LAWRENCE cOUNTY SCHOOLs
IMPROVEMENT Plan
Federal and State
Compliance Assurance Certification
2009-2010
Declaration of Compliance
As
Superintendent of the
Superintendent
Jeff May
Approval of KDE Assurances by
Chairperson Barbara
Robinson Date 2009-2010
Board Member Shawnna
McKenzie Board
Member Maddlene Roberts______
Board Member Sue
Michael___________ Board
Member Jim See ____
Link to current
District Assurances on KDE web page:
Standard
Plan Format Copyright Ó Kentucky
Department of Education, 2006
COMPREHENSIVE DISTRICT IMPROVEMENT PLAN
EXECUTIVE SUMMARY:
PLAN SUMMARY
The
components of Lawrence County Schools’ Comprehensive District Improvement Plan
includes strategies and activities to address needs in curriculum, assessment,
instruction, removing barriers to learning, communication, culture, parental
involvement, building leadership capacity, organizational structure, and
planning. Through a comprehensive needs
assessment, math, reading, and writing were determined to be priorities. Strategies and activities also address
achievement gaps between students receiving Free and Reduced Lunch/students not
receiving Free and Reduced Lunch and students with disabilities/students
without disabilities.
Process summary
Planning began early in the year when the superintendent developed and presented to the board the appointments for the district planning committee and procedures to be followed during the process. Diverse representatives from all schools, programs, business and community groups make up the district planning team. They were given the charge to coordinate and develop the Comprehensive District Improvement Plan for the year 2009-2010 using the KDE District Planning Process. In addition, component managers and committees were established to oversee the development and assessment of each component.
Committee members received training on the planning process during the September meeting as noted in district timeline. The progress of the current Comprehensive District Improvement Plan was reviewed along with the mission statement. In addition, the district used the District Level Performance Level Descriptors and Glossary for Kentucky’s Standards & Indicators for School Improvement.
District and school planning and comprehensive needs assessments began with the districtwide scheduling of data analysis sessions in the schools. Additionally, technical assistance was provided to each school in reviewing progress of their biennial targets. As the data was collected and analyzed, trends in student performance and gaps in student achievement became evident across the district. Data was collected from multiple sources then analyzed to identify school and district priorities. Among the data sources used to examine student achievement were KCCT, MAP, and NCLB results, surveys, grades, Title I reviews and classroom observations.
Barriers to student learning were identified using disaggregated assessment data; attendance, retention, suspension, and dropout reports; Career Technical Education data; and Alternative Program placement reports. School Safety Plans and FRYSC surveys as well as equity sensitivity data were examined. To ensure that issues in support programs and parent and community involvement were included, informal parent and student surveys, free and reduced food service data, professional development records and teacher certification were reviewed. To ensure that Title I Schoolwide Project schools met all eight components of Schoolwide Project guidelines, each school also provided descriptive narratives of how each component would be addressed in the Comprehensive School Improvement Plan. A concentrated effort was made to review all programs, groups, conditions and diversities to identify priorities and to address specific instructional strengths and needs.
Systemic research-based strategies, including standards-based curriculum mapping, districtwide interim assessments (Measures of Academic Progress), and use of differentiation and varied instructional strategies, form the foundation of our improvement plan. Intervention strategies designed to support and accelerate student achievement are also being implemented. These include utilizing the services of district resource teachers and outside consultants to provide job-embedded professional development based on the train-model-coach format; a districtwide data analysis and tiered intervention process (Lawrence County System of Interventions) that targets achievement gaps and low-achieving students; leadership workshops and networking; and increased efforts in communication, culture building and meaningful parent involvement.
The district team identified trends across the district, prioritized needs, set
goals and objectives, and organized activities and strategies to meet the goals
and to reduce achievement gaps. In
addition, KDE technical assistance was sought and received through the ASSIST
team in utilizing peer reviews of school plans.
After projecting available funding sources and researching the
integration of programs and services, a budget was developed. Internal reviews of the Plan were held
involving all stakeholders ensuring their input. Public review for the 09-10 improvement plan (May 18-May 29, 2009) was invited through local news
and school publications with the Plan being presented to the Board of Education
for approval on June 15, 2009.
As a method to assess implementation of district and school improvement plans, quarterly Implementation and Impact Checks are submitted by each school. The district reviews these progress checks and provides feedback to the schools. The district evaluates the school reports of implementation and impact in relation to the district’s plan and makes needed adjustments, and the district conducts a mid-year and end-of-the-year Implementation and Impact Check of the district plan to further inform planning decisions.
District Improvement Planning
Team 08-09
Name Stakeholder
Group
Brian Akers Teacher,
LMS
Leslie Blevins Teacher,
LEES
James S.
Boggs Principal,
LCHS
Vicki Bradley District
Resource Teacher
Tom Castle Principal,
LMS
Dina Chaffin Gifted
& Talented Coordinator
Sally Chapman Teacher,
LWES
Donna Clark Human
Resources
Brenda Curry
Debbie Delong Assistant
Principal, LCHS
Stephanie
Derifield Community
Member
Jennifer
Dheel Teacher,
LCHS
Kelli Dixon Teacher,
LMS
James Ellis
Thomas Gibson Director
of Pupil Personnel
Barbara Hall
Mary Hall Assistant
Principal, LEES
Vernon Hall Food Service/Fund 2
Coordinator
Joe Hewlett Assistant
Superintendent
Steve Hicks Principal,
BES
Debra Hixson Principal,
LEES
Edris Humphrey Director of
Finance/Federal Programs
Joann Hurley Principal,
LWES
Tammy Kelly Teacher,
LWES
Brenda King Director
of Special Education & Technology
Lori Kiser Parent Member
Sarah Kitchen Teacher,
BES
Jamie Lester Principal,
Jeff May Superintendent
Caryn McCreary Teacher, LEES
Dara Moran Teacher,
Betty Mullins ESS & District
Parent Coordinator
Joan Opell
Susan Orsak Teacher,
Chuck Price Community Member/Parent
Lana Prichard District Resource
Teacher
Susie Rice Special Education
Alicia Robinette Teacher,
BES
Janice Salyer Teacher, LCHS
Jim See School Board
Member
Marsha Shannon Districtwide Technology
Resource Teacher
Renaye Sparks Director of Adult Education,
Community
Education,
& Public Information
John Thompson Director of Transportation
Jane Wallen Community
Member
Cassandra Webb Director of
Assessment/Curriculum/CTE
Kathryn Webb Parent
Member
Evett Wilks Student,
LCHS
LOCAL PROGRAM CONTACTS
|
FEDERAL
GRANT PROGRAMS 2006-2007 |
LOCAL CONTACT EMAIL |
LOCALTELEPHONE |
|
NCLB, Title
I: Part A (Improving
Basic Programs) |
edris.humphrey@lawrence.kyschools.us |
606-638-9671 |
|
NCLB, Title
1: Part B (Even Start
Continuation) |
606-638-9671 |
|
|
NCLB, Title
I: Part C (Education of
Migratory Children) |
edris.humphrey@lawrence.kyschools.us |
606-638-9676 |
|
NCLB, Title
I: Part D (Neglected
and Delinquent) |
edris.humphrey@lawrence.kyschools.us |
606-638-9671 |
|
NCLB, Title
II: Part A (High Quality Teachers and Principals) |
edris.humphrey@lawrence.kyschools.us |
606-638-9671 |
|
NCLB, Title
II: Part D (Education Technology) |
edris.humphrey@lawrence.kyschools.us |
606-638-9671 |
|
NCLB, Title
IV: Part A (Safe and
Drug Free Schools & Communities) |
thomas.gibson@lawrence.kyschools.us |
606-638-9671 |
|
NCLB, Title
V: Part A (Innovative
Programs) |
edris.humphrey@lawrence.kyschools.us |
606-638-9671 |
|
NCLB, Title
VI Part B, Subpart 2: (Rural and Low-Income Schools) |
edris.humphrey@lawrence.kyschools.us |
606-638-9671 |
|
Individuals
with Disabilities Education Act (IDEA) Basic |
606-638-9671 |
|
|
Individuals
with Disabilities Education Act (IDEA) Preschool |
606-638-9671 |
|
|
|
thomas.gibson@lawrence.kyschools.us |
606-638-9671 |
|
Carl D.
Perkins Vocational and Technical Education Act- Basic |
606-638-9671 |
|
|
Extended
School Services |
vernon.hall@lawrence.kyschools.us |
606-638-9671 |
|
Gifted and
Talented Education |
606-638-4090 |
|
|
State
Preschool Program |
606-638-9671 |
|
|
|
606-638-9671 |
|
|
Textbooks |
606-638-9671 |
|
|
Professional
Development |
vernon.hall@lawrence.kyschools.us |
606-638-9671 |
Action
Component I.
Academic Performance
District
Name
Date June 2009
|
Priority
Need |
Goal (Addresses the Priority Need) |
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A. District CATS results indicate inadequate
progress in
Academic Indexes with % Novice:
|
A. Our
2010 CATS results will indicate sufficient progress in
Academic Index Goals and Novice
Goals:
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Causes
and Contributing Factors |
Objectives
with Measures of Success |
|
|
SISI
Standard 1 Curriculum
A. Our curriculum standards are not currently aligned with |
SISI
Standard 1 Curriculum
Objective A: Standing vertical
content teams (P-12) will be formed to establish a refined curriculum
reflecting |
|
|
A1. LC District Review (February 2006) indicates a need to
re-align the district curriculum and to form vertical content teams. |
A1. By August 2010, aligned district
curriculum maps will be developed and implemented for the 2010-11 school
year. |
|
|
A2.
Lawrence
County State Assistance Plan (February 2006 Item A7) indicates a need to facilitate discussions refining the
curriculum to communicate core content expectations at all grade levels and
all content areas. |
A2. By
May 2010, minutes of district curriculum team meetings will indicate discussions related to
refining the curriculum and communicating core content expectations at all
grade levels and all content areas including transition points and issues,
based on the content areas (s) in the current textbook adoption cycle. |
|
|
A3.
2008-2009 District curriculum audit indicates that
curriculum frameworks are not available for all courses across all grade
levels. |
A3. By June 2010, E-walk walkthrough data will indicate curriculum frameworks are
available for all courses across all grade levels. |
|
|
SISI
Standard 2 Classroom Evaluation/Assessment B. Our classroom
assessments of student learning are not sufficiently frequent, rigorous and
aligned with |
SISI
Standard 2 Classroom Evaluation/Assessment Objective B. Classroom
assessments of student learning will be sufficiently frequent, rigorous and
aligned with |
|
|
B1. According to the LC District Review (February 2006) there is a need for the design
of authentic assessments, analysis of student work, and monitoring curriculum
delivery to inform instructional practice. |
B1. By June 2010, walkthrough data will
indicate that authentic assessments, analysis of student work, and curriculum
delivery are used to inform instruction. |
|
|
B2. Reports by schools of key findings from
their data analyses to the Comprehensive District Improvement Plan Team in
March 2009 indicate a need for the use of authentic continuous assessments in
the classroom. |
B2.
May 2010 school reports of implementation and impact will indicate the use of
authentic continuous classroom assessments. |
|
|
SISI
Standard 3 Instruction
C. Our
instructional strategies do not sufficiently use effective, varied and
research-based practices to improve student academic performance. |
SISI
Standard 3 Instruction
Objective
C: Our instructional program will actively engage all students by using
effective, varied and research-based practices to improve student academic
performance. |
|
|
C1.
LC District Review (February 2006)
indicates the need for district support for ensuring that effective
research-based instructional practices
meet the unique learning needs of each child. |
C1. June 2010 walkthrough data and curriculum
document will indicate that students are receiving instruction based on
effective practices that meet the diverse needs of learners. |
|
|
C2. 2008 KCCT indicates that districtwide 15.95%
of our students scored Novice (2007-18.37%, 2006-25.05%, 2005-28.32%,
2004-30.61%, 2003-30.88%). |
C2.
2010
KCCT results will indicate that districtwide no more than 14.12% of students will
score Novice. |
|
|
C3. NCLB
Adequate Yearly Progress (AYP) Reports-2008 indicate
two Lawrence County Schools did not make Overall
AYP. |
C3. NCLB
Adequate Yearly Progress (AYP) Report-2009 will indicate that all Lawrence
County Schools will make Overall AYP. |
|
|
C4.
2008 KCCT indicates that districtwide 25% of elementary students scored below
Proficient with 9% scoring Novice. |
C4.
2010 KCCT Elementary Math Academic Index will reach 94 with a Novice goal of
7%. |
|
|
C5.
2008 KCCT
indicates that districtwide 61% of middle grade students scored below Proficient
in math with 27% scoring Novice. |
C5. 2010 KCCT Middle Math Academic Index will
reach 80 with a Novice goal of 9%. |
|
|
C6.
2008 KCCT indicates that districtwide 84% of high school students scored below
Proficient in math with 38% scoring Novice. |
C6. 2010 KCCT High School Math Academic Index
will reach 65 with a Novice goal of 27%. |
|
|
C7. 2008 KCCT indicates that districtwide 21%
of elementary students scored below Proficient in reading with 5% scoring Novice.
|
C7. 2010 KCCT Elementary Reading Academic Index
will reach 99 with a Novice goal of 2%. |
|
|
C8. 2008 KCCT indicates that districtwide 56%
of middle grade students scored below Proficient in reading with 12% scoring
Novice. |
C8.
2010 KCCT Middle Reading Academic Index will reach 89 with a Novice goal of 2%. |
|
|
C9.
2008 KCCT indicates that districtwide 58% of high school students scored below
Proficient in reading with 11% scoring Novice. |
C9. 2010 KCCT High School Reading Academic
Index will reach 87 with a Novice goal of 2%. |
|
|
C10. 2007-2008 Ewalk Walkthrough Data (differentiated
instruction) indicates there is a lack of differentiated instruction across
the district. |
C10. By May 2010, Ewalk Walkthrough Data will indicate an increase in differentiated instruction that is both grade and curriculum appropriate. |
|
|
C11. According to
data from the 2009 Survey-Existing Teacher Technology Standard, those
responding indicate a lack of proficiency in the areas of creating web pages
for student access and use; creating formulas in Microsoft EXCEL; and
creating animation within a PowerPoint. |
C11. By May 2010 , the Profiler Pro: Kentucky Implementation of
Technology Survey – Existing Teacher Standard X, will indicate that most
staff are adequately trained in the instructional use of technology to
improve student achievement. Staff will indicate increased proficiency
in the areas of creating web pages for student access and use; creating
formulas in Microsoft EXCEL; and creating animation within a PowerPoint. |
|
Action
Component
District
Name
Date : June 2009
Strategies/Activities SISI Standard 1 Curriculum
Objective A: Standing vertical content teams (P-12) will
be formed to establish a refined curriculum reflecting
|
Objective Label |
Strategy/Activity |
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Estimated Resources and Costs |
|
A1, A2 |
1. Facilitate biannual level to level
cross-grade/cross-school curriculum meetings to ensure that standards are
clearly articulated across all grade levels (P-12). |
Teachers
will deliver/all students will receive instruction from a clearly articulated
curriculum aligned with KY’s Program of Studies. |
Brenda King Edris Humphrey Cassandra Webb District Resource Teachers Curriculum Team |
08/09 |
05/10 |
$5,040 |
|
A2, A3 |
2. Facilitate Pre-School – Grade 12 curriculum
refinement workshops. |
Sustained
discussion will occur throughout all grade levels to address gaps and
overlaps in the curriculum. |
Brenda
King Edris Humphrey Cassandra Webb District Resource
Teachers Curriculum Team
Leaders |
08/09 |
06/10 |
$0 |
|
A2 |
3. Assist schools in their annual updates of
curriculum maps, pacing guides, and course syllabi with appropriate Web
posting. |
All
stakeholders will be informed of curriculum standards and expectations. |
Brenda
King Edris Humphrey Cassandra Webb District Resource Teachers Marsha Shannon |
06/09 |
08/10 |
$0 |
|
A3 |
4. All students including gifted and talented
and students with disabilities will be taught in alignment with the approved
district curriculum through appropriate individual student scheduling based
on current service plans. |
Teachers
will deliver instruction to ALL students from a clearly articulated curriculum
aligned with |
Dina Chaffin Edris Humphrey |
08/08 |
07/09 |
$0 |
Strategies/Activities SISI Standard 2 Classroom
Evaluation/Assessments
Objective B: Classroom assessments of student learning
will be sufficiently frequent, rigorous and aligned with
|
Objective Label |
Strategy/Activity |
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Estimated Resources and Costs |
|
B1, B2 |
1. Develop agendas focused
on collaboration, analyzing student work, lesson/unit planning, data
analysis, and walkthroughs. |
Faculty/team
meeting agendas will reflect analysis of student work to inform instructional
practice. |
Brenda King Edris Humphrey District
Resource Teachers |
07/09 |
06/10 |
$0 |
|
B1, B2 |
2.
Provide training to school department chairs and team leaders for
facilitation of designing authentic assessments and effective planning and
implementation of instructional strategies; i.e., protocols, looking at
student work, I & Is. |
Professional
development records will indicate that department chairs and team leaders
have been trained to facilitate school level trainings designed for the
purpose of analyzing student work. |
Brenda
King Edris Humphrey |
07/09 |
06/10 |
$0 |
|
B1, B2 |
3. Facilitate the review
and analysis of math, reading, language arts, science, and social studies diagnostic
data (KCCT, MAP) for instructional implications. |
All
schools will continue to participate in data analysis sessions. The district
will monitor to see that the data from these sessions is further utilized to
design and inform instruction. |
Brenda
King Edris Humphrey Cassandra Webb Principals District Resource Teachers |
07/09 |
07/10 |
$0 |
Strategies/Activities SISI Standard 3 Instruction
Objective C: Our instructional program
will actively engage all students by using effective, varied and research-based
practices to improve student academic performance.
|
Objective Label |
Strategy/Activity |
Expected Impact in Terms of Student
Performance & Classroom Practice |
Responsible Person |
Start Date |
End Date |
Estimated Resources and Costs |
|
|
C1,
C2, C3, C4, C5, C6, C7, C8, C9, C10, C11 |
1. Provide technical assistance in the form of
modeling, monitoring, and providing resources to ensure alignment of
research-based instructional strategies and learning activities with district
curriculum standards. |
Frequent
monitoring will reflect the use of research- based strategies and learning
activities that meet the unique learning needs of all students including
special needs and gifted and talented and ensure the relevance of real-world
experiences. |
Edris
Humphrey Brenda King Cassandra Webb Vernon Hall District Resource Teachers |
08/09 |
06/10 |
$250,000 Title I- District Improvement (NCLB-Tier
3-2 required 10%) |
|
|
C1,
C2, C3, C4, C5, C6, C7, C8, C9, C10, C11 |
2.
District staff will assist administrators and teachers with MAP training and
implementation, along with the utilization of Des Cartes to meet individual student needs. |
MAP
results will be utilized to focus instruction on individual student specific
strengths and needs and to reduce achievement gaps. |
Brenda
King Edris Humphrey Cassandra Webb District Resource Teachers Principals |
08/09 |
07/10 |
$30,000 ARRA
Title I |
|
|
C1,
C2, C3, C4, C5, C6, C7, C8, C9, C10, C11 |
3. District support will be provided to P1 –
P2 (K-1) level focusing on early intervention strategies in reading utilizing
Growing Strong Teachers. |
Teachers
will be empowered to effectively address the reading and math deficiencies of
students through research-based best instructional practice. |
Edris
Humphrey Brenda King Cassandra Webb Vernon Hall |
05/09 |
06/10 |
$15,000 |
|
|
C1,
C2, C10, C11 |
4. District will assist schools with writing
training (i.e. Marker Papers,
On-demand writing) and implementation of schoolwide writing and literacy plans. |
All
regular/special education teachers will participate in training focused on
writing instruction and on-demand writing strategies. Students will benefit from a consistent focus across the
district on writing effectively in all content areas: writing to learn,
writing to demonstrate learning, and writing for publication. |
Betty
Mullins Brenda King Edris Humphrey Cassandra Webb Vernon Hall Writing Cluster Leaders |
08/09 |
05/10 |
$0 |
|
C1, C2, C10, C11 |
9.
Technical assistance is needed for schools to integrate technology into
classroom instruction. District level assistance will be provided in developing
a plan to implement teacher and student technology standards in all schools. |
Teachers
will appropriately use technology as an integral part of instruction in all
content areas to extend student learning and create products for various
purposes, audiences, and situations. |
Edris
Humphrey Marsha Shannon Renaye
Sparks Brenda King |
07/09 |
06/10 |
$2500 IDEA B Professional Development |
|
C1, C2, C10, C11 |
10. District staff will coordinate with
principals the implementation of professional development in instructional
strategies for paraprofessionals. |
Paraprofessionals
will receive high quality professional development based on research based
practices proven to improve effectiveness of instruction and reduce
achievement gaps. |
Edris
Humphrey Brenda King Vernon Hall District Resource Teachers |
08/09 |
08/10 |
$500
PD/Title I PD/IDEA
Teacher Quality |
Action
Component II.
Learning Environment
District
Name
Date June 2009
|
Priority Need |
Goal (Addresses the Priority Need) |
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|
A.
SISI Standard 4 – School
Culture Lawrence County Schools State Assistance
Plan (March 2006) indicates a need for a systematic communications plan
focused on student achievement that informs all stakeholders, helps create an
effective learning community, and includes methods to assess communication
effectiveness. B.
SISI Standard 5 –
Student, Family, and Community Support
District
2008 CATS results indicate that barriers to learning exist with achievement
by students across all content areas and all significant sub-population
groups being inadequate to reach the state standard of Proficiency (100) by
2014. District CATS results indicate inadequate progress in
C.
SISI Standard 6 –
Professional Growth, Development, and Evaluation Lawrence
County Schools State Assistance Plan (March 2006) indicates a need for a
plan for continuous support of professional development needs and a high
quality process for personnel evaluation. |
|
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|
Causes
and Contributing Factors |
Objectives
with Measures of Success |
|
SISI Standard 4 School
Culture |
SISI
Standard 4 School Culture
|
|
A1. |
A1. By June 2010, improved communication with all
stakeholders will be evidenced by surveys, the district and school
communications plans, media publications in various forms, web postings, and
agendas and materials from public meetings and celebrations of progress and
success. |
|
A2. District
Review (February 2006) indicates that neither district
leadership, school leadership, nor teachers fully recognize their
responsibility in student failure. |
A2. Teachers will recognize and accept their
professional role in student success and failure, as evidenced in agendas,
minutes, and reflections from professional development sessions and strategic
planning meetings involving curriculum delivery, differentiation, and data
analysis of student work and assessments.
|
|
A3. Lawrence
County Schools State Assistance Plan (February 2006) states as a strategy
A.10 Provide expectations of rigor and
relevance in all content delivery through both written and verbal forms,
during rituals, meetings and professional development and share these
expectations with students, parents and the community. |
A3. By June 2010 policies and procedures,
meeting agendas, copies of media publications, and other published documents
and web postings will evidence that students, parents, and the community are
informed of expectations of rigor and relevance in all content delivery. |
|
A4.
District Review (February 2006)
indicates that student work is not displayed in classrooms or hallways. Board reports and various school agendas
reflect that student accomplishments are not regularly celebrated. Leadership and staff member celebrations
are in the beginning phase. |
A4.
By June 2010 walkthroughs, photos, agendas, copies of media publications,
school communication plans, and web postings will evidence that student
achievement is highly valued and publicly celebrated on a regular basis and
that a process is in place to continue student celebrations. Likewise, leadership and staff
accomplishments will be recognized and publicly celebrated. |
|
SISI Standard 5 Student,
Family, and Community Support B. We have barriers to learning for some or all students, and
we have not made parents and the community full, active partners in educating
all students. |
SISI Standard 5 Student,
Family, and Community Support Objective B.
Barriers to learning for
most or all students will be removed, and parents and the community will
become full, active partners in educating all students. |
|
B1.
District 2008 CATS
results indicate that significant achievement gaps exist in sub-population
student groups: free & reduced lunch and not free & reduced lunch;
males & females; and students with disabilities and students without
disabilities. |
B1. Disaggregated data from our district 2009
CATS will indicate the reduction of significant achievement gaps among
sub-population groups. |
|
GAP STATUS Male Students Vs. Female Students |
|
|
|
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|
|
2008 Female P/D % |
2008 Male P/D % |
P/D GAP % |
|
2008 Female Novice % |
2009 Female Novice Target % |
2010 Female Novice Target % |
2008 Male Novice % |
2009 Male Novice Target % |
2010 Male Novice Target % |
|
Elementary (3) |
81 |
76 |
-5 |
|
1 |
0 |
0 |
10 |
5 |
4 |
|
Elementary (4) |
75 |
71 |
-4 |
|
1 |
0 |
0 |
9 |
5 |
4 |
|
Elementary (5) |
80 |
74 |
-6 |
|
1 |
0< | ||||