Lockmar SIP



Brevard Public SchoolsSchool Improvement Plan2015 – 2016 Name of School: Area:388620039370Area 1400000Area 110668033655Lockmar Elementary School400000Lockmar Elementary SchoolPrincipal: Area Superintendent:389636084455Dr. Mark W. Mullins400000Dr. Mark W. Mullins11684079375Mrs. Norma Hostetler400000Mrs. Norma HostetlerSAC Chairperson:219729070124Linette Lochner & Manuela MoffittCo-chairsCo-charies00Linette Lochner & Manuela MoffittCo-chairsCo-chariesSuperintendent: Dr. Desmond BlackburnMission Statement: Lockmar parents, staff and students will strive to achieve our vision for excellence:ACHIEVEMENT- To continue the pursuit of outstanding academic performance.CURRICULUM- To monitor our curriculum and update technological areas for the future needs of our children and society.UNITY- To unify the staff, students, parents, and members of the community to mold Lockmar into an extended family.RESPECT- To develop self-esteem, respect for others, and positive MUNITY- To use all resources in providing enrichment and experiences for our students. Vision Statement: Lockmar, Where Minds Open To The FutureStakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP. Teachers completed the AdvancEd Self Assessment identifying which Standards are areas in which they would like to focus the School Improvement Plan (SIP). Each teacher is a member of a Professional Learning Community (PLC). The PLC’s review last year’s SIP strategies to identify areas that we would like to continue. Each PLC focuses on one curriculum area. The PLC gives a presentation throughout the year at Professional Development and a School Advisory Council (SAC) meeting. The presentations reflect the monitoring and implementation of the goals and objectives as they relate to the SIP. The plan is developed, shared, and discussed with the faculty and School Advisory Council.Brevard Public SchoolsSchool Improvement Plan2015-2016Part 1: Planning for Student AchievementRATIONALE – Continuous Improvement Cycle Process Data Analysis from multiple data sources:What are the areas of successful professional practices and what data shows evidence of improvements? What are the concerns with professional practices and how are they revealed with data? Based on the faculty survey of the 2014-2015 SIP barriers: Areas of successful professional practices:22 teachers felt the following are no longer a barrier: “Teachers do not share one common definition of “rigor,” and are not familiar with standards on the new Florida Standards Assessment.” Areas of concern: 41 teachers indicate students lack the necessary skills to explain the process the student used to solve Math problems 42 teachers indicate students are not proficient in expressing their ideas in a variety of standards based written formats. What are the areas of successful student achievements and what data shows evidence of improvements? What are the concerns with student achievements and how are they revealed to the data?The 5th grade Science FCAT shows an increase in percentage of students in levels 1, 4, & 5. The increase in higher levels is good; however, it is a concern that there was a small increase in level 1’s from 2014. Science FCAT Data (Grade 5)Level 1Level 2Level 3Level 4Level 5Level 3 and Above20157%21%33%21%19%73%20145%21%42%16%17%74%201312%27%28%16%16%61%Florida Standards Assessment (FSA) administered in the Spring of 2015 in Writing, English Language Arts, & Math; results/data is not available for any area.Running RecordsBenchmark Level Reading Passage with Success (at least 90% WCPM + 70% comprehension)RR 1st 9 wks2014 – 2015Percentage of students who successfully read & comprehended Benchmark passageRR 2nd 9 wks2014 – 2015Percentage of students who successfully read & comprehended Benchmark passageRR 3rd 9 wks2014 – 2015Percentage of students who successfully read & comprehended Benchmark passageRR 4th 9 wksEOY2014 – 2015Percentage of students who successfully read & comprehended Benchmark passageKindergartenN/A87%61 out of 7088%79 out of 9085%95 out of 112First Grade59%20 out of 3464%68 out of 10674%51 out of 6992%97 out of 106Second Grade77%61 out of 7981%79 out of 9769%40 out of 5885%83 out of 98Each grade level has shown growth in the percentage of students scoring 70% or higher in Reading Proficiency on the Brevard English Language Art Assessment (BELAA) A (given in October) to the BELAA B (given in January/February 2015). The End of Year BELAA in 1st and 2nd grade shows a downward trend. Brevard English Language Art AssessmentBELAAReading ProficiencyBELAA A2014 – 2015Percentage of students on grade level, 70% or higherBELAA B2014 – 2015Percentage of students on grade level, 70% or higherBELAA EOY2014 – 2015Percentage of students on grade level, 70% or higherKindergartenN/AN/AN/AFirst Grade79%83 out of 10584%79 out of 10652%56 out of 107Second Grade52%52 out of 10076%75 out of 9969%70 out of 102Third Grade56%58 out of 10369%73 out of 106N/AFourth Grade40%38 out of 9542%40 out of 96N/AFifth Grade52%45 out of 8660%54 out of 90N/ASixth Grade55% 58 out of 10660%65 out of 109N/ABased on Brevard Math Benchmark Assessments, there is not a consistent trend between grade levels--some are showing growth and others are not. Faculty members express inconsistency in student achievement across grade levels as an area of concern of the survey. Brevard Math Benchmark AssessmentOct. 20142014 – 2015Percentage of students on grade level, 70% or higherMarch 20152014 – 2015Percentage of students on grade level, 70% or higherEOY2014 – 2015Percentage of students on grade level, 70% or higherKindergarten75%67 out of 8986%64 out of 7487%102 out of 117First Grade50%53 out of 10766%70 out of 10659%63 out of 107Second Grade68%54 out of 7963%65 out of 10175%77 out of 102Brevard Math Benchmark AssessmentDec./Jan. 20142014 – 2015Percentage of students on grade level, 70% or higherMarch 20152014 – 2015Percentage of students on grade level, 70% or higherEOY2014 – 2015Percentage of students on grade level, 70% or higherThird Grade59%60 out of 10252%55 out of 105N/AFourth Grade9%9 out of 9232%31 out of 97N/AFifth Grade27%24 out of 8817%15 out of 90N/ASixth Grade12%11 out of 9322%23 out of 107N/AWhile the 2015 FSA writing data is unavailable, we have seen a downward trend in the FCAT Writes scores for the 2012-2014 school years. FCAT Writes Data (Grade 4)Mean Score3.0 and Above3.5 and Above4.0 and Above20143.381%52%26%20133.687%65%39%20123.388%45%25%What other areas of strength or opportunity are revealed in data from leading indicators?Opportunities:Lowest 20% of 3rd grade students has increased from 9 to 18 students, many are transfers from other schools Early Warning System (absences, tardiness, previous retention) Students in transition Lesson plansStrengths:SIP Strategies teacher surveyAnalysis of Current Practices: Describe action steps that have become non-negotiable, things that you will continue doing. Weekly grade level meetings and monthly Data Team meetings are held to discuss student progress and performance based on the data collected on students who were in the RtI process. Professional Learning Community/Collaboration & Mutual Accountability (PLC/CMA) teams meet on a monthly basis to develop a unit using priority standards and the Understanding by Design (UbD) process.Academic support classes will be held after school to provide assistance to low achieving students in both reading and math in grades 3-6. The ESOL teacher provides before and after school academic support in the computer lab for ESOL students. All teachers in grades K-6 will utilize one or more of the following during daily classroom instruction: Data Notebooks, Daily Five, Number Talks, and Student-Led Conferences. Best Practice: Based on research, as it relates to the data analysis above, what should be best practices in the classroom?Based on teacher observation, PLC survey results, and the 2012-2014 FCAT Writes Data, Lockmar has identified writing as an area for growth. The Understanding by Design Framework offers a planning process and structure to guide curriculum, assessment, and instruction. According to the UNDERSTANDING BY DESIGN? FRAMEWORK By Jay McTighe and Grant Wiggins (2012), “its two key ideas are contained in the title: 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” from those ends.” The following seven key tenants are also indicators of best practices in the classroom.The UbD framework is based on seven key tenets1. Learning is enhanced when teachers think purposefully about curricular planning. The UbD framework helps this process without offering a rigid process or prescriptive recipe. 2. The UbD framework helps focus curriculum and teaching on the development and deepening of student understanding and transfer of learning (i.e., the ability to effectively use content knowledge and skill). 3. Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. Six facets of understanding—the capacity to explain, interpret, apply, shift perspective, empathize, and self-assess—can serve as indicators of understanding. 4. Effective curriculum is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, and Learning Plan). This process helps avoid the common problems of treating the textbook as the curriculum rather than a resource and activity-oriented teaching in which no clear priorities and purposes are apparent. 5. Teachers are coaches of understanding, not mere purveyors of content knowledge, skill, or activity. They focus on ensuring that learning happens, not just teaching (and assuming that what was taught was learned); they always aim and check for successful meaning making and transfer by the learner. 6. Regularly reviewing units and curriculum against design standards enhances curricular quality and effectiveness, and provides engaging and professional discussions. 7. The UbD framework reflects a continual improvement approach to student achievement and teacher craft. The results of our designs—student performance—inform needed adjustments in curriculum as well as instruction so that student learning is maximized. By learning and implementing the process of UbD, teachers will begin to focus their curriculum around priority standards and develop high quality units to deepen students’ understanding and transfer of knowledge and skills.School-Based Goal: What can be done to improve instructional effectiveness?Lockmar’s goals are to use priority standards in classroom instruction to improve student responses to text-based writing assignments and to understand/use domain-specific vocabulary. Strategies: Small number of action oriented staff performance objectives.BarrierAction StepsPerson ResponsibleTimetableBudgetIn-ProcessMeasure1. Teachers are not familiar with priority standards and with the Understanding by Design (UbD) process. Define priority standardsIdentify priority standards Create a unit using the first three stages of the UbD modelTeachers AdministrationSept. 20151st Semester 2015-2016$130.00 (purchase of Professional development book: The Guide to Creating High-Quality Units Understanding by Design)PLC notes Collaboration team notesUbD Units2. Teachers are not consistently using domain specific vocabulary that aligns to Florida Standards.1. Identify content specific vocabulary 2. Explain & Model use of vocabulary3. Use domain specific vocabulary in class discussion & on classroom assessments TeachersAdministrationSept. 2015 to May 2016 $ 0Lesson PlansClassroom Observations3. Students are not experienced at using critical thinking skills to develop responses. 1. Discuss, critique, and define verbal and written responses2. Allow students think time to persevere in problem solving 3. Teachers will direct students in the analysis of Document Based Questions (DBQ) materials while defining key words and engaging in close reading. Students will use knowledge gained from the analysis to respond to the DBQ. 4. Teacher will ensure that students are actively engaged in inquiry-based learning that promotes critical thinking skills 5. Model & teach the use of RACE Restate the question, Answer the question, Cite the evidence, Explain in more detail.TeachersAdministrationSept. 2015 to May 2016$ 0Lesson PlansClassroom ObservationsEVALUATION – Outcome Measures and Reflection-begin with the end in mind. Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of professional practices throughout your school. Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? What tool will be used to measure progress throughout the year? Use real percentages and numbers.All Lockmar teachers will receive training in the UbD process during the Professional Development Day August 10, 2015. Evidence to support the development and implementation of the UbD process is listed below:100% of teachers will be part of one of six teams assigned to develop a model UbD with a specific area of focus. One of the six teams will be designated as the “Champion” team.The designated “Champion” team will share their unit with the faculty on the Professional Development Day on October 16, 2015. Other teams will submit their units to administration and will share those units with the faculty on Professional Development Day on February 15, 2016.The six school teams will design UbD units on the Early Release Professional Development Days. Each team will present their unit at a School Advisory Council meeting as follows: Team 1--October 19, Team 2--November 16, Team 3--January 11, Team 4--February 22, Team 5--March 14, Team 6--April 18.Other measures of Professional Practice Outcomes are listed below:All ELA teachers will prioritize their grade level ELA standards to be submitted to administration by December 11. 2015. All non-ELA General Education teachers will prioritize & submit the priority standards of one subject they teach to administration by December 11. 2015. This includes but is not limited to Art, Media, Math, Music, Physical Education, & Science. ESE teachers, of self-contained classes, will prioritize & submit Access Points to administration by December 11, 2015. 100% of teachers will develop a high quality UbD unit to deepen students’ understanding and transfer of knowledge/skills as evidenced by the UbD unit plans; and 50% of teachers will implement UbD plans as evidenced by classroom observations and lesson plans.100% of PLC teams will include domain specific vocabulary in the UbD units. 100% of general education ELA teachers will utilize text based writing as evidenced by lesson plans and student work samples. Improved quality of lessons by general education teachers will include one or more: Number Talks, Daily Five, UbD, DBQ to aid critical thinking skills necessary for student responses as evidenced by classroom observations and lesson plans.Increased collaboration (PLC, data team meetings, grade level meetings, IPST) as evidenced by meeting notes and agendas.Sample lesson plans and/or student work will be collected to use for progress monitoring of the implementation of the UbD process. Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.Where do you want your students to be? What will student achievement look like at the end of the school year 2015-16?What tools will be used to measure progress throughout the year?Qualitative: Student engagement will be monitored and documented through walk-throughs and results will be shared with the staff via faculty and teacher data team meetings.At least 70% of students who respond to the student survey will indicate that they are motivated to achieve academic success.At least 97% of students who respond to the student survey will indicate that they have learned about online safety at school.Quantitative: At least 87% of K students will read & comprehend Benchmark Running Records Passages with at least 90 WCPM + 70% comprehensionAt least 94% of 1st grade students will read & comprehend Benchmark Running Records Passages with at least 90 WCPM + 70% comprehensionAt least 87% of 2nd grade students will read & comprehend Benchmark Running Records Passages with at least 90 WCPM + 70% comprehensionAt least 60% of 1st grade students will be on or above grade level reading & writing proficiency (70%) on the End Of Year BELAA At least 70% of 2nd grade students will be on or above grade level reading & writing proficiency (70%) on the End Of Year BELAA At least 75% of 3rd grade students will on or above grade level reading & writing proficiency (70%) score on the BELAA BAt least 50% of 4th grade students will on or above grade level reading & writing proficiency 70%) score on the BELAA BAt least 65% of 5th grade students will on or above grade level reading & writing proficiency (70%) score on the BELAA BAt least 65% of 6th grade students will on or above grade level reading & writing proficiency (70%) score on the BELAA B70% of all students in self-contained ESE classes will master 70% of IEP goal objectives.At least 88% of K students will be on or above grade level proficiency (70%) on the End Of Year (EOY) District Math AssessmentAt least 60% of 1st grade students will be on or above grade level proficiency (70%) on the (EOY) District Math AssessmentAt least 75% of 2nd grade students will be on or above grade level proficiency (70%) on the (EOY) District Math AssessmentAt least 55% of 3rd grade students will be on or above grade level proficiency (70%) score on the (EOY) District Math AssessmentAt least 35% of 4th grade students will be on or above grade level proficiency 70%) score on the (EOY) District Math AssessmentAt least 25% of 5th grade students will be on or above grade level proficiency (70%) score on the (EOY) District Math AssessmentAt least 30% of 6th grade students will be on or above grade level proficiency (70%) score on the (EOY) District Math AssessmentPart 2: Support Systems for Student Achievement(Federal, State, and District Mandates)For the following areas, please write a brief narrative that includes the data from the year 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2015-2016. MULTI-TIERED SYSTEM OF SUPPORTS MTSS/RtI This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b) and Senate Bill 850.Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students. Include the methodology for coordinating the use of federal, state and local funds, services, and programs.Describe your school’s data-based problem-solving process: including types of data used to monitor effectiveness of core, supplemental, and intensive instruction; and school based structures in place to address MTSS implementation. Lockmar’s Multi-Tiered System of Supports team consists of the Principal, Assistant Principal, Guidance Counselor, Literacy Coach, ESE Teacher, District Staffing Specialist, School Psychologist, and the classroom teacher. MTSS team members meet with teachers to review student progress, offer guidance for effective interventions, and provide support with data collection and analysis to ensure continuous student progress. The MTSS Leadership Team meets regularly to analyze school-wide data and discuss how to strengthen our program. Team members take leadership roles in assisting grade level teams when targeting groups of students who are at risk or deficient in a core subject area. Weekly Grade Level meetings include discussion of students moving to Tiers 2 and 3 in the MTSS process. Data Team meetings with members of the MTSS Leadership team and members of each grade level are held monthly. An MTSS overview and update are given for all faculty members at Data Team meetings.Teachers, staff members, and school administrators utilize Performance Matters, weekly assessments, statewide assessments, benchmark tests, FAIR, PASI, Decision Trees, and Scholastic Achievement Manager to obtain curriculum-based measures to gauge student progress in reading and math. IPST forms, tips, and updates are provided for the faculty on the staff SharePoint site. Information on MTSS implementation is also available on the district website. PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b). The 2015 Parent Survey indicates the following: Only 141 parents completed the survey, which is a slight increase from 97 who completed it in 2014. 54.8% of those who completed the survey scored the overall quality of the school as excellent, 30.7% as good, 12.9% as fair, and 1.6% as poor. According to the survey, Lockmar parents rate the following as strengths: caring teachers and staff, clean and safe campus, strong learning in elective/specials/activities, and the amount of homework their child receives.During the 2014-2015 school year, 86.6% of parents indicated that they attended informational or academic events at the school. Of those not in attendance, 49% did not feel that the meetings/events were held at a convenient time, and 27.3% of those who did not attend felt that the information was not relevant to their child. Based on the Parent Survey, parents felt that the best time and date for school events would be Thursday evenings (77%).Parent participation continues to be an area in need of development. While 86% of those parents completing the survey attended an academic event, we have seen less participation from parents overall. Based on these results, we plan to increase our promotion of school events and meetings through school website, teacher newsletters, teacher webpages, Edline, and through email communication, (93% of those who answered the survey chose email as the best way to communicate. Additionally, in an effort to increase parent attendance at school meetings and events, we plan to hold more of these functions on Thursday evenings.Parents are involved at Lockmar in a variety of ways. Not only did volunteers log approximately 6500 hours last school year, they also supported Lockmar by:Mentoring students in reading and mathCollaborating to recognize and reward student efforts displayed through the use of Reading Counts programServing as Career Day participantsPromoting Lockmar “ARMOR” spirit days through ARMOR shirt salesOrganizing and conducting the annual Scholastic Book Fair and pasta dinnerPromoting fundraisersChaperoning on field tripsAssisting with 6th grade graduationSome of the opportunities that will be offered to parents in the 2015-2016 Academic year will include:Science Night--encouraging student and parent participation in science research based on generating and testing hypothesisDigital Night--designed to acquaint parents with Edline, online textbooks, FSA sample questions, IStation, Google Apps and various other websites used to support specific curriculum objectives. Parents will also be encouraged to have their children use those websites at home to enhance their skills. This will allow parents the opportunity to be even more involved in their child’s education.Quarterly Award Programs- Held during the day at the end of each grading period.Music Programs- One program per semesterOpen House- August 31, 2015Parent Conference Nights- Held once per semesterFinally, based on 2015 Parent Survey results, parents have shown the most interest in attending presentations about school clubs and activities (50.9%). In response to this interest, we plan to host more informational meetings for our school clubs and activities. While Lockmar does offer a variety of school clubs and activities, we do not feel our parents are informed of the many offerings.STUDENT SURVEY RESULTS (Required):Results of Lockmar Elementary's 2015 BPS Survey indicate that 274 students in grades 3-6 completed the survey. Of these students, 91% have a computer with Internet access at home. Twenty nine point nine three percent feel they are learning "practical use of technology (presentations, word processing, spreadsheets)" using 21st Century skills at school, and 35.4% feel confident in learning how to research. While this data indicates favorable perceptions about the use of technology in the classrooms, nearly 3/4 of the students indicated in their written comments that they wish more technology was being used in the classrooms, including, but not limited to IPads, Chromebooks, and tablets. While Lockmar was able to purchase new technology last year due to a grant, the use of computers varied from class to class as teachers became more comfortable using the technology, and developed more standards-based lessons. Teachers will increase their use of technology in our computer-based labs, and promote the use of online textbooks at home and at school (6th grade Science).Lockmar continues to provide a safe learning environment. According to the survey, 94.89% of the students indicated they have learned about online safety at school. Seventy percent of the students indicated they feel safe at school, and of those students who do not feel safe at school, 12.77% of the students do not feel safe in the hallways. Twenty four percent of the respondents have had rumors or mean gossip spread about them. Lockmar will continue to promote and follow our ARMOR Program to stress acting responsibly, respecting self and others, and making responsible choices. Rewarding positive choices at our quarterly awards programs where parents are present also promotes positive behavior.EARLY WARNING SYSTEMS (SB 850) Please complete 1 – 3List any additional early warning system indicators and describe the school’s early warning system. ELEMENTARYAttendance below 90 percent, regardless of whether absence is excused or a result of out-of-school suspensionOne or more suspensions, whether in school or out of schoolLevel 1 score on the statewide, standardized assessments in English Language Arts or mathematicsOtherStudents who are not proficient in reading by third grade -Tardies, Retentions, and Good Cause Exemptions SECONDARYAttendance below 90 percent, regardless of whether absence is excused or a result of out-of-school suspensionOne or more suspensions, whether in school or out of schoolCourse failure in English Language Arts or mathematics Level 1 score on the statewide, standardized assessments in English Language Arts or mathematicsOtherAdd any additional EWS indicators here.Description of early warning system. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of indicators during the 2014-15 school year. These data should be used as part of the needs assessment to identify potential problem areas and inform the school’s planning and problem solving for 2015-16.:The number of students by grade level that exhibit each early warning indicator listed above.Fill in BLANKS with data from 2014-15 School Year - Number of StudentsGrade LevelK123456789101112Total Attendance <90%655342453042593361 or more ISS or OSS211001-1189990187960Waiting for FSA data00Waiting for FSA data3 8Level 1 in ELA or MathCourse Failure in ELA or Math0Students exhibiting 2 or more indicators013 4Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system (i.e., those exhibiting two or more early warning indicators).Kindergarten through sixth grade students who have been identified by exhibiting 2 or more of the Early Warning Systems (EWS) indicators will receive the following intervention strategies: The principal will monitor the EWS data in Performance Matters weekly. Administration will discuss and review individual students with teachers during data team meetings. Parent conferences scheduled quarterly. The team (administration, guidance, teachers, parents and other members) will discuss students’ individual needs and concerns and create a Progress Monitoring Plan (PMP) that will outline intervention strategies. Below are suggested interventions: 1. Check In and Check Out System 2. Peer-Mentoring 3. School-Based Club Involvement (mentoring by club sponsor) and / or Teacher-Mentor assigned through PLC groups 4. Planner documentation and communication through a triangular method- Teacher, Parent, Student 5. ARMOR Log (Academic scores, behavior and attendance) monitored though a triangular method- Teacher, Parent, Student 6. Walk to Intervention small group instruction within grade levels7. RtI: Identified Strategies We may also use the following: FCRR Activities ASP ESOL tutoring (before and after school) Computer based skill building programsThrough Performance Matters, the Assistant Principal, Guidance Counselor and Literacy Coach will identify students in the lowest 25%, previously retained students, and students indicating need for academic support and offer these parents inclusion in the Academic Support Program in Reading and/or Math for their child. On a monthly basis, the Assistant Principal and Guidance Counselor will monitor and identify students with Early Warning Systems indicators of attendance. Monitoring will be done on a weekly basis if needed. A monitoring system (pre-truancy checklist) has been created to communicate with their teacher and parents. Meetings will also be organized with teachers, parents and Individual Problem Solving Team (IPST). Behavior concerns monitored by the Assistant Principal and Guidance Counselor will trigger a student being placed on a Check-In / Check-Out system, planner documentation and/or a behavior contract. The Principal, through Data Discussions and IPST, will identify students who should be placed on an ARMOR Log. The Principal will meet monthly with the Assistant Principal and Guidance Counselor to discuss these individual students. The Principal shall monitor and update each grade level group. The Assistant Principal and Guidance Counselor shall meet with school-based club sponsors and classroom teachers to suggest recommendations for clubs and/or mentors for students.STUDENT TRANSITION AND READINESS PreK-12 TRANSITION This section used to meet requirements of 20 U.S.C 6314(b)(1)(g).Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another. Pre-K to KindergartenIn the spring before Kindergarten, we offer an open house for families to tour Lockmar. Students attending Kindergarten start their school year 3 days after students in 1st- 6th grade. During those three days, Kindergarten teachers screen students to determine the level of Kindergarten readiness. Students in Pre-K Handicap have roll up meetings in the spring to determine the appropriate placement based on the students disability and level of Kindergarten readiness. Transitioning to 7th gradeLockmar Elementary has a year-long process to help 6th grade students transition to the middle school setting. The first week of the school year 6th grade teachers cover the requirements for a successful transition, both academically and behaviorally. Information from the school district’s Student Progression Plan, clearly defining promotion requirements, is discussed with students. Parents are also directed to this information in the Lockmar Newsletter and rmation about various middle school programs, including registration deadlines and 7th grade presentations is sent home with students and posted on the Lockmar and teacher websites.Students and parents are made aware of the opportunities to attend campus tours of Southwest Middle School, Central Middle school, Stone Magnet School, and Westshore Junior/Senior High School.Counselors from Southwest and Central visit Lockmar to assist students in registering for the upcoming school year and share information about classes and clubs.Students take math exams to qualify for accelerated math classes.Lockmar teachers write letters of recommendation for students.Middle school music teachers, and their students, may have an assembly at Lockmar to educate students about their offerings.Exceptional Education Teacher develop IEPs to transition students to the 7th grade.Career Day, in January, helps students learn about the work world and the educational background needed to prepare for a career.Health and Wellness lessons focus on how to be successful in middle school. COLLEGE AND CAREER READINESS This section is required for schools with 9, 10, 11 or 12. This section meets the requirements of Sections 20 U.S.C. § 6314(b).Describe the strategies the school uses to support college and career awareness, which may include establishing partnerships with business, industry or community organizations. Identify the career and technical education programs available to students and industry certifications that may be earned through those respective programs. Describe efforts the school has taken to integrate career and technical education with academic courses (e.g. industrial biotechnology) to support student achievement. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report ( HYPERLINK "" ). As required by section 1008.37(4), FL Statutes. (TITLE 1 SCHOOLS ONLY)Highly Qualified TeachersDescribe the school based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school.Descriptions of StrategyPerson ResponsibleProjected Completion Date1.2.Non-Highly Qualified InstructorsProvide the number of instructional staff and paraprofessionals that are teaching out-of-field and/or who are not highly qualified. *When using percentages, include the number of teachers the percentage represents (e.g., 70% [35]).Number of staff and paraprofessionals that are teaching out-of-field/and who are not highly qualifiedProvide the strategies that are being implemented to support the staff in becoming highly qualified ................
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