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Linlee
Elementary
Consolidated Plan 2002-2004
ACTION
COMPONENT
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Student
Achievement
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X
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School
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District
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Preliminary
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Revised
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District Name: Fayette
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Component Manager: Pam
Brown
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School Name (if app.):
Linlee
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Current Date: May 2002
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X
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Public
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Private, Non-Profit
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Instructions:
Enter the information in the boxes just below the words “Priority Need”,
“Goal”, etc. The boxes will
expand as you type.
I.
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Priority
Need
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Goal
(A Goal addresses a Priority Need)
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KCCT data shows highly weighed areas to be below the academic
index of 73.8 these include: Math (56%), Social Studies (59%), Arts and
Humanities (56%), Writing (53%) and the CTBS (68%).
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Academic Indexes will increase to the following: reading 95%,
Math 65%, Science 80%, Social Studies 65%, Arts and Humanities 60%,
Practical Living/Vocational Studies 70%, Writing 60% and CTBS 70% at the
end of 2004.
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II.
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Cause(s)/Contributing
Factors: (both
positive and
negative,
based on needs analysis)
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Objective(s)
with Measures of Success:
(Begin with #A1)
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·
On the KCCT more students were proficient on Multiple
Choice items than on Open Response in each tested area.
·
CTBS data indicates that over the last four years our
total NCE test scores have dropped 2.7 points. Reading NCE scores have dropped 2.4 points, Language Arts
scores dropped 4 points and Mathematics scores have dropped 0.6 points.
·
According to SRI reading data more students are entering
third and fifth grade with an NCE of 50 or above.
·
According to STAR Math data more students are exiting
third grade on grade level. There
has been no growth in fifth grade in relation to the number of students
entering on grade level or above.
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A1. Eighty percent
of Linlee students will score at/above the 50th
percentile on the SRI Reading test by May 2004.
A2. Eighty percent
of Linlee students will score at/above the 50th
percentile on the STAR Math test by May 2004.
A3. There will be a 40% increase in students scoring at a
proficient
level on the Open Response items of the KCCT in the following
areas: reading, math, science, social studies, arts and humanities,
and practical living/vocational studies.
A4. There will be a
40% increase in students scoring at a proficient
level on Writing
Portfolios.
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ACTION
COMPONENT
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Equity
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X
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School
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District
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Preliminary
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Revised
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District Name: Fayette
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Component Manager: Angela
Brown
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School Name (if app.):
Linlee
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Current Date: May 2002
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X
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Public
|
|
Private, Non-Profit
|
|
| |
|
|
|
|
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Instructions:
Enter the information in the boxes just below the words “Priority Need”,
“Goal”, etc. The boxes will
expand as you type.
I.
|
Priority
Need
|
Goal
(A Goal addresses a Priority Need)
|
|
KCCT data shows highly weighed areas to be below the academic
index of 73.8 these include: Math
(56%), Social Studies (59%), Arts and Humanities (56%), Writing (53%)
and the CTBS (68%).
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Academic Indexes will increase by the following:
reading 95%, Math 65%, Science 80%, Social Studies 65%, Arts and
Humanities 60%, Practical Living/Vocational Studies 70%, Writing 60% and
CTBS 70% at the end of 2004.
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II.
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Cause(s)/Contributing
Factors: (both
positive and
negative,
based on needs analysis)
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Objective(s)
with Measures of Success:
(Begin with #A1)
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Winter 2002 SRI data indicates thirty-six percent of the minority
students in third grade have an NCE of 50 or above.
Winter 2002 SRI data indicates 30% of the total third grade Low
SES population have an NCE of 50 or above.
Winter STAR Math data indicates few minority students on grade
level (3rd grade 47%, 4th grade 30%, and 5th
grade 38%).
Winter STAR Math data indicates few Low SES students on grade
level (3rd grade 30%, 4th grade 20%, and 5th
grade 15%).
KCCT data indicates 12% fewer proficient Writing Portfolios for
Special Needs students.
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C1 By 2004 there
will be a 10% increase in the number of third,
fourth and fifth grade minority students with an NCE of 50 or
above in reading and math as measured by the SRI and STAR
Math Test.
C2 By 2004 there
will be a 10% increase in the number of third,
fourth and fifth grade Low SES students who have an NCE of 50
or
above in reading and math as measured by the SRI and STAR
Math
test.
C3 By 2004 there will be a 10% increase in the number of Special
Needs
students scoring above the novice range on Writing
Portfolios
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Revised
ACTION
COMPONENT
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Equity
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X
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School
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District
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Preliminary
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Revised
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District Name: Fayette
County
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Component Manager:
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School Name (if app.):
Linlee
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Current Date:
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X
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Public
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Private, Non-Profit
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III. Strategies/Activities
[activity or strategic sequence of
activities to achieve objective(s)]
Typing
instructions: Enter the information in the boxes below.
The boxes will expand as needed to fit the information you enter.
Press tab to go from one box to the next.
In the last box on the right, press tab, and a whole new row of boxes
will be created. This will enable
you to keep related information in the rows lined up.
Also, the headings will automatically appear at the top of each page of
Strategies/Activities.
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Objective
Label
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Strategy/Activity
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Expected
Impact in Terms of Progress & Success
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Responsible
Persons
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Start Date
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End
Date
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Estimated
Cost(s)
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Fund
Source(s)
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C1, C2, C3
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Faculty and staff will use
approaches such as adult-child tutoring, continuous progress, and
cooperative learning with young children.
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By 2004 there will be a 10%
increase in the number of third, fourth and fifth
grade minority students
with an NCE of 50% or above in reading and math as
measured by the SRI and STAR Math test.
By 2004 there will be a 10% increase in the number of third,
fourth and fifth grade Low SES students who have an NCE of 50 or above in
reading and math
as measured by the SRI and
STAR Math test.
By 2004 there will be a 10% increase in the number of
Special Needs students scoring above the novice range on Writing
Portfolios
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Staff
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8/12/02
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5/31/04
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Unknown
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Unknown
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C1, C2, C3
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Communicate high learning
and behavioral expectations to all students and hold them accountable for
meeting classroom standards as evidenced through goal sheets, intervention
plans, and student led conferences
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By 2004 there will be a 10%
increase in the number of third, fourth and fifth
grade minority students
with an NCE of 50% or above in reading and math as
measured by the SRI and STAR Math test.
By 2004 there will be a 10% increase in the number of third,
fourth and fifth grade Low SES students who have an NCE of 50 or above in
reading and math
as measured by the SRI and
STAR Math test.
By 2004 there will be a 10% increase in the number
of Special Needs students scoring above the novice range on Writing
Portfolios
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Staff
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8/12/02
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5/31/04
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None
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None
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C1, C2
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Give high-needs students
additional learning time for priority objectives whenever possible;
students spend this time in interactive learning activities with teachers,
aids, or peer tutors as evidenced in lesson plans.
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By 2004 there will be a 10%
increase in the number of third, fourth and fifth
grade minority students
with an NCE of 50% or above in reading and math as
measured by the SRI and STAR Math test.
By 2004 there will be a 10% increase in the number of third,
fourth and fifth grade Low SES students who have an NCE of 50 or above in
reading and math
as measured by the SRI and
STAR Math test.
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Staff
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8/12/02
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5/31/04
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None
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None
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C1, C2
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Place students in small
classes (15 or fewer students) whenever possible
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By 2004 there will be a 10%
increase in the number of third, fourth and fifth
grade minority students
with an NCE of 50% or above in reading and math as
measured by the SRI and STAR Math test.
By 2004 there will be a 10% increase in the number of third,
fourth and fifth grade Low SES students who have an NCE of 50 or above in
reading and math
as measured by the SRI and
STAR Math test.
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Principal
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8/12/02
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5/31/04
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Unknown
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Federal Grant
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C1, C2,
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Provide students
instruction in test-taking skills and provide them activities to reduce
test-taking anxiety
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By 2004 there will be a 10%
increase in the number of third, fourth and fifth
grade minority students
with an NCE of 50% or above in reading and math as
measured by the SRI and STAR Math test.
By 2004 there will be a 10% increase in the number of third,
fourth and fifth grade Low SES students who have an NCE of 50 or above in
reading and math
as measured by the SRI and
STAR Math test.
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Staff
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8/12/02
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5/31/04
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$1000.00
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Section 6
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C1, C2
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Disaggregate achievement
and behavioral data (by race, gender, special needs students,
socioeconomic level, etc) to achieve clear understanding of how students
of different groups are performing
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By 2004 there will be a 10%
increase in the number of third, fourth and fifth
grade minority students
with an NCE of 50% or above in reading and math as
measured by the SRI and STAR Math test.
By 2004 there will be a 10% increase in the number of third,
fourth and fifth grade Low SES students who have an NCE of 50 or above in
reading and math
as measured by the SRI and
STAR Math test.
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PSA
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8/12/02
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5/31/04
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None
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None
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C1, C2
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Gather information on ways
to meet the needs of underserved groups by studying current research and
obtaining current literature.
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By 2004 there will be a 10%
increase in the number of third, fourth and fifth
grade minority students
with an NCE of 50% or above in reading and math as
measured by the SRI and STAR Math test.
By 2004 there will be a 10% increase in the number of third,
fourth and fifth grade Low SES students who have an NCE of 50 or above in
reading and math
as measured by the SRI and
STAR Math test.
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Staff
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8/12/02
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5/31/04
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None
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None
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C1, C2
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Conduct small talk sessions
after school three times a year which will allow staff to have dialogue
with community representatives to focus on strategies to impact the
understanding of those who are socioeconomic ally or culturally different
from themselves.
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By 2004 there will be a 10%
increase in the number of third, fourth and fifth
grade minority students
with an NCE of 50% or above in reading and math as
measured by the SRI and STAR Math test.
By 2004 there will be a 10% increase in the number of third,
fourth and fifth grade Low SES students who have an NCE of 50 or above in
reading and math
as measured by the SRI and
STAR Math test.
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Principal and District
Equity Consultant
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8/12/02
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5/31/04
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None
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None
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C1, C2
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Invite minority and male
guest readers to bring in their favorite books and read them to the class.
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By 2004 there will be a 10%
increase in the number of third, fourth and fifth
grade minority students
with an NCE of 50% or above in reading and math as
measured by the SRI and STAR Math test.
By 2004 there will be a 10% increase in the number of third,
fourth and fifth grade Low SES students who have an NCE of 50 or above in
reading and math
as measured by the SRI and
STAR Math test.
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Staff
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8/12/02
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5/31/04
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Unknown
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None
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C1, C2
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Gather information on ways
to meet the needs of underserved groups of male readers by studying
current research and obtaining current literature.
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By 2004 there will be a 10%
increase in the number of third, fourth and fifth
grade minority students
with an NCE of 50% or above in reading and math as
measured by the SRI and STAR Math test.
By 2004 there will be a 10% increase in the number of third,
fourth and fifth grade Low SES students who have an NCE of 50 or above in
reading and math
as measured by the SRI and
STAR Math test.
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Staff
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8/12/02
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5/31/04
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None
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None
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C3
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PSA/Writing Cluster Leader
will work with Special Education Staff to implement Writers Workshop.
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By 2004 there will be a 10% increase in the number of
Special Needs students scoring above the novice range on Writing
Portfolios
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PSA/Writing Cluster Leader
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8/30/02
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5/30/04
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Unknown
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Title One,
Supplemental Pay
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ACTION
COMPONENT
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Support
Services
|
X
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School
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District
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Preliminary
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|
Revised
|
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District Name: Fayette
County
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Component Manager: Janet
Meade
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School Name (if app.):
Linlee
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Current Date: May 2002
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X
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Public
|
|
Private, Non-Profit
|
|
| |
|
|
|
|
|
|
|
|
|
Instructions:
Enter the information in the boxes just below the words “Priority Need”,
“Goal”, etc. The boxes will
expand as you type.
I.
|
Priority
Need
|
Goal
(A Goal addresses a Priority Need)
|
|
KCCT data shows highly weighed areas to be below the academic
index of 73.8 these include: Math (56%), Social Studies (59%), Arts and
Humanities (56%), Writing (53%) and the CTBS (68%).
|
Academic Indexes will increase by the following: reading 95%,
Math 65%, Science 80%, Social Studies 65%, Arts and Humanities 60%,
Practical Living/Vocational Studies 70%, Writing 60% and CTBS 70% at the
end of 2004.
|
|
II.
|
|
|
Cause(s)/Contributing
Factors: (both
positive and
negative,
based on needs analysis)
|
Objective(s)
with Measures of Success:
(Begin with #A1)
|
|
SAFE Data indicates that the number of referrals have dropped in
the past three years.
Forty-eight percent of Linlee’s students qualify for free and
reduced lunch. KCCT data
indicates the following subject area differences for these students:
Reading – 33% fewer Proficient, Math – 4% fewer Proficient, Science
– 31% fewer Proficient, Social Studies – 36% fewer Proficient,
Practical Living – 23% fewer Proficient, Arts/Humanities – 10% fewer
Proficient, Writing Portfolios – 23% fewer Proficient and On Demand
Writing – 1% fewer Proficient
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B1
Increase parent involvement by 10%.
B2 Continue
implementation of instructional discipline to address the
needs of students at the universal, target and intense levels so
that
75% of Linlee student are scoring at/above grade level on the SRI
and STAR Math in grades 3-5.
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Revised
ACTION
COMPONENT
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Support Services
|
X
|
School
|
|
District
|
|
Preliminary
|
|
Revised
|
|
District Name: Fayette
County
|
Component Manager: Angela
Brown
|
|
School Name (if app.):
Linlee
|
Current Date: May 2002
|
|
|
X
|
Public
|
|
Private, Non-Profit
|
|
| |
|
|
|
|
|
|
|
|
|
III. Strategies/Activities
[activity or strategic sequence of
activities to achieve objective(s)]
Typing
instructions: Enter the information in the boxes below.
The boxes will expand as needed to fit the information you enter.
Press tab to go from one box to the next.
In the last box on the right, press tab, and a whole new row of boxes
will be created. This will enable
you to keep related information in the rows lined up.
Also, the headings will automatically appear at the top of each page of
Strategies/Activities.
|
Objective
Label
|
Strategy/Activity
|
Expected
Impact in Terms of Progress & Success
|
Responsible
Persons
|
Start Date
|
End
Date
|
Estimated
Cost(s)
|
Fund
Source(s)
|
|
B1
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Invite parents and students
to attend an Open House to acquaint them with the school and staff
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Increase parent involvement by 10%.
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Principal
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8/12/02
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5/31/04
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$500.00
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Linlee General, PTA
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B2
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Continue Second Steps in
grades K-5, scheduling it during lunch for 4th and 5th
graders
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Continue implementation of
instructional discipline to address the needs of students at the universal,
target and intense levels so that 75% of Linlee students are scoring
at/above grade level of the SRI and STAR Math in grades 3-5.
|
Counselor/Principal
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