COMPREHENSIVE NEEDS ASSESSMENT of the entire school (including the needs of migrant children) with information about the academic achievement of children in relation to the state academic content standards.
Describe the process utilized to conduct the comprehensive needs assessment for this school.

Crystal Lake Middle is a recent recipient of the Teacher Incentive Fund (TIF) grant. Funds were used to train master teachers who in turn will assist all teachers with the skills needed to help all students increase learning. Assessment data from standardized tests, common formative assessments (CFAs), and end-of-the-year exams (EOCs) were disaggregated. Data was represented with graphs and organized to show individual teacher, grade level, and school wide results. Individual student results were given to classroom teachers for their review. Teachers and administrators came together to review and discuss this data. Teachers analyzed academic achievement results in all core subjects and subgroups including race; gender; economically disadvantaged; students with disabilities (ESE); English Language Learners (ELL); and lowest 25th percentile (all subjects tested). Teachers worked in groups to write specific learning goals and objectives in all subject areas to improve student achievement. Grade level teachers met as a department to further analyze data and determine the best strategies to implement based on student weaknesses. The teacher groups in conjunction with administrators also developed monitoring procedures and practices for all students. In addition, teachers and staff discussed additional areas of need related to improving student achievement. These included school climate, parent participation and barriers to learning at home. All staff members are trained in SEL – Social and Emotional Learning for students. Staff complete monthly learning modules and engage students is daily activities to increase their social skills. Underprivileged students who may receive reduced priced or free lunch and migrant students are provided with school supplies if needed from the school’s social worker. Teachers differentiate instruction and make special accommodations (extra time for homework, ect) to reduce the adverse effects that may interfere with student learning. These students are also encouraged to attend Saturday Camps for extended learning opportunities to increase student achievement. Parents involvement is also a vital component to student success. A parent survey is sent home each spring to gather input concerning curriculum, environment, and communication. Results from this survey are used to help write goals and objectives for the school. Parents are invited to meet with administration during the SAC meetings to discuss student achievement results and strategies for improving scores. Suggestions are discussed with staff and considered for inclusion in school wide plans.

Instruction by HIGHLY QUALIFIED TEACHERS in all core content area classes
List instructional staff and paraprofessionals that are NOT highly qualified (instructional staff only).

Dana English
Alexia Hamilton
Aleandra Pinder
Carly Roberts
Guillermo Rodriguez Vazquez
Alan Sharples
Glenn Vargas Lafleur
Birsen Yeldener

ATTRACT HIGH-QUALITY, HIGHLY QUALIFIED TEACHERS to the school.
Describe strategies that will be used to attract high-quality, highly qualified teachers.

Crystal Lake Middle School’s administrator and lead teachers are constantly seeking to employ the best and brightest teachers. Administrators attend local and out of state recruitment fairs with the goal to hire highly effective teachers. Vacancies are filled with candidates interviewed at the recruitment fair and referred by the district's instructional staffing department. Also, teachers are referred to Crystal Lake by other staff members. Retention of teachers is a top priority of our school. Teachers are cultivated and nurtured to grow professionally. Crystal Lake Middle retains a high percentage of highly qualified, certified-in-field, effective teachers by utilizing the Teacher Induction for Effectiveness and Retention - T.I.E.R strategies. for new teachers, Professional Learning Communities where teachers, instructional coaches, department chairs and support staff provide best practices., district trainings (District Personnel), School-Based Professional Development (Leadership Team / Team Leaders), Teacher Recognition and Incentives (Administration and Sunshine committee, employee of the month and cougar team player).

Title I, Part A
Title I funds provide additional teachers to assist students, particularly low performing students.

Title I funds provide additional teachers to assist students, particularly low performing students. Staff Development funds are used to develop a comprehensive professional training program to improve delivery of instruction through a variety of workshops designed to move teachers to mastery and improve student achievement. Parental Involvement funds are utilized to fund monthly academic parent nights that provide parents with new skills to support student learning at home. Improving the frequency and quality of family participation and increasing family literacy are also goals of our parental involvement component. Monies are used to purchase food, supplies/materials and provide stipends for teacher presenters.

Title I, Part C- Migrant
(Migrant-Title I schools have been advised if Migrant students attend their school)

Eight migrant students have been identified. Collaboration with community agencies will take place to ensure that needed services such as health and nutrition are provided. Remediation and tutoring services will be provided as needed.

Title I, Part D
Neglected and Delinquent

Neglected and Delinquent, Ms. Hudson, guidance counselor, attended the summer training for identifying neglected studentsand signs of drug abuse. Students identified as neglected and/or delinquent will be connected to a school social worker through the Student Services Department who will provide support and community resources.

Title II
(District professional development)

Teachers participate in professional development linked to the Florida State Standards to improve student achievement. The teachers share strategies and ideas that they have learned with other teachers in their department through best practices during PLCs.

Title III
(ESOL)

ELL students receive reading and developmental language arts instruction by a certified ESOL teacher. All teachers must use documented strategies for ELL students and place them in their lesson plans. The students participate in cultural field trips that help improve language acquisition. There is an ESOL coordinator as the school, Maria Hernandez.

Title X- Homeless
(Homeless- All Title I schools may complete with this statement)

Teachers and staff members are responsible for helping to identify homeless students. The social worker refers them to appropriate agencies and follows up on their progress by periodically providing food from a local food pantry and/or personal items. Students are referred to the The Homeless Education Assistance Resource Team (HEART) where they help homeless students by removing barriers to their education, providing them with supplemental academic and counseling case management services as well as linkages to their school social worker while maintaining school as the students stable environment.

Supplemental Academic Instruction (SAI)

SAI funds will be utilized to fund an eighteen-week Saturday Academy to assist struggling students. Funds will also be used to provide additional before and after school tutoring for at risk students.

Violence Prevention Programs

Crystal Lake Middle implements the County Student Code of Conduct and follows the DistrictDiscipline Matrix. Our school enforces the District’s Anti-Bullying Policy and has a zero tolerancefor bullying and violence. Bullying prevention programs are supported Peer Counseling/ConflictMediation programs, guest speakers and student assemblies. Every staff member and student are required to view and discuss the anti-bullying and violence prevention videos. In addition, CrystalLake Middle builds a violence prevention culture through classroom instruction in angermanagement, conflict resolution bullying prevention, and the Broward County adopted SELactivities. In addition to the classroom instruction, all teachers and staff members received training on the Anti-Bully policy.

Nutrition Programs

Crystal Lake Middle has a student health club that focuses on the benefits of healthy eating and exercise. Nutritional programs and health education are an integral part of our Unified Arts Program, specifically through the Physical Educational curriculum. Crystal Lake Middle also hashealthy choice programs for students. Students participate in maintaining a sustainable, edible garden and use produce to make healthy snacks and smoothies.

Housing Programs

Referrals are made to the school social worker, when parents are in need of housing or food. Additionally, the front office staff takes note of families expressing a need and passes this information on to administration and/or the guidance counselor.

Head Start

We are a middle school and do not have a Head Start program.

Adult Education

We do not have adult education during the middle school hours of 9:25 AM - 4:00 PM.  We do however refer parents and other adults of the community requesting ESOL, GED, or other continuing education programs to the Community School office located at Crystal Lake Middle after middle school hours for programs they may need assistance with.

Career and Technical Education

Crystal Lake Middle provides Career and Technical Adult Community Education (CTACE) high school and online courses that align with the high school feeder schools and college requirements. Students receive a industry certification and/or high school credits after completion of the course.

Job Training

Crystal Lake Middle School is a STEM innovative school and also has an Engineering and Environmental Sciences magnet program.  Students use different forms of technology such as computers, 3D printers, drones, robotics and other manipulatives to build skills for different career fields and college curriculums within STEM.  Students also learn how to conduct research projects by using technology in the elective classes that focus on computer aspects (Computer Application, Business Technology, Informational Technology and Digital Technology).  Students participate in many different forms of STEM field trips, examples being Frost Musuem, Panthers STEM day, Lion Country Safari and Museum of Science and Discovery.  Students also participate in Junior Achievement during their 8th grade year and Career Day focuses on STEM related careers.

Other

Mentors are on campus daily assisting select students with increasing their academic and social skills.

Pre-School Transition

We are a middle school and so we do not have an event for pre-school transition.

Parent Involvement Goal:
Based on the analysis of the parent involvement data, identify and define an area in need of improvement.

The goal for 2018-2019 is to increase parent participation by 15%. Based on parent feedback the strategies will be to combine some of the parent nights and offer more parent activities during the day as opposed to night hours.
Strategies: ** Community Connection Day will be offered on a Saturday to accommodate parents. Parents and students will meet teachers and administrators and receive schedules. Vendors and business partners are available to network and provide information to parents. ** Previous Parent Events included Math, Science, STEM, Writing, and Reading Nights during the week. Also, Earth Day and Parent University on Saturdays. ** Combine Reading and Writing Nights into a Literacy Night ** Continue with Earth Day and Math Night as separate nights Evidence to Support Goals; Students will showcase, display and/or explain their projects and work to parents and the community for each event. Students are more likely to take more pride in their work if they are comfortable speaking about it. The goal is that parents will be more apt to attending events if their child is participating, thus increasing parent involvement. These two factors will help to increase student achievement and parent participation. The outcome will be measured by parent participation evidenced by parent sign-in sheets.