DISTRICT LOW HIGH OVERALL NAME GRADE GRADESCORE 1Anchorage Ind.K8th81.4 2Beechwood Ind.K12th76.2 3Fort Thomas Ind.K12th75.5 4Murray Ind.K12th73.3 5Corbin Ind.K12th66.9 6Walton-Verona Ind.K12th66.7 7Oldham CountyK12th66.3 8Pikeville Ind.K12th65.8 9Boyle CountyK12th65.2 10Science Hill Ind.K8th65.1 11Calloway CountyK12th65.0 12Marshall CountyK12th64.9 13Harlan CountyK12th64.5 14Russell Ind.K12th64.2 15Lyon CountyK12th63.6 16Meade CountyK12th63.5 17West Point Ind.K8th63.5 18Pulaski CountyK12th63.4 19McCracken CountyK12th63.2 20 LaRue CountyK12th63.1
DISTRICT NAME OVERALL SCORE 1Meade County 63.5 2 LaRue County 63.1 3Elizabethtown Ind. 61.8 4Hart County 60.4 5Breckenridge Co 59.4 6Taylor County 58.4 7Hardin County 57.8 8Barren County 57.3 9Green County 57.1 10Marion County 56.4 11Bullitt County 55.4 12Nelson County 54.1 13Campbellsville Ind. 53.5 14Bardstown Ind. 51.6 15Caverna Ind. 49.5
ACTs Educational Planning & Assessment System Required Statewide for All students since 2005 ACT11 th gr March; PLAN10 th gr Sept; Explore8 th gr Sept 2012 ACT Results--Composite 19.9; highest LC composite since ACT for all began in 2005. Top 20% among all KY High Schools. EnglishTop 18%; MathTop 21%; ReadingTop 20%; Science top 26% 2 nd highest score in the region
ACTs Educational Planning & Assessment System 2012 PLANHighest Composite Score ever (17.7) – Highest English score ever (17.3) – Highest Math score ever (17.5) – Highest Science score ever (18.2) 2011 ExploreHighest Composite ever (16.4); Ranked #15 out of all Middle Schools in KY 2012 ExploreNEW Highest Composite ever (16.7) – Highest English score ever (16.1) – Highest Reading score ever (15.9) – Highest Science score ever (18.1) State Rankings not available yet for Sept 2012 Administrations
Other Accomplishments Implementation of Early Release Schedule (2010) US Healthier Schools Gold Status (2008) 1 st Hybrid Bus in KY (2010)
Other Accomplishments Distinguished Alumni LCPS WHAS 11 and E On US ExCEL Teacher Award (2005) Campbellsville Excellence in Teaching Award KMEA Music Educator Of The Year- Penny Akers 2009 Milken Award Winner- Dodd Caudill 2007 Harry J. Cowherd Finalist/Winner- Marsha Duncan/Linda Pearman Ashland Teacher Of The Year Finalist- Rex Hanson/Summer Garris KASA Administrator Of The Year- Paul M. Mullins 2011
How Did We Get There? Essential Question: How is the use of this resource improving student performance in a measureable way over a continuous period of time? Leadership at all levels embraced the goal of rigor in reading and math for all. Expectations and deep-rooted beliefs required systemic change to ensure student success. Spirit of the Moose Emphasis was placed on people and processes, not programs. Increased salary schedule (10 th Highest in KY) and hiring the best candidate with the goal of getting the right people on the bus.
How Did We Get There? Leadership set clear expectations for improvement, provided training, monitored implementation, and followed-up with additional support. The district first established a guaranteed and viable curriculum. Emphasis was placed on literacy and then expanded to include mathematics. The district began to focus more on the progress of each child rather than aggregate data leading to bi-weekly progress monitoring for at-risk students, disaggregating assessment results, determining interventions/next steps.
How Did We Get There? A comprehensive formative assessment program provides the data to support this process. Curriculum Specialists assist teachers in the implementation of effective, research-based strategies. The addition of School Administrative Managers provided principals with increased time to become more focused instructional leaders.
Special Education Program Additional commitments were made to address the needs of the districts disability sub-population. Disability students are included in the regular classroom to the maximum extent possible. – 2003: 48.17% integrated instruction – 2011: 76.56% integrated instruction District personnel analyzed each childs unique situation to ensure accommodations, least-restrictive environment decisions and interventions were congruent with the childs disability and specific needs. LCHS is now a state model for Co-Teaching
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