School Info

School Name Cypress Bay HS (3623) School Grade (2024 - 2025)
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

Executive Summary

Executive Summary

 

File Name File Uploaded By Upload Date
Executive-Summary-_25_26.pdfTARA JORDAN9/11/2025

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
2026-Projection---of---Revenue--Worksheet.pdfTARA JORDAN6/3/2025

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 Improvement Plan
To reduce the percentage of students with attendance below 90%, teachers will notify parents once a student accumulates five excused and/or unexcused absences. Additionally, students will be referred to the appropriate Behavior Specialist, who will collaborate with both the student and parent to develop strategies for improving attendance.

2. Suspension Reduction Strategy
To decrease the number of students with one or more suspensions, Behavior Specialists will implement targeted interventions including community service opportunities, small group counseling sessions, behavior contracts, and weekly progress monitoring.

3. Academic Support for At-Risk Students
To address course failures in ELA and Math and support students performing at Level 1 in these subjects, identified students will be enrolled in two Math and/or two Reading classes. They will also be encouraged to attend free afterschool tutoring provided by the National Honor Society, Mu Alpha Theta (Math Honor Society), and teachers offering support in EOC, FSA, and Study Skills courses.

4. Reading Intervention and Progress Monitoring
Students performing at Level 1 or 2 will be placed in reading courses. Their progress will be monitored three times per year to ensure appropriate placement and growth. Additionally, all 9th and 10th grade students will take the MAP assessment three times annually to track reading development.

5. Departmental Assessment Practices
All departments will administer subject-specific assessments designed using Universal Design for Learning (UDL) principles to ensure accessibility and inclusivity for all students.

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: U.S. History Proficiency

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, the percentage of students scoring proficient or higher in U.S. History will increase from 89% to 90%, as measured by the U.S. History EOC. Professional Learning Communities and Literacy Labs Monitored at monthly leadership meetings where data collected from common assessments and professional learning communities is tracked and discussed.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Professional Learning Communities
Person(s) Responsible Assistant Principal in charge of Social Studies.
Deadline 5/30/2026
Evidence-based Intervention/Strategy 2 Standard based common assessments
Person(s) Responsible Assistant Principal in charge of Social Studies.
Deadline 5/30/2026

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.
Fall semester U.S. History benchmark data indicates that Cypress Bay’s overall performance (65.4%) closely aligned with the district average (65.5%)
Standard-level data shows areas of strength in multiple benchmarks, including FL.SS.912.A.2.2 (74.2%) and FL.SS.912.A.3.6 (81.1%), exceeding district averages
However, challenges were noted in standards such as FL.SS.912.A.3.10 (40.2%) and FL.SS.912.A.2.7 (50.1%), which fell below district performance
Implementation challenges during the Fall semester included inconsistent student mastery of complex historical concepts, variability in instructional pacing, and limited instructional time due to testing. Additionally, data revealed performance gaps among instructional sections.
In response, teachers increased the use of formative assessments, targeted remediation, and structured review sessions. PLCs focused on analyzing benchmark data and adjusting instruction to address priority standards.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Strengths:
  • Use of common assessments allowed teachers to monitor student progress across sections.
  • Targeted remediation improved performance in higher-performing standards (A.3.6, A.3.7, A.3.8).
  • PLC collaboration strengthened curriculum alignment and instructional consistency.
  • Increased emphasis on document analysis and historical writing supported skill development.
Weaknesses:
  • Inconsistent implementation of interventions across classrooms.
  • Limited time for reteaching lower-performing standards.
  • Ongoing challenges with reading comprehension and analytical writing for some students.
  • Performance gaps among instructional sections remained evident
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
To strengthen outcomes in U.S. History, the school will:
  • Implement focused data chats targeting low-performing standards (A.2.7, A.3.10, A.3.13).
  • Increase targeted small-group instruction and tutoring.
  • Provide professional development on teaching complex historical concepts and DBQ writing.
  • Monitor pacing and instructional alignment more closely.
  • Expand cross-classroom collaboration to reduce performance gaps.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
Fall benchmark results demonstrate that U.S. History instruction is generally aligned with district expectations and shows strong performance in multiple standards. Continued emphasis on data-driven instruction, consistency across sections, and targeted remediation will be essential to address remaining gaps and ensure sustained growth throughout the remainder of the school year.

Area of Focus: Biology Proficiency

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, the percentage of students scoring proficient or higher in Biology will increase from 89% to 90%, as measured by the Biology EOC. Professional Learning Communities and Literacy Labs Monitored at monthly leadership meetings where data collected from common assessments and professional learning communities is tracked and discussed.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Professional Learning Communities
Person(s) Responsible Assistant Principal in charge of Science.
Deadline 5/30/2026
Evidence-based Intervention/Strategy 2 Standard based common assessments
Person(s) Responsible Assistant Principal in charge of Science.
Deadline 5/30/2026

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.
Monitoring of common assessments to include district BSAs 1 and 2. BSA data has permitted targeted remediation for biology students. Identification of deficiencies is available to students, parents, and teachers, providing ongoing monitoring tools for all shareholders. Expanding application of new textbook adoption’s Foundation workbooks that provide reading focus strategies and study guides for tests and quizzes. The incorporation of these supplemental materials is aimed to reinforce the lack of proficiency when applied to the 10th grade population within the Biology I courses that lack higher reading and comprehension skills.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
The data provided by Performance Matters analyzes the BSA 1 and 2 providing areas for reinforcement and achievement. Each student’s performance may be reviewed and remediation targeted based on that information. Teachers use the information and incorporate strategies to build proficiency that can be measured in the 3rd Quarter BSA and resulting EOC on May 14th. Identified Weaknesses occurred in standards FL.SC.912.L.18.1 and FL.SC.912.L.14.1. Strengths have been identified in standards: FL.SC.912.L.16.1, FL.SC.912.L.16.17, FL.SC.912.L.14.1, and FL.SC.912.L.18.12.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
The identification of students that are in danger of not reaching proficiency will be identified and selected for the Lightning Minds Academy. Attending the Lightning Minds Academy, students will be provided with additional reinforcement and remediation in order to provide standard proficiency as demonstrated on the Biology EOC.

Area of Focus: Algebra Proficiency

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, the percentage of students scoring proficient or higher in Algebra will increase from 67% to 68%, as measured by the Algebra EOC. Professional Learning Communities and Literacy Labs Monitored at monthly leadership meetings where data collected from common assessments and professional learning communities is tracked and discussed.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Professional Learning Communities
Person(s) Responsible Assistant Principal in charge of Mathematics.
Deadline 5/30/2026
Evidence-based Intervention/Strategy 2 Standard based common assessments
Person(s) Responsible Assistant Principal in charge of Mathematics.
Deadline 5/26/2026

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.
One challenge we faced this fall was that many students came in without the foundational skills they needed, so we spent a lot of time reteaching key concepts. To address this, teachers have been using small-group lessons and more differentiated instruction to help fill those gaps and support students more effectively.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Weakness- Some students came in missing key pre-algebra skills, so our warm-ups, exit tickets, and small-group instruction have been really helpful in filling those gaps. A strength we’ve seen is that some of our stronger students are taking the initiative to read ahead and use ALEKS and IXL on their own. The challenge is making sure all students get the support they need to build those foundational skills consistently.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
We want to shift our approach this year by focusing on getting through the core content earlier so we can spend the month of April doing a strong, targeted EOC review. Instead of trying to balance the book and the test at the same time, we plan to spend more time teaching solid test-taking strategies to better prepare students for the EOC.

Area of Focus: Acceleration (AP, AICE, CTE, Dual Enrollment)

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By the end of the 2025 2026 school year, the percentage of students passing at least one AP, AICE, or CTE exam, or earning a grade of C or better in a Dual Enrollment course, will increase from 80% to 81%. Monitored at monthly leadership meetings where data collected by the Acceleration and Advanced Academics and Acceleration Program Specialist is tracked and discussed.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Tracking of students schedules and performance by the Advanced Academics and Acceleration Program Specialist
Person(s) Responsible Assistant Principal in charge of Acceleration and Advanced Academics and Acceleration Program Specialist
Deadline 5/30/2026
Evidence-based Intervention/Strategy 2 Professional Learning Communities
Person(s) Responsible Assistant Principal in charge of Acceleration and Advanced Academics and Acceleration Program Specialist
Deadline 5/30/2026

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, the school faced challenges ensuring that all students accessed an acceleration opportunity, including scheduling conflicts and the need to identify appropriate alternative pathways for those who had not yet earned a point. As of mid-year, 77% of seniors have earned an acceleration, and to support the remaining students, our advanced academic specialist met individually with students and enrolled eligible students in the Cambridge General Paper to provide an additional, accessible option for earning an acceleration point.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Our strategies have had strong emphasis this year. We ensured that we had representatives from our school, getting out to the middle schools, talking with students in their English classes, hosting Excel at the Bay, and offering opportunities like the Ducts Unlimited certification via Environmental Science. All of that really helped us get information out to our students; however, the main challenge is simply keeping up with the follow-up to make sure every student understands their options and are properly enrolled for the upcoming school year.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
A new action we plan to add is a one-day bootcamp for seniors who still need an acceleration point. Since they can’t sign up for new courses at this point in the year, this bootcamp will give them a focused opportunity to earn the acceleration they need before graduation.

Area of Focus: Reading Proficiency

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, the percentage of students achieving proficiency in Reading will increase from 78% to 79%, as measured by the FAST ELA PM3. Professional Learning Communities and Literacy Labs Monitored at monthly leadership meetings where data collected from common assessments and professional learning communities is tracked and discussed.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Professional Learning Communities
Person(s) Responsible Assistant Principal in charge of English, ELA Department Heads, and Literacy Coach
Deadline 5/30/2026
Evidence-based Intervention/Strategy 2 Standard based common assessments
Person(s) Responsible Assistant Principal in charge of English, ELA Department Heads, and Literacy Coach
Deadline 5/30/2026

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.
Challenges Encountered:
Inconsistent Implementation of Tier 1 Reading Practices
Across ELA classrooms, teachers varied in their use of evidence‑based practices. While some consistently applied explicit vocabulary instruction, text‑dependent questioning, and close‑reading routines, others relied heavily on surface‑level comprehension checks. This inconsistency affected depth of instruction and student outcomes, especially for struggling readers.
Gaps in Standards‑Aligned Instruction
Some classes progressed too slowly through required benchmarks, while others moved ahead without fully addressing foundational reading skills. As a result, mastery of key comprehension standards (theme development, perspective, textual evidence) varied widely among sections.
Data to Adjust Instruction
Although progress monitoring data (FAST PM1, common assessments, and writing diagnostics) were available, not all teachers incorporated them regularly into instructional planning. This slowed targeted intervention and delayed support for lower‑performing students.
Need for Stronger Reading and Writing Integration
Teachers struggled to embed sustained writing practice connected to complex texts. Short‑response writing was inconsistent across courses, leading to skill gaps in citing evidence, explaining reasoning, and structuring responses.
Adjustments Made:
Data-Driven Small‑Group Support and Quarterly Data Chats
Teachers were trained and supported in using FAST PM1 and common assessment data to group students for targeted mini‑lessons. Department-wide data chats helped identify priority standards, reteach needs, and students requiring accelerated intervention. This strengthened early intervention and helped teachers personalize instruction.
Strengthened Coordination With Reading and Excel‑eration Program
ELA teachers collaborated with the Reading Coach (you) and Excel‑eration Study Hall teachers to streamline supports for struggling readers. This included aligning classroom goals with mentor workshops, using shared progress-monitoring checklists, and implementing biweekly grade checks to identify students in need of additional academic support.
Revised Pacing Guides and Common Assessments
To address pacing inconsistencies, the department updated pacing guides and developed more frequent common formative assessments. This ensured that all teachers monitored standards progression and provided timely reteaching.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Close Reading & Text-Dependent Questions
Strengths: Supports comprehension, vocabulary, and assessment readiness.
Weaknesses: Some teachers still need scaffolding strategies for lower-level readers.
Writing-from-Reading / Constructed Response Practice
Strengths: Enhances critical thinking and aligns with FAST item types.
Weaknesses: Time-consuming; requires modeling and exemplars.
To continue progress toward the 1% proficiency increase:
Strengthen Intervention Fidelity: Monitor delivery of Tier 2 instruction and adjust groups frequently based on data.
Expand Extended Learning Opportunities: Continue Lightning Minds after-school literacy camps to support students just below proficiency.
Increase Instructional Alignment: Use walkthrough feedback and aligned lesson planning to ensure consistency across ELA classrooms.
Enhance Data Practices: Provide additional training on analyzing FAST PM data and progress monitoring tools.
Increase Monitoring Frequency: Conduct more frequent walkthroughs and reviews of intervention logs to ensure fidelity.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
  • Strengthen Intervention Fidelity: Place students within class in tier 2 and 3 groups-adjust groups frequently based on data.
  • Expand Extended Learning Opportunities: Start Lightning Minds after-school literacy camps in March to support students just below proficiency.
  • Increase Instructional Alignment: Use walkthrough feedback and aligned lesson planning to ensure consistency across ELA classrooms.
  • Enhance Data Practices: Provide additional training on analyzing FAST PM data and progress monitoring tools.
  • Crunch-Time Calendar: Provides structured, daily reinforcement of high‑priority standards; improves alignment across classrooms.
  • ​Expand Crunch-Time Implementation: Extend calendar activities schoolwide to ensure all ELA teachers reinforce the same standards.

Area of Focus: Reading Lower Quartile Learning Gains

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, the percentage of students in the lower quartile demonstrating a learning gain in Reading will increase from 67% to 68%, as measured by the FAST ELA PM3. Professional Learning Communities and Literacy Labs Monitored at monthly leadership meetings where data collected from common assessments and professional learning communities is tracked and discussed.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Students will utilize MAP. Ela students will be scheduled if needed with a pair reading course.
Person(s) Responsible Assistant Principal in charge of English, ELA Department Heads, and Literacy Coach
Deadline 5/30/2026
Evidence-based Intervention/Strategy 2 Literacy Labs
Person(s) Responsible Assistant Principal in charge of English, ELA Department Heads, and Literacy Coach
Deadline 5/30/2026

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.
Challenges Encountered:
Inconsistent Intervention Attendance: Tier 2/3 students missed sessions due to absences.
Significant Foundational Skill Gaps: PM1 and MAP revealed vocabulary weaknesses requiring more intensive support than originally planned.
Variability in Differentiation: Teachers needed additional support in adjusting core instruction for lowest quartile students.
Technology Usage Gaps: Students were not consistently using Read180/System 44/Code as planned. 
Adjustments Made:
MAP Integration: Began using MAP results to further identify sub-skill deficits and regroup intervention students more strategically.
Read180/Code During Study Hall: Implemented structured student hall time for reading students to complete Read180/Code lessons, increasing practice minutes and usage fidelity.
Crunch-Time Calendar: Created and launched a crunch-time calendar aligned to assessed standards, ensuring daily targeted practice leading up to PM2 and PM3.
Increased Monitoring: Used common trackers for progress monitoring across PLCs.
Strengthened PD: Provided coaching through Lit Lab on scaffolding, vocabulary routines, and foundational reading practices.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
MAP + FAST PM Data Cycles
Strengths: Provides multiple data points for triangulation; helps identify precise skill deficits.
Weaknesses: Requires ongoing coaching for teachers to interpret data at strand and sub-skill level.
Read180/System 44/Code (Used During Study Hall)
Strengths: Adaptive, skill-specific, builds decoding and comprehension; strong for lowest quartile students who complete required minutes.
Weaknesses: Inconsistent usage reduces impact; some students require support staying on task.
Small‑Group Tier 2/3 Instruction
Strengths: Effective for intensive skill-building; high engagement when groups are well‑targeted.
Weaknesses: Student absences limit progress.
Scaffolded Close Reading & Writing-from-Reading
Strengths: Builds assessment-aligned comprehension and written response skills.
Weaknesses: Lower quartile students need frequent modeling and vocabulary pre-teaching.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
  • Shift Lit Lab Focus Based on PM2 Data:
    Lit Lab will now prioritize the sub‑skills PM2 identified as most urgent for reading students, including:
    • Vocabulary acquisition
    • Main idea and details
    • Citing text evidence
    • Figurative language
    • Fluency routines (where MAP flagged decoding gaps)
  • Strengthen Intervention Fidelity: Implement weekly checks for Read180/Code usage minutes and intervention attendance.
  • Crunch-Time Calendar: Provides structured, daily reinforcement of high‑priority standards; improves alignment across classrooms.
  • Expand Crunch-Time Implementation: Extend calendar activities schoolwide to ensure all ELA teachers reinforce the same standards.
  • Targeted Parent Communication: Provide MAP/FAST sub-skill reports and send home simple at‑home reading strategies.
  • More Frequent PLC Data Reviews: Review this subgroup data every 2 weeks to regroup students quickly based on progress.

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
Comprehensive-Reading-Plan-Contacts_25_26.pdfTARA JORDAN9/11/2025
Agenda_25_26.pdfTARA JORDAN9/11/2025
Comprehensive-Reading-Plan-_25_26.pdfTARA JORDAN9/11/2025
25-26-SIP-Sign-In-Sheet.pdfTARA JORDAN9/11/2025

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  
CBHS PLC Groups Monday
 2nd 8/4/2025 - 8/4/2025 9:00 AM - 11:00 AM 9, 10, 11, 12
CBHS PLC Groups Friday 2nd 8/8/2025 - 8/8/2025 8:00 AM - 9:00 AM 9, 10, 11, 12
CBHS PLC Groups Thursday
 1st 11/6/2025 - 11/6/2025 11:40 AM - 2:40 PM 9, 10, 11, 12
CBHS PLC Groups Thursday
 1st 2/5/2026 - 2/5/2026 11:40 AM - 2:40 AM 9, 10, 11, 12
CBHS PLC Groups Thursday
 1st 4/3/2026 - 4/3/2026 11:40 AM - 2:40 PM 9, 10, 11, 12
CBHS PLC Groups Monday
 3rd 10/13/2025 - 10/13/2025 8:00 AM - 12:00 PM 9, 10, 11, 12
CBHS PLC Groups Friday 2nd 10/10/2025 - 10/10/2025 12:40 PM - 2:40 PM 9, 10, 11, 12
CBHS PLC Groups Thursday
 1st 9/4/2025 - 9/4/2025 9:00 AM - 12:00 PM 9, 10, 11, 12

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
MTSS_25_26.pdfTARA JORDAN9/11/2025
SAM-SCORE-SHEET-Sept-2025.pdfTARA JORDAN9/11/2025

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Thursday
 2nd, 4th 8/28/2025 - 5/21/2026 7:50 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
SPBP-25_26.pdfTARA JORDAN5/2/2025
Cypress-Bay-HS-Feedback-2025-2026.pdfElizabeth Figueroa-Torres5/20/2025

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
Attendance-Plan_25_26.pdfTARA JORDAN9/11/2025

School Counseling Plan

 

File Name File Uploaded By Upload Date
ASCSP-UPDATED-FINAL-09.30.25.pdfTARA JORDAN9/30/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
BPIE.pdfTARA JORDAN9/11/2025

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
SAF-Sign-In-_2_10.pdf February SAF Agenda, Attendance, Minutes 2/19/2026
SAC-Sign-In_2_10.pdf February SAC Agenda, Attendance, Minutes 2/19/2026
SAF-Minutes_2_10.pdf February SAF Agenda, Attendance, Minutes 2/19/2026
SAF-Agenda_2_10.pdf February SAF Agenda, Attendance, Minutes 2/19/2026
SAC-Minutes_2_10.pdf February SAC Agenda, Attendance, Minutes 2/19/2026
SAC-Agenda-_2_10.pdf February SAC Agenda, Attendance, Minutes 2/19/2026
Cypress-Bay-High-School-A-+-Packet-_2526.pdf January A+ Funds 2/17/2026
SAF-Minutes_1_13.pdf January SAF Agenda, Attendance, Minutes 1/20/2026
SAF-Sign-In-_1_13.pdf January SAF Agenda, Attendance, Minutes 1/20/2026
SAC-Sign-In-_1_13.pdf January SAC Agenda, Attendance, Minutes 1/20/2026
SAC-Minutes_1_13.pdf January SAC Agenda, Attendance, Minutes 1/20/2026
SAF-Agenda_1_13.pdf January SAF Agenda, Attendance, Minutes 1/20/2026
SAC_SAF-Minutes-_11_18.pdf November SAC Agenda, Attendance, Minutes 1/20/2026
SAC-Agenda-1_13.pdf January SAC Agenda, Attendance, Minutes 1/20/2026
SAC-Agenda-11_18.pdf November SAC/SAF Agenda, Attendance, Minutes 11/21/2025
Sign-In-SAC_SAF_11_18.pdf November SAC/SAF Agenda, Attendance, Minutes 11/21/2025
SAF-FLYER-2025-Updated.pdf August SAF Meeting Dates 11/12/2025
SAC-Sign-In_10_16.pdf October SAC Agenda, Attendance, Minutes 11/12/2025
SAC-Agenda_10_21_.pdf October SAC Agenda, Attendance, Minutes 10/30/2025
SAF-Sign-In-_10_21-Cancelled.pdf October SAF Agenda, Attendance, Minutes 10/29/2025
SAF-Minutes_10_21_Cancelled.pdf October SAF Agenda, Attendance, Minutes 10/29/2025
SAF-Agenda_10_21.pdf October SAF Agenda, Attendance, Minutes 10/29/2025
SAC-Minutes_10_21.pdf October SAC Agenda, Attendance, Minutes 10/29/2025
Broward-County-Public-Schools_-BCPS-Central-V2.0.pdf August SAC Composition 10/29/2025
SAC-Minutes_9_16.pdf September SAC Agenda, Attendance, Minutes 10/22/2025
SAF-Bylaws_25_26.pdf August SAF ByLaws 9/26/2025
SAF-Minutes_9_16.pdf September SAF Agenda, Attendance, Minutes 9/26/2025
SAF-Minutes_8_19.pdf August SAF Agenda, Attendance, Minutes 9/26/2025
SAF-Agenda-_8_19.pdf August SAF Agenda, Attendance, Minutes 9/26/2025
SAC-Agenda_8_19_25.pdf August SAC Agenda, Attendance, Minutes 9/26/2025
SAF-Agenda_9_16.pdf September SAF Agenda, Attendance, Minutes 9/26/2025
SAC-Agenda_9_16.pdf September SAC Agenda, Attendance, Minutes 9/26/2025
SAC-Sign-In-_8_19.pdf August SAC Agenda, Attendance, Minutes 9/26/2025
SAF-Sign-In-_8_19.pdf August SAF Agenda, Attendance, Minutes 9/26/2025
SAF-Sign-In-_9_16.pdf September SAF Agenda, Attendance, Minutes 9/26/2025
SAC-Sign-In_9_16.pdf September SAC Agenda, Attendance, Minutes 9/26/2025
SAC-Minutes_8_19.pdf August SAC Agenda, Attendance, Minutes 9/26/2025
SAC-By-Laws_25_26.pdf September SAC ByLaws 9/26/2025
SAC-FLYER-2025.pdf August SAC Meeting Dates 9/3/2025

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
Parent-Report.pdfTARA JORDAN8/26/2025
Student-Report.pdfTARA JORDAN8/26/2025
Staff-Report.pdfTARA JORDAN8/26/2025

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
FACE-Space-Location.pdfTARA JORDAN9/11/2025
FACE-Documents.pdfTARA JORDAN10/3/2025
FACE-Plan-(1).pdfTARA JORDAN10/30/2025

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