillaTeacherLiz KershawParentLaura HerringParentJulian MesaStudentKristi SellarsBusiness/CommunityStudentb. Duties1. Provide a description of the SAC's involvement with the following activities, as required bysection 1001.452(2), Florida StatutesThe school's response to this question may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(2).a. Evaluation of last year's school improvement planThe School Advisory Council meets on a monthly basis with teachers, parents, students andcommunity leaders to make decisions that affect instruction and delivery of programs at South MiamiMiddle Community School. The SAC discusses and evaluates the goals, barriers and strategies listedon the School Improvement Plan. The SAC also makes decisions on how EESAC funds will beallocated at the school.b. Development of this school improvement planLast Modified: 11/21/2017Page 12https://www.floridacims.org

Dade - 6881 - South Miami Middle School - 2017-18 SIPSouth Miami Middle SchoolThe School Advisory Committee met at the end of the school year and discussed each SchoolImprovement academic area. The committee reviewed the suggestions provided by the staff anddiscussed the successful strategies and the factors contributing to their success. The SAC alsoreviewed those strategies that were partially implemented and what shifts in practice are needed forfull implementation.c. Preparation of the school's annual budget and planThe School Advisory Council reviews the annual budget and discusses ways to allocate funds. Fundsare allocated based on immediate needs that benefit all students and impact student achievement.During Summer Synergy Workshop the End of Year SIP document was used to prioritize areas inneed of further professional development.2. Describe the use of school improvement funds allocated last year, including the amountbudgeted for each project 4858.00 was allocated to assist with the implementation of the School Improvement Plan including 1734.50 for student incentives, and 3123.50 for instructional materials.3. Verify that the school is in compliance with section 1001.452, Florida Statutes, regarding theestablishment requirements and duties of the SACYesa. If the school is not in compliance, describe the measures being implemented to meet SACrequirements3. Literacy Leadership Team (LLT)a. MembershipIdentify the name and position title for each member of the school-based LLT or similar group, ifapplicable.:NameTitleIzaguirre, FabiolaPrincipalArtime

At South Miami Middle Community School a school-wide progressive discipline plan has been developed, and is implemented with assistance from a full time SCSI instructor, to ensure consistency Dade - 6881 - South Miami Middle School - 2017-18 SIP South Miami Middle School Last Modified: 11/21/2017 Page 6 https://www.floridacims.org