Staying within the scope of three student performance priorities is tough when we pride ourselves on focused and targeted interventions to ''raise the floor'' of student attainment and provide pathways for all learners to grow in our model. Interventions that we are provide this year include, and no cost to families, before school ELA/Mathematics support at Gilpin and after-school Mathematics support at Whiteman. Additionally, both campuses are providing Fall and Spring break camps, at $0 to families, to provide an additional 12 hours of academic support from our educators in pursuit of this simple priority: how do we maximize the number of students leaving DLS in 8th Grade at or above grade level. Additional areas of priority for us include: 4th Grade and 7th Grade students in Mathematics, with the goal of changing the trajectory for these cohorts when compared to other cohorts. Our longitudinal data analysis has also uncovered discrepancies in terms of gender based attainment in ELA and Mathematics G3-8; and therefore we commuserately have a moral responsibility to act as a counterweight against social norms. Finally, we recognise that we could have focussed on race/ethnicity discrepancies in ELA in addition to Mathematics. We chose to deprioritise this factor because 100% of black students in G7 and G8 met/exceeded grade level expectations and our Hispanic cohort also had meeting/exceeding rates above 60%. This factor indicates that students within our model (albeit, with a low sample size) are achieving at level that is affirming (if not fully validating).