School Info

School Name Coconut Creek HS (1681) School Grade (2024 - 2025) B
Title 1 School No School Improvement (SI) No
School of Excellence No 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-CCHS-2025.pdfMichael Friedel10/9/2025

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
2026-SAC-Budget-Signed.pdfMichael Friedel8/20/2025

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.

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.

Coconut Creek High School will be offering the Firewall program to our students starting in August os 2024. Firewall is a free after-school extended learning opportunity that offers students a variety of stimulating activities to promote academic success and personal well-being. Firewall will serve 80 students on a first-come, first-served basis and operate Monday-Thursday from 1:45 pm until 4:15 pm. Students will be provided with a nutritious meal as part of our partnership with our after-school Supper program. In addition, students will be provided with transportation home at the conclusion of the program daily. During the program, students will participate in various activities which include: tutoring, academic advising, leadership mentoring, enrichment participation, college tours, and standardized test preparation, and much more!

  • Teachers monitor attendance daily, contact parents for 3 consecutive absences
  • Promote attendance through daily announcements and by teacher conversation in class
  • Teachers complete SSW referrals after 5 consecutive absences
  • Conference with student/parent
  • Refer to Firewall for Tutoring 
  • Peer Counseling
  • MTL 

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: ELA

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
The percentage of students earning satisfactory achievement or higher on the FAST PM3 will increase from 43% to 50% by June 2026. Professional development will be offered throughout the year on evidence-based reading strategies, with an in-depth focus on the Science of Reading, to help support all content-area teachers in improving student achievement in reading and writing. Monitoring the school’s Reading Plan will involve a multifaceted approach that combines data analysis, regular assessments, and structured feedback. Schools can begin by implementing frequent progress monitoring through formative reading comprehension checks, writing samples, benchmark literacy assessments, and other ELA-focused tools to track student growth over time. Comparing pre-intervention and post-intervention results allows educators to determine if students are making the expected progress in literacy skills. Regular data analysis—reviewing student reading levels, writing rubrics, and standardized ELA test scores at set intervals—helps identify trends, pinpoint areas for targeted support, and evaluate the overall effectiveness of interventions for different student groups. Professional Learning Communities (PLCs) play a key role by providing a collaborative space for teachers to analyze literacy data, share effective strategies, and adjust instruction as needed. Additionally, tracking individual progress through personalized reading and writing plans ensures that instruction meets each learner’s needs. By combining these strategies, schools can develop a clear, data-driven understanding of how interventions impact literacy achievement and continuously refine their approach to elevating student success in ELA.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Coconut Creek High School uses peer mentoring and common planning to support our reading goals. With a baseline reading proficiency of 43%, we are committed to implementing strategies that foster measurable improvement for grades 9-12. Through common planning, teachers collaborate to align their lesson plans, share resources, and develop consistent instructional strategies across classrooms. This ensures that all students receive a cohesive and rigorous reading education, regardless of their teacher. By working together, teachers can also identify and address common challenges, create targeted interventions, and share successful practices, leading to improved literacy outcomes. Peer mentoring complements this by fostering a supportive learning environment where students help each other master reading skills. High-achieving students can mentor their peers, offering guidance, modeling effective reading strategies, and providing personalized support. This not only helps struggling students gain confidence and improve their reading abilities but also reinforces the mentor’s own understanding and skills. Together, common planning and peer mentoring create a collaborative and supportive educational environment. Teachers are better equipped to deliver high-quality instruction, while students benefit from additional support and motivation from their peers. This combination can lead to significant improvements in reading comprehension, fluency, and overall academic performance.
Person(s) Responsible Victoria Jarratt-Bokeem
Deadline 5/31/2026
Evidence-based Intervention/Strategy 2 At Coconut Creek High, the English and Reading department leverages common planning and professional learning communities (PLCs) to significantly boost student achievement by promoting a unified and strategic approach to literacy instruction. With a baseline reading proficiency of 43%, the department has deployed these strategies across grades 9–12 to ensure consistent and targeted support for all students. Through common planning, teachers collaborate to develop consistent curricula, share resources, and align assessments, ensuring that all students experience a coherent and rigorous literacy education. In PLCs, educators meet regularly to discuss student progress, analyze data, and exchange effective teaching strategies, creating a culture of continuous improvement. This collaborative environment enables teachers to address diverse student needs more effectively—from supporting struggling readers to challenging advanced students. By working together to refine their instructional practices, the English and Reading department enhances student engagement, improves literacy skills across all levels, and ultimately raises achievement in reading and writing.
Person(s) Responsible Victoria Jarratt-Bokeem
Deadline 5/31/2026
Evidence-based Intervention/Strategy 3 To support achievement and learning gains for our diverse student population, Coconut Creek High has implemented a targeted pullout program for both ELL and ESE students, addressing their unique academic needs. With a baseline reading proficiency of 43%, these interventions are strategically deployed across grades 9–12 to ensure consistent support throughout students’ high school experience. We are utilizing a supplemental, remedial curriculum designed to benefit students who require additional literacy support. In addition to group pullouts, we conduct one-on-one sessions with qualifying students to provide personalized instruction tailored to their specific challenges. Furthermore, the school has launched a vocabulary-in-context program aimed at expanding students’ general knowledge and enhancing their ability to comprehend complex texts. These combined efforts are designed to foster meaningful literacy growth, improve reading comprehension, and support overall academic success.
Person(s) Responsible Victoria Jarratt-Bokeem
Deadline 5/31/2026

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.

At the midpoint of the 2025 to 2026 academic year, data from mid term grades and ELA intervention sessions show clear progress toward our school wide goals. Proficiency has increased from 24 percent to 31 percent, which reflects a strong rise in the number of students meeting expectations on standards based assessments.

Formative assessments, including writing benchmarks, reading checks, and classroom quizzes, show steady improvement in students ability to analyze texts, use evidence, and write clear responses. Mid term grades also show that more students are meeting proficiency levels in reading comprehension, vocabulary skills, and written communication.

Targeted pullout intervention sessions continue to support this growth. Students who attend these small group lessons show stronger reading stamina, better accuracy with text dependent questions, and more confidence in writing. These results suggest that individualized support is helping close gaps in key literacy skills.

Professional Learning Communities have played an important role in improving instruction. Teachers have adjusted pacing, used data to guide lessons, and added more time for close reading and evidence based writing. Ongoing data reviews show positive gains, while also reminding us that we need to focus on supporting students with complex texts and longer writing tasks.

Moving forward, we will expand intervention opportunities and continue to strengthen differentiated instruction in ELA. By using student data to guide decisions and adjusting lessons as needed, we are on track to continue growing proficiency throughout the rest of the year.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?

Analysis of mid term grades shows that more students are demonstrating proficiency in key literacy skills. These skills include reading comprehension, citing text evidence, understanding vocabulary in context, and producing clear written responses. In addition, pullout intervention sessions have led to measurable gains for students who need extra support. Students who take part in these sessions on a regular basis show greater confidence, stronger comprehension, and improved accuracy when responding to text dependent questions. This suggests that personalized learning plans and small group instruction are effectively addressing gaps in literacy development.

Collaboration within Professional Learning Communities has played an important role in strengthening instruction. Teachers have adjusted lesson pacing and used data driven strategies to support areas where students need more practice. Regular data reviews show improvement, but they also highlight the need to continue focusing on complex texts and extended writing tasks to ensure lasting growth.

As we move forward, we will continue to improve differentiation strategies and expand intervention opportunities to maintain momentum. By reinforcing our data driven approach and adjusting instruction based on ongoing assessments, we remain on track to increase ELA proficiency by the end of the year.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.

During implementation, several strengths and weaknesses appeared in each completed action step for ELA. One major strength was the use of frequent progress monitoring through formative assessments, which gave teachers real time information to guide instruction. Writing benchmarks, reading checks, and classroom quizzes helped teachers identify trends and make needed adjustments. Pullout intervention sessions also supported students who struggled by giving them targeted help in a smaller setting. Professional Learning Communities helped teachers share effective practices and adjust instruction based on student performance data.

There were also challenges. Some students attended intervention sessions inconsistently, especially those who faced socioeconomic barriers. Limited access to technology and reading resources outside of school made it harder for students to practice independently, which affected their retention of key literacy skills. In addition, some students needed more motivation and engagement strategies to stay involved in reading and writing tasks.

Moving forward, addressing these weaknesses will be important for continued improvement. Increasing support services, offering more opportunities for guided practice, and adding hands on and real world literacy activities will help students stay engaged and continue growing in ELA.

Area of Focus: Mathematics

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
The percentage of students earning satisfactory achievement or higher on the Algebra EOC will increase from 46% to 53% by June 2026. Monitoring the math plan includes a multifaceted approach combining data analysis, regular assessments, and feedback mechanisms is essential. Schools can begin by implementing frequent progress monitoring through formative quizzes, benchmark tests, and other assessment tools to track student performance over time. Comparing pre-intervention and post-intervention scores allows educators to determine if students are making the expected progress. Regular data analysis is also crucial; by reviewing student performance metrics such as grades and standardized test scores at set intervals, schools can identify trends, pinpoint areas of improvement, and assess the overall impact of the intervention on different student groups. Professional Learning Communities (PLCs) play a key role in this process by offering a platform for teachers to regularly discuss the intervention's effectiveness, share observations, and collaboratively make adjustments as needed. Additionally, tracking individual student progress through personalized learning plans ensures that the intervention is tailored to meet the unique needs of each student. By combining these strategies, the school can gain a comprehensive understanding of the intervention's impact and make informed, data-driven decisions to refine and improve its approach to enhancing student achievement in math.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Coconut Creek High School utilizes the extra credit space in students’ schedules to offer a full year of Algebra instruction within the 4x4 block schedule. With a baseline math proficiency of 46%, this approach is strategically deployed across grades 9–12 to support both remediation and enrichment. Specialized math courses are designed to meet students where they are—providing remedial instruction for those who need to catch up and challenging material for those ready to advance. These courses are integrated into the regular school schedule and tailored to address specific skill gaps or accelerate learning for high-performing students. By maximizing schedule flexibility and targeting instruction, Coconut Creek High is working to improve math proficiency, close achievement gaps, and ensure all students have access to the support and rigor they need to succeed.
Person(s) Responsible Jamie Brown
Deadline 5/31/2026
Evidence-based Intervention/Strategy 2 To address math achievement and support struggling learners, Coconut Creek High School has implemented targeted tutoring programs led by the Math Coach. With a baseline math proficiency of 46%, these tutoring efforts are strategically deployed across grades 9–12 to ensure students receive the personalized support they need. Tutoring sessions are offered in one-on-one or small group formats, focusing on the specific needs of students who are experiencing difficulty in math. These sessions can be scheduled during school hours, after school, or even conducted online to maximize accessibility and flexibility. By addressing individual learning gaps, reinforcing classroom instruction, and providing immediate feedback, targeted tutoring helps students build confidence, deepen their understanding, and improve overall performance in math.
Person(s) Responsible Jamie Brown
Deadline 5/31/2026
Evidence-based Intervention/Strategy 3 The Coconut Creek High School mathematics department utilizes common planning and professional learning communities (PLCs) to significantly enhance student achievement by fostering collaboration and consistency among teachers. With a baseline math proficiency of 46%, these strategies are deployed across grades 9–12 to ensure a unified and effective approach to instruction. Through common planning, teachers align lesson plans, assessments, and instructional strategies, ensuring that all students receive a cohesive and rigorous education regardless of their specific teacher. In PLCs, educators regularly come together to analyze student data, share best practices, and develop targeted interventions for struggling learners. This collaborative approach allows for the continuous refinement of teaching methods, the identification of effective strategies, and the creation of a supportive learning environment that is responsive to the needs of all students. As a result, the department is better equipped to address learning gaps, challenge high achievers, and improve overall student outcomes in mathematics.
Person(s) Responsible Jamie Brown
Deadline 5/31/2026

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.

At the midpoint of the academic year, evidence from midterm grades and mathematics intervention sessions shows meaningful progress toward our schoolwide goals. Classroom performance reflects a steady increase in the number of students meeting grade level expectations on standards based mathematics assessments.

Formative assessments, including problem solving tasks, skill checks, and classroom quizzes, show consistent improvement in students ability to reason mathematically, explain their thinking, and apply concepts accurately. Midterm grades also indicate that more students are demonstrating proficiency in number sense, algebraic reasoning, and mathematical modeling.

Targeted pullout intervention sessions continue to strengthen this growth. Students participating in small group mathematics support show improved accuracy in multi step problem solving, greater fluency with foundational skills, and increased confidence when approaching complex tasks. These results suggest that focused, individualized instruction is helping close gaps in essential mathematics concepts.

Professional Learning Communities have played a key role in refining instruction. Teachers have adjusted pacing guides, analyzed student work to inform reteaching, and incorporated additional opportunities for structured problem solving and mathematical discourse. Ongoing review of student performance highlights positive gains while reinforcing the need to continue supporting students with higher level reasoning and real world application tasks.

Moving forward, we will expand mathematics intervention opportunities and continue strengthening differentiated instruction across all grade levels. By using student work and assessment results to guide instructional decisions and making timely adjustments, we remain committed to sustaining growth and increasing overall mathematics proficiency throughout the remainder of the year.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?

Analysis of midterm grades shows that more students are demonstrating proficiency in essential mathematics skills. These skills include solving multi step problems, applying algebraic reasoning, demonstrating fluency with foundational operations, and clearly explaining mathematical thinking. In addition, targeted pullout intervention sessions have led to noticeable growth for students who require additional support. Students who participate consistently in these small group sessions show increased confidence, improved accuracy in problem solving, and stronger performance on standards based assessments. This indicates that personalized learning plans and focused skill reinforcement are effectively addressing gaps in mathematical understanding.

Collaboration within Professional Learning Communities has played a critical role in strengthening mathematics instruction. Teachers have adjusted pacing, incorporated additional opportunities for guided practice, and used student work analysis to identify and address misconceptions. Regular review of assessment data shows positive progress, while also emphasizing the need to continue supporting students with higher level reasoning, complex word problems, and real world application tasks to ensure sustained growth.

As we move forward, we will continue refining differentiation strategies and expanding mathematics intervention opportunities to maintain momentum. By reinforcing our data informed approach and adjusting instruction based on ongoing formative and summative assessments, we remain committed to increasing overall mathematics proficiency by the end of the year.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Analysis of midterm grades shows that more students are demonstrating proficiency in essential mathematics skills. These skills include solving multi step problems, applying algebraic reasoning, demonstrating fluency with foundational operations, and clearly explaining mathematical thinking. In addition, targeted pullout intervention sessions have led to noticeable growth for students who require additional support. Students who participate consistently in these small group sessions show increased confidence, improved accuracy in problem solving, and stronger performance on standards based assessments. This indicates that personalized learning plans and focused skill reinforcement are effectively addressing gaps in mathematical understanding.

Collaboration within Professional Learning Communities has played a critical role in strengthening mathematics instruction. Teachers have adjusted pacing, incorporated additional opportunities for guided practice, and used student work analysis to identify and address misconceptions. Regular review of assessment data shows positive progress, while also emphasizing the need to continue supporting students with higher level reasoning, complex word problems, and real world application tasks to ensure sustained growth.

As we move forward, we will continue refining differentiation strategies and expanding mathematics intervention opportunities to maintain momentum. By reinforcing our data informed approach and adjusting instruction based on ongoing formative and summative assessments, we remain committed to increasing overall mathematics proficiency by the end of the year.

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
CERP-Agenda-2026.pdfMichael Friedel8/6/2025
9997_08022025_2526_SIP-K12-CERP-Literacy-Leadership-Contact-Information.pdfMichael Friedel8/6/2025
CERP-Completed-Sign-in-Sheet-26.pdfMichael Friedel8/6/2025

Resources

Safe and Supportive Environment

Professional Learning Communities (PLC)

PLC Meeting Schedule

PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade  
PLC 25-26 1681 World Languages 9-12 Tuesday
 1st, 3rd 8/4/2025 - 5/15/2026 1:45 PM - 2:15 PM 9, 10, 11, 12
PLC 25-26 1681 US History Tuesday
 1st, 3rd 8/4/2025 - 5/15/2026 1:45 PM - 2:15 PM 9, 10, 11, 12
PLC 25-26 1681 P3 Eco Challenge Tuesday
 1st, 3rd 8/4/2025 - 5/15/2026 1:45 PM - 2:15 PM 9, 10, 11, 12
PLC 25-26 1681 Geometry Tuesday
 1st, 3rd 8/4/2025 - 5/15/2026 1:45 PM - 2:15 PM 9, 10, 11, 12
PLC 25-26 1681 ESE Tuesday
 1st, 3rd 8/4/2025 - 5/15/2026 1:45 PM - 2:15 PM 9, 10, 11, 12
PLC 25-26 1681 English 9 Tuesday
 1st, 3rd 8/4/2025 - 5/15/2026 1:45 PM - 2:15 PM 9, 10, 11, 12
PLC 25-26 1681 English 10 Tuesday
 1st, 3rd 8/4/2025 - 5/15/2026 1:45 PM - 2:15 PM 9, 10, 11, 12
PLC 25-26 1681 Biology Monday
 1st, 3rd 8/4/2025 - 5/15/2026 1:45 PM - 2:15 PM 9, 10, 11, 12
PLC 25-26 1681 Algebra Tuesday
 1st, 3rd 8/4/2025 - 5/15/2026 1:45 PM - 2:15 PM 9, 10, 11, 12
PLC 25-26 1681 AICE English Tuesday
 1st, 3rd 8/4/2025 - 5/15/2026 1:45 PM - 2:15 PM 9, 10, 11, 12
PLC 25-26 1681 School Counseling Tuesday
 1st, 3rd 8/4/2025 - 5/15/2026 1:45 PM - 2:15 PM 9, 10, 11, 12
PLC 25-26 1681 CTE Wednesday
 1st, 3rd 8/4/2025 - 5/15/2026 1:45 PM - 2:15 PM 9, 10, 11, 12

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
Coconut-Creek-SAM-2025.pdfMichael Friedel8/20/2025
9997_08022025_9855_06302026_MTSS-Action-Plan-Blank-25-26-Final-(1).pdfMichael Friedel8/20/2025

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Tuesday
 2nd 8/4/2025 - 6/2/2026 8:00 AM - 12:00 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name File Uploaded By Upload Date
SPBP-_Coconut-Creek-High_25_26_Updated.pdfMichael Friedel5/13/2025
Coconut-Creek-HS_SPBPFeedback_25-26.pdfDonna Lindsay5/22/2025

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
9997_08022025_Word-Version-SIP-Attendance-Plan-25-26.pdfMichael Friedel9/5/2025

School Counseling Plan

 

File Name File Uploaded By Upload Date
1681-School-Counseling-Plan.pdfMichael Friedel8/29/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
SBPIE_2425_061681.pdfMichael Friedel8/5/2025

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
SAC--By-Laws-Amended-3-3-26.pdf March SAC ByLaws 3/12/2026
3-3-26-Guest-Sign-In.pdf March SAC/SAF Agenda, Attendance, Minutes 3/12/2026
3-3-26-Sign-In-Sheet.pdf March SAC/SAF Agenda, Attendance, Minutes 3/12/2026
3-3-26-SAC-SAF-Joint-Meeting-Minutes.pdf March SAC/SAF Agenda, Attendance, Minutes 3/12/2026
Broward-County-Public-Schools_-BCPS-Central-V2.0-Coconut-Creek-HS.pdf March SAC Composition 3/9/2026
Agenda-3-3-2026.pdf March SAC/SAF Agenda, Attendance, Minutes 2/27/2026
Florida-School-Recognition-Program-Checklist-CCHS--Final-Packet.pdf January A+ Funds 2/17/2026
Minutes-11-4-25.pdf November SAC Agenda, Attendance, Minutes 2/17/2026
Agenda-1-6-2026.pdf January SAC Agenda, Attendance, Minutes 2/17/2026
Guest-sign-in-2-3-26.pdf February SAC Agenda, Attendance, Minutes 2/17/2026
Sign-in-Sheets-2-3-26.pdf February SAC Agenda, Attendance, Minutes 2/17/2026
Minutes-2-3-2026.pdf February SAF Agenda, Attendance, Minutes 2/17/2026
Agenda-2-3-2026.pdf February SAC Agenda, Attendance, Minutes 2/9/2026
Agenda-2-17-2026.pdf February SAC Agenda, Attendance, Minutes 2/9/2026
1-6-26-SAC-Minutes-(2).pdf January SAC Agenda, Attendance, Minutes 1/7/2026
Guest-Sign-In-SAC-1-6-2026.pdf January SAC Agenda, Attendance, Minutes 1/7/2026
Agenda-11-4-2025.pdf November SAC Agenda, Attendance, Minutes 1/7/2026
School-Advisory-Council-Minutes-12-11-2025.pdf December SAC Agenda, Attendance, Minutes 1/7/2026
12-11-2025-Guest-Sign-in.pdf December SAC Agenda, Attendance, Minutes 12/12/2025
12-11-2025-Sign-In-Sheet.pdf December SAC Agenda, Attendance, Minutes 12/12/2025
Agenda-12-11-2025.pdf December SAC Agenda, Attendance, Minutes 12/11/2025
November-Guest-Sign-In.pdf November SAC Agenda, Attendance, Minutes 12/1/2025
November-Sign-In.pdf November SAC Agenda, Attendance, Minutes 12/1/2025
Coconut-Creek-HS-SAC-Composition-2025-2026.pdf October SAC Composition 11/5/2025
10-7-25-Sign-In.pdf October SAC Agenda, Attendance, Minutes 10/13/2025
10-7-25-Guest-Sign-In.pdf October SAC Agenda, Attendance, Minutes 10/13/2025
SAF-Minutes-10-7-2025.pdf October SAF Agenda, Attendance, Minutes 10/10/2025
SAF-Agenda-10-7-2025.pdf October SAF Agenda, Attendance, Minutes 10/10/2025
SAF-Agenda-9-2-2025.pdf September SAF Agenda, Attendance, Minutes 10/10/2025
Agenda-10-7-2025.pdf October SAC Agenda, Attendance, Minutes 10/10/2025
Minutes-10-9-25.pdf October SAC Agenda, Attendance, Minutes 10/10/2025
SAC-Dates-2025-2026.pdf September SAC Meeting Dates 9/24/2025
SAF-Bylaw-Coconut-Creek-High-School-SY26.pdf September SAF ByLaws 9/3/2025
SAF-Dates-2025-2026.pdf September SAF Meeting Dates 9/3/2025
9-2-25-SAF-Meeting-Minutes.pdf September SAF Agenda, Attendance, Minutes 9/3/2025
SAC-Minutes-9-2-25.pdf September SAC Agenda, Attendance, Minutes 9/3/2025
Sign-In-SAC-9-2-25.pdf September SAC Agenda, Attendance, Minutes 9/3/2025
Guest-Sign-In-SAC-9-2-25.pdf September SAC Agenda, Attendance, Minutes 9/3/2025
SAC-By-LAWS.pdf September SAC ByLaws 9/2/2025
Agenda-9-2-2025.pdf September SAC Agenda, Attendance, Minutes 8/29/2025

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
SurveysReportPrint4389262490792519072.pdfMichael Friedel9/10/2025
SurveysReportPrint2144662277390576392.pdfMichael Friedel9/10/2025
SurveysReportPrint2452977524110168740.pdfMichael Friedel9/10/2025

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
FACE-Plan-Coconut-Creek-High-School.pdfMichael Friedel9/19/2025

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