| School Name | Coral Springs MS (2561) | School Grade (2024 - 2025) | |
| Title 1 School | Yes | 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 |
|---|---|---|
| Executive-Summary-2025-26.pdf | bettania opthof | 8/30/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Budget_Signature_Page_2025.pdf | bettania opthof | 9/2/2025 |
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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. Based on the 2025-2026 Early Warning Indicator Data for BCPS, our most fragile students are lowest quartile students in the area of reading and math; which consist of 109- 6th-graders, 86-7th-graders, and 105- 8th-graders. Using a tiered-based approach rather than grouping solely by reading levels, our intensive reading courses will focus on the varying needs of our students. Each reading course will utilize the evidenced-based reading program, Code & Read 180, and differentiate lessons based on our students' unique needs and reading levels. Additionally, we will offer push-in and pull-out support small groups in the area of ELA and Reading that focus on standards-based instruction to supplement the instruction taking place during classroom time. The RTI process is also used consistently throughout the year providing teachers an additional resource to assist our most fragile students. Teachers will implement tier 1 strategies and document questionable and poor outcomes to move students through the tier process. Tier 2 students will receive small group, 3-5 student intervention and Tier 3 students will receive one-on-one interventions. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| The learning gains of the 6th through 8th-grade students within the lowest 30% will increase learning gains from 53% in 2025 to 60% by May 2026, as measured by the FAST- PM 3 in the areas of Math, Algebra EOC, and Geometry EOC. | Checking for Understanding and Engagement Strategies | 1. Using Performance Matters for grades 6-8 to utilize data for setting growth targets, providing personalized instruction, and obtaining reliable data to drive instruction. 2. Checking for understanding by using targeted questions that focus on the content and assessing student learning through feedback, exit tickets, polling, interactive notebooks, real-time data, and reflection. 3. Administration conducts daily classroom walkthroughs to observe the board and understand the lesson plan, the activities, and their alignment with standards. They also observe the teacher's and students' actions and assess how the teacher gauges student understanding and provides feedback to the teacher. 4. Teachers will also conduct student data chat to assist students in monitoring their own progress. | The learning gains of the 6th through 8th grade students within the lowest 30% will increase learning gains from 54% in 2025 to 60% by May 2026 as measured by the FAST in the area of Math. | ||||||||||||||||||||||||
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, Coral Springs Middle School identified implementation challenges in mathematics, including instructional pacing and inconsistent student performance. Some teachers were behind on the pacing due to planned school activities, reteaching, and remediation, and complained that the pacing guide was unrealistic. Students in the lowest quartile are not performing on the same level as their peers. These challenges were identified through data analysis, instructional planning meetings, and PLCs. In response, the school conducted a Root Cause analysis to determine why students in this sub-group are performing below proficient levels. It used the data to engage teachers in focused planning on pacing, lesson sequencing, and resource use. The school also implemented structured grade-level math data huddles to monitor student progress, made instructional practice shifts, created targeted groups for students in the lowest quartile, and provided additional support for these students. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Evidence-based intervention strategies to overcome the challenges of the pacing guide and increase students in the lowest quartile's performance include combining related math standards, allowing students to see how mathematical concepts connect rather than learning skills in isolation; targeted small-group instruction; differentiated instruction; and using data to drive instruction. Combining standards. Integrating multiple standards into a single lesson or task maximizes instructional time and reduces redundancy. Teachers can address numerous learning targets through rich tasks and problem‑solving activities rather than teaching each standard separately. The weakness with this strategy is that when standards are combined without careful planning, there is a risk that individual standards may not be taught in sufficient depth. This can lead to gaps in students' understanding, particularly in foundational skills. Small-group instruction allows teachers to differentiate instruction for students based on their learning skills. Teachers can meet students on a one-to-one basis and use data to group students and drive instruction. The disadvantage of this Small‑group instruction is that it requires additional personnel, instructional time, and scheduling flexibility. When staffing or time is limited, groups may be inconsistently implemented or shortened, reducing effectiveness. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| To achieve the intended outcome of improved student performance, small‑group instruction must be implemented in all classes; we need buy-in from all teachers, and they must analyze data frequently. More focused collaborative planning and an emphasis on combining standards; however, ensure teachers do so with fidelity. There needs to be equity in the classroom. As our motto for this year is "A for All students." Increase targeted support for all students. Resources must align with standards, and the depth of thinking must be appropriate to students' levels. This can be accomplished through frequent coaching, classroom walkthroughs, immediate, targeted feedback to teachers, and the use of a progress-monitoring tool to adjust groups and instructions regularly. | |||||||||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| We are on track to meet our goal of increasing the performance of students in the lowest math quartile from 53% in 2025 to 60% in 2026. Our PM2 data shows that math's lowest quartile learning gains are currently 27.4%. This does not include Algebra and Geometry, which account for almost 400 students. | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| The learning gains of the 6th through 8th-grade students within the lowest 30% will increase learning gains from 58% in 2025 to 60% by May 2026, as measured by the FAST ELA Reading. | iReady, Science of Reading, Engagement Strategies in Note Taking | Using a three-tier reading program, students will be enrolled in Intensive Reading courses, grouped according to their individual needs. An increased collaboration between the Reading and ELA departments will also assist in supporting the achievement of this subgroup. With the use of iReady, an evidence-based progress-monitoring program, teachers will be able to analyze reading data and monitor student progress. This approach will allow teachers to differentiate lessons based on individual student needs. Additionally, quarterly Common Formative Assessments within the classroom setting will be administered. Administrative walk-throughs and observations will be conducted to provide additional assistance and feedback. Teachers will also conduct student data chat to assist students in monitoring their own progress. | The learning gains of the 6th through 8th grade students within the lowest 30% will increase learning gains from 61% in 2025 to 65% by May 2026 as measured by the FAST ELA Reading. | ||||||||||||||||||||||||
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, we encountered a lack of instructional time to carry out some strategies. Teaching the strategies with true fidelity was also an issue with some teachers. To impact this, we compacted lessons and used small group instruction. To ensure instruction with fidelity, we carried out 5-star walk-throughs. We also monitor teacher/student data to ensure that Broward Schools' resources are being utilized consistently. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Given our goal of increasing the learning gains of our lowest quartile in grades 6-8 in the area of Reading, we are utilizing the IReady workbooks. We have found that the questions provided in this resource mimic the format used on the FAST ELA. This provides our students with the opportunity to practice this question/answer format in preparation for the assessment. Unfortunately, teacher buy-in has been low, so continuous support is given within our PLCs and individually. Additionally, small group pullout sessions facilitated by our administrative team and reading coach are also being given to provide additional support. This impacts student learning as they are in a small group setting, and the focus becomes individualized support based on their unique needs. Student and parent buy-in can be an issue at times, but we continue to communicate the need for the additional support. | |||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| New to our school is a deep dive into the data provided by our administrative team, reading coach, and teachers. With our students, we look closely at their progress from the previous school year's PM3 to the current PM2 in the area of Reading, so our students become comfortable understanding their scores. In this sense, our students know exactly where they are and how many points are needed to reach their goal. | |||||||||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| Given the current data, we feel strongly that we will meet our goal. During the 2024-25 assessment cycle, our lowest quartile students scored 58% in learning gains. Currently, using the FAST PM2 learning gain among the same subgroup, they scored 57%. This places the school on track to meet our goal in 2026. | |||||||||||||||||||||||||||
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SIP-25-26.pdf | bettania opthof | 9/8/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
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| CSMS-MTSS-25.26.pdf | Nicole Beaney | 9/7/2025 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
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| CSMS-Schoolwide-Positive-Behavior-Plan-2025-2026.pdf | Nicole Beaney | 4/29/2025 |
| Coral-Springs-MS-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 |
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| Coral-Springs-Middle-School-2561-SIP-Attendance-Plan-25-26-(1)-(1).docx | David Argent | 9/12/2025 |
| File Name | File Uploaded By | Upload Date |
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| CSMS-ASCP-25.26.pdf | Nicole Beaney | 9/26/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
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| School-BPIE-Assessment-2025.pdf | bettania opthof | 9/2/2025 |
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
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| BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2025.pdf | bettania opthof | 9/9/2025 |
| BCPS-STUDENT-(Grades-6-12)-CUSTOMER-SURVEY-2025.pdf | bettania opthof | 9/9/2025 |
| BCPS-PARENT-CUSTOMER-SURVEY-2025.pdf | bettania opthof | 9/9/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| FACE-Space-1-Sept-2025.pdf | bettania opthof | 9/9/2025 |
| FACE-Space-2-Sept-2025.pdf | bettania opthof | 9/9/2025 |