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School Name: John Love Elementary #73 2011-12 Principal: Laura Bowes Chief: Jackie ByrdDistrict:_4_ 2010-11 Principal: Laura Bowes Exec. Dir.: S tephanie M anabat

-chool Grade History: _c_2006

_B_2007

__2008

C2009

__2010

_F_2011

Grade Total Points: 490:Impact Factor~

Leadership (First year principal.]i rst vcar at school, etc.) F irst Year Principal First Y ear a t John Love Prior Adm inistra to r experience:

o 2010 -Split - Tw in Lakes E lem en tary/Bank of America L ea rn ing Academ yo 200912008 - Aiimacani Elementaryo 2007- D on B rew er Elem entaryo 200512006 T.I.5. - D on Brew er

No additional adm inistra to rs a t John Love. In stru ctional C oach - Tess N ettles - F irst Y ear Coach

Student Population (B ounda ry changes, increased num ber on free & reduced lunch sta tus, first year ofopportun ity scholarsh ip wh ich increased students scoring level 1-2. etc.)

The popu la tion of John Love has incre ased by IJ studen ts over th e 2009-10 sch oo l y ea r. No otherchanges in student population h av e o cc ur re d

B1k Free/RedEnrolled PK KG I 2 3 4 5 % His% Mix% Wh% Lunch%200 1 - 1 - 28 - 1 - 0 2J J - I - 33 28 X - I - I 2 2 1 2 l)6

Staff (Increased 1 I 1 1 J 1 J / J e r ofnew teachers in testing grades/subjects. loss sroff to 97 ilav rule. LTS il l restingurade/subject. non-reappoints. ctc.) U pon my appoin tm en t to John Lo ..... tw o classes were estah lished at th e in te rm edia te level With th e

excep tion of th ird grade . w hich had one-th ird grade cla.,>s. and a 2 1 1 , 1 / 3 1L 1 g ra de c om b in a ti on class ( l o - th i rd,\: X-~c"'lll1LI).

f\\'I) -ratf member- Ir;lllsrnr~:d w ir h Ihl' ~'\i(illg principal'J ICilri,lin:l (11111/:110. third ~r;u.k IT:\ 1L':lcl1crtran-Icrrcd one wee], prior (ll prepl.mning .. \l leia

labllcr:l f ir"! )c:lr tc.rchcr \\a,> hired 10 r..placc .\11'\. CI()Il!;lkf..[J Raqucl Gundy who had become t he "chou!' ~ ilht ruct ional coach t sho r t Iy artcrtilc 2() I ()

. idminivtrat ion llf FC \T ) aho tran sferred with the exiting principal . .\Irs. (randy taught m.uh forall i " . .iurth .urd l ilth grade "tlllknts during the ()()-l [) -chool ycnr. r e.'s ~l'llks. :1 I'irs! ~l'ar coach\\ a~ h ired as iu-truc I i O ll al ~ '. .:!L'h [0 rep lace .\ (1'-;. (Iandy.

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The cha rt be low ou tlines th e in it ia l stru ctu re and adjuxuncn ts m ade afte r th e tran sfe rs:

Initial Structure Adjustments2 " l l / . 1 ' ' ' G rau e C om bo S B . . . j . t h Thiro G rnde C rea ted a n ew th irdecma i lJ\Va - yea r

w anT r g rade class the fou rth1 6 th ird grade r, 8 w eek of school due tose co nd g ra de rs academ ic and class sizeconce rns . :Vie I issa

W ittm an m oved downfrom fifth to th ird .

T hird G rade C h ris tin a Gonza les - Th ird G rade M r s. G on za le ztransferred to M ath is as tran sferred on e w eekcoach w ith e xiting p rior to p re -p lann ing .p rin cip a l. A lycia Zabner w as

h i red on th e first Jay ofschool

Fourth G rade (M ath ) i'vk lissa Thom as - Fourth G rade No change , M rs.loop ing from th ird Thom as m oved up tog rade fourth grade.

Fourth G raue (ELA) S teph an ie U pchurch - Fou rth G rade N o chan ge , U pch urchtaugh t w riting and taugh t ELA to grade 4scien ce to g rades 4/5th e p reviou s yea r

F ifth G ra de M elissa W ittm an - F irst F ifth G rade C om b ined the tw oyea r teach e r, h ired by classes in to on e class o fth e e xitin g p rin cip al 2 ..).stu de nts w it h N ia la htwo weeks p rior to the M cN eil as th e soloend of th e 2009-20! 0 teach e r in g rade 5.sch oo l ye ar

F ii 't h G r au e N ailah M e N eil ~ 2m]yea r teach er: tau gh t

! read ing to fou rth andi fi Ith grade du ring th e! ! ~()()I)-2() I () : - ' L ' h l 1 1 1 1 ycnr Ii1 i _______L !I_ . -~--'-- _

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This year, each in term edia te teacher had differen t and or new instructional responsib ilities. Th ird grade , Wittm an and Zahne r w ere first year teachers, Fourth grade (math), Thomas was new to grade four having looped lip from th ird to teach math . U pchurch (grade - I . ) had prev iously taugh t only w riting and science to studen ts in grades four and five during rhe

0 9- 1 ( ) s ch o ol year . Her p rev iou s exp e rie n ce w as in the prim ary grades. She rece ived exten sive support from thein stru ctional coach during the 09-10 year .

In fifth grade , M rs. !l.kN eil a second year teacher was se t to teach ELA to grade 5 students. A s ou tlin ed above. a third grade class w as crea ted a t th e end o f th e th ird w eek of school. The 16 third graders in

the combination class w ere a h igh concern especia lly afte r observing the teacher. Afte r consu lting w ith M rs.Manaba t , fifth grade was combined (to ta l 24 students) in to on e class and as new th ird grade was form ed ou t of the2 1 3 combo class. W ith in a week of combin ing fifth grade . five additional students en rolled ra ising the numbersto 29. The combination of the fifth grade classes le ft M r s, M c Ne il te ac hin g math and sc ience , subjects she hadnot p re vio usly ta ug ht.

Non-reappoints/Success Plans -As tim e progressed, I p laced the follow ing staff m embers below on Success Plan s:

N ailah M cNeil - 51h - Competencies A . B . & CS eem a Ba jw a - 2 n u - Competen cies A . B , & CLaura S ha ga m - K- Compet en c ie s A, S , & C

In addition to providing instru ctional support, lesson plann ing/modeling , p eer ob serva tion s on /off site , andprofessional development th rough weekly cross grade level PLC 's the above teachers and three o thers (Ju lieB ittof (2( (

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Professional Development (Number of teachers ill testing grades/subjects receiving 10 + days of Prof. Dev. prior10 F CA T te stin g. # of n ew te ac he rs with 11 0 Prof. Dev. othe r than t il l' r equ i red T[P,etc .)

A s ou tlin ed b elow . 6!Yk of th e in term ediate teachers participa ted in ten or more d ay s o f p ro fc sx iu na lde vclopment prior to th e 20 I I Spring FC AT ad mill istrat ion,

Teacher 10+ Prof. Professional Development (prior to FC.Yf)Dev. Days

Wittman (J"I) Yes M ath I 0 I & a Guided Reaoing CLC @ JL ill conjunction w ithth e Schultz Center.

Zahner (3'.]) Yes Literacy !O ! & a Guided Reading CLC @ J L in c on ju nctio n\....th th e S ch ultz C en te r.

Thomas - Yes Foundations, Science Info. Update, Academy of M athMath Hill)M cN eil (S ill) No Foundations & Literacy 101 - Enrolled, but d id not a ttend

m os t s es si on s.

IRecovery Action~Im provem en t Actions for Recovery

Adjustment of grade level assignments of current staff and replacement of exiting staff members -The non-reappointment of three staff m embers, one FLMA teacher who was surplused due to non-return, ateacher retirem en t, and a transfer w ill a llow for six new additions to the facu lty. Four of the six additionsw ill transition in to the in termedia te grades. These are seasoned and effective teachers who have hadp ositive p rior experiences/outcomes working w ith low-perform ing students,

In the p rimary grades, there is a strong need for increased rigor, These adju stm ents w ill a id in en suring thatstudents arc prepared (proficien t) for the rigor of t he i nt erm ed ia te grades. Teachers who are not p roficien twill he placed on a success plan and provided the support and p rofessional developm ent necessary top rovide differe ntia te d in stru ction for all s tu de nts r eg ar dle ss of th eir n ee ds .

Collaboration - A s noted above. approximately 50~'r of the classroom teachers w ill he new to John Love.We w ill work together to estab lish a cultu re of collabora tion tha t includes distribu ted leadersh ipopportun ities, Professional Learn ing Communities (weekly). cstah lishmcnt of a new leadersh ip team . andweekly common plann ing time fUCllSCO on im proving student ach ievement w ith adm in istra tives u pp ort/i n v ol ve rn e n t

Durn Team - E'-t~lhli,hlll ...nt \11' a data tc.un to anal) Ie .uu! di,a.~gt\.'g:lle .l.uu to Identify in-tructiona] 11CL'd

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Dest illa tion Success F lo rida AchievesG rade L eve l C n J 1 1 m O l l Assessmen ts Grade Level Common ASSCSSlllC nts

D estin ation S uccess

Professional Development (Internal ED, F ac ulty M e etin gs , PLC's) - p rovide p rofession al de ve lop me ntth at is linked to the needs of the facu lty .

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