| School Name | Coconut Creek HS (1681) | School Grade (2025 - 2026) | C |
| 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 |
|---|---|---|
| Budget-Signature-27.pdf | Michael Friedel | 8/27/2026 |
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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. Coconut Creek High School employs and effectively uses the Multi-Tiered System of Support and Response to Intervention system as a way to improve academic and behavioral performance for each student. Teachers have been provided and trained on effective strategies to assist students who's academic performance begin to decline. An RTI team meets every Thursday from 10:00AM to 12:00PM of each week to problem solve and create effective action plans for students referred to the MTSS-RTI system. The school offers tutoring in every class for all subjects on Mondays and Wednesdays at 1:40PM- 2:15PM. Mentorship has been put in place to ensure select students receive academic and behavior guidance, goal setting options and academic support. Coconut Creek High is fortunate to have a math and Reading coach who identifies struggling students and support teachers in their classrooms of those struggling students. Each grade level school counselor identifies and meets with students who have recieve one or more failing grades in a class.
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By June 2027, mathematics achievement will increase from 43% to 45% proficiency, as measured by the Florida Assessment of Student Thinking Algebra and Geometry End of Course Examination assessment, through the implementation of standards-aligned instruction, data-driven decision-making, targeted interventions, and ongoing progress monitoring across all tiers of support. | Evidence-based Intervention/Strategy 1 Strengthen Standards-Aligned Tier 1 Mathematics Instruction Teachers will implement rigorous, standards-aligned instruction focused on the Florida B.E.S.T. Mathematics Standards, utilizing explicit modeling, mathematical discourse, problem-solving tasks, and checks for understanding during daily instruction. PLC teams will analyze FAST and classroom assessment data to identify priority standards and instructional gaps, and will use this information to plan differentiated lessons that address student needs. Instructional leaders will monitor classroom implementation through walkthroughs and coaching cycles to ensure high-quality Tier 1 instruction is provided consistently across all mathematics courses. Person(s) Responsible Jamie Brown Deadline 5/28/2027 Evidence-based Intervention/Strategy 2 mplement Targeted Intervention and Progress Monitoring Systems Students performing below proficiency will receive targeted Tier 2 and Tier 3 mathematics interventions based on identified skill deficits from FAST, district, and classroom assessment data. Intervention groups will focus on prerequisite skills, mathematical reasoning, and problem-solving strategies aligned to grade-level expectations. Progress monitoring will occur regularly to evaluate student growth and determine the effectiveness of interventions. MTSS teams will use data-based decision-making to adjust supports and ensure students receive the level of intervention necessary to accelerate achievement. Person(s) Responsible Jamie Brown Deadline 5/28/2027 Evidence-based Intervention/Strategy 3 Utilize Collaborative Data Analysis and Professional Learning to Improve Instructional Practices Mathematics teachers will engage in ongoing professional learning and collaborative PLC processes focused on evidence-based instructional strategies, data analysis, and intervention practices. PLCs will regularly review student performance data to identify trends, share successful instructional practices, and develop action plans for students who are not meeting benchmark expectations. Administrators, instructional coaches, and teacher leaders will provide support through coaching, feedback, and professional development opportunities aligned to school improvement goals. This continuous cycle of collaboration and data-driven instruction will strengthen teaching effectiveness and contribute to increasing mathematics proficiency from 43% to 45% by June 2027. | ||||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May 2027, ELA Reading will increase from 45% to 50% based on the Florida Assessment of Student Thinking (FAST) PM 3. | To support the goal of increasing ELA Reading proficiency from 42% to 45% by May 2027, Coconut Creek High School will provide ongoing professional development focused on evidence-based literacy practices aligned to the Florida B.E.S.T. Standards and FAST assessment expectations. Professional learning opportunities will be determined through an analysis of student achievement data, classroom walkthrough trends, and teacher feedback to ensure that training addresses identified instructional needs. Throughout the year, teachers will participate in professional development focused on close reading strategies, text-dependent questioning, explicit vocabulary instruction, writing in response to reading, and differentiated instruction for diverse learners. ELA teachers and instructional staff will engage in collaborative PLCs to analyze FAST data, review student work, and identify effective instructional practices that lead to increased student achievement. Instructional coaches and school leaders will provide job-embedded support through classroom modeling, coaching cycles, and feedback sessions focused on implementing high-impact literacy strategies. Professional development will also emphasize the effective use of formative assessments and progress monitoring tools to guide instructional decision-making and interventions. As student needs evolve throughout the year, professional learning will be adjusted to address emerging areas of concern and strengthen teachers' capacity to deliver rigorous, standards-aligned reading instruction. These ongoing professional learning opportunities will ensure that teachers have the knowledge, skills, and support necessary to improve reading outcomes and increase the percentage of students achieving proficiency on the FAST PM3 assessment. | The school will monitor implementation through regular MTSS meetings, progress-monitoring assessments, and reviews of intervention group data to ensure students receive targeted support based on identified reading deficiencies. Classroom walkthroughs, lesson plan reviews, and student work samples will be used to verify the implementation of schoolwide literacy practices, including close reading, textual analysis, and writing in response to reading across content areas. PLC teams will analyze FAST, benchmark, common formative assessment, and classroom data during biweekly meetings to identify learning gaps, monitor student progress, and adjust instruction accordingly. Administrators, instructional coaches, and teacher leaders will review PLC documentation, professional learning participation, coaching records, and classroom observation data to ensure evidence-based literacy strategies are implemented with fidelity. Quarterly reviews of reading achievement data, including FAST progress monitoring results, will be conducted to evaluate the effectiveness of interventions and instructional practices and to guide continuous improvement efforts toward increasing student reading proficiency by May 2027. | |||||||||||||||||||||||||
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Mid-Year Reflection |
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| File Name | File Uploaded By | Upload Date |
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| SIP_CERP_-School-Based-Reading--Plan-26-27.pdf | Michael Friedel | 8/27/2026 |
| cerp-26.pdf | Michael Friedel | 8/31/2026 |
| 0621_07082026_SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf | Michael Friedel | 8/31/2026 |
| CERP-Agenda-2026.pdf | Michael Friedel | 8/31/2026 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
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| 0621_07082026_MTSS-Action-Plan-Blank-26-27-Final.pdf | Michael Friedel | 8/27/2026 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SPBP-_Coconut-Creek-High_26_27_Updated.pdf | Michael Friedel | 5/8/2026 |
| Coconut-Creek-HS-SPBP-Feedback-Form-26-27.pdf | Desiree Montalvo | 6/3/2026 |
| 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 |
|---|---|---|
| 0621_07272026_Word-Version-SIP-Attendance-Plan-26-27-v3.pdf | Michael Friedel | 9/15/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| school-Counseling-plan-2627.pdf | Michael Friedel | 8/31/2026 |
| school-Counseling-plan-2627-v2.pdf | Michael Friedel | 9/14/2026 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1681_08052025_SBPIE_2425_061681.pdf | Michael Friedel | 8/12/2026 |
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
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| Coconut-Creek-HS-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 8/18/2026 |
| Coconut-Creek-HS-BCPS-STUDENT-(Grades-6-12)-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 8/18/2026 |
| Coconut-Creek-HS-BCPS-PARENT-CUSTOMER-SURVEY-2026.pdf | Jamillah Shakir | 8/18/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| FACESPACE.JPG | Michael Friedel | 8/12/2026 |