School Info

School Name Cypress Bay HS (3623) School Grade (2025 - 2026) A
Title 1 School No School Improvement (SI) No
School of Excellence Yes ESSA School No
RAISE
Reading Achievement Initiative for Scholastic Excellence 		No    
SAC Documentation/SAC Upload Center

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
3623_05272026_2027-Budget.pdfLauretta Cordoba8/28/2026

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 Improvement and Chronic Absenteeism
Attendance will remain a schoolwide priority for the 2026–2027 school year. During 2025–2026, 1,535 students were absent 10% or more of the school year, with the greatest concern identified among 12th-grade students. Teachers will initiate parent/guardian contact when a student accumulates five excused and/or unexcused absences. Students demonstrating patterns of chronic absenteeism will be referred to the appropriate Behavior Specialist and support team for targeted intervention. Attendance data will be reviewed regularly by grade level to identify trends, determine barriers to attendance, and provide individualized interventions for students and families.

2. Suspension Reduction and Behavioral Intervention
During 2025–2026, 215 students received one or more suspensions. To reduce suspensions during the 2026–2027 school year, Behavior Specialists and administrators will implement targeted interventions that may include restorative practices, community service opportunities, small-group counseling, behavior contracts, parent conferences, Check & Connect supports, and weekly progress monitoring. Discipline data will be reviewed regularly to identify repeat behaviors and provide earlier interventions designed to reduce the need for exclusionary discipline.

3. Academic Intervention in ELA and Mathematics
Academic interventions will prioritize students demonstrating course failure and/or Level 1 performance on statewide assessments. During 2025–2026, 97 students experienced an ELA course failure and 246 experienced a Mathematics course failure. Additionally, 127 students performed at Level 1 in ELA and 121 students performed at Level 1 in Mathematics. Identified students will receive targeted instructional support through appropriate intervention courses, differentiated instruction, EOC preparation, and free after-school tutoring provided by teachers and student organizations such as National Honor Society and Mu Alpha Theta. Student performance will be reviewed throughout the year to determine the effectiveness of interventions and identify students requiring additional support.

4. Reading Intervention and Progress Monitoring
Students demonstrating reading deficiencies will receive targeted, standards-aligned intervention based on individual student needs and assessment data. Progress-monitoring assessments will be administered throughout the school year to measure student growth and inform instructional decisions. Teachers and PLCs will analyze assessment results to identify skill deficits, provide targeted reteaching, and adjust interventions as necessary. Particular attention will be provided to students demonstrating Level 1 and Level 2 performance to accelerate learning and improve proficiency.

5. Multi-Tiered Support for Students with Multiple Indicators
During 2025–2026, 493 students demonstrated two or more Early Warning Indicators, representing approximately 12% of the student population. These students will be prioritized for early identification and coordinated intervention. Administrators, Behavior Specialists, school counselors, teachers, and other support personnel will collaborate to review attendance, behavior, academic performance, and assessment data. Individualized interventions may include mentoring, Check & Connect, academic tutoring, parent conferences, counseling, attendance interventions, and progress monitoring. Student data will be reviewed throughout the year to determine whether interventions are resulting in measurable improvement.

6. Departmental Assessment and Data-Driven Instruction
All academic departments will utilize standards-aligned common and/or subject-specific assessments to monitor student mastery and guide instructional decisions. Assessments and instructional practices will incorporate Universal Design for Learning (UDL) principles to increase accessibility for all learners. PLCs will regularly analyze student performance data, identify achievement gaps, and implement targeted reteaching, remediation, and enrichment. Particular emphasis will be placed on improving outcomes in Mathematics, which represented the largest area of course failure during the 2025–2026 school year.

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: Graduation Rate

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By June 2027, Cypress Bay High School will maintain a graduation rate of at least 98% by providing early identification, progress monitoring, academic intervention, counseling, credit-recovery opportunities, and targeted support for students identified as off track for graduation. Professional learning and collaborative planning will be provided, as needed, regarding graduation requirements, student progress monitoring, early warning indicators, credit recovery opportunities, intervention strategies, and procedures for identifying and supporting students who are off track for graduation. Graduation progress will be monitored through quarterly transcript and credit audits, graduation requirement reports, student GPA and course performance, attendance, assessment completion, credit recovery progress, and individual student graduation plans. Administration and the School Counseling Department will maintain and regularly review a list of students who are off track for graduation. Data will be discussed during scheduled administrative, counseling, and student-support meetings. Students who remain off track will receive increasingly targeted interventions, parent/guardian communication, and individualized support. Final graduation outcomes will be reviewed at the conclusion of the 2026_27 school year to determine progress toward maintaining a graduation rate of at least 98%.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Early Identification and Graduation Tracking: School counselors, administrators, and graduation support personnel will review student transcripts, credits, GPA, assessment requirements, attendance, and other graduation indicators to identify students who are off track or at risk of not graduating on time. Identified students will receive individualized graduation plans and ongoing monitoring.
Person(s) Responsible Principal; Assistant Principals; School Counseling Director; School Counselors; Graduation Coach/Support Staff; Data/Assessment Personnel
Deadline 5/1/2027
Evidence-based Intervention/Strategy 2 Targeted Academic Intervention and Credit Recovery: Students who are credit deficient or not meeting graduation requirements will be provided targeted supports such as credit recovery, course recovery, tutoring, remediation, virtual coursework, academic intervention, and additional opportunities to complete required credits and assessments.
Person(s) Responsible Assistant Principals; School Counselors; Graduation Support Personnel; Teachers; Credit Recovery/Virtual Program Staff
Deadline 5/1/2027
Evidence-based Intervention/Strategy 3 Individualized Counseling and Family Communication: Counselors and administrators will conduct individual conferences with students who are not on track for graduation and communicate with parents/guardians regarding missing requirements, available interventions, deadlines, and student progress. Students will receive ongoing academic and postsecondary planning support to promote continued engagement and successful completion of graduation requirements.
Person(s) Responsible School Counselors; Assistant Principals; Graduation Support Personnel; Teachers; Family/Community Engagement Staff, as appropriate
Deadline 5/1/2027

Mid-Year Reflection

Area of Focus: College and Career Acceleration: AP, AICE, CTE and Dual Enrollment

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By the end of the 2026_27 school year, the percentage of students successfully completing a qualifying acceleration opportunity will increase from 85% to 86%, as measured by the Florida School Grades acceleration component. College Board/Cambridge/CTE content training, collaborative planning, instructional strategies for advanced learners, and analysis of course/exam performance data. College Board/Cambridge/CTE content training, collaborative planning, instructional strategies for advanced learners, and analysis of course/exam performance data.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Expand identification, recruitment, and counseling of students who demonstrate readiness for AP, AICE, CTE, or Dual Enrollment coursework, with emphasis on increasing access among traditionally underrepresented student populations.
Person(s) Responsible Administration; School Counseling Department; Advanced Academics/CTE Coordinators; Teachers
Deadline 5/1/2027
Evidence-based Intervention/Strategy 2 Use student performance data to identify students needing academic support in accelerated courses and provide targeted tutoring, intervention, progress monitoring, and teacher support prior to end-of-course examinations.
Person(s) Responsible AP/AICE/CTE/DE Teachers; Department Chairs; Counselors; Administration
Deadline 5/1/2027
Evidence-based Intervention/Strategy 3 PLCs will review historical exam performance, student progress, instructional practices, and assessment data to identify strategies associated with successful course and examination completion.
Person(s) Responsible Advanced Academics Teachers; PLC Leaders; Department Chairs; Administration
Deadline 5/1/2027

Mid-Year Reflection

Area of Focus: Social Studies Achievement: U.S. History

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2027, the percentage of students scoring proficient or higher in U.S. History will increase from 91% to 92%, as measured by the U.S. History EOC. PLC collaboration focused on standards alignment, data analysis, source-based instruction, literacy in Social Studies, and high-impact instructional strategies. Administration and the Social Studies Department will review common assessments, benchmark data, grades, student intervention lists, PLC documentation, walkthrough data, and U.S. History EOC results. Progress toward the 92% target will be reviewed throughout the year.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Vertical Alignment and Standards-Based PLC Planning: Continue alignment of Social Studies instruction across grade levels to strengthen historical thinking, source analysis, informational literacy, writing from evidence, and prerequisite skills leading to U.S. History.
Person(s) Responsible Assistant Principal; Social Studies Department Chair; Social Studies PLCs
Deadline 5/1/2027
Evidence-based Intervention/Strategy 2 U.S. History PLCs will analyze common assessment and EOC benchmark data by standard and student subgroup to identify areas requiring reteaching, enrichment, or intervention.
Person(s) Responsible U.S. History Teachers; Social Studies Department Chair; Assistant Principal
Deadline 5/1/2027
Evidence-based Intervention/Strategy 3 Targeted students will receive differentiated EOC preparation and remediation based on individual benchmark deficiencies, with particular attention to students not projected to reach proficiency.
Person(s) Responsible U.S. History Teachers; Department Chair; Administration
Deadline 5/1/2027

Mid-Year Reflection

Area of Focus: Science Achievement: Biology

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2027, the percentage of students scoring proficient or higher in Biology will increase from 88% to 89%, as measured by the Biology EOC. PLC-based analysis of Biology EOC benchmark data, standards alignment, and differentiated science instruction. Biology PLC and administration will monitor common assessment performance, student grades, standards mastery, intervention participation, classroom walkthroughs, and Biology EOC results. Progress will be reviewed quarterly and instructional plans revised as necessary.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Biology PLCs will analyze standards-level assessment data and collaboratively identify instructional priorities, develop common assessments, and provide targeted reteaching of lowest-performing benchmarks.
Person(s) Responsible Assistant Principal; Science Department Chair; Biology PLC/Teachers
Deadline 5/1/2027
Evidence-based Intervention/Strategy 2 Students identified as not on track for proficiency will receive differentiated instruction, targeted remediation, small-group support, and progress monitoring prior to the Biology EOC.
Person(s) Responsible Biology Teachers; Science Department Chair; Administration
Deadline 5/1/2027
Evidence-based Intervention/Strategy 3 Teachers will integrate frequent standards-aligned formative assessments, inquiry-based learning, academic vocabulary, and data interpretation into daily instruction.
Person(s) Responsible Biology PLC; Science Department Chair
Deadline 5/1/2027

Mid-Year Reflection

Area of Focus: Mathematics Achievement and Learning Gains, with concentrated support for the Lowest 25%.

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2027, Math Achievement will increase from 77% to 78%, Math Learning Gains will increase from 59% to 62%, and Math Learning Gains for students in the Lowest 25% will increase from 54% to 58%, as measured by applicable state assessments/EOCs. Data analysis, differentiation, formative assessment, mathematical discourse, intervention strategies, and instructional practices for students demonstrating below-grade-level prerequisite skills. Math achievement and learning gains will be reviewed through common assessments, benchmark/progress-monitoring assessments, Algebra EOC data, student grades, intervention data, Lowest 25% student trackers, PLC documentation, and classroom walkthroughs. Administration and the Mathematics Department will review progress quarterly and adjust interventions when students are not demonstrating expected growth.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 tandards-Based PLC Data Cycles: Mathematics PLCs will use common formative assessments, state assessment data, progress-monitoring data, and item analysis to identify priority standards and students requiring reteaching or acceleration. PLCs will collaboratively plan instruction and reassess targeted standards.
Person(s) Responsible Assistant Principal; Mathematics Department Chair; Mathematics Teachers/PLCs
Deadline 5/1/2027
Evidence-based Intervention/Strategy 2 Targeted Lowest 25% Mathematics Intervention: Students demonstrating skill deficits will receive targeted small-group instruction, scaffolded practice, tutoring/intervention opportunities, and frequent progress monitoring tied directly to identified standards.
Person(s) Responsible Assistant Principal; ELA/Reading Teachers; ESE/ESOL Support Staff; MTSS Team
Deadline 5/1/2027
Evidence-based Intervention/Strategy 3 Spiral Review and Frequent Formative Assessment: Teachers will intentionally spiral prerequisite skills and high-impact standards throughout courses and use frequent checks for understanding to provide immediate feedback and adjust instruction.
Person(s) Responsible Mathematics Teachers/PLCs; Mathematics Department Chair; Assistant Principal
Deadline 5/1/2027

Mid-Year Reflection

Area of Focus: ELA/Reading Achievement and Learning Gains, with targeted emphasis on students in the Lowest 25%.

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2027, the percentage of students achieving proficiency on the FAST ELA PM3 will increase from 82% to 83%. ELA Learning Gains will increase from 68% to 69%, and learning gains among students in the Lowest 25% will increase from 66% to 68%. PLC-based professional learning focused on FAST data analysis, differentiation, high-impact literacy strategies, progress monitoring, and instructional practices for students in the Lowest 25%. Accountability funds, as available, for instructional materials, professional development, intervention resources, tutoring, and supplemental literacy. Administration and the ELA leadership team will monitor FAST PM1, PM2 and PM3 results; common formative assessments; quarterly grades; student subgroup and Lowest 25% performance; classroom walkthrough data; and PLC documentation. Data will be reviewed following each progress-monitoring window and during PLC/leadership meetings to determine whether instructional adjustments or additional interventions are required.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Data-Driven PLC Instruction: ELA PLCs will conduct ongoing analysis of FAST PM, classroom assessment, and progress-monitoring data to identify standards and student groups requiring additional instruction. Teachers will use common formative assessments and collaboratively plan standards-aligned reteaching and enrichment.
Person(s) Responsible Assistant Principal; ELA Department Chair; Literacy/Reading Support Personnel; ELA Teachers/PLCs
Deadline 5/1/2027
Evidence-based Intervention/Strategy 2 Targeted Intervention for Lowest 25%: Students identified through FAST and classroom performance data will receive differentiated small-group instruction, targeted reading interventions, progress monitoring, and additional instructional support based on individual skill deficits.
Person(s) Responsible Assistant Principal; ELA/Reading Teachers; ESE/ESOL Support Staff; MTSS Team
Deadline 5/1/2027
Evidence-based Intervention/Strategy 3 Schoolwide Literacy Across Content Areas: Teachers will reinforce evidence-based reading practices including close reading, academic vocabulary, text-based evidence, written responses, and comprehension of complex informational text across ELA, Science, Social Studies, and other content areas.
Person(s) Responsible Administrative Team; Department Chairs; Instructional Coaches/Teacher Leaders; Classroom Teachers
Deadline 5/1/2027

Mid-Year Reflection

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
26-27-SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdfLauretta Cordoba9/11/2026
26-27_SIP_CERP_School-Based_Reading_Plan_FILLED--.pdfLauretta Cordoba9/11/2026
Literacy-SIP-Meeting-Agenda-&-Sign-In-26-27.pdfLauretta Cordoba9/14/2026

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  
CBHS PLC's Thursday
 1st 4/1/2027 - 4/1/2027 11:45 AM - 2:45 PM 9, 10, 11, 12
CBHS PLC's Thursday
 3rd 3/18/2027 - 3/18/2027 12:00 PM - 2:45 PM 9, 10, 11, 12
CBHS PLC's Thursday
 1st 2/4/2027 - 2/4/2027 11:45 AM - 2:45 PM 9, 10, 11, 12
CBHS PLC's Friday 3rd 12/18/2026 - 12/18/2026 12:00 PM - 2:30 PM 9, 10, 11, 12
CBHS PLC's Thursday
 1st 11/5/2026 - 11/5/2026 11:45 AM - 2:45 PM 9, 10, 11, 12
CBHS PLC's Friday 2nd 10/9/2026 - 10/9/2026 11:45 AM - 2:45 PM 9, 10, 11, 12
CBHS PLC's Thursday
 1st 9/3/2026 - 9/3/2026 11:45 AM - 2:45 PM 9, 10, 11, 12
CBHS PLC's Friday 1st 8/7/2026 - 8/7/2026 12:00 PM - 1:00 PM 9, 10, 11, 12
CBHS PLC's Monday
 1st 8/3/2026 - 8/3/2026 12:45 PM - 2:45 PM 9, 10, 11, 12

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
SAM-Score-sheet-26-27.pdfLauretta Cordoba9/8/2026
MTSS-Action-Plan-26-27-Final.pdfLauretta Cordoba9/11/2026

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Tuesday
Thursday
 1st, 2nd, 3rd, 4th 9/8/2026 - 5/20/2027 8:00 AM - 2:40 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name File Uploaded By Upload Date
Cypress-Bay_-SPBP-2026-27.pdfTASHA MCCARTHY - BOWES4/17/2026
Cypress-Bay-HS_26-27-SPBP-Feedback-Form.pdfDonna Lindsay5/30/2026

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
3623_26_27-SIP-Attendance-Plan-.pdfLauretta Cordoba8/28/2026

School Counseling Plan

 

File Name File Uploaded By Upload Date
School-Counseling-Vision-&-Goals-2026_2027.pdfLauretta Cordoba8/28/2026
Annual-School-Counseling-&-Suport-Plan-26_27.pdfLauretta Cordoba8/28/2026

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
SBPIE_2526_063623.pdfJessica Van Dusen9/8/2026

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
SAC-September-2026.pdf September SAC Agenda, Attendance, Minutes 9/16/2026
August-Sign-In_Agenda_May-Minutes-approved_26.pdf August SAC Agenda, Attendance, Minutes 8/31/2026

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
CypressBayHSSurveys_Staff.pdfLauretta Cordoba9/14/2026
CypressBayHSBCPS-STUDENT-(Grades-6-12)-CUSTOMER-SURVEY-2026.pdfLauretta Cordoba9/14/2026
CypressBayHSBCPS-PARENT-CUSTOMER-SURVEY-2026.pdfLauretta Cordoba9/14/2026

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
FACE-SPACE-FRONT-OFFICE.jpgLauretta Cordoba8/31/2026

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