School Info
| School Name | Pompano Beach HS (0185) | 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 |
|---|---|---|
| 1791_06172025_Cognia-Executive-Summary-PBHS-2025_2026.pdf | Florence Petit | 9/10/2025 |
School Budget Signature Page
School Budget Signature Page
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26-Signed--Projection-of-Revenue-Worksheet.pdf | Florence Petit | 9/10/2025 |
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.
|
|
|
School Report Card
FLDOE: EdudataAreas of Focus (Formerly Goals, Strategies and Activities)
Area of Focus: Mathematics
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The percentage of Algebra I and Geometry students scoring proficient or higher will increase from 80% to 83% as measured by the BEST EOC Algebra 1 and Geometry tests by the end of May 2026. | Discussions and shared best practices in Professional Learning Communities | Monitored at monthly leadership meetings where data collected from common assessments and professional learning communities is tracked and discussed. | |||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
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. | |||||||||||||||||||||
| - Adjust the district’s county-wide schedule to meet the needs of the campus wide instructional needs. | |||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
- Meet weekly to discuss supporting any standards that have shown need of remediation. At times weekly meetings may not be sufficient, so daily collegial conversations will convene. |
|||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| - Daily class warmup that spiral content utilizing Savvas & Albert.io questions. - Morning Math Tutoring - After school and study hall teacher tutoring support - Mock EOC exams |
|||||||||||||||||||||
Area of Focus: English Language Arts
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 2. By May 2026, the percentage of students in grade 9 and 10 scoring proficient or higher in ELA will increase from 93% to 94% as measured by the FAST PM3. | Professional Learning Communities and Professional Study Days | FAST PM1 and FAST PM2 data; Pre-AP English 1 and Pre-AP English 2 Unit Learning Checkpoints | |||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| Our primary implementation challenge was the lack of a clearly defined curriculum and ready-to-use instructional materials from Cambridge. Although the Cambridge online hub is available, it is difficult to navigate and largely limited to past exam samples. We also lost access to Newsela, which provided built-in independent reading practice. While Sora is offered as an alternative, it is not as user-friendly for targeted skill practice. For students in the Pre-AP program, because mythology is not fully covered in the Pre-AP materials, we do a mythology project, where students read and analyze myths while learning about archetypes, and they show their understanding through both written analysis and visuals. We collaborated as a team to build our own working curriculum map and unit sequence for AICE General Paper. We incorporated CNN 10 to increase students’ exposure to current events and global issues. We are also using Albert.io for reading comprehension practice and grammar work. Albert.io assignments give students exposure to test-style passages and questions. Currently, we are working directly with past exam papers and mark schemes, guiding students through exam-style questions, rubric analysis, model responses, peer and teacher feedback, and corrections in order to prepare them for the April AICE exam.  |
|||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| - Systematic identification of student gaps - Targeted intervention plan for at-risk students - Improved use of available digital resources - Focus on figurative language in literature - Focus on purpose and structure in informational text. - Build rhetoric and persuasion into poetry unit. Use the TPCASTT strategy to have students analyze poetry - Focus on linguistic morphology |
|||||||||||||||||||||||||||
K-12 Comprehensive Reading Plan
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Comprehensive-Leadership-Plan-2025_2026.pdf | Florence Petit | 9/10/2025 |
Resources
Safe and Supportive Environment
Professional Learning Communities (PLC)
PLC Meeting Schedule
|
Response to Intervention (MTSS/RtI) Plan
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| _MTSS-Action-Plan-25-26-Final.pdf | Florence Petit | 9/18/2025 |
RtI Team Meeting Schedule
|
Social Emotional Learning (SEL) Plan
No files have been uploaded.
School-wide Positive Behavior Plan (SPBP)
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| School-Wide-Positive-Behavior-Plan-2025-26-PBHS.pdf | Florence Petit | 4/30/2025 |
| PompanoHSSPBP-Feedback-Form-2025-2026.pdf | Meghan Nowell | 5/20/2025 |
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 |
|---|---|---|
| SIP-Attendance-Plan-25-26.pdf | Florence Petit | 9/16/2025 |
School Counseling Plan
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Annual-School-Counseling-Plan.pdf | Florence Petit | 10/8/2025 |
Equity Plan
No files have been uploaded.
Best Practices in Inclusive Education (BPIE)
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SBPIE_2526_060185-(1).pdf | Florence Petit | 9/18/2025 |
| SBPIE_2526_060185-(1)-(1).pdf | Florence Petit | 9/19/2025 |
Effective Communication
SAC Documentation
SAC Upload Center
|
Cognia eProve Survey Results
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SurveysReportPrint3642199821535660512.pdf | Jill Samaroo | 9/11/2025 |
| SurveysReportPrint7681235794123002293.pdf | Jill Samaroo | 9/11/2025 |
| SurveysReportPrint3648275113774624297.pdf | Jill Samaroo | 9/11/2025 |
Family and Community Engagement (FACE) Plan
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Front-Office-Presentation.pdf | Jill Samaroo | 9/11/2025 |
| IMG_9613.jpg | Jill Samaroo | 9/11/2025 |
| IMG_9612.jpg | Jill Samaroo | 9/11/2025 |
| IMG_9611.jpg | Jill Samaroo | 9/11/2025 |
| Bulletin-Board.HEIC | Florence Petit | 9/30/2025 |
| FreeReducedMeals.pdf | Florence Petit | 9/30/2025 |
| PTSA-Flyer-2025_2026.pdf | Florence Petit | 9/30/2025 |