| School Name | Coral Springs HS (1151) | School Grade (2024 - 2025) | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
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RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| CSHS_Executive-Summary-25-26.pdf | Mary Beth Winterholler | 9/15/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| CSHS_Signature_Budget_Page_2026.pdf | Mary Beth Winterholler | 9/19/2025 |
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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. Coral Springs High School uses various interventon strategies to improve student performance based on the needs of each student. Coral Springs High School provides tutoring through Study Hall for English, Math and Science. There will be extended learning opportunities for after school tutoring with subject area teachers second semester. Peer tutoring is offered in Math classes and during Study Hall with National Honor Society students. Common Formative Assessments are used to monitor student performance and progress in English, Math, Science, and Social Studies. All 9th and 10th grade level 1 students are enrolled in a Reaidng class. Any 11th and 12th grade student neeeding a concordant score for ELA are enrolled in a Reading class. Any 12th grade student needing the concordant score in Math will be pulled out for remediation. Various mentoring organizations and programs ( Mentoring Tomorrow's Leaders, Latinos in Action, 5000 Role Models, Women of Tomorrow, YMCA) provide assistance and guidance for students to reach their academic success. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By June 2026, the percentage of 9th and 10th grade students will score a level 3 or higher increasing from 57% to 60% as measured by the ELA FAST PM3. | Data Driven Instruction, FAST Progress Monitoring, School-wide Literacy Initiative, BEST Standards, Read 180 | TBA not to exceeed $5000 | HMH Growth Measure Reading Assessment, Read 180 program and reports, The FAST, ELO | ||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? | No | ||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||
| The English Language Arts Department used state progress monitoring (PM) assessments to determine the efficacy of the strategies and interventions used across the department. Baseline data for 9th-grade students indicated that 35% of students earned a level 3 or higher on the F.A.S.T. PM #1. 129 students received Tier 2 ELA support (comprehension), and 15 received Tier 3 ELA support (phonics/decoding). Baseline data for 10th-grade students indicated that 30% of students earned a level 3 or higher on the F.A.S.T. PM #1. 131 students received Tier 2 ELA support (comprehension), and 18 received Tier 3 ELA support (phonics/decoding). By the mid-year, F.A.S.T. PM #2 data for 9th-grade students indicated that 42% of students earned a level 3 or higher on the F.A.S.T. PM #2. 71 students currently receive Tier 2 ELA support (comprehension), and 15 receive Tier 3 ELA support (phonics/decoding). F.A.S.T. PM #2 data for 10th-grade students indicated that 33% of students earned a level 3 or higher on the F.A.S.T. PM #2. 118 students are currently receiving Tier 2 ELA support (comprehension), and 2 are receiving Tier 3 ELA support (phonics/decoding). According to the data, we are making positive strides to meet our intended goal, with more students showing proficiency across grade levels. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| The strength of the English Language Arts intervnetion include teacher support, provided remediation, and scheduled student pullouts and tutoring. In addition, the ELA department continued to utilize opportunities to interpret student data and individual achievement gaps that may impede growth. Administrators also continued to increase their visibility and offer support and consistent feedback. Beginning in February, the ELA department will begin offering extended learning opportunities to 9th and 10th grade ELL students and students who meet specific high-needs criteria determined by the department. | |||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| The ELA department will need to identify low-performing subgroups and offer consistent and intentional teacher and student support. -Use data discussion time? PLC to identify specific/target specific students -Ensure that staff has a complete understanding of how to meet the academic needs of low-performing subgroups. This includes understanding academic and social barriers that may impede progress. -Prioritize effective communication between teachers, students, parents, and the community. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By June 2026, math achievement scores for 9th and 10th grade students will increase from 72% to 74% as measured by the Algebra/Geometry EOC exam. | SAVVAS Training, Best Standards, School-wide Literacy Initiative, Data Driven Instruction, Closing the Achievement Gap Through supports of subgroups (ESOL/ESE) | TBA not to exceed $5000 | Performance Matters, Canvas, Focus, Monthly Common Formative assessments and analyzing data utilizing the CARE cycle through PLC's. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| 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. | |||||||||||||||||||||
The Algebra 1 and Geometry teams utilized Benchmark Standard Assessments (BSAs) to evaluate the effectiveness of the standards measured on the End of Course (EOC) exam in May. These assessments serve as key indicators of student progress and instructional impact. Both areas use Performance Matters to administer the assessments. According to the BSA 2 data from Performance Matters, 39% of Algebra 1 students achieved mastery or near mastery, compared to the district average of 45%. While our students performed slightly below the district average, the small margin suggests that their performance is generally in line with that of their peers across the district. This indicates that our instructional strategies are yielding comparable results, and with targeted interventions, we are positioned to close the gap and surpass the district average. For BSA 2, 49% of Geometry students scored at mastery or near mastery, exceeding the district average of 44%. This demonstrates that our Geometry students are performing above the district-wide standard, reflecting the effectiveness of our instructional approaches and curriculum alignment. The data highlights that we are making meaningful progress toward our goal of increasing proficiency by 3% this year. The close alignment of our scores with district averages, particularly our Geometry students’ outperformance, is an encouraging sign of growth. Moving forward, we will continue leveraging data-driven instruction to refine our strategies and further improve student achievement across both subjects. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| Teachers will meet individually with students to review their BSA results, strengths, and areas of improvement. Each student will develop their own action plan for growth empowering them to take ownership of their progress. Teachers will continue to have monthly PLCs to share best practices, analyze student work, and adjust instructional strategies based on data. A new peer-tutoring program will be implemented, where students enrolled in higher-level math courses will push into Algebra 1 classrooms to provide targeted small-group support. As we approach the EOC exam in May, we will implement extended learning opportunities to provide additional support and reinforcement for students. Lastly, administration will continue to enhance visibility, support, and consistent feedback to ensure the successful implementation of instructional strategies and student responses. | |||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
Algebra and Geometry teachers will need to use BSA data to identify students in need of intensive support. Ensure that these teachers have a comprehensive understanding of how to effectively address the academic needs of low-performing subgroups through targeted instructional strategies, data-driven interventions, and differentiated instruction. Utilize adaptive learning platforms—IXL and Khan Academy—to provide individualized practice based on each student’s skill gaps. Teachers should actively work to enhance parental and community involvement through a collaborative approach to ensure a supportive learning environment for these sub-groups. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By June 2026, the percentage of students earning acceleration points will increase from 81% to 83% as measured by Dual Enrollment, CTE Inductry Certification, AICE, and Advanced Placement exams. | School - wide Literacy Initiative, Data Driven Instruction, Performance Matters, Closing the Achievement Gaps through supports of subgroups (ESOL/ESE) | TBA not to exceed $5000 | Performance Matters, Common Formative assessments and analyzing data utilizing the CARE cycle through PLC's. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? | No | ||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||
| The equipment available for the CTE department needs to be replaced or updated. This has been addressed and equipment will be replaced. AICE student placement has been reviewed and adjusted. | |||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| In the area of acceleration, the department focused on remediation between industry certification exams and reviewing material. The teachers created Quizlet’s for practice exams. Teachers use Performance Matters, Data Chats, and Data Driven Instruction. The CTE Advisor identifies students that can earn acceleration in two areas. | |||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| The teachers monitor the student's progress in each course that offers acceleration. A testing schedule is created, and retakes are scheduled for each area. Scheduling students in the progressive courses is monitored as well. | |||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By June 2026, the percentage of 9th & 10th grade students in Biology students scoring proficient or higher on the Biology EOC will increase from 83% to 85% as measured by the Biology EOC exam. | Scool-wide Literacy Initiative, Data Driven Instruction | TBA not to exceed $5000 | Performance Matters, Common Formative assessments and analyzing data utilizing the CARE cycle through PLC's. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? | No | ||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||
| Based on the BSA data, we performed slightly better than the district. We have more students at mastery than below mastery, and with remediation, near-mastery students have the potential to reach mastery. | |||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| Biology teachers will follow the district's suggested pacing guide to complete the curriculum before spring break. After the break, we will focus on reviewing the areas where students scored the lowest. Remediation strategies will include differentiated practice activities, interactive review sessions, and the use of formative assessments to track progress and adjust instruction as needed. | |||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| In order to bolster our gains and ensure that we meet our goals we used our semester one exam scores to identify bubble students. Students willl attend various ELO opportunities prior to the EOC. | |||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By June 2026, Social Studies achievement scores for 11th grade students will increase from 82% to 84% as measured by the U.S. History EOC exam. | School-wide Literacy Initiative, Data Driven Instruction, Performance Matters, Closing the Achievment Gaps through supports of subgroups (ESOL/ESE) | TBA not to exceed $5000 | Performance Matters, Common Formative assessments and analyzing data utilizing the CARE cycle through PLC's. | ||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? | No | ||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||
| The Social Studies Department used district-created progress monitoring (PM) assessments to determine the efficacy of the strategies and interventions used across the department. Baseline data for United States History classes indicated that cose to 50% of students were proficient on the semester 1 diagnostic assessment. According to the data, we are making positive strides to meet our intended goal, with more students showing proficiency in US history classrooms. | |||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| The social studies department will continue to offer teacher support, provide remediation, and schedule student pullouts. In addition, the social studies department will continue to utilize opportunities to interpret student data and individual achievement gaps that may impede growth. Administrators will also continue to increase visibility and offer support and consistent feedback. The Literacy Coach co-teaches with a new US History teacher weekly and offers extended learning opportunities to students in US history classes who meet specific high-needs criteria determined by the department. | |||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| The social studies department will need to identify low-performing subgroups and offer consistent and intentional teacher and student support. -Use data discussion time/PLC to identify specific/target specific students. -Ensure that staff has a complete understanding of how to meet the academic needs of low-performing subgroups. This includes understanding academic and social barriers that may impede progress. -Prioritize effective communication between teachers, students, parents, and the community. |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| School-Wide-Literacy-Plan-25-26.docx | Mary Beth Winterholler | 9/12/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SAM_Scoring_Sheet_2026.pdf | Mary Beth Winterholler | 8/27/2025 |
| MTSS_Action_Plan_2026.pdf | Mary Beth Winterholler | 8/27/2025 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
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| SPBP-CSHS-25-26.pdf | Tara Taylor | 4/29/2025 |
| PBIS-Self-Assessment-Survey-Coral-Srings-High-1151.xlsx | Keith Roberson | 4/30/2025 |
| Coral-Springs-HS-Feedback-2025-2026.pdf | Elizabeth Figueroa-Torres | 5/20/2025 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SIP-Attendance-Plan-25-26.pdf | Keith Roberson | 9/12/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| LSW-Action-Plan-25_26.pdf | Mary Beth Winterholler | 9/19/2025 |
| ASCS-Plan-CSHS.pdf | Mary Beth Winterholler | 9/30/2025 |
No files have been uploaded.
No files have been uploaded.
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| CSHS_Student-Survey_2025.pdf | Mary Beth Winterholler | 9/12/2025 |
| CSHS_Staff-Survey_2025.pdf | Mary Beth Winterholler | 9/12/2025 |
| CSHS_Parent-Survey_2025.pdf | Mary Beth Winterholler | 9/12/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| FACE-Space.jpeg | Keith Roberson | 10/17/2025 |