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Dixie KPR Analysis 2006. 82.7. 78.4. 74.8. Reading. Math. Science. Social Studies. Arts & Humanities. Practical Living. We have been doing a good job-. What are the next steps?. Status Quo is no longer acceptable. -Points to Ponder- -Changes to Make-. Relationships - PowerPoint PPT Presentation
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Dixie KPR AnalysisDixie KPR Analysis20062006
82.82.77
78.78.44
74.74.88
2003 2004 2005 2006
Reading 75.1426 79.9460 86.7956 85.9667
Math 79.5679 80.9792 80.0623 86.3243
Science 70.7808 71.5436 74.5514 73.2131
Social Studies 70.6905 82.3678 82.3600 83.8541
Arts & Humanities 74.8644 83.1203 79.0167 84.8504
Pract. Living/Voc Stud 86.2501 89.1234 89.2119 87.8471
Writing 67.5604 62.0861 70.7782 71.8933
Total 74 77.2 79.8 81.3
Dixie KPR-Total
60.065.0
70.075.080.0
85.090.0
95.0100.0
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
Dixie & Other Schools
50
55
60
65
70
75
80
85
90
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
Ryle
Dixie
Simon Kenton
Boone
Scott
Cambell County
Dixie Gender Gap
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
2000 2001 2002 2003 2004 2005 2006 2007
Female
Male
Dixie Social-economical Gap
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
2000 2001 2002 2003 2004 2005 2006 2007
Free & Reduced (Approved)
Free & Reduced (Not approved)
Dixie Disability Gap
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
2000 2001 2002 2003 2004 2005 2006 2007
No Disability
Disability
Dixie KPR-Reading
60.065.0
70.075.080.0
85.090.0
95.0100.0
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
Dixie KPR-Writing
60.065.0
70.075.080.0
85.090.0
95.0100.0
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
Dixie Gender Gap-Reading
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
2000 2001 2002 2003 2004 2005 2006 2007
Female
Male
Dixie Social-economical Gap-Reading
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
2000 2001 2002 2003 2004 2005 2006 2007
Free & Reduced (Approved)
Free & Reduced (Notapproved)
Dixie Disablity Gap-Reading
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
2000 2001 2002 2003 2004 2005 2006 2007
No Disability
Disability
Dixie Gender Gap-Writing
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
2000 2001 2002 2003 2004 2005 2006 2007
Female
Male
Dixie Social-economical Gap-Writing
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
2000 2001 2002 2003 2004 2005 2006 2007
Free & Reduced (Approved)
Free & Reduced (Notapproved)
Dixie Disability Gap-Writing
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
2000 2001 2002 2003 2004 2005 2006 2007
No Disability
Disability
MathMath
ReadingReading
ScienceScience
Social StudiesSocial Studies
Arts & HumanitiesArts & Humanities
Practical LivingPractical Living
0
10
20
30
40
50
60
70
80
2001 2002 2003 2004 2005 2006
Writing
Nov+App
Prof+Dist
0
50
100
150
200
2001 2002 2003 2004 2005 2006
Reading
Nov+App
Prof+Dist
0
50
100
150
200
2001 2002 2003 2004 2005 2006
Math
Nov+App
Prof+Dist
0
50
100
150
200
2001 2002 2003 2004 2005 2006
Science
Nov+App
Prof+Dist
0
50
100
150
200
2001 2002 2003 2004 2005 2006
Social Studies
Nov+App
Prof+Dist
We have been doing We have been doing a good job-a good job-
What are the next steps?What are the next steps?
Status Quo is no Status Quo is no longer acceptablelonger acceptable
-Points to Ponder--Points to Ponder--Changes to Make--Changes to Make-
RelationshipsRelationships ORQ/Types of assessmentORQ/Types of assessment
– Higher Level ThinkingHigher Level Thinking– Real lifeReal life– Schools of StudySchools of Study
Supports for Special Education StudentsSupports for Special Education Students Core Content 4.1Core Content 4.1 Lesson Development in SOS RelevancyLesson Development in SOS Relevancy
