| School Name | Plantation HS (1451) | 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 |
|---|---|---|
| PHS_Cognia-Executive-Summary-2025-2026.pdf | Saima Sanaullah | 9/12/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| PHS_Budget_school-year-2025-2026.pdf | Saima Sanaullah | 9/18/2025 |
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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. Students displaying early warning indicators are identified early through data analysis, teacher input, and test scores, and referred to the MTSS team for targeted interventions. Support may include additional help during personalization periods, differentiated standards-based instruction, or push-in/pull-out sessions with MTSS members. Extended Learning Opportunities (ELOs) are also provided through platforms such as Varsity Tutoring, MU Alpha Theta, and subject-specific tutoring. Community partnerships, including YMCA, Mentoring Tomorrow’s Leaders (MTL), and TRIO, extend assistance beyond school hours. Families are engaged through events such as Family Literacy Night, which promotes learning at home. Progress is closely monitored through authentic assessments, attendance tracking, and behavioral oversight by guidance and administration. This comprehensive, data-driven approach ensures that academic, behavioral, and social-emotional needs are addressed to support student growth and success. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May 2026, Plantation High School math students in grade 09, 10, 11 & 12 will improve B.E.S.T standards proficiency by 3 points from 47% to 50% as evidenced by Algebra I and Geomtery EOC scores. | 1) Station Rotations 2) Check for Understanding 3) Performance Matters 4) Rigor and Pacing 5)Carnegie Learning | Data Chats, Performance Matters Data overview, CFAs, PM1, PM2, SAVVAS Adaptive program. | |||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| During the Fall semester, the school encountered challenges related to varying student prerequisite skills, learning gaps among students with disabilities, and pacing demands aligned to the scope and sequence. In addition, early implementation of station rotations and checks for understanding varied across classrooms. To address these barriers, PLCs adjusted pacing to prioritize low-performing standards, increased the use of Performance Matters data chats, strengthened consistency in station rotations, and incorporated adaptive resources such as Carnegie Learning and SAVVAS to provide targeted remediation and differentiated support. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
Strengths:
Areas for Improvement:
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| To ensure continued progress toward the intended outcome, the school will implement targeted re-teaching of low-performing standards, increase small-group instructional supports for SWD students, strengthen PLC data cycles using BSA and CFA item analysis, monitor instructional fidelity through walkthroughs, and continue leveraging adaptive instructional programs to support personalized learning. | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May 2026, Plantation High School grade 9 and 10 students will improve FAST reading proficiency by 3 points from 52% to 55% as evidenced by FAST PM3 scores. | 1)Text structures and text features professional development 2) Training rigor 3) Trainings P.E.E.L. writing professional development | FAST PM1, PM 2, and PM 3 and selection tests. | |||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| Some challenges we faced over the fall semester were the implementation of the district scope and sequence. Teachers fell behind the district instructional focus calendar because of efforts made to complete the teaching of the standards explicitly. To get caught up, we focused on the standards and had students read independently to follow the scope and sequence and complete the district readings in a timely manner. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
Interventions: Greater alignment between district pacing expectations and classroom realities is needed. Ongoing collaboration and data analysis could help anticipate pacing challenges earlier. Additional district guidance on instructional prioritization would support consistent implementation. Strategies: Prioritized student mastery rather than superficial coverage of content. Supported intentional instructional decision-making based on student needs. Encouraged instructional flexibility and professional judgment among teachers. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
To ensure the intended outcome for the Area of Focus is achieved, instructional planning and implementation will be refined to better align pacing, standards mastery, and district expectations. Teachers will collaboratively prioritize essential standards during planning to ensure depth of instruction while maintaining alignment with the district scope and sequence. Pacing guides will be used more flexibly, with intentional adjustments based on student data and instructional needs. Additional structures will be implemented to support timely monitoring of student progress, including regular formative assessments and instructional check-ins during collaborative planning meetings. These data points will be used to identify when reteaching or acceleration is needed without falling behind the instructional calendar. |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| PHS_CERP-Agenda-2025-2026-.pdf | Saima Sanaullah | 10/1/2025 |
| SIP-K12-CERP-LLT-Contact-Information-PHS_25-26.pdf | Saima Sanaullah | 10/1/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| PHS_MTSS-Action-Plan-25-26-Final.pdf | Saima Sanaullah | 9/22/2025 |
| PHS_SAM_Scores_25-26.pdf | Saima Sanaullah | 9/22/2025 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1451_04302025_PHS_2025-26-SPBP-Plan-(1).pdf | Saima Sanaullah | 5/8/2025 |
| Plantation-HS-SPBP-Feedback-Form-2025-2026.pdf | Novelle Brown | 5/19/2025 |
| SPBP-Plantation-High-School-26-27.pdf | Saima Sanaullah | 4/28/2026 |
| 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 |
|---|---|---|
| PHS-SIP-Attendance-Plan-25-26.pdf | Saima Sanaullah | 9/12/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| LSW-Plan-25-26.pdf | Saima Sanaullah | 9/26/2025 |
No files have been uploaded.
No files have been uploaded.
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Cognia-PARENT-CUSTOMER-SURVEY-SY-24-25.pdf | Saima Sanaullah | 9/12/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| PHS_FACE-SPACE_25-26.pdf | Saima Sanaullah | 9/22/2025 |