| School Name | Cooper City HS (1931) | School Grade (2023 - 2024) | A |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | Yes | ESSA School | No |
|
RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| Executive Summary | Download/View Executive Summary | ||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 24-25-School-Budget.pdf | Tara Daub | 5/23/2024 |
| Cooper-City-HS24-25-School-Budget-(002).pdf | Collet Woolley | 10/8/2024 |
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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.
Tier 1 Plan/Referral/The Whole Class Tier 1 is intended to reach 100% of students, parents, school staff, and community stakeholders. This is where the school’s attendance campaign casts a wide net. Strategies are general to reach the largest audiences. • Leadership team will monitor and review the percentage of Regular Attenders, At-Risk, Chronic & Severe Chronic Absent students twice each month as a collaborative team. Data will help the team determine communication needs to students and parents. • Every week of school, the administrative team will review weekly report from Focus that provides a preliminary list of students that may be exhibiting a pattern of nonattendance. The administrative team will determine next steps for each student with the guidance from one or more support teams (Collaborative Problem-Solving Team and/or Response-to-Intervention team). Each week the team will discuss any social emotional concerns, multiple behavior concerns, and overage students. • The administrative team will monitor attendance input from teachers and attendance clerks to ensure that all students have an attendance code recorded by their teachers for every period of each school day. Monitoring the number of attendance codes per student helps to improve attendance recordkeeping practices within the school. • School website includes a page titled “Report an Absence” under the Contact menu to inform all stakeholders how parents can report an excused absence by: ➢ note, ➢ voicemail, or ➢ electronic transmission. Website will include the dedicated Attendance Line phone number and a link to an online form. • In regular ParentLink communications, the administrator or designee will include brief messages about school attendance. • Appropriate staff will call or email parents to verify excused absences as needed. • Regularly share information about the current state of attendance at parent conferences, PTA/PTSA meetings, SAC meetings, SAF meetings, student assemblies, morning announcements, school newsletters, and ParentLink communications. (SAC is the School Advisory Council; SAF is the School Advisory Forum) • ParentLink emails can be used to communicate attendance goals to all parents. This strategy helps maintain a focus on the impact of attendance in relation to academic achievement. • Regular attenders are at school more than 95% of school days. Recognize entire grade levels that have the highest percentage of students in regular attendance. Announcements may be made during morning announcements/show, lunch periods, afternoon announcements, a common bulletin board, and special student assemblies. • Start with “hello.” Teachers, administrators, and support staff visibility in the hallways is helpful for safety. Greeting students with positive affirmations helps establish positive relationships and a healthy school culture associated with improved attendance. • Congratulate regular attenders with an email through ParentLink to all parents of regular attenders. Community partners may share coupons or vouchers that can be distributed by email (saving paper, ink, time, and manpower for distribution). • Make direct phone calls to discuss attendance, after-school opportunities (clubs, athletics, academic support programs, post-secondary plans). • Ensure that parent phone numbers and email addresses remain current by encouraging online registration at the beginning of the school year and cross-checking parent contact information when a parent reports an absence. • For each student absence, a robocall will be initiated to the parent of each absent student to include a voice message, text message, and email to notify the parent of a recorded absence and the expectation to request the reason for absence from the parent. • Include attendance information on student report cards to display the number of days present, absent, and tardy. • Promote awareness of the school breakfast program that is available to all students AT NO COST. • Invite parents and community members to community meetings to help address the barriers that keep children from attending school. Topics may include mental health, transportation, homelessness and the McKinney Vento Act, Child abuse, domestic violence, foster care, and other topics identified by stakeholders (parents, teachers, administrators, students, community partners). • When appropriate, promote a safe-walk-to-school program to address community safety. Tier 2 Plan/Student Review/Small Group Interventions • Each week, the leadership team will review the non-attendance report from Focus during leadership meetings. Students will be identified, and teachers will be notified which of their students might be at-risk. Each week the team will discuss scholars that are failing numerous courses, below a 2.0 GPA, and substantial reading difficulties. • Identify students with 5 unexcused absences within a 30-day period. At the earliest possible date, schedule parent conferences with an administrator, teachers, school counselor, and/or school social worker. This conference is intended to educate parents about their responsibility to report absences, identify barriers to regular school attendance, and resolve the problem of nonattendance. For truancy prevention of enrolled students age 6 and up, a meeting is required by all public schools under Florida statute 1003.26(1)(b). This conference also helps reduce the number of parents that may be involved in final stages of the Broward Truancy Intervention Program (BTIP) or for families that may reach a point where the State Attorney’s Office must become involved in relation to a student’s nonattendance under Florida statute 1003.27. • Weekly, using Focus, the leadership team will identify students that have enough absences to be considered chronically absent. Data will help the team determine which families to include special messaging to reduce absences. • Teachers will monitor attendance using Focus and consult with support staff for help in redirecting absenteeism behavior. • School Counselors will monitor attendance with the leadership team to assist in identifying students that may have a need for wrap-around services. Appropriate District support staff will be included in communication for cases that are likely to involve a need for medical interventions (school nurse), assess needs related to mental health and family stability (school psychologist or school social worker). • Attendance Success Plans and Attendance Contracts: For students with excessive absences (excused or unexcused), templates are available from the Student Services Department’s Attendance Program and School Social Work Program. Parents and student will work with the School Counselor or School Social Worker to develop a personalized “Student Success Plan for Attendance” to help track attendance so the child does not miss too many school days. There is a correlation between good attendance and good academic performance. • School Counselors, as part of the school’s leadership team & support staff, will reach out by phone to speak with parents of chronically absent students to identify if any support is needed for the family. • Staff will help identify any family needs and connect the family with services (food pantry, clothing assistance, literacy programs, transportation, etc.). • Help parents understand and avoid legal consequences of extreme chronic absence. • Nurture teacher interest and capacity in helping to reach out to chronically absent students and their families. • Determine if the student has make-up work that is needed to keep up their grade point average and ensure the student and their family understand what make-up work is due. • Parent-Teacher Conferences with support staff will be scheduled to discuss absences and challenges to identify the barriers that may be addressed through community supports (transportation, food pantry, family counseling through BCPS). • Involve public agencies, community partners, and resources as needed to address barriers identified through parent conferences, communications with family, or other sources. • Involve the school nurse when necessary to follow-up on medically related absences and train staff to recognize signs of illness. • Connect families with the School Social Worker to provide insight as to the role of a School Social Worker, establish a relationship, and provide clinical support and services. Tier 3/Intensive Interventions • August/September: Identify students with a history of severe chronic absenteeism (missing more than 20% of a school year). • Review attendance daily and ensure that Tier 3 students are in school each day. Follow up on each absence for each student identified for Tier 3 intervention. Personal communication early in the school year may mitigate the need for further Tier 2/3 interventions later in the school year. • Leadership team will monitor the non-attendance report from Focus, and identify students that are missing too many school days. Determine if a student is exhibiting a pattern of nonattendance. Child study teams like Collaborative Problem-Solving Team (CPST) or Response-to-Intervention (RTI) may be needed for determination. • Attendance data is one of the metrics brought to discussion for the Collaborative Problem-Solving Team (CPST) and Response-to-Intervention (RTI). • For students whose parents are not responding to interventions, ensure that teachers have logged frequent attempts at communication in Focus. The school should retain copies of attendance contracts and “Attendance Success Plans” that may be used as evidence of school interventions if legal interventions are needed in the future. Determine if the student and their family is, or should be, agency involved. If they are, work to set up a meeting to coordinate services. • Refer students and families to appropriate service agencies (e.g. social services, human resources, counseling, housing, and health services). • Work with relevant agencies to develop a comprehensive educational plan that also address student and family needs. • Share data with appropriate agencies and ensure that agencies are using chronic absence as a mustrespond-to indicator. • Work with families to avoid legal consequences to the extent possible. If necessary, leverage the power of the courts to involve families and students in needed services and interventions. • Determine if the courts have access to additional programs or services that would assist the family in overcoming barriers to attendance. • Incorporate appropriate positive reinforcements into plans for supporting the student’s improved attendance. • Include recognition practices from Tier 1 and Tier 2 as appropriate. • Ensure continued positive and regular contact with the family. • Check-in on agreements at appropriate intervals. • Follow through on commitments of support to the family. • When the student is absent from school, ensure assigned personnel is following up on each absence. • Implement agreed upon family intervention plan. Monitor for progress. • Connect students who have chronic physical and mental health issues to medical providers. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By June 2025, Algebra achievement scores will increase from 69% to 71% as measured by the Algebra EOC. | SAVVAS Training, ALEKS Training, Best Standards, School-wide Literacy Initiative, Data Driven Instruction, Closing the Achievement Gap Through supports of subgroups (ESOL/ESE). | Common Formative Assessments and analyzing data utilizing implementation of the CARE Cycle through PLCs. | |||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Is the Intended Outcome on target to being achieved for this specific Goal? | Yes | ||||||||||||||||||||||||||
| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? | No | ||||||||||||||||||||||||||
| What measures were used to determine if the strategies/interventions were effective? | |||||||||||||||||||||||||||
| Midterm and CFA #1 results were used. CFA #1 results showed that 79% were on track to earn a 3 or higher Midterm results showed that 70% were on track to earn a 3 or higher. | |||||||||||||||||||||||||||
| What further action steps must be continued, or added, to sustain the Intended Outcome? | |||||||||||||||||||||||||||
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| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? | |||||||||||||||||||||||||||
| We need to encourage students who need support to attend tutoring and encourage parents to send them for additional support. We can offer push-in and pull-out services targeted to struggling students. Weekly Aleks topic goals to fill gaps. | |||||||||||||||||||||||||||
| Additional Reflection | |||||||||||||||||||||||||||
| What evidence indicates that you are progressing toward the intended Outcome? Student performance on classroom assignments and assessments and Aleks lesson progression performance. Provide evidence that the data indicates a need for additional interventions to yield success in achievement, growth or to to address learning loss. Analysis of data from the midterm, Unit CFA, and Broward County CFA #1 reveals the need to target specific standards. This is based on the most frequently missed questions and items with the lowest proficiency percentages, allowing for a focused approach to address areas of weakness. Below you will find the standards with lowest proficiency:
What further action steps must be continued, or added, to sustain the Intended Outcome? Is the scheduling of interventions sufficient to meet the needs of specified subgroups and low performing students? Students must continue to access afterschool tutoring services. Extra support will be given to the lowest students through push -in and pull-out from both the ESE Support Facilitator and the Math Support teacher. Continued and increased use of Aleks for the Algebra 1 Regular/ Foundational Skills classes. Continue to use standards to create assessments. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| The percentage of CCHS students earning Acceleration points will increase from 82% to 87% by June of 2025 as measured by Dual Enrollment, CTE Industry Certification, AICE, and Advanced Placement exams. | School-wide Literacy Initiative, Data Driven Instruction | Data Chats, PLCs, Data Driven Instruction, Identify students to earn acceleration and continue on CTE pathways for certification, CTE pathways to increase student retention | |||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Is the Intended Outcome on target to being achieved for this specific Goal? | Yes | ||||||||||||||||||||||||||
| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? | No | ||||||||||||||||||||||||||
| What measures were used to determine if the strategies/interventions were effective? | |||||||||||||||||||||||||||
| The strategies we have implemented to increase student acceleration are ensuring that all eligible scholars have the option to enroll in an accelerated course. Currently, Cooper City High School has 1,398 students enrolled in CTE courses and 1,130 students enrolled in AP classes. We increased our enrollment in AICE courses by 15%, from 1,185 students in the 2024 school year to 1,360 this school year. In addition, there are students enrolled in multiple accelerated courses. Cooper City High School has ordered 1,853 AP exams and 2,607 AICE exams, ensuring the highest acceleration rate possible. More students have been afforded the opportunity to take AP and AICE classes and have been empowered to do so. Support is in place and ongoing ELOs will take place throughout the second semester. Teachers are tracking data and participating in ongoing check-ins and data chats with students who are not achieving at their expected level. Tracking data on student progress and participation in interventions allows the teachers to identify any gaps in learning or areas where students need more support. Forecast grades, which provide early insights into student performance, are another key measure to evaluate the success of the acceleration strategies. These grades allow the school to track student progress and predict future success, offering an early indication of whether students are benefiting from the accelerated courses. For example, students taking some CTE courses require an 80% or above on the Gmetrix practice test before administration of the official IC exam. By using these measures, Cooper City High School can evaluate the effectiveness of its strategies in providing more students with access to accelerated coursework and support systems, thereby enhancing academic acceleration. |
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| What further action steps must be continued, or added, to sustain the Intended Outcome? | |||||||||||||||||||||||||||
| Based on the data in FOCUS and the number of students enrolled in Advanced Placement (AP), Advanced International Certificate of Education (AICE), Career Technical Education (CTE) courses, and Dual Enrollment courses we must continue to monitor student progress and continue IC practice tests to ensure students are meeting all requirements for each IC. For example, students taking some IC courses require an 80% or above on the Gmetrix practice test before administration of the official IC exam. Currently, there are 10 CTE students who will be testing for an Industry Certification in January. Extended Learning Opportunities (ELOs) targeting specific skillsets/assessment objectives will help target areas of development and enrich areas of proficiency for AICE and AP students. Using the forecast grades and mini assessments will provide an opportunity to develop ELOs targeted to those specific areas of need. All students, not just those needing growth, should be encouraged to attend ELOs. |
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| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? | |||||||||||||||||||||||||||
| Teachers can ensure that students have a good grasp of content vocabulary in all courses. Targeted ELOs should continue, and perhaps leveling/small group rotations can be implemented in AICE and AP courses. Pull outs may help as well. In addition, they can use incentives for students to do well on the AP, AICE, and IC exams, thus giving them a reason to “want” to pass. | |||||||||||||||||||||||||||
| Additional Reflection | |||||||||||||||||||||||||||
| What evidence indicates that you are progressing toward the intended outcome? Across our accelerated and CTE courses, anecdotals, PLC discussions/best practice discussions, and midterm reported (by teachers) data shows/supports a trend upwards. It is still “early” in the process and forecast grades will yield more information. We have 10 students ready to test for an Industry Certification and through data chats, daily class grades, projects, practice tests in Gmetrix, teachers see an upward trend in progress toward the 80% goal needed. Provide evidence that the data indicates a need for additional interventions to yield success in achievement, growth or to address learning loss. We need more resources for ELOs to perhaps start offering them earlier in the year. Teacher feedback suggests that we also need more opportunities for data chats and feedback within the workday, which is not easily accomplished. Regular progress monitoring reveals that students are making sufficient progress toward the goal based on Common Formative Assessment data, classwork, and teacher-made assessments. What further action steps must be continued or added to sustain the Intended outcome? Is the scheduling of interventions sufficient to meet the needs of specified subgroups and low performing students? It might be effective to normalize/ brand ELOs for enrichment as well as remediation in order to support students at ALL levels. As far as sufficient supports for subgroups, that varies by area and many elements factor in. The overarching opinion is that most teachers are doing everything they can with the resources and time available to them. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| The percentage of Biology students scoring proficient or higher on the Biology EOC will increase from 71% to 74% by June, 2025 as measured by the Biology EOC. | School-wide Literacy Initiative, Data Driven Instruction, Performance Mastery, Closing the Achievement Gaps through supports of subgroups (ESOL/ ESE) | 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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| Is the Intended Outcome on target to being achieved for this specific Goal? | Yes | ||||||||||||||||||||||||||
| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? | No | ||||||||||||||||||||||||||
| What measures were used to determine if the strategies/interventions were effective? | |||||||||||||||||||||||||||
| The Quarter 1 exam and CFA 5 standards were analyzed to assess improvements in students' abilities to respond effectively to questions. For example, This evaluation revealed a 7% increase in proficiency for standard SC.912.N.1.1, as evidenced by the midterm exam results. This standard defines a problem based on a specific body of knowledge, such as biology, chemistry, physics, or earth/space science. It includes posing questions about the natural world and conducting systematic observations. | |||||||||||||||||||||||||||
| What further action steps must be continued, or added, to sustain the Intended Outcome? | |||||||||||||||||||||||||||
| To enhance student participation in Biology pullout sessions, Extended Learning Opportunities (ELO), after-school tutoring, and ELO Saturday Academy, we will implement targeted strategies focusing on areas identified as needing improvement. These sessions will be designed to address and strengthen the standards highlighted by the Quarter 1 Exam, Common Formative Assessments (CFAs), and classroom evaluations. By aligning the content of these interventions with the identified areas of weakness, we aim to bolster students' understanding and performance in these critical standards. | |||||||||||||||||||||||||||
| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? | |||||||||||||||||||||||||||
To improve results for low-performing subgroups on the Biology EOC, we are using these specific strategies and interventions in the classroom.
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| Additional Reflection | |||||||||||||||||||||||||||
| What evidence indicates that you are progressing toward the intended Outcome? An analysis of the Quarter 2 Broward Standards Assessment (BSA) indicates notable progress in student performance. Specifically, 31% of our students are classified as "yellow," denoting they are on the cusp of achieving mastery. To support these "bubble" students in attaining "green" status, which signifies complete mastery, we are implementing targeted interventions through focused classroom instruction and dedicated pull-out sessions. Additionally, 15% of our students have already demonstrated full mastery on the BSA exam. These efforts align with our commitment to continuous improvement and academic excellence. Provide evidence that the data indicates a need for additional interventions to yield success in achievement, growth or to address learning loss. 53% of our students did not meet the proficiency standards on the BSA exam. This underscores the need for additional interventions, particularly for regular Biology students who continue to score in the "red" (below average) range on strands covered during Quarters 1 and 2. To address these areas of concern, we have organized Biology pullout sessions, Extended Learning Opportunities (ELO), after-school tutoring, and ELO Saturday academies. These sessions will specifically target the standards identified as weaknesses in the Quarter 1 Exam, Common Formative Assessments (CFAs), and classroom assessments. What further action steps must be continued, or added, to sustain the Intended Outcome? Teachers are implementing differentiated instruction and integrating standards reinforcement within new content delivery. Further measures include targeted pull-out sessions, in-class remediation, and revisiting previously challenging concepts while linking them to new material. Additionally, a structured two-week review period will be scheduled before the EOC, complemented by proactive parent outreach to enhance student engagement and support. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By June 2025, the percentage of Level 3 or higher in 9th and 10th grade will increase from 73% to 78% as measured by the ELA FAST PM3. | Data Driven Instruction, FAST Progress Monitoring, School-Wide Literacy Initiative, Best Standards, Read 180 and Read 180 The Code | ELA FAST Progress Monitoring 1 and 2, Common Formative Assessments every other month, 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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| Is the Intended Outcome on target to being achieved for this specific Goal? | Yes | ||||||||||||||||||||||||||
| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? | No | ||||||||||||||||||||||||||
| What measures were used to determine if the strategies/interventions were effective? | |||||||||||||||||||||||||||
| Based on Progress Monitoring (PM) 2 data, the percentage of proficient students increased from 51% proficiency in PM 1 to 61% proficiency in PM 2. This reflects a 10% improvement in student proficiency. The scholars increased their performance on PM 2 this year with 61% proficiency compared to 2023-2024 SY PM 2 data with 56% proficiency. | |||||||||||||||||||||||||||
| What further action steps must be continued, or added, to sustain the Intended Outcome? | |||||||||||||||||||||||||||
| Weekly Extended Learning Opportunities (ELOs) have been implemented to support student success. These sessions are offered on Mondays, Wednesdays, and Saturdays, providing additional instructional time for targeted learning. All students are welcome to attend Extended Learning Opportunities. Students who scored a Level 1 or 2 on PM 2 will be encouraged to attend ELOs. To further enhance instructional alignment, the school has developed a School-Wide Instructional Focus Calendar. Additionally, a weekly Literacy Newsletter is distributed, highlighting key standards and strategies to support literacy development across all content areas. |
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| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? | |||||||||||||||||||||||||||
| Low-performing subgroups have been identified and are receiving individualized support through strategic push-in and pull-out interventions facilitated by the Literacy Coach. In addition, teachers utilize effective instructional strategies, such as chunking lessons into manageable segments and conducting frequent checks for understanding throughout the lesson. These practices ensure that all students can engage with the material and achieve comprehension. | |||||||||||||||||||||||||||
| Additional Reflection | |||||||||||||||||||||||||||
| What evidence indicates that you are progressing toward the intended Outcome? FAST PM 2 Provide evidence that the data indicates a need for additional interventions to yield success in achievement, growth or to address learning loss. Based on PM 2 data, proficiency levels increased by 10%. To sustain and build on this progress, we will continue implementing key interventions, including frequent checks for understanding by teachers, push-in support from the Literacy Coach, and Extended Learning Opportunities (ELOs). The standards that will be emphasized but not exclusively in push in support and ELOs are as follows:
We will continue with the implementation of targeted interventions and support; we are confident in our ability to meet and exceed ELA goals for specified subgroups and low-performing students. This version maintains a professional tone while emphasizing confidence and commitment to achieving the goals. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| 2024-2025 Smart Goal: By May 2025, Social Studies achievement will increase from 84% to 88% as measured by the U.S. History EOC exam. | School-wide Literacy Initiative, Data Driven Instruction, Mastery Connect, Closing the Achievement Gaps through supports of subgroups (ESOL/ ESE) | Performance Matters, Canvas, Focus, Monthly Common Formative assessments and analyzing data utilizing the CARE Cycle through PLCs. | |||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Is the Intended Outcome on target to being achieved for this specific Goal? | Yes | ||||||||||||||||||||||||||
| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? | No | ||||||||||||||||||||||||||
| What measures were used to determine if the strategies/interventions were effective? | |||||||||||||||||||||||||||
| The U.S. History teaching team actively utilizes common assessment data to identify and address key topics and skills for review. During the first quarter district assessment, honors students achieved a 71% proficiency rate, while core students reached a 60% proficiency rate. This data has been instrumental in identifying areas requiring remediation and opportunities for extended learning within the classroom. To further evaluate student understanding, an informal mock End-of-Course (EOC) exam was administered on December 5, 2024. Upon completion of the mock EOC, the teacher unpacked the question stems with students and reviewed the answers. This comprehensive assessment covered standards for the entire course, offering insight into students' knowledge based on the first semester's instruction. Results will guide instructional focus for the second half of the academic year. The team administered additional progress-monitoring tools, including the Q2 assessment via Performance Matters and a midterm. These evaluations support tracking student growth and identifying individual needs, ensuring readiness for the final EOC exam. According to Performance Matters data, students demonstrated 67% proficiency. The scholars scored 73% proficiency on the midterm. To reinforce learning, all U.S. History teachers incorporate mini-assessments through Canvas and SAT-aligned practice. These content-specific activities provide students with targeted questions and feedback during each class session, fostering continuous improvement. What further action steps must be continued, or added, to sustain the intended Outcome?
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| What further action steps must be continued, or added, to sustain the Intended Outcome? | |||||||||||||||||||||||||||
| The U.S. History Team will continue progress monitoring through common assessments, district quarterly assessments, the BSA and Performance Matters.Students will be offered Extended Learning Opportunities after school. All students are welcome. Students are given extra credit incentives for attending. Students who are not demonstrating proficiency will be given a special invitation | |||||||||||||||||||||||||||
| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? | |||||||||||||||||||||||||||
| The U.S. History team analyzes data from both in-class assessments and county-provided evaluations to reinforce key standards covered on the U.S. History End-of-Course (EOC) exam. This data-driven approach ensures targeted instruction and maximizes student preparedness. The US History team has developed the ELO calendar. US History tutoring is every Thursday. Additionally, the team is implementing incentives to promote consistent student engagement and participation, recognizing the critical role regular attendance plays in academic success. |
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| Additional Reflection | |||||||||||||||||||||||||||
| Is desired progress being made to accomplish the intended outcome for this goal by the end of the school year? Yes During the Q1 district assessment, U.S. History students achieved a 66% proficiency rate. Students achieved 73% proficiency on the Midterm and in Q 2 According to Performance Matters data, students demonstrated 67% proficiency. This data has allowed teachers to identify areas for remediation and explore opportunities for extended learning within the classroom. These assessments serve as key indicators of students' knowledge based on first-semester instruction. To further track student progress and refine instruction, the team plans to administer the BSA assessment. These tools will monitor student growth and address individual needs in preparation for the EOC exam. Additionally, all U.S. History teachers utilize mini-assessments through Canvas and provide SAT-aligned practice. These activities incorporate content-specific questions and personalized feedback during each class, ensuring consistent progress and skill reinforcement. Provide evidence that the data indicates a need for additional interventions to yield success in achievement, growth or to address learning loss. The US History teachers are differentiating instruction and are tutoring weekly during ELOs to address the following concern:
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SIP-K12-CERP-LLT-Contact-Information-Assurances-2425_CCHS.pdf | Tara Daub | 9/13/2024 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MTSS-Action-Plan-_CCHS.pdf | Evelyn Lopez | 9/20/2024 |
RtI Team Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| CCHS-LSW--ACTION-PLAN-2024-2025.pdf | Tara Daub | 9/10/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SPBP-Feedback-Form-2024-2025_Cooper-City-HS.pdf | Novelle Brown | 5/21/2024 |
| SPBP-24-25-Final.pdf | Tara Daub | 6/3/2024 |
| 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 | % |
| 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 |
|---|---|---|
| Cooper-City-High-School-SIP-Attendance-Plan-24-25.pdf | Ilianna Polatos-Quintero | 9/20/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| School-Counseling-Plan-24-25.pdf | Tara Daub | 9/10/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 24-25-SIP-Equity-and-Prevention-Plan-of-Action_CCHS.pdf | Tara Daub | 9/13/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SBPIE_2425_CCHS.pdf | Jennifer Martinez | 9/11/2024 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SurveysReportPrint1993217389176147245.pdf | Collet Woolley | 10/4/2024 |
| SurveysReportPrint4310028316389616342.pdf | Collet Woolley | 10/4/2024 |
| SurveysReportPrint5555837313704341631.pdf | Collet Woolley | 10/4/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 9997_08152024_SY-24-25-FACE-Plan-Template-(1)--CCHS-1931.pdf | Tara Daub | 9/13/2024 |
| 9997_08152024_SY-24-25-Cultural-Awareness-CCHS-1931.pdf | Tara Daub | 9/13/2024 |
| 9997_08152024_SY-24-25-Cultural-Awareness-CCHS-1931.pdf | Tara Daub | 9/13/2024 |
| 9997_08152024_SY-24-25-Catch-Them-Being-Great-CCHS-1931.pdf | Tara Daub | 9/13/2024 |