School Info

School Name Crystal Lake MS (1871) School Grade (2025 - 2026) B
Title 1 School Yes School Improvement (SI) No
School of Excellence No 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
2027-X--Staffing-Allocation-1871-Crystal-Lake-Middle.pdfKrystal Hall9/4/2026

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.

Goal 1: Reduce Absenteeism —Strategies to enhance attendance and meet desired student performance will include support personnel to promote student engagement. The support team members would address the causes of absenteeism and provide tailored interventions to foster a learning environment. 
  1. Attendance Support Teams: From a dedicated team member to support students with high absenteeism, identifying root causes and providing tailored interventions.
  2. Community Partnerships: Collaborate with local organizations to provide resources such as transportation, healthcare, and other support for families facing barriers to attendance.
  3. Check-In Systems: Implement a daily or weekly check-in system for at-risk students to monitor and encourage consistent attendance.
Goal 2: Reduce Suspensions—The approach to decreasing the number of suspensions is based on exposing the students to a system of early interventions by a collaborative team that would promote positive behavior, tailor initial signs of disruptive conduct, foster rapport, and engage students in communicating and relying on the members of the collaborative team.
  1. Positive Behavior Interventions and Supports (PBIS): Strengthen PBIS initiatives to promote positive behavior and reduce disciplinary incidents.
  2. Restorative Practices: Implement restorative justice practices to address conflicts and behavioral issues in a non-punitive manner.
  3. Staff Training: Provide ongoing professional development for staff on effective classroom management and culturally responsive practices.
Goal 3: Reduce Level 1 Students in Reading and Math—The system to address the students with low scores on the ELA and Math State Assessments encompasses active communication with the parents and tailored interventions to support academic growth and aim for mastery of the content area. A team of reading and math coaches will design and execute the interventions through different strategies and programs. 
  1. ​Targeted Interventions: Implement intensive support for students identified as Level 1, such as small group tutoring, after-school programs, and additional resources.
  2. Data-Driven Instruction: Use formative assessments and data analysis to tailor instruction to each student's needs, focusing on areas of weakness.
  3. Parental Involvement: Engage parents in supporting their children's learning through workshops, resources, and regular communication about their child's progress.

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: Improve English Language Arts (ELA) proficiency across all grade levels (6th, 7th, and 8th) by increasing the percentage of students scoring at or above grade level on state assessments.

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
Across all three grade levels, the school aims for a minimum increase of 12 percentage points in the number of students meeting or exceeding ELA grade-level expectations, using last year's state assessment results as the baseline Progress will be monitored weekly using running records, and the impact will be evaluated through pre- and post-assessment scores, particularly on state-aligned reading benchmarks. Small-group interventions are designed to bring struggling readers up to grade level through systematic, intensive, and explicit instruction in reading and writing Across all three grade levels, the school aims for a minimum increase of 12 percentage points in the number of students meeting or exceeding ELA grade-level expectations, using last year's state assessment results as the baseline.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Ongoing Assessment and Data Collection: • Formative Assessments: Teachers will administer bi-weekly formative assessments aligned with state standards to track student progress in key areas of ELA, such as reading comprehension, vocabulary, and writing skills. These assessments will provide real-time data on student understanding and help identify areas needing immediate intervention. • Benchmark Assessments: Three times during the academic year (beginning, middle, and end), students will take PM assessments. PM1 and PM2 will serve as a progress check and allow comparison with prior year data to ensure that students are on track to meet the yearend goals (PM3). • Progress Monitoring Tools: I-Ready will be used to regularly monitor student progress. These tools provide detailed reports on individual student growth, which will be reviewed monthly.
Person(s) Responsible Literacy Coach Ms.Youngblood and Assistant Principal Ms. T. Allen
Deadline 6/1/2027
Evidence-based Intervention/Strategy 2 Data Teams: Grade-level data teams, consisting of teachers, instructional coaches, and administrators, will meet bi-weekly to review formative and benchmark assessment results. These teams will analyze the data to identify trends, track student growth, and adjust instructional strategies as needed. • Student Data Profiles: Individual student data profiles will be created and updated regularly. These profiles will include assessment scores, reading levels, and any intervention strategies implemented. Teachers will use these profiles to personalize instruction and provide targeted support. • Quarterly Progress Reports: At the end of each quarter, a comprehensive report will be generated summarizing student progress toward the ELA goals. This report will be shared with staff, students, and parents to ensure transparency and to keep everyone informed of progress.
Person(s) Responsible Literacy Coach Ms.Youngblood and Assistant Principal Ms. T. Allen
Deadline 6/1/2027
Evidence-based Intervention/Strategy 3 Interventions and Adjustments: • Targeted Interventions: Based on the data, students who are not making expected progress will receive targeted interventions, such as small group instruction, one-on-one tutoring, or specific literacy programs. These interventions will be monitored closely to assess their effectiveness and make adjustments as needed. • Instructional Adjustments: Teachers will use the data from formative and benchmark assessments to adjust their instructional strategies. This might include re-teaching concepts, modifying lesson plans, or providing additional resources to support student learning. • Professional Development: Ongoing professional development will be provided to teachers based on the data analysis. This may include training on new instructional strategies, use of assessment tools, or ways to integrate technology into ELA instruction.
Person(s) Responsible Literacy Coach Ms. Youngblood and Assistant Principal Ms. Allen
Deadline 6/1/2027

Mid-Year Reflection

Area of Focus: SWD: Enhance English Language Arts (ELA) proficiency, with particular emphasis on the Students with Disabilities (SWD) subgroup. The school aims to close the achievement gap in ELA between the SWD subgroup and the state proficiency level.

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
For the 2026-2027 academic year, Crystal Lake Middle School aims to increase the percentage of SWD who score proficient on the 2026 PM3 Reading assessment by 4%, raising the proficiency rate from 20% to 24%. This objective is set for each relevant grade level (6th, 7th, and 8th grades) to ensure consistent growth across the SWD subgroup Ongoing Assessment: Read180 Comprehension/Code both include built-in progress monitoring tools that allow teachers to track student progress on a regular basis. These tools provide real-time data on student performance, which will be used to adjust instruction as needed. Weekly Progress Reports: Teachers will generate and review weekly progress reports to monitor student engagement with the programs and their reading growth using the Program Activity Report. These reports will help identify students who may need additional support or adjustments in their intervention plan. Fidelity of Implementation: Classroom Observations: School administrators and instructional coaches will conduct regular classroom observations to ensure that the programs are being implemented with fidelity. Observations will focus on the consistency of instructional practices, the use of program resources, and student engagement. Teacher Collaboration: Teachers will participate in regular professional learning communities (PLCs) where they can share best practices, discuss challenges, and refine their use of the programs based on student data. This collaborative approach will help maintain the integrity of the interventions across classrooms. Intervention Effectiveness Review: Monthly Data Meetings: The school leadership team will hold monthly data meetings to review aggregated student progress data from Read 180 and System 44. These meetings will involve an analysis of trends, identification of successful strategies, and decisions on any necessary changes to the intervention plan. End-of-Year Evaluation: At the end of the school year, a comprehensive evaluation of the interventions will be conducted. This evaluation will include an analysis of pre- and post-assessment data to determine the effectiveness of the programs in achieving the measurable outcome of increasing SWD proficiency by 4%. Grade-Level Specific Goals: • 6th Grade: Increase SWD proficiency from 18% to 22%. • 7th Grade: Increase SWD proficiency from 21% to 25%. • 8th Grade: Increase SWD proficiency from 20% to 24%. This measurable outcome reflects a targeted and data-driven approach to improving ELA proficiency among SWD students, aligning with the overall goal of closing the achievement gap and enhancing educational equity within the school. The 4% increase is both ambitious and achievable, given the planned interventions and supports.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Regular Assessment and Data Collection: • Benchmark Assessments: Students will take benchmark assessments at the beginning, middle, and end of the year. These assessments will help identify students' starting points and track their progress over time. • Progress Monitoring: Teachers will use progress monitoring tools, such as interim assessments and formative assessments, to measure students' reading proficiency every two to four weeks. This will provide timely data on how students are responding to instruction.
Person(s) Responsible Mr. Daniel, Assistant Principal
Deadline 6/10/2027
Evidence-based Intervention/Strategy 2 Data Review and Analysis: • Data Meetings: Grade-level and content-area teams will meet bi-weekly to review student progress data. These meetings will focus on analyzing assessment results, identifying students who are not making expected progress, and discussing strategies to adjust instruction. • SWD-Specific Analysis: Special attention will be given to the SWD subgroup during these meetings to ensure that their unique needs are being addressed effectively. Disaggregated data will be used to monitor this subgroup separately from the general student population.
Person(s) Responsible Mr. Daniel, Assistant Principal
Deadline 6/30/2027
Evidence-based Intervention/Strategy 3 Student Interventions: Tiered Interventions: Based on progress monitoring data, students who are not meeting their growth targets will receive additional interventions through a multi-tiered system of supports (MTSS). These interventions may include more intensive smallgroup instruction, one-on-one tutoring, or specialized reading programs like Read 180 or System 44. • Individualized Education Plan (IEP) Adjustments: For students with IEPs, progress will be closely monitored in collaboration with special education staff. IEP goals will be revisited and adjusted as necessary to ensure alignment with the desired proficiency outcomes
Person(s) Responsible Mr. Daniel, Assistant Principal
Deadline 6/10/2027

Mid-Year Reflection

Title I Addendum

 

File Name File Uploaded By Upload Date
Title-I-Addendum-26-27.pdfKrystal Hall9/30/2026

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
0621_07082026_SIP_CERP_-School-Based-Reading--Plan-26-27.pdfGrace Youngblood9/4/2026
0621_07082026_SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdfGrace Youngblood9/5/2026
Sign-in-Sheet-CERP.pdfKrystal Hall9/14/2026
CERPAgenda.pdfKrystal Hall9/14/2026

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  
Social Studies Thursday
 1st, 2nd, 3rd, 4th, 5th 9/10/2026 - 6/10/2027 8:35 AM - 9:15 AM 6, 7, 8
Math PLC Monday
 1st, 2nd, 3rd, 4th, 5th 9/1/2026 - 6/10/2027 8:35 AM - 9:15 AM 6, 7, 8
Reading, ELA, and Electives Wednesday
 1st, 2nd, 3rd, 4th, 5th 9/1/2026 - 6/10/2027 8:35 AM - 9:15 AM 6, 7, 8
Science Dept Tuesday
 1st, 2nd, 3rd, 4th, 5th 9/1/2026 - 6/1/2027 8:35 AM - 9:15 AM 6, 7, 8

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
1871_09042026_2027_MTSS-Action-Plan-26-27-Final-(1).pdfGrace Youngblood9/10/2026

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Monday
 1st, 2nd, 3rd, 4th 9/3/2026 - 5/25/2027 10:00 AM - 11:30 AM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name File Uploaded By Upload Date
Crystal-Lake-M.S._SPBP-Plan-2026-27-PDF.pdfShedric McGauley4/24/2026
Crystal-Lake-MS_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
SIP-Attendance-Plan-26-27-1871-(1).pdfKrystal Hall9/4/2026

School Counseling Plan

 

File Name File Uploaded By Upload Date
Scanned_from_a_Lexmark_Multifunction_Product09-03-2026-151047.pdfKrystal Hall9/3/2026

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
1871_09152025_Crystal-Lake-BPIE.pdfKrystal Hall9/3/2026

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
CLMS-SAF-ByLaws-27.pdf September SAF ByLaws 10/6/2026
SAC-Agenda-Attendance-Minutes-9-23-26.pdf September SAC Agenda, Attendance, Minutes 9/24/2026

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
Survey-Results.zipKrystal Hall9/8/2026

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
IMG_2645-(1).pdfKrystal Hall9/8/2026

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