##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

Type of School: (Check all that apply) \[ \] Elementary \[ X \] Middle
\[ \] High \[ \] K-12 \[X \] Charter

Name of Principal [Mr. Gary Hocevar]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Terrace Community Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[4801 E. Fowler Avenue, Tampa, Florida, Suite
100]{.underline}

(If address is P.O. Box, also include street address)

[Tampa Florida 33617-2012\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [Hillsborough]{.underline} State School Code Number\*
[6606]{.underline}

Telephone [(813) 987-6555]{.underline} Fax [(813) 987-6565]{.underline}

Website/URL [www.tcmstornadoes.com](http://www.tcmstorandoes.com/)
E-mail [gary.hocevar@tcmstornadoes.com]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mrs. MaryEllen]{.underline} Elia

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Hillsborough County School District]{.underline} Tel.
[(813) 272-4000]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Jack Lamb, Ed.D.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as \"persistently
    dangerous\" within the last two years. To meet final eligibility,
    the school must meet the state's adequate yearly progress
    requirement in the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the *No Child Left
    Behind -- Blue Ribbon Schools Award* in the past five years.

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: 151 Elementary schools

52 Middle schools

Junior high schools

29 High schools

\_\_\_\_\_ Other

232 TOTAL

**2.** District Per Pupil Expenditure: \$5,992

Average State Per Pupil Expenditure: \$6,499

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[X \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. 5 Number of years the principal has been in her/his position at this
school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**       79        53          132

  **K**                                                     **8**       41        48          89

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**       88        87                     175                                            

                                    **TOTAL                                                   396
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 62 % White

the students in the school: 13 % Black or African American

15 % Hispanic or Latino

10 % Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_5\_\_\_\_\_%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      10
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      8
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    18
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 352
                            the school as of October 1  

  **(5)**                   Total transferred students  0.05
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           5
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_.01\_\_ %

\_\_\_4\_\_Total Number Limited English Proficient

Number of languages represented: \_\_1\_\_\_

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: \_\_9\_\_\_\_\_%

Total number students who qualify: \_36\_\_\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: \_\_\_6\_\_\_\_\_\_%

\_\_20\_\_\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_12_Specific Learning Disability

\_1\_\_Emotional Disturbance \_\_7_Speech or Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) 2 0

Classroom teachers 24 0

Special resource teachers/specialists 1 1

Paraprofessionals 1 1

> Support staff 5 2
>
> Total number 33 4

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22: 17:1

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates. Also
explain a high teacher turnover rate.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  97%         97%         98%         97%         97%

  Daily teacher attendance  99%         99%         99%         99%         99%

  Teacher turnover rate     10%         30%         30%         30%         20%

  Student dropout rate      0%          0%          0%          0%          0%
  (middle/high)                                                             

  Student drop-off rate     N/A%        N/A%        N/A%        N/A%        N/A%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III: SUMMARY**

The TCMS Mission consists of four core beliefs. First, we recognize that
self-esteem comes from meeting and overcoming challenges and from
confidence gained through the acquisition and mastery of skills. Second,
we recognize parental and community involvement is crucial to the
success of the students and the school as a whole. Third, we believe in
helping to guide each child to develop his or her character in a program
that builds community and stresses respect. Finally, we offer engaging,
challenging work, and give students the tools they need to succeed in
school.

The TCMS Vision includes a commitment to providing technologically
advanced "back-to-basics" education that includes a spectrum of academic
programs; each fulfills the learning demands of a diverse student
population. All students are provided an advanced curriculum as well as
the necessary emotional, social and academic scaffolding to ensure
success at this advanced level.

At TCMS, this philosophy of inclusive instruction and high standards for
"all students" translates to high academic achievement as measured by
standardized tests of state and national objectives for subgroups that
typically reflect disparity on these measures.

In lieu of the traditional ability tracking route, we offer only
advanced coursework affording all students the opportunity to be
challenged by a rigorous, classic core curriculum of language arts,
math, science and social studies taught in a planned progression by
teachers who stress abundant practice and careful feedback.

TCMS also believes that student success is a shared responsibility that
involves parents and the community. Moreover, each family commits to a
minimum of 10 hours per academic year as a part of our community
expectation agreement. Even our administrative governance is a community
endeavor; the school's Governing Board includes at least one teacher and
one parent representative at all times.

Because the curriculum at Terrace Community Middle School is based on
high standards, academic support is the keystone of our curriculum. The
TCMS guidance counselor conducts study skills instruction throughout the
school year to assist students in developing effective study habits such
as time management, note-taking, and preparing for tests. Our
instructional faculty provides individual and small group tutoring for
any students in need of remediation or enrichment on campus each day
through a "seventh period" added to the formal six-period school day. In
seventh period, teachers review essential and complex concepts as well
as state skill expectations.

All teachers also provide academic support via websites with information
on expectations, current grades, necessary documents and academic
support resources. TCMS teachers are committed to providing *meaningful
and relevant* class work and homework assignments in an effort to offer
abundant opportunities to practice these skills and often involve
developing higher level and critical thinking skills daily.

**Part Iv: Indicators of Success**

**1. Assessment Results.** The Florida Comprehensive Assessment Test
(FCAT) is used to measure student achievement in the State of Florida.
This annual assessment is comprised of two parts: FCAT-NRT, which is the
norm-referenced section designed to compare student performance in
reading and mathematics with other students nationwide; and FCAT-SSS,
the criterion-reference section which is designed to measure student
knowledge of reading, mathematics, writing, and science as outlined in
the Florida Sunshine State Standards. Presently, students in grades 4,
8, and 10 take FCAT Writing+, and grades 3-10 take FCAT-NRT and FCAT-SSS
in Reading and Mathematics. The State of Florida implemented the FCAT
Science Test in grades 5, 8, and 11.

The FCAT-SSS Reading and Mathematics provides two scores: (1) the
**developmental scale score** (0-3000), which determines a student's
annual progress from one grade to the next grade and (2) the **scale
score** (100-500), which is used for comparisons. These scores
correspond to five achievement levels: Levels 1 and 2 (at risk), Level 3
(meets state standards), and Levels 4 and 5 (exceeds state standards).
Information on the state assessment system, along with FCAT results, can
be found at http://fcat.fldoe.org/ and
http://www.fcatresults.com/demog/.

From 2003 to 2006, TCMS has had over 75% of students score at an FCAT
Level 3 or above. Most years, that number has been over 80%, resulting
in a school average of 83% in 2003 and 2004, 86% in 2005, and 81% in
2006. During the same period of time, the district and state averages on
the FCAT reading test ranged from 49-52% from 2003-2005, and rose to 55%
(district) and 57% (state) in 2006.

TCMS students have also exceeded district and state averages in FCAT
mathematics. During the four year period spanning 2003-2006, the
percentage of TCMS students scoring at Level 3 or above never dipped
below 79% and went as high as 93%. Our school average for this four year
period ranged from 85-89%. In contrast, the district averages ranged
from 54-57% and state averages ranged from 50-56% in the same time frame
(2003-2006).

The TCMS vision, mission and philosophy mandates high expectations and
quality instruction for all students and the results of our efforts are
evident in the FCAT reading and mathematics scores for subgroups that
traditionally produce disparate standardized test scores. Our
economically disadvantaged population generally outscores the state
reading average by 20 percentage points. In 2004 (the only year our
school enrollment was high enough to generate state data) the
standardized mathematics scores for our economically disadvantaged
population was a over *50 percentage points higher* than the state
average.

Our African American population boasts a competitive scoring history as
well, meeting and then exceeding the state's reading average with each
progressive year. In math, our students also consistently average 30-35
points higher than the district and state averages.

Our Hispanic population is growing each year. In the past four years, we
have had less than 10 students at each grade level resulting in no data
for 2003, 2005 and 2006. However, in 2004, we had 75% of students in
6^th^ grade, 100% of students 7^th^ grade, and 100% of students in 8^th^
grade achieve at level 3 and above. As a result, the school average for
students at Level 3 and above was a 92%, while the district average for
2004 was a 42% and the state, 37%.

TCMS has continuously met and exceeded both district and state standards
for excellence without leaving any population behind. Based on Florida's
A+ Plan, Terrace Community Middle School has earned a school grade of
"A" for 5 consecutive years. We believe that this history of success is
directly attributable to our unwavering commitment to high expectations
for all students, abundant academic support and scaffolding,
research-based and data-driven instruction, and community involvement.

**2. Using Assessment Results.** In order to provide the best quality
education for all, Terrace Community Middle School analyzes assessment
data and uses it to actuate and monitor instruction for optimal student
performance. The faculty meet at the beginning of the school year then
break into departmental and grade level subgroups to identify areas of
strengths and weaknesses in student performance using various
comprehensive scoring reports including FCAT results offered by
Sagebrush (our district-wide online educational database). From there,
teachers collaborate to create goals and strategies aimed at bolstering
academic learning gains. These goals and strategies become part of the
school improvement plan (SIP), a general framework for all as well as
the teacher's individual professional development plan (IPDP). To narrow
the scope of the needs of our learners, teachers identify students who
scored in the bottom third for Developmental Scale Score (DSS) on FCAT.
*We identify the bottom third as opposed to only the bottom quartile*
because we recognize that students who score a low level 3 are in need
of specialized instruction as well. To individualize instruction,
teachers and members of the community tutor before and after school
offering help with remediation of specific concepts or with current
learning objectives. As we narrow instruction to meet the needs of the
individual student, we attain growth in areas of prior weakness.

In addition to using FCAT data, TCMS uses the Gates-MacGinitie Reading
Test, FCAT Explorer (online tutorial), formative and summative classroom
assessments that are aligned with instructional objectives, our own
on-demand writing assessment TCMS Writes!, monitored weekly lesson plans
to ensure instructional alignment with goals and objectives, teacher
evaluations, parent surveys, frequent parent communication, professional
development to continually improve instructional methods, school wide
assemblies to celebrate and support a positive environment of academic
success, weekly individual student behavior and academic recognition,
reading goals and strategies in all subject areas, and appropriate
exceptional education and limited English proficiency strategies to
improve student performance.

**3. Communicating Assessment Results.** Terrace Community Middle School
communicates student performance to students, parents, and the community
in a variety of ways. As with most schools, we provide quarterly written
report cards that are sent home each nine weeks. At the mid-point in the
nine weeks, each student receives a written mid-quarter progress report
with his or her current grades in academic subjects and elective
courses.

Our faculty is also committed to providing biweekly updates on their
school websites so that parents also have access to their children's
grades online every two weeks. Further, we communicate student
performance in person through phone calls and face-to-face conferences
with parents. Teachers are expected to make contact by telephone with
parents if there is an important issue that needs to be discussed or to
share positive news. Teams meet frequently to discuss a child's progress
and generate strategic plans so that parents, teachers and students can
work together to ensure student success.

Finally, TCMS shares standardized assessment results with parents in an
effort to gauge student progress using these measures. We mail the
Gates-MacGinitie Reading Test results home with a letter of explanation
in the fall after it is administered in August to give students and
parents information regarding reading performance (vocabulary and
comprehension). FCAT results are sent home at the end of the school year
as soon as they become available.

**4. Sharing Success.** TCMS' success on state assessments is published
through the Hillsborough County School District and the State of Florida
as a matter of public record in district and state publications, and on
their respective websites. TCMS serves as a model from which other
charter schools draw guidance and inspiration through our participation
in the Bay Area Charter School Leadership Council. As president of this
council, our principal Gary Hocevar mentors the leaderships of other
local charter schools.

TCMS also continually disseminates successes to parents and the
community through the school website and monthly newsletter. We provide
links to state assessment scores on both mediums. Further, our academic
successes are consistently reported on local news broadcasts. In
addition, TCMS provides press releases and a designated public relations
representative to address news media personnel. Finally, TCMS continues
to share successes by word of mouth -- our reputation for success and
excellence is spread from TCMS parents throughout the community at
large.

Apparently, news of our effectiveness has spread throughout the
community as well; our projected minority enrollment for the 2007-2008
school year will reflect a 48% minority population.

**Part V: Curriculum and Instruction**

**1. Curriculum.** The TCMS Curriculum is based on high standards within
the classic, core academic subjects of language arts, reading,
mathematics, science, and social studies. The curriculum focuses on the
mastery of reading, writing, and mathematic skills including
instructional adjustments and scaffolding to meet the educational level
of each individual student. We continually monitor the scope and
sequence of our curriculum to ensure data-driven instruction.
Instructors share knowledge of best practices from workshops,
conferences and coursework to enhance the curriculum and instruction at
regular team and department meetings. In addition, grade level teams
meet on a regular basis to implement cross-curricular learning units. In
lieu of a reading specialist unit, our school integrates reading
strategies across the curriculum -- including all elective courses**.**
As elaborated below, the TCMS curriculum provides a system of learning
to fulfill the demands of a diverse student population.

The language arts curriculum approaches instruction at each level with
the expectation that our students will leave TCMS prepared to enter high
school honors, AP and college-level English study. Therefore, we value
student learning, skill mastery and creativity. Our language arts middle
school curriculum spirals from basic knowledge and mastery to refining
and extending the concepts of word study (to increase reading and
writing ability), listening, speaking and viewing skills. Language arts
activities include the investigative research paper, media productions
in response to literature and collaborative units with the social
studies, math, and science departments.

The TCMS math curriculum is an active, dynamic, and challenging series
of courses. While district schools place students in multiple levels of
mathematics at each grade level, TCMS offers the middle school honors
track to *all* students. All 8^th^ grade students at TCMS are eligible
for Algebra I Honors high school math credit. In the course of three
years, students will have extensively covered the ten Department of
Defense strands. When compared to the Sunshine State Standards, the TCMS
curriculum addresses all five strands and all seventeen standards in
each grade level.

The science curriculum features opportunities for students to construct
science knowledge by observation, formulating questions, making
predictions, and planning and conducting experiments. TCMS fosters
science literacy and life-long learning through the following courses:
Earth Science (6^th^ grade), Life Science (7^th^ grade), and Physical
Science Honors (8^th^ grade). All students in 8^th^ grade are eligible
for high school credit in Physical Science Honors. To enhance the
curriculum students participate in hands-on field trips/excursions each
year such as Nature's Classroom (6^th^ grade) and Marine Lab in the
Florida Keys (7^th^ grade). All eighth graders are required to complete
a student designed comprehensive experiment using the scientific method.

The social studies curriculum creates, disseminates, and puts into
practice instructional strategies to engage all students. The goal of
our curriculum is to foster good citizenship and civic awareness by
gaining knowledge of world history and cultures, geography and U.S.
history. To enhance the curriculum students conduct an archaeological
dig in partnership with the Florida Public Archaeology Network (6^th^
grade), participate in the district Model UN program (7^th^ and 8^th^
grade), and are provided a hands-on learning experience in Washington
D.C. (8^th^ grade).

The goal of the foreign language curriculum is to foster proficiency in
Spanish through a linguistic, communicative and cultural approach to
language learning. The curriculum spirals from basic Spanish in the
6^th^ grade to Spanish I Honors for high school credit in the 8^th^
grade. All students enrolled in Spanish in the 8^th^ grade are eligible
for high school credit.

Technology, physical education, art and music combine to create the
elective curriculum. In technology, students are introduced to several
technological systems and explore one or more of them through study and
hands-on activities. In physical education and team sports, students
develop, among other competencies, in depth knowledge of physical
fitness and body-management skills. The goal of the art program is for
students to acquire higher-level understanding of the concepts of
composition in drawing and painting. In addition students gain an
appreciation of other cultures through art history and the study of
various artists and their works. Our music program enables students to
develop fundamental skills on wind or percussion instruments through the
refinement and performance of middle school band and jazz band
literature. Our school is a member of the Florida Bandmasters
Association and participates in events such as solo/ensemble,
all-county, all-state and concert band assessment. In addition, jazz
band students are expected to participate in the FBA District Jazz
Festival.

As an extension of all core and elective curriculums, our Exceptional
Student Education (ESE) program strives to identify, evaluate, and place
exceptional education students in the least restrictive environment. All
students are mainstreamed and provided classroom and testing
accommodations. The ESE specialist and grade level teams conduct monthly
consultations to track individual student progress. Gifted students,
also a part of the ESE program, are challenged through the academically
rigorous advanced and honors curriculum.

**2.** **(Secondary Schools)** **English.** TCMS' English language
curriculum is based on the school wide Modified Department of Defense
(DOD) curriculum which integrates all of the Florida Sunshine State
Standards (SSS) as well as the DOD goals for middle school language
arts. Using the five strands outlined by the SSS and extended by DOD
standards, we identify goals in categories: reading, writing,
listening/speaking/viewing, language and literature. Reading includes
content guidelines (balance of literary and informational text), reading
process guidelines, comparison/contrast and synthesis skills as well as
the DOD focus on self-selected books. Writing focuses on process, the
language of the six traits of writing (ideas, organization, word choice,
sentence fluency, voice, and conventions/presentation) and less formal
writing like journal writing, reflective writing and writing for
self-discovery, self-expression and enjoyment. Expectations for the
integration of listening, speaking and viewing strategies are also
clearly outlined including small/large group discussions, interviews,
and speeches. Language goals are focused on understanding the nature and
power of the spoken and written word. Lastly, our literary analysis
guidelines emphasize identification of cause and effect relationships
and written analytical responses.

TCMS does not track students; all courses are offered at the advanced
level. The TCMS English language department integrates explicit
instruction of active reading strategies for all students including
summarizing, inferring, questioning, predicting, visualizing,
connecting, clarifying, evaluating, drawing conclusions, stating
opinions, locating main ideas, making judgments, analyzing, identifying
cause-and-effect relationships, understanding an author's purpose, and
distinguishing fact from opinion. We accomplish this by using a
consumable literature workbook that allows students to interact with the
text *as they read*, rather than the traditional end-of-selection
question format. For students who are currently reading below grade
level, we provide differentiated instruction, individualized education
plans & small group or one-on-one tutoring. Typically, this involves
integrating small group activities, individualized activities (in school
and at home) and student-teacher conferences regarding self-monitoring
and evaluation. We also use the state interactive, individualized skill
builder/practice on fcatexplorer.com.

**3. Additional Curriculum Area: Science.** At Terrace Community Middle,
the science department focuses on one science discipline in each grade
level *rather than the integrated science curriculum model that covers a
combination of science disciplines every year of middle school.* Our
unique mastery approach to middle school science allows for an in-depth
study of each science discipline. This allows students to explore each
topic, earth, life, and physical science, in depth. Each course is
developed to include activities and assessments to challenge students'
thinking. Students are required to design, conduct, and communicate
results of their research assignments.

The science department works collaboratively within the department and
grade-level team to enhance cross-curricular activities and
thematic-interdisciplinary learning. For example, during the 7^th^ grade
life science study on heredity and genetics, students work on
probability in math class, write persuasive essays on topics such as
cloning in language arts, and report on current events in social
studies. Moreover, reading strategies are incorporated into daily
lessons. These strategies are used to support the Language Arts
department and students as they build an understanding of key concepts
and relationships within a text unit.

The Florida Comprehensive Assessment Test is designed to measure student
knowledge and performance of the science standards outlined in the
Florida Sunshine State Standards. At TCMS the 8^th^ grade students take
FCAT Science. Over the last four years, our students have consistently
earned higher scores on FCAT science, having scored an average of 30
full percentage points higher than the district and state averages.

**4. Instructional Methods.** Our instructional methods support the
objectives of both the Sunshine State Standards and a modified
Department of Defense Curriculum. Each department maps out the vertical
progression based on curricular goals and assessment expectations. We
use a variety of research-based instructional models such as direct
instruction, differentiated instruction, and cooperative learning.

Our faculty members tutor students who are at a Level 1, 2, or low 3 on
FCAT as well as other students who need help with specific concepts. In
response to the fact that 29% of our population is gifted, many of our
teachers are certified to teach gifted and all faculty members implement
strategies to engage learners in higher order thinking skills. By having
high academic standards for all, students rise to the challenge and
improve performance. We infuse reading strategies across all subject
areas, including electives.

Technology is also a critical tool in instruction. Teachers and students
use SMART Boards, videos, podcasting, webquests, online tutorials,
teacher and student created websites, and computer-based test
preparation programs such as FCAT Explorer. Teachers continually search
for effective and creative ways to deliver instruction and collaborate
to support integration across subject areas. From mummifying chickens
for a unit on Egypt to creating a budget analysis for life after
college, our teachers find creative and innovative ways to support
learning to make it engaging and meaningful.

**5. Professional Development.** Terrace Community Middle School has a
professional development coordinator that oversees the Preparing New
Educators program for first-year teachers and the transition to TCMS
program for veteran teachers that are new to Terrace Community Middle
School. In addition, the coordinator ensures that teachers achieve the
required state and district endorsements.

Our faculty is committed to pursuing training in diverse instructional
methods to include differentiated instruction in response to the
school's inclusion model. Teachers in core subject areas who are not
already endorsed in gifted education must sign a contract rider
indicating their intent to earn certification in response to the high
numbers of gifted students in our general population**.** The State of
Florida requires all teachers who teach students for whom English is a
second language to obtain an endorsement in teaching English Language
Learners (ELL). Again, TCMS exceeds minimum standards by strongly
encouraging *all* faculty members to obtain the appropriate ELL
endorsement for their subject areas.

TCMS faculty members also attend subject area professional development
provided by the Hillsborough County School District as well as other
local, state and national development opportunities associated with
professional organizations. Further, our faculty members are encouraged
to pursue post-graduate study. To this end, the TCMS governing board
reimburses tuition and book fees upon successful completion of six
credit hours in an educational masters/doctoral program per school year.
Faculty members are also encouraged to obtain National Board for
Professional Teaching certification. In addition to the State of
Florida's incentives, the TCMS school board provides a one-time \$2,000
bonus for teachers who obtain National Board certification.

Each of the preceding examples of professional development impacts
student achievement by creating an environment in which teachers are
encouraged to diversify their instructional "toolbox," thereby knowing
how and when to prescribe the best strategy, skill builders, and
activities for any given situation or child. This professionalism
positively impacts student achievement as the data indicates in "Part IV
-- Indicators of Academic Success." The TCMS student three-year-scoring
trend continues to be above the state average and in the top 10% of
national averages.

**Part VII: Assessment Results**

**Terrace Community Middle School**

***Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)***

**Criterion-Referenced Test**

  ---------------------------- ------------- ----------------------------
  Subject: Reading             Grade: 6      Test: FCAT-SSS

  Edition/Publication Year:                  Publisher: Florida
  2003-2006                                  Department of Education
  ---------------------------- ------------- ----------------------------

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score that is then assigned an achievement level from 1 to 5.

FCAT Levels (3-5) = Meets State Standards

FCAT Levels (4-5) = Exceeds State Standards

  -------------------------------------------------------------------------
                                        2006     2005     2004     2003
  ------------------------------------- -------- -------- -------- --------
  Testing month                         March    March    March    March

  **SCHOOL SCORES**                                                

  \% At or Above Meets State Standards  85       85       82       89

  \% Exceeds State Standards            64       46       44       63

  Number of students tested             88       87       65       80

  Percent of total students tested      100      99       99       100

  Number of students alternatively      0        0        0        0
  assessed                                                         

  **SUBGROUP SCORES**                                              

  1\. White                                                        

  \% At or Above Meets State Standards  91       85       92       94

  \% Exceeds State Standards            74       48       51       64

  Number of total students tested       58       55       39       56

  2\. Black                                                        

  \% At or Above Meets State Standards  \*       \*       40       60

  \% Exceeds State Standards            \*       \*       20       56

  Number of total students tested       6        8        10       10

  3\. Hispanic                                                     

  \% At or Above Meets State Standards  80       86       \*       \*

  \% Exceeds State Standards            50       36       \*       \*

  Number of total students tested       10       14       6        5

  4\. Asian/Pacific Islander                                       

  \% At or Above Meets State Standards  91       \*       \*       \*

  \% At Exceeds State Standards         63       \*       \*       \*

  Number of students tested             11       6        5        7
  -------------------------------------------------------------------------

\*No data reported when fewer than ten students tested.

Terrace Community Middle School

***Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)***

**Criterion-Referenced Test**

  ---------------------------- ------------- ----------------------------
  Subject: Mathematics         Grade: 6      Test: FCAT-SSS

  Edition/Publication Year:                  Publisher: Florida
  2003-2006                                  Department of Education
  ---------------------------- ------------- ----------------------------

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score that is then assigned an achievement level from 1 to 5.

FCAT Levels (3-5) = Meets State Standards

FCAT Levels (4-5) = Exceeds State Standards

  -------------------------------------------------------------------------
                                        2006     2005     2004     2003
  ------------------------------------- -------- -------- -------- --------
  Testing month                         March    March    March    March

  **SCHOOL SCORES**                                                

  \% At or Above Meets State Standards  89       92       78       85

  \% Exceeds State Standards            68       59       52       54

  Number of students tested             88       87       65       80

  Percent of total students tested      100      100      99       100

  Number of students alternatively      0        0        0        0
  assessed                                                         

  **SUBGROUP SCORES**                                              

  1\. White                                                        

  \% At or Above Meets State Standards  95       93       79       89

  \% Exceeds State Standards            73       65       56       57

  Number of students tested             58       55       39       56

  2\. Black                                                        

  \% At or Above Meets State Standards  \*       \*       70       60

  \% Exceeds State Standards            \*       \*       20       20

  Number of students tested             6        8        10       10

  3\. Hispanic                                                     

  \% At or Above Meets State Standards  70       86       \*       \*

  \% Exceeds State Standards            50       43       \*       \*

  Number of students tested             10       14       6        5

  4\. Asian/Pacific Islander                                       

  \% At or Above Meets State Standards  91       \*       \*       \*

  \% At Exceeds State Standards         82       \*       \*       \*

  Number of students tested             11       6        5        7
  -------------------------------------------------------------------------

\*No data reported when fewer than ten students tested.

Terrace Community Middle School

***Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)***

**Criterion-Referenced Test**

  ---------------------------- ------------- ----------------------------
  Subject: Reading             Grade: 7      Test: FCAT-SSS

  Edition/Publication Year:                  Publisher: Florida
  2003-2006                                  Department of Education
  ---------------------------- ------------- ----------------------------

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score that is then assigned an achievement level from 1 to 5.

FCAT Levels (3-5) = Meets State Standards

FCAT Levels (4-5) = Exceeds State Standards

  -------------------------------------------------------------------------
                                        2006     2005     2004     2003
  ------------------------------------- -------- -------- -------- --------
  Testing month                         March    March    March    March

  **SCHOOL SCORES**                                                

  \% At or Above Meets State Standards  82       84       81       75

  \% Exceeds State Standards            48       53       68       60

  Number of students tested             88       88       89       60

  Percent of total students tested      100      100      100      100

  Number of students alternatively      0        0        0        0
  assessed                                                         

  **SUBGROUP SCORES**                                              

  1\. White                                                        

  \% At or Above Meets State Standards  83       91       84       82

  \% Exceeds State Standards            48       63       73       69

  Number of total students tested       54       54       55       39

  2\. Black                                                        

  \% At or Above Meets State Standards  \*       54       63       27

  \% Exceeds State Standards            \*       15       38       36

  Number of total students tested       9        13       16       11

  3\. Hispanic                                                     

  \% At or Above Meets State Standards  64       \*       \*       \*

  \% Exceeds State Standards            36       \*       \*       \*

  Number of total students tested       14       8        6        6

  4\. Asian/Pacific Islander                                       

  \% At or Above Meets State Standards  \*       \*       100      \*

  \% At Exceeds State Standards         \*       \*       100      \*

  Number of students tested             7        8        10       3
  -------------------------------------------------------------------------

\*No data reported when fewer than ten students tested.

Terrace Community Middle School

***Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)***

**Criterion-Referenced Test**

  ---------------------------- ------------- ----------------------------
  Subject: Mathematics         Grade: 7      Test: FCAT-SSS

  Edition/Publication Year:                  Publisher: Florida
  2003-2006                                  Department of Education
  ---------------------------- ------------- ----------------------------

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score that is then assigned an achievement level from 1 to 5.

FCAT Levels (3-5) = Meets State Standards

FCAT Levels (4-5) = Exceeds State Standards

  -------------------------------------------------------------------------
                                        2006     2005     2004     2003
  ------------------------------------- -------- -------- -------- --------
  Testing month                         March    March    March    March

  **SCHOOL SCORES**                                                

  \% At or Above Meets State Standards  85       83       89       87

  \% Exceeds State Standards            54       65       69       55

  Number of students tested             88       88       88       60

  Percent of total students tested      100      100      100      100

  Number of students alternatively      0        0        0        0
  assessed                                                         

  **SUBGROUP SCORES**                                              

  1\. White                                                        

  \% At or Above Meets State Standards  83       91       93       95

  \% Exceeds State Standards            57       73       73       54

  Number of students tested             54       54       55       39

  2\. Black                                                        

  \% At or Above Meets State Standards  \*       54       80       45

  \% Exceeds State Standards            \*       23       47       45

  Number of students tested             9        13       15       11

  3\. Hispanic                                                     

  \% At or Above Meets State Standards  79       \*       \*       \*

  \% Exceeds State Standards            43       \*       \*       \*

  Number of students tested             14       8        6        6

  4\. Asian/Pacific Islander                                       

  \% At or Above Meets State Standards  \*       \*       100      \*

  \% Exceeds State Standards            \*       \*       100      \*

  Number of students tested             7        8        10       3
  -------------------------------------------------------------------------

\*No data reported when fewer than ten students tested.

Terrace Community Middle School

***Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)***

**Criterion-Referenced Test**

  ---------------------------- ------------- ----------------------------
  Subject: Reading             Grade: 8      Test: FCAT-SSS

  Edition/Publication Year:                  Publisher: Florida
  2003-2006                                  Department of Education
  ---------------------------- ------------- ----------------------------

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score that is then assigned an achievement level from 1 to 5.

FCAT Levels (3-5) = Meets State Standards

FCAT Levels (4-5) = Exceeds State Standards

  ------------------------------------- -------- -------- -------- --------
                                        2006     2005     2004     2003

  Testing month                         March    March    March    March

  **SCHOOL SCORES**                                                

  \% At or Above Meets State Standards  77       89       85       86

  \% Exceeds State Standards            34       60       50       45

  Number of students tested             88       87       66       59

  Percent of total students tested      100      99       100      99

  Number of students alternatively      0        0        0        0
  assessed                                                         

  **SUBGROUP SCORES**                                              

  1\. White                                                        

  \% At or Above Meets State Standards  80       95       90       89

  \% Exceeds State Standards            40       66       54       43

  Number of total students tested       55       57       41       39

  2\. Black                                                        

  \% At or Above Meets State Standards  42       77       57       \*

  \% Exceeds State Standards            8        15       29       \*

  Number of total students tested       12       13       14       5

  3\. Hispanic                                                     

  \% At or Above Meets State Standards  \*       \*       \*       \*

  \% Exceeds State Standards            \*       \*       \*       \*

  Number of total students tested       7        6        5        9

  4\. Asian/Pacific Islander                                       

  \% At or Above Meets State Standards  \*       \*       \*       \*

  \% At Exceeds State Standards         \*       \*       \*       \*

  Number of students tested             9        9        3        6
  ------------------------------------- -------- -------- -------- --------

\*No data reported when fewer than ten students tested.

Terrace Community Middle School

***Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)***

**Criterion-Referenced Test**

  ---------------------------- ------------- ----------------------------
  Subject: Mathematics         Grade: 8      Test: FCAT-SSS

  Edition/Publication Year:                  Publisher: Florida
  2003-2006                                  Department of Education
  ---------------------------- ------------- ----------------------------

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score that is then assigned an achievement level from 1 to 5.

FCAT Levels (3-5) = Meets State Standards

FCAT Levels (4-5) = Exceeds State Standards

  -------------------------------------------------------------------------
                                        2006     2005     2004     2003
  ------------------------------------- -------- -------- -------- --------
  Testing month                         March    March    March    March

  **SCHOOL SCORES**                                                

  \% At or Above Meets State Standards  89       93       88       90

  \% Exceeds State Standards            65       72       61       58

  Number of students tested             88       87       66       59

  Percent of total students tested      100      99       100      99

  Number of students alternatively      0        0        0        0
  assessed                                                         

  **SUBGROUP SCORES**                                              

  1\. White                                                        

  \% At or Above Meets State Standards  93       96       95       92

  \% Exceeds State Standards            69       78       61       56

  Number of students tested             55       57       41       39

  2\. Black                                                        

  \% At or Above Meets State Standards  58       77       57       \*

  \% Exceeds State Standards            25       46       35       \*

  Number of students tested             12       13       14       5

  3\. Hispanic                                                     

  \% At or Above Meets State Standards  \*       \*       \*       \*

  \% Exceeds State Standards            \*       \*       \*       \*

  Number of students tested             7        6        5        9

  4\. Asian/Pacific Islander                                       

  \% At or Above Meets State Standards  \*       \*       \*       \*

  \% At Exceeds State Standards         \*       \*       \*       \*

  Number of students tested             9        9        3        6
  -------------------------------------------------------------------------

\*No data reported when fewer than ten students tested.

  ---------------------------- ------------- ----------------------------
                                             

                                             
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