School Info

School Name Anderson, Boyd HS (1741) School Grade (2024 - 2025)
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
BA_Executive-Summary25-26.pdfMeagan Killinger9/20/2025

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
Projection-of-Revenue-2025.pdfMeagan Killinger9/12/2025

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.

1. Attendance & Behavior Interventions

  • Chronic Absences (477 students, 10%+ days missed):
    The school implements an attendance monitoring system paired with parent outreach, mentoring, and restorative practices to re-engage students. Data from EWS triggers tiered interventions (home visits, counseling referrals, and attendance contracts).

  • Suspensions (300 students with ≥1 suspension):
    Positive Behavior Interventions and Supports (PBIS) are used to reduce suspensions. Social-emotional learning, restorative justice circles, and targeted counseling are employed to address root causes of misconduct while maintaining academic engagement.

2. Academic Course Failures

  • ELA (377 failures) & Math (572 failures):
    Students with course failures are entered into Response to Intervention (RTI) tiers:

    • Tier 1: Classroom-level supports, including standards-aligned reteaching, formative assessments, and teacher-led small groups.

    • Tier 2: Targeted interventions such as tutoring, supplemental software (reading/math labs), and after-school programs.

    • Tier 3: Intensive supports, including one-on-one instruction, mentoring, and Individualized Education Plan (IEP)/504 referrals when appropriate.

3. Low Proficiency on State Assessments

  • Level 1 ELA (404 students) and Math (0 reported for 9–12, but flagged in earlier years):
    These students are flagged for skill-specific intervention blocks aligned with State Board Rule 6A-6.053. Supports include:

    • Data-driven reteaching cycles using progress monitoring.

    • Instructional coaches modeling lessons and assisting with differentiated instruction.

    • Frequent progress monitoring (STAR, FAST, or interim assessments) to track growth and adjust supports.

4. Reading Deficiencies (491 students, mostly grades 9–10)

  • Students identified under Rule 6A-6.0531 are enrolled in intensive reading courses using evidence-based instructional sequences.

  • Reading instruction is explicit, systematic, and data-driven, monitored through grade-level RTI decision trees (DT3 for high school).

  • Interventions include decoding practice, vocabulary development, comprehension strategies, and structured literacy approaches.

5. Students with Multiple Risk Indicators (163 students)

  • Students flagged with two or more indicators (attendance, suspensions, failures, or Level 1 performance) receive wraparound support coordinated by the school’s MTSS/RTI team.

  • Supports include academic mentoring, social-emotional counseling, family conferences, and frequent progress checks.

  • Case management ensures that interventions address both academic and behavioral barriers.

6. Retained Students (56 retained last year; 226 retained multiple times)

  • Students retained once or multiple times are prioritized for personalized learning plans, tutoring, and credit recovery programs.

  • Opportunities for extended learning (after-school, summer programs) are offered.

  • Counselors and teachers collaborate with families to create graduation pathways to ensure students remain on-track for promotion.

7. Embedded High-Quality RTI Process

Across all indicators, the school uses an embedded RTI framework to:

  • Systematically collect academic and behavior data.

  • Use decision tree protocols (DT1, DT2, DT3) to determine level of intervention.

  • Provide evidence-based supports and track fidelity of implementation.

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: International Baccalaureate DP

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, Boyd H. Anderson's International Baccalaureate Diploma Programme will increase the percentage of DP candidates earning scores of 4 or higher in HL and SL courses to at least 65%, with Biology HL and Mathematics A&I SL improving their pass rates by 10% over 2024 outcomes, through targeted instructional strategies, exam practice cycles, and enhanced support structures. Define Clear Objectives, Implement Assessment Tools (formative, summative, diagnostic), Track Student Progress, Review Instructional Strategies, Provide Feedback and Support to Teachers and Students (data chats), Team Meetings (Common Planning), PLC, Adjust Goals and Strategies based on the data collected, Communicate with Stakeholders

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.

During the Fall semester, the primary implementation challenges included inconsistent student engagement with exam-style practice, variability in instructional pacing, and limited student utilization of academic support opportunities. Additionally, some students entered the academic year with skill gaps in prerequisite content, impacting early formative assessment results and slowing progression toward higher-level application and analysis tasks.

To address these challenges, the school made several targeted adjustments. Departments implemented common pacing guides and aligned formative assessments to ensure consistency across sections. Teachers increased the frequency of IB-style questioning and mark scheme analysis during instruction to better acclimate students to assessment expectations. The IB coordinator also increased communication with students and families to reinforce attendance and accountability for support opportunities.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?

Targeted Instructional Strategies
Strengths: Instruction was intentionally aligned to IB assessment objectives, with increased emphasis on command terms, data analysis, and written justification. Common planning and shared assessments supported instructional consistency. Students demonstrated improved familiarity with IB-style questions and mark schemes, particularly in extended-response tasks.
Weaknesses: Despite improved alignment, some students continued to struggle with transferring foundational skills to higher-level application, indicating a need for additional scaffolding and reinforcement of prerequisite knowledge.

Instructional Coaching & Push-In Support (Math Coach and IB Coordinator)
Strengths: The math coach provided content-specific instructional guidance, modeling strategies for conceptual understanding and IB-aligned problem-solving. Push-in support from the IB coordinator in Biology HL and Mathematics allowed for real-time feedback, instructional adjustments, and increased fidelity to IB expectations. This collaborative support strengthened lesson design and improved teacher confidence in addressing assessment demands.
Weaknesses: The impact of push-in support was dependent on scheduling availability and was not always consistent across all instructional periods. Additionally, while teacher practice improved, some students required more explicit structures to independently apply strategies outside of supported lessons.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.

To further support progress toward the intended outcome, the school will expand and formalize the use of instructional coaching and push-in support in Biology HL and Mathematics. The math coach and IB coordinator will collaborate with teachers to co-plan lessons that intentionally address identified gaps in student performance, particularly in application, analysis, and written justification aligned to IB assessment criteria. Push-in support will be scheduled strategically during units with historically lower student performance to maximize instructional impact.

Additionally, departments will implement structured feedback and reflection protocols following exam practice cycles to ensure students actively engage with mark scheme expectations and use feedback to improve performance. Data review meetings will occur after each assessment cycle to monitor progress toward the 65% proficiency target and the 10% improvement goal for targeted courses. Teachers will also increase the use of common formative assessments to identify students needing additional instructional adjustments within the classroom setting.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
Overall, Fall semester data indicate that the school is making adequate progress toward the SMART goal, particularly in strengthening instructional alignment and assessment literacy. While early challenges highlighted the need for greater consistency and student accountability, adjustments made have resulted in more focused instruction and clearer expectations. Continued emphasis on data use, targeted supports, and student ownership of learning will be critical to sustaining momentum and achieving the May 2026 performance targets.

Area of Focus: AICE Cambridge

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By June 2026, BA will increase the overall Cambridge AICE subject pass rate from the June 2025 baseline to at least 45%, ensuring that no subject area falls below 25% pass rate. Define Clear Objectives, Implement Assessment Tools (formative, summative, diagnostic), Track Student Progress, Review Instructional Strategies, Provide Feedback and Support to Teachers and Students (data chats), Team Meetings (Common Planning), PLC, Adjust Goals and Strategies based on the data collected, Communicate with Stakeholders

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.

During the Fall semester, Boyd H. Anderson High School faced challenges in supporting Cambridge AICE students. Students in English Language and Global Perspectives & Research, both with new teachers, exhibited gaps in foundational skills, while other courses showed variable student engagement.

To address these challenges, the school strengthened data tracking systems to monitor student grades, attendance, and classroom performance. Teachers used this data to identify students at risk and implement academic probation when additional support was needed. Departments also reinforced the use of common pacing guides, exam-style question cycles, and PLCs to analyze performance data, share strategies, and refine instructional approaches. These adjustments have kept the school on track toward the June 2026 AICE pass rate goal.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?

Strengths: Allows teachers to monitor student performance and attendance in real time, quickly identifying students at risk. Academic probation provides a structured plan for improvement and accountability, increasing student engagement and follow-through.
Weaknesses: Requires consistent monitoring and communication to be effective, and some students may need additional support to respond to probation interventions.

Common Pacing Guides and Formative Assessments
Strengths: Promote instructional consistency and early identification of gaps across all courses.
Weaknesses: New teachers may initially struggle to fully implement pacing guides, creating minor inconsistencies.

Exam-Style Question Cycles
Strengths: Build student familiarity with AICE exam formats, increasing confidence in essay-based and analytical tasks.
Weaknesses: Feedback may be delayed at times, limiting the opportunity for immediate student improvement.

Professional Learning Communities (PLCs)
Strengths: Support collaboration, strategy sharing, and data analysis among teachers, strengthening instruction and supporting new staff.
Weaknesses: The effectiveness of PLCs depends on consistent participation and active implementation of shared strategies.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.

To continue progress toward a 45% overall AICE pass rate and ensure no subject falls below 25%, the school will:

  1. Enhance the use of data tracking to closely monitor grades, attendance, and performance, identifying at-risk students early and providing timely interventions.

  2. Maintain and refine academic probation procedures, ensuring students who need additional support have clear, measurable goals and guidance.

  3. Leverage PLCs to target high-need courses such as English Language and Global Perspectives & Research, providing mentoring for new teachers and sharing effective instructional strategies.

  4. Continue exam-style question cycles and structured reflection sessions for all courses, helping students practice assessment skills and review mark schemes.

  5. Provide targeted scaffolds and resources (e.g., essay templates, research outlines, and practice prompts) to support student mastery in essay-heavy or research-intensive courses.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
Fall semester data indicate that the school is on track to meet the June 2026 Cambridge AICE pass rate goal. The combination of data tracking, academic probation, PLC collaboration, exam-style practice cycles, and targeted scaffolds has strengthened both teacher practice and student outcomes. While students in courses with new teachers are still adjusting, these strategies provide a solid foundation to ensure all subjects meet or exceed the minimum pass rate targets. Continued monitoring and targeted support will be essential to sustain progress.

Area of Focus: ELA

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
As measured by the FAST PM3, the number of 9th and 10th grade scholars achieving Level 3 or higher in the content area of ELA will increase from 41% to 44% by May 2026. Professional Development will be ongoing and support teachers per subject area to esnure both students and teachers needs are being met. $32,000.00 Define Clear Objectives, Implement Assessment Tools (formative, summative, diagnostic), Track Student Progress, Review Instructional Strategies, Provide Feedback and Support to Teachers and Students (data chats), Team Meetings (Common Planning), PLC, Adjust Goals and Strategies based on the data collected, Communicate with Stakeholders

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Focus Areas for PD (Aligned to Hattie’s High Impact Strategies) Teacher Clarity: Explicit learning intentions, success criteria. Feedback & Formative Assessment: Immediate feedback loops, self-assessment strategies. Reciprocal Teaching: Collaborative reading strategies to improve comprehension. Differentiated Instruction: Small-group interventions for lowest 30%. Data-Driven Instruction: Regular progress checks using FAST benchmarks.
Person(s) Responsible Instructional Coaches
Deadline 6/1/2025
Evidence-based Intervention/Strategy 2 Monitoring & Accountability (Aligned to 4DX Discipline 3 & 4) Scoreboards: School-wide data wall showing PM1 ? PM2 ? PM3 progress. PLC progress trackers (updated biweekly). Accountability Cadence: Weekly PLC review of lead measures. Monthly leadership meeting to evaluate WIG progress. Evidence of Implementation: Lesson plans reflect PD strategies. Walk-through data aligned to Hattie strategies.
Person(s) Responsible Thiago Veronez
Deadline 6/1/2025
Evidence-based Intervention/Strategy 3 Targeted Push-in Support/Instruction
Person(s) Responsible Kionardra Shellman
Deadline 6/1/2026

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.

During the Fall semester, Boyd H. Anderson High School faced challenges in increasing the number of 9th and 10th grade scholars achieving Level 3 or higher in ELA. Students in the “yellow group” have historically demonstrated the greatest need for targeted support in reading comprehension and analytical skills to achieve a higher percentage of students achieving proficiency. Consistent implementation of Hattie-aligned strategies was initially uneven across classrooms.

To address these challenges, teachers leveraged i-Ready diagnostics to identify skill gaps, assign personalized learning paths, and measure projected proficiency for all scholars. Scholars are monitored to ensure they are completing at least five i-Ready lessons per week, reinforcing skill development and closing gaps. FAST PM growth data are reviewed regularly to track student progress, with special focus on the yellow group. Teachers collaborate in common planning to analyze growth trends, refine instructional strategies, and share best practices. Push-in support provides additional scaffolded lessons. These adjustments have kept the school on track to meet the May 2026 goal of increasing Level 3+ scholars from 41% to 44%.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?

Teacher Clarity: Learning Intentions & Success Criteria
Strengths: Students understand lesson objectives and expectations, increasing engagement and focus.
Weaknesses: New teachers may require ongoing support to consistently embed learning intentions.

Feedback & Formative Assessment
Strengths: Immediate feedback loops and self-assessment strategies allow students to address misconceptions quickly, reinforcing mastery.
Weaknesses: Some students need guidance to apply self-assessment effectively and independently.

Reciprocal Teaching
Strengths: Collaborative reading strategies improve comprehension and critical thinking, particularly for the yellow group.
Weaknesses: Implementation fidelity varies; ongoing teacher modeling is needed for effective discussions.

Data-Driven Instruction (FAST & i-Ready)
Strengths: FAST PM growth and i-Ready diagnostics provide actionable insights into student performance and projected proficiency. Monitoring completion of five i-Ready lessons per week ensures consistent skill practice for all scholars.
Weaknesses: Requires consistent monitoring; students falling behind in i-Ready lessons may need additional accountability structures.

Monitoring & Accountability (PLCs, Scoreboards, Cadence)
Strengths: PLCs and school-wide PM scoreboards provide transparency into student progress and encourage timely instructional adjustments. Weekly and monthly reviews keep focus on lead measures and the WIG.
Weaknesses: Success depends on active participation and follow-through by all PLC members.

Targeted Push-in Support
Strengths: Provides scaffolding for all scholars, with a focus on the yellow group, reinforcing comprehension and analytical skills aligned to FAST PM growth that help close achievement gaps.
Weaknesses: Limited staff availability can restrict consistency across all periods.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.

To maintain progress toward the 44% Level 3+ goal by May 2026, the school will:

  1. Leverage i-Ready diagnostics and weekly lesson completion to support all scholars, focusing on the yellow group and ensuring they complete at least five lessons per week to strengthen proficiency.

  2. Continue problem-of-practice strategies targeting the yellow group, using Hattie-aligned instructional methods to improve comprehension and analytical skills.

  3. Strengthen PLC collaboration to analyze FAST PM growth and i-Ready lesson completion, share effective instructional strategies, and ensure consistent implementation of PD practices.

  4. Embed structured reflection and self-assessment protocols, helping students act on feedback from FAST and i-Ready to improve mastery.

  5. Maintain targeted push-in support for scholars.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
Fall semester evidence indicates the school is on track to meet the May 2026 ELA goal. Teachers are increasingly consistent in using Hattie-aligned strategies, PLC collaboration, and data-driven instruction. FAST PM growth and i-Ready diagnostics, along with monitoring weekly lesson completion, provide actionable insights for all scholars, with focused attention on the yellow group. Continued use of structured reflection, problem-of-practice strategies, and push-in support will sustain growth and ensure the 44% Level 3+ target is achieved.

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
2526_SIP-K12-CERP.pdfMeagan Killinger9/26/2025
AGENDA.pdfMeagan Killinger9/26/2025
K-12RP_SignInSheet.pdfMeagan Killinger9/26/2025

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  
BAHS Content Area Professional Learning Community Tuesday
 8/18/2025 - 5/29/2026 7:10 AM - 7:40 AM 9, 10, 11, 12

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
BA_MTSS-Action-Plan-25-26-Final.pdfMeagan Killinger9/26/2025

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Tuesday
 1st, 2nd, 3rd, 4th 9/1/2025 - 5/29/2026 8:30 AM - 9:30 AM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name File Uploaded By Upload Date
Boyd-H.-Anderson-HS-Feedback-2025-26.pdfBRENDA MICHEL5/20/2025
BA_SPBP_26-27SY.docx.pdfMeagan Killinger4/30/2026

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
BA_25-26_SIP-Attendance-Plan.pdfMeagan Killinger9/25/2025

School Counseling Plan

 

File Name File Uploaded By Upload Date
LWS-Action-Plan-Completion-Directions-2025-26.pdfMeagan Killinger9/30/2025
BA_25-26_Counsel.Plan.pdfMeagan Killinger9/30/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
BPIE-Implementation-24-25(year2).pdfMeagan Killinger9/26/2025

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
BA_May_SignIn.pdf May SAC Agenda, Attendance, Minutes 6/3/2026
BA_April_SignIn.pdf April SAC Agenda, Attendance, Minutes 6/3/2026
BA_March_SignIn.pdf March SAC Agenda, Attendance, Minutes 6/3/2026
BA_Feb_SignIn.pdf February SAC Agenda, Attendance, Minutes 6/3/2026
BA_Dec_SignIn.pdf December SAC Agenda, Attendance, Minutes 6/3/2026
BA_October_SignIn.pdf October SAC Agenda, Attendance, Minutes 6/3/2026
BA_Sept_SignIn.pdf September SAC Agenda, Attendance, Minutes 6/3/2026
BA_SAF_May.pdf May SAF Agenda, Attendance, Minutes 6/3/2026
BA_SAF_April.pdf April SAF Agenda, Attendance, Minutes 6/3/2026
BA_SAF_March.pdf March SAC/SAF Agenda, Attendance, Minutes 6/3/2026
BA_SAF_February.pdf February SAF Agenda, Attendance, Minutes 6/3/2026
BA_SAF_January.pdf January SAF Agenda, Attendance, Minutes 6/3/2026
BA_SAF_December.pdf December SAF Agenda, Attendance, Minutes 6/3/2026
SAC_Meeting_Minutes_Emergency_Meeting_1.8.pdf January SAC Agenda, Attendance, Minutes 6/3/2026
SAC_Meeting_Minutes_January.pdf January SAC Agenda, Attendance, Minutes 6/3/2026
SAC_Meeting_Minutes_Febuaray_2.26.pdf February SAC Agenda, Attendance, Minutes 6/2/2026
SAC_Meeting_Minutes_March-(1).pdf March SAC Agenda, Attendance, Minutes 6/2/2026
SAC_Meeting_Minutes_April.pdf April SAC Agenda, Attendance, Minutes 6/2/2026
BA_March26_Agenda-(1).pdf March SAC Agenda, Attendance, Minutes 6/2/2026
BA_SACagenda_5_28_26.pdf May SAC Agenda, Attendance, Minutes 6/2/2026
BA_SACagenda_4_23_26.pdf April SAC Agenda, Attendance, Minutes 6/2/2026
BA_SAC_May_Member.pdf May SAC Agenda, Attendance, Minutes 6/2/2026
BA_SAC_May_Guest.pdf May SAC Agenda, Attendance, Minutes 6/2/2026
BA_SAC_Nov_Member.pdf November SAC Agenda, Attendance, Minutes 6/2/2026
BA_SAC_Guest.pdf November SAC Agenda, Attendance, Minutes 6/2/2026
Boyd-Anderson-High-PSD-Continuation-Waiver-Packet-25-26.pdf April Continuation Waiver Documentation 4/28/2026
SAC_SAF_Meeting_Minutes_November.pdf November SAC/SAF Agenda, Attendance, Minutes 3/5/2026
Agenda_1_8_26_SPECIALSACmeetingA+.pdf January SAC Agenda, Attendance, Minutes 3/5/2026
BA_SACAgenda_February.pdf February SAC Agenda, Attendance, Minutes 3/5/2026
Agenda_January29_26final.pdf January SAC Agenda, Attendance, Minutes 3/5/2026
BA_SAF-Bylaw.pdf October SAF ByLaws 3/4/2026
A+-Documentation-BA.pdf December A+ Funds 2/17/2026
BA_December_SAC_Meeting_Minutes.pdf December SAC Agenda, Attendance, Minutes 2/17/2026
BA_December_SAC_agenda.pdf December SAC Agenda, Attendance, Minutes 2/17/2026
BA_Nov_SAC_SAF-Joint-Agenda.pdf November SAC/SAF Agenda, Attendance, Minutes 2/17/2026
BA_October_SAC_Meeting_Minutes.pdf October SAC Agenda, Attendance, Minutes 2/17/2026
BA_OctoberSignIn_Guest.pdf October SAC Agenda, Attendance, Minutes 10/31/2025
BA_10_23_25SAC_Agenda.pdf October SAC Agenda, Attendance, Minutes 10/31/2025
BA_Bylaws_25_26.pdf August SAC ByLaws 10/31/2025
BA_SAF_October.pdf October SAF Agenda, Attendance, Minutes 10/30/2025
BA_SAF_September.pdf September SAF Agenda, Attendance, Minutes 10/30/2025
BA_SAF_August.pdf August SAF Agenda, Attendance, Minutes 10/30/2025
BA_SAC_Meeting_Minutes_9.25.pdf September SAC Agenda, Attendance, Minutes 10/30/2025
BA_SAC_agenda_8_28_25.pdf August SAF Agenda, Attendance, Minutes 10/30/2025
updated_BA_SAC_Meeting_Minutes_828.pdf August SAC Agenda, Attendance, Minutes 10/30/2025
BA_25_26_SAFdates.pdf September SAF Meeting Dates 9/25/2025
BA_25_26_SACdates.pdf September SAC Meeting Dates 9/25/2025
BA_9_25_25_SAC_Agenda.pdf September SAC Agenda, Attendance, Minutes 9/23/2025

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
staff.pdfMeagan Killinger9/11/2025
parent.pdfMeagan Killinger9/11/2025
student.pdfMeagan Killinger9/11/2025

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
BA_FACE_SPACE_IMAGE.pdfMeagan Killinger9/26/2025

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