Coral Shores
High School
Coral Shores High School
Blake Fry, Principal
89901 Old Highway
Tavernier, FL 33070
Coral Shores High School
School Mission Statement
Students today, leaders tomorrow! Our Mission at Coral Shores High School is
to establish a strong foundation for life-long learning by guiding and
challenging all of our students to achieve their maximum potential as
responsible citizens.
School Belief Statements
Students will:
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understand that learning is the chief priority for the school.
be provided a safe and physically comfortable environment to learn.
demonstrate a proficiency in essential knowledge and skills.
be offered multiple pathways to demonstrate proficiency.
be actively engaged in problem solving and producing exemplary
work.
demonstrate belief in the value of community service.
Strategic Plan Objectives:
Strategic Objective 1: Coral Shores will work to create a positive climate
through a focus on social, emotional, ethical, civic, and intellectual education
that fosters trust and professionalism school wide.
Strategic Objective 2: Coral Shores High School will produce globally
competitive students and outstanding citizens.
Strategic Objective 3: Coral Shores High School will provide effective
communication to all stakeholders.
Strategic Objective 4: Coral Shores High School will recruit, retain,
professionally develop, and invest in a high performing staff.
Strategic Objective 5: Coral Shores High School will leverage technology
resources and innovative practices to support the mission, vision, and core
values of the school.
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School Information
Demographics
Ethnicity
White
62.00%
Black
4.00%
Hispanic
30.00%
Native American\Asian
1.00%
Other
1.00%
Total
100.00%
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Gender
Male
52%
Female
48%
Socioeconomics
Free and Reduced Lunch
44%
NON Free and reduced Lunch
56%
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SIP Development Information
School Improvement Timeline
The 2016-2017 School Improvement Plan is focused on achieving school goals
related to Florida School Accountability measures during the current school
year. Other goals of the school improvement plan focus on bringing the school
into alignment with Monroe County School District’s five year strategic plan
and as such are planned and measured on a more extended timeline.
School Improvement Plan Funding
The initiatives and staff development listed in this plan are funded through a
variety of sources. Examples include:
● FTE generated discretionary budget
● School Professional Development funds
● Local grants and contributions
Evaluation of the School Improvement Plan
Specific evaluative information will be collected by the school over the course
of the 2016-2017 school year and beyond. Objectives will be evaluated based
on an analysis of data including but not limited to:
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Florida End-of-Course (EOC) tests
District End-of Course tests
STAR Enterprise Data
PSAT, ACT, SAT, and PERT tests (college entrance/college readiness)
Florida Standards Assessments (FSA)
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Florida Standards Alternative Assessment (FSAA)
ACCESS 2.0
Advanced Placement (AP®) performance
Career and Technical Industry Certification tests
School level attendance and discipline data
Monroe County School District climate survey data
Progress toward achieving established goals will be determined by the School
Advisory Council and the Building Level Planning Team.
MTSS
MTSS Team Members:
Krista Hillman
Ana Hortensi
Kay MacKenzie
Dawn Michelini
Clara Rife MTSS Coordinator
A Multi-Tiered System of Supports (MTSS) is a term used to describe evidencebased model of educating students that uses data-based problem solving to
integrate academic and behavioral instruction and intervention.
The integrated instruction and intervention is delivered to students across
multiple tiers based on student need. Need-driven decision making seeks to
ensure that district resources reach the appropriate students (and schools) at
the appropriate levels to accelerate the performance of ALL students to
achieve and/or exceed proficiency. MTSS protocol involves a decision‐making
process that is used to identify academic and behavioral problems to develop
effective interventions for students, at all levels of support by a Problem
Solving Team PST, must determine how to intervene on a skill deficit and
design an intervention plan. Grade Level or Content Area clusters are
considered part of the PST and review every Tier II and III student’s progress at
least once each month.
Supporting Information and Resources
Additional documentation and information can be found in the following areas
and accessed from the SIP homepage on the Coral Shores web site
(http://csh.keysschools.com/ )
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1.
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Faculty/Staff Listing
School Advisory Council Calendar, Agendas, and Minutes
School Improvement Plan annual review
State Public Accountability Report (SPAR)
Highly Qualified Leadership Team
Leader
Blake Fry,
Principal
Years Experience – Current
Role (Total years at school)
3(20)
Kristy Bedell,
Assistant
Principal
11 (4)
Ana Hortensi,
Assistant
Principal
5(3)
Degree - Certification
M.S., Walden University,
Educational Leadership.
B.A., Ferris State University
– Business Management.
M.S., Florida State
University, 2002 –
Educational Leadership.
B.A. Nova Southeastern,
1999 – ESE Education
Ed.S., Nova Southeastern,
2008 - Educational
Leadership.
M.S., Florida International
University, 2003 - TESOL.
B.S. Barry University, 1996 Elementary and Early
Childhood.
Highly Qualified Instructional Staff
100% (47/47) of Coral Shores’ staff are highly qualified and fully
certified in the subject areas to which they are assigned.
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Coral Shores’ instructional staff represents a balanced distribution of
teachers relatively new to the profession and teachers with vast
instructional experience. We have five new teachers who are being
mentored by trained mentor teachers. Their Professional Learning
Community meets monthly throughout the year to share strategies,
collaborate, and provide support.
All teachers are involved in at least one Professional Learning
Community to support the goals in their Professional Growth Plan.
Core Learning Objectives
Strategic Objective 2: Coral Shores High School will produce globally
competitive students and outstanding citizens.
3 Essentials of Learning
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Deeper Knowledge
Collaboration
Student Engagement
Administration will regularly monitor the 3 Essentials of Learning
through informal classroom walkthroughs. Data will be collected via
Edivate and shared with the staff to inform instruction and student
learning.
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Reading
Objective One (Students with Disabilities)
By the end of the 2016-2017 school year, 35% (15/43) of Grade 9 and 10
students with disabilities taking the FSA ELA test will score level 3 or
above. This represents an increase of 2.5 percentage points over the
2015-2016 administration.
Objective Two (Ethnicity)
By the end of the 2016-2017 school year, 60% (74/124) of Grade 9 and
10 Hispanic students taking the FSA ELA test will score level 3 or above.
This represents an increase of 5.8 percentage points over the 2015-2016
administration. 50% (7/14) of Grade 9 and 10 Black students taking the
FSA ELA test will score level 3 or above. This represents an increase of
4.8 percentage points over the 2015-2016 administration.
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Objective Three (Economic Status)
By the end of the 2016-2017 school year, 51% (82/161) of Grade 9 and
10 economically disadvantaged students taking the FSA ELA test will
score level 3 or above. This represents an increase of 3.1 percentage
points over the 2015-2016 administration.
Objective Four (Grade Eleven Reading)
By the end of the 2016-2017 school year, 79% (139/177) of Grade 11
students taking the STAR Reading test will perform at or above
benchmark. This represents an increase of 10 percentage points over
the 2016-2017 Fall screening.
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Objective Five (Grade Twelve Reading)
By the end of the 2016-2017 school year, 68% (109/161) of Grade 12
students taking the STAR Reading test will perform at or above
benchmark. This represents an increase of 5 percentage points over the
2016-17 Fall screening.
Strategies for Success in ELA
1.
Utilize ELL paraprofessional to assist ELL students in core classes.
2.
Group ELL students into a reading class to acquire reading skills and
receive native language assistance in content area courses.
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3.
Monthly consultation meetings with teachers on strategies that will
assist ESE students succeed in the general education classes.
4.
ESE teachers/paraprofessionals will be added to serve in mainstream
classrooms where the highest percentages of students with disabilities
are scheduled.
5.
Teachers will use Achieve 3000 with targeted students within the
reading, critical thinking & ELL English classes.
Professional Development Plan
Focus Area: Produce globally competitive students and
outstanding citizens (Objective 2)
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STAR Reading
Teacher Developed Formative
Assessments
ACT, SAT, PERT PSAT, EOC’S
Target Group of Teachers
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Instructional Staff
PLC Objective
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Teachers will share best practices to
facilitate learning of Florida
Standards.
Coaching/Mentoring
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AVID training
AP training
Renaissance Place training
Achieve 3000 Training
Springboard training
NMSI workshops
AP Insight
Additional Resources
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AVID Weekly
CPALMS
Edivate
Meeting Dates
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Monthly - September-May
Implementation/Follow-Up
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Develop and implement lesson
plans and assessments that are
Data Used
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aligned with the Language Arts
Practices.
Evaluation of Results
● STAR Data Results
● EOC and FSA Results
● ACT, SAT, PERT
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Teacher Evaluation Data
Mathematics
Strategic Objective 2: Coral Shores High School will produce globally
competitive students and outstanding citizens.
Objective One (Algebra 1 End of Course Test)
By the end of the 2016-2017 school year, 53% (49/93) of students taking
the Algebra EOC test for the first time will score at or above Level 3. This
represents an increase of 5 percentage points over the scores in the
2015-2016 school year.
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Objective Two (Geometry End of Course Test)By the end of the 20162017 school year, 84% (114/136) of students taking the Geometry EOC
test for the first time will score at or above Level 3. This represents an
increase of 5 percentage points over the scores in the 2015-2016 school
year.
Objective Three (Algebra 2 End of Course Test)
By the end of the 2016-2017 school year, 65% (114/136) of students
taking the Algebra 2 EOC test for the first time will score at or above
Level 3. This represents an increase of 4 percentage points over the
scores in the 2015-2016 school year.
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Objective Four (Learning Gains)
By the end of the 2016-2017 school year, EOC tested math students will
meet or exceed the State mean score for learning gains overall, as well
as for the Lowest 25%.
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Strategies for Success in Math
Geometry will utilize College Preparatory Materials (CPM) and the
common core teaching styles in that program.
Algebra classes will utilize Math Nation – a resource provided by The
University of Florida that is aligned to the Algebra end of course
expectations.
Math teachers will utilize STAR Math/Renaissance Place to identify
areas of weakness and and target instruction. Teachers evaluate data at
each Progress monitoring and target standards that are below
proficiency to drive their instruction
National Math and Science Initiative (NMSI) strategies and lessons will
be implemented by NMSI trained teachers and shared vertically with
pipeline courses and teachers. Non-NMSI teachers will also attend study
sessions and implement strategies.
Professional Development Plan
Focus Area: Produce globally competitive students and
outstanding citizens (Objective 2)
Data Used
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Target Group of Teachers
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STAR Math
Teacher Developed Formative
Assessments
ACT, SAT, PERT
EOC- Algebra 1, Geometry,
Algebra 2
Math Department Teachers
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PLC Objective
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Coaching/Mentoring
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Additional Resources
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Meeting Dates
● PLC meetings monthly
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Implementation/Follow-Up
Teachers will share best
practices to facilitate learning of
Florida Standards.
FCTM conference
NMSI
Math Nation
Renaissance Place training
CPALMS
NMSI resources
Departmet meetings montly
● Develop and implement lesson
plans and assessments that are
aligned with the Mathematical
Practices. Collaboration
dependent on PLC group
formation and the focus of each
group. NMSI and Inquiry-based
may be different groups may be
2 different groups.
Evaluation of Results
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STAR Data Results
EOC Results
● ACT, SAT, PERT
● Teacher Evaluation Data
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Science
Objective One (Biology End of Course Test)
By the end of the 2016-2017 school year, (171/199) 86% of students
taking the Biology End of Course exam for the first time will perform at
level 3 or above. This represents an increase of 4 percentage points
over the 2015-2016 school year.
Strategies for Success in Science
Implement data informed instruction model utilizing Illuminate
benchmark testing aligned to Biology end of course test
expectations.
2. Biology classes will implement AVID strategies including the use
of interactive notebooks to deepen and strengthen the
student’s understanding of Biology.
3. Science teachers will participate in a NMSI PLC that will share
strategies for preparing students for success. Advanced
Placement teachers will also focus on writing skill strategies that
students need to answer Free Response Questions successfully
on AP Exams.
4. District mandated courses will require students to participate in
the School/District STEM fair. The development of
inquiry/experiment based STEM fair projects will deepen
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student understanding of the nature of science standards and
support skills in mathematics, written and oral communications
and critical thinking.
Professional Development Plan
Focus Area: Outstanding Student Achievement (Objective 2)
Data Used
● Biology EOC
Target Group of Teachers
● Science teachers
Coaching/Mentoring
● AP & NMSI training
● Student Achievement Data
Additional Resources
● AP & NMSI training
● NMSI Mentoring
● Biology EOC focus calendar
Meeting Dates
● Monthly September- May
Implementation/Follow-Up
● Be sure follow-up is sustained
and rigorous, leading to
classroom implementation.
Evaluation of Results
● Biology EOC
● Student Achievement Data
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Social Studies
Objective One (United States History End of Course Test)
By the end of the 2016-17 school year, 90% (167/186) of students taking
the United States History End of Course exam for the first time will
perform at level 3 or above. This represents an 12 percentage point
increase from 2015-2016.
Social Studies
Objective One (United States History End of Course Test)
Strategies for Success in Social Studies:
1. Implement data-informed instruction model utilizing Illuminate
benchmark testing aligned to the United States History End of
Course test expectations.
2. Utilize Gateway U.S. History text in all regular U.S. history
courses.
3. Implement and design units of instruction which reinforce
document analysis skills through primary sources.
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Professional Development Plan
Focus Area: Outstanding Student Achievement (Objective 2)
Data Used
● US History EOC
Target Group of Teachers
● Social Studies teachers
● AP training
● Document Based Questions
● Professional Learning
Community
Coaching/Mentoring
● AP Grading
Additional Resources
● AP training
Meeting Dates
● First and Third Wednesdays
Implementation/Follow-Up
● Review of student EOC scores,
samples of student writing in
PGP, PLC minutes.
● Review of STAR Reading scores
Evaluation of Results
● US History EOC
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Graduation Rate
Objective One (Overall Graduation Rate)
By the end of the 2017-2018 school year the graduation rate will be
82.5%, as determined by the state formula. This represents an increase
of 3.2 percentage points over the 2014-2015 school year.
Objective Two (At-Risk Graduation Rate)
By the end of the 2017-2018 school year the at-risk graduation rate will
be 50%, as determined by the state formula. This represents an increase
of 25 percentage points over the 2014-2015 school year.
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Graduation Percentage and At-Risk Graduation Percentage
1. Guidance has been redesigned with dedicated counselors
working with students during their high school career. The
college and career counselor facilitates placement in postsecondary education and/or the workforce, along with
monitoring all AVID® students.
2. Implement lunch time tutoring programs through National
Honor Society to assist struggling grade nine students. Sponsor
keeps logs on meetings.
3. Implement Freshman Seminar to provide students with study
skills, organization habits, character education and goal setting.
4. IBelieve program is implemented school-wide to target
character development, core values of the school, learning
activities, and academic success. Discipline and attendance data
are reviewed monthly.
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Full time lab manager facilitates online learning requirement,
credit recovery, and online testing requirements.
6. Implement AVID® program in all grades to identify and
accelerate students toward academic and AP® success.
5.
Stretch Learning
Objective One (College Readiness - SAT Scores)
By the end of the 2017-2018 school year the average SAT composite
score will be at or above 1600 in critical reading, mathematics, and
writing subtests combined.
SAT Performance
1. Grade 11 and grade 12 teachers participating in the various
Florida Standards focused professional learning communities
will align and implement Florida Standards standards for
literacy, speaking and listening, and writing in all standard/non
AP® coursework.
2. In preparation for PSAT administration, PSAT practice tests are
being utilized in grades 9-11.
Objective Two (College Readiness - ACT Scores)
By the end of the 2017-2018 school year the percentage of students
scoring “college ready” in all four subject areas will be 40%. This
represents a 14 percentage point increase over the current year.
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ACT Performance
1. Grade 11 and Grade 12 teachers participating in the various
Florida Standards focused professional learning communities
will align and implement common core standards for literacy,
speaking and listening, and writing in all standard/non AP®
coursework.
2. In preparation for PSAT administration, PSAT practice tests are
being utilized in grades 9-11.
Objective Three (Career and Technical Education)
By the end of the 2017-2018 school year 80% of students who complete
an eligible Career and Technical sequence will earn Industry
Certification from an outside source.
Strategies for Success
CTE department will work with the district to align resources in
order to bring all programs into compliance with industry
certification requirements (Outboard Marine - Yamaha
Certification; Auto Maintenance - NATEF Certification) .
2. CTE currently offers the following Industry Certifications;
Business Education-Microsoft Specialist, ADOBE Certification
1.
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and Microsoft Office Expert, Culinary - ServSafe, ProStart 1 and
ProStart 2; Video Productions- Apple Final Cut Pro X.
Objective Four (AP® Participation)
Currently, 45% of the student population is enrolled in at least one AP®
course. By the end of the 2017-2018 school year the number of
students enrolled in AP® courses will increase to 47%. This represents a
2 percentage point increase over the current year.
Objective Five (AP® Performance)
By the end of the 2017-2018 school year the percentage of passing
scores (3 or higher) on AP® exams taken will be greater than or equal to
65%. This represents an increase of 14 percentage points over the
current year.
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Objective Six (AP® Equity and Access)
By the end of the 2017-2018 school year, the percentage of students
taking Advanced Placement courses will reflect the overall student
population.
Ethnicity
Asian
African American
Hispanic
White
Native American
Multi-racial
School
1%
3%
33%
62%
1%
1%
AP® Programs
1%
1.3%
27%
68.4%
.3%
2%
4% of the enrolled students are ELL. 5% are ESE. We would like to
increase enrollment for these groups if AP Potential predicts success.
Advanced Placement Courses
1.
AP® teachers will apply NMSI and College Board strategies in
AP® classrooms in order to improve student free response
question performance.
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2.
AP® Social Science and English Language Arts teachers will
collaborate to support both curricula (AP® Language and Comp
& AP® U.S. History, AP® World History & English II Honors).
3.
Based on success of 2015-2016 ninth grade students in AP®
Human Geography a greater number of grade nine students will
be provided the opportunity to take the course.
4.
AP® Calculus and Pre-Calculus classes will “loop” with their
respective classes providing two years of consistent outcome
based instruction. Similar strategies will be used in AP® Biology.
5.
Implement AVID® WICOR (Writing, Inquiry, Collaboration,
Organization, Reading with purpose) strategies in grade nine,
ten, and eleven.
6.
NMSI will train AP teachers and hold workshops and seminars
for students and teachers on Saturdays for each subject area.
Professional Development Plan
Focus Area: Outstanding Student Achievement (Objective 2)
Data Used
Target Group of Teachers
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PLC Objective
Coaching/Mentoring
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Additional Resources
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Meeting Dates
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Implementation/Follow-Up
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ACT, SAT, AP scores
AP Teachers
AVID teachers
CCAPS Counselor
EAP writing strategies
Mentors for new AP
teachers
PSAT
AP Potential
AVID Weekly
First and Third Thursday
starting 10/16-04/30/15
from 7:00-7:45am
Be sure follow-up is
sustained and rigorous,
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Evaluation of Results
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leading to classroom
implementation.
AP, PSAT, SAT, ACT, PERT
scores
Teacher Evaluation Data
Students with Special Needs (Florida Standards Alternative
Assessment)
Objective One (FSAA ELA)
By the end of the 2016-2017 school year, 100% of Grade 9 FSAA
students (3/3) will demonstrate proficiency on the Florida Standards
Alternate Assessment Reading subtest.
By the end of the 2016-2017 school year, 100% of Grade 10 FSAA
students (4/4) will demonstrate proficiency on the Florida Standards
Alternate Assessment Reading subtest.
Objective Two (FSAA Math)
By the end of the 2016-2017 school year, 100% of Grade 9 FSAA
students (3/3) will demonstrate proficiency on the Florida Standards
Alternate Assessment Math subtest.
By the end of the 2016-2017 school year, 100% of Grade 10 FSAA
students (4/4) will demonstrate proficiency on the Florida Standards
Alternate Assessment Math subtest.
Objective Three (FSAA Science)
By the end of the 2016-2017 school year, 100% of Grade 11 FSAA
students (2/2) will demonstrate proficiency on the Florida Alternate
Assessment Science subtest.
Strategies for Success in Special Needs
Students with Disabilities Plan
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1. Teachers will receive training on accommodations and
modifications and legal requirements of the implementation of
a student’s IEP.
2. General Education teachers will be given opportunities to access
the PEER IEP database to view student’s accommodations.
3. Teachers will be trained on the model of support facilitation and
how to implement with students with and without IEP’s.
4. Monthly consultation meetings with teachers on strategies that
will assist ESE student success in the general education classes.
5. After school tutoring on Wednesdaydays for special needs
students to improve their grades.
6. Teachers will be given support with ESE teacher/aide to help
them implement strategies and accommodations for SWD.
7. Achieve 3000 will be used to monitor FSAA student progress
and special diploma student progress in reading.
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Students with Special Needs (Limited English Proficiency)
Objective One (ACCESS for ELLS 2.0 Test Performance)
By the end of the 2016-2017 school year, each ELL student will increase
one proficient level placement level in the respective categories of
Entering, Emerging, Developing, Expanding, Bridging, Reaching as
determined by the ACCESS for ELLs 2.0 interpretative guide.
Listening/Speaking
Proficient
High Intermediate
Low Intermediate
Beginning
Not Tested
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3
8
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y0
Reading
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7
7
11
0
Writing
6
11
6
8
0
Professional Development Plan
Focus Area: Outstanding Student Achievement (Objective 2)
Data Used
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Target Group of Teachers
PLC Objective
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Additional Resources
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Meeting Dates
Implementation/Follow-Up
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FAA, ACCESSfor ELLs 2.0, Las
Links, FSA, EOC scores
All teachers
The support facilitation model
will be used throughout the
school to provide maximum
assistance for students in the
least restrictive environment
ESE-SWD Professional
Development opportunities
PEER
ELL family library
ELL strategy training
Quartely Parent Meeting in
Spanish
Monthly September - May
Be sure follow-up is sustained
and rigorous, leading to
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Evaluation of Results
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classroom implementation.
FAA, ACCESS for ELLs 2.0, Las
Links, FSA, EOC scores
Student Success Goals
Strategic Objective 1: Create a positive climate through a focus on
social, emotional, ethical, civic, and intellectual education that fosters
trust and professionalism school wide.
Objective One (Student Attendance)
During the 2016-2017 school year the percentage of students missing
more than 10 days will be less than 25%. This represents a decrease of 5
percentage points over the 2015-2016 school year.
Objective Two (Student Discipline)
In School Suspension (ISS) has been added as a full time program to
address attendance and behavioral issues reducing out of school
suspension and providing early interventions to reduce referrals and
improve student achievement and engagement
Objective Three (Community Service Hours)
By the end of the 2016-2017 school year, 56% of seniors will accumulate
100 or more community service hours.
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Strategies for Student Success
Attendance
1. An interagency truancy team will meet bi-monthly to address
individual student attendance issues. The team will use the
EWS report in FOCUS to help identify students who need
additional support.
2. State of the Hurricanes will recognize and reward students with
positive attendance histories.
3. Fully utilize CINS/FINS and the judicial system to enforce truancy
laws.
4. Implement full time Internal School Suspension (ISS) program to
reduce attendance and tardy issues.
5. Implement Saturday school as a remedial measure for student
non-attendance.
6. iBElieve, Project Wisdom, school spirit, and camaraderie.
7. AHEC Physician’s Assistant available on site.
Discipline
1. Implement full time Internal School Suspension (ISS) program to
reduce discipline issues as an alternate to out of school
suspensions.
2. iBElieve, Project Wisdom, school spirit, and camaraderie.
3. Implement Saturday school as a remedial measure for student
discipline.
Community Service Hours
1. Partner with Upper Keys Foundation to provide service
opportunities for Coral Shores student athletes that will count
toward both athletic department commitments and community
service hour requirements.
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Formation of new service based clubs/organizations (provides
community service opportunities for mentors).
3. Dedicated Leadership Class.
2.
21st Century Technology
Objective One
Instructional technology will be implemented to improve instruction
across the curriculum.
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Padlet, Prezi, Remind, etc. used in classes
iPad lab in Sophomore Regular English classes
Clickers in Biology classroom
Graphing Calculators used in Level 3 math classes
Smart Pens used in math classes
Web Design online class developed and offered on site
Microsoft Office Specialist certification classes
Edmodo used by various teachers
Laptop carts in every pod for access by all content areas
BYOD policy in place
Drone used to create school videos in Digital Video Productions
Social Media used as a communication tool
School website updated by Web Design students
Yearbook created through software program
Assistive devices used with special needs students
Fifteen Clear Touch interactive Panels
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50 Promethian Interactive white boards
Google Classroom
Blackboard
Google Mail
Technology Strategies
1. There is a technology PLC with 6 members that will be doing an
inquiry project on collaboration in using technology to increase
student achievement.
2. Teachers have attended a variety of technology trainings and
will facilitate training to the staff utilizing a train the trainer
model.
3. BLPT will serve as the tech committe to guide technology
related decisions.
Notes:
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The Coral Shores Community would like to thank the Building
Level Planning Team and the School Advisory Council for
their assistance in the development of the plan.
School Leadership Team
Blake Fry, Principal
Kristy Bedell, Asst. Principal
Ana Hortensi, Asst. Principal
Chris Harris,CCAPS Counselor
Kay MacKenzie, Guidance
Dawn Michelini, Guidance
Chris Catlett, CTE BLPT
Nancy Ellsworth, Elite BLPT
Clara Rife, ESE BLPT
Kathleen O’Connor, ELA BLPT
Alesa Rehmann, Science BLPT
Mary Jo Fry, Social Studies BLPT
Robin Fry, At Large BLPT
Mike Hughes Math BLPT
Beth Rosenow, At Large BLPT
Jackie Moates Office Manager
School Advisory Council
Lesley Rhyne, Chair
Lorie Lalonde-Miller, Vice President
Tracy Robinson, Parent
Ruth Schrader-Grace, Parent
Francesca Press, Parent
Laura Guth, Parent
Jodi Lesko, Parent
Maria Jones, Community
Laurie Kipp, Parent
Sue Woltanski, Parent
Bailey Robinson, Student
Cheryl Powers, Parent
Joanne Haddad, Staff
Ana, Hortensi, Parent,Asst. Principal
Kristy Bedell, Assistant Principal
Blake Fry, Principal
Information:
For more information regarding Coral Shores High School or the
School Improvement Plan, visit
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http://csh.keysschools.com/
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