Strategic Plan FY10

8/14/2019 Strategic Plan FY10

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Kodiak Island Borough School District

722 Mill Bay Road

Kodiak, AK 99615

StrategicEducation Plan

2009-2010


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Table of Contents

Letter from the KIBSD Board of Education 3

Letter from the KIBSD Superintendent 4

KIBSDs Strategic Planning Model 6KIBSD School Board Philosophy 8

KIBSD Vision, Mission, Beliefs, and Learner Expectations 9

Development of the KIBSD Strategic Plan 11

Strategic Education Plan 12Report Cards to the Public 18


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Dear Kodiak Island Educational Community:

Kodiak Island Borough School District Board of Education is committed to the highest possible quality

education we can sustain.

Our District has identified three types of goals to guide education planning; 1) Global Goals, 2) School Board

Goals, and 3) District Operational Goals. The Board of Education has adopted the following nine goals to focusour efforts toward meeting the mission of the District:

New High School Facility Planning (Improvement/Replacement)

District-wide Facility Planning and Maintenance (Improvement/Replacement)

Advisory School Board Training and Regular Meetings between the Advisory School Board and theKodiak Island Borough School District Board of Education

Technology Education (Personnel and Instructional)

Partnerships with Kodiak College and Kodiak Island Borough (Facilities and Vocational Education)

Future Funding

Paperless Board of Education Meetings

Transient Students Needs

Community/School Partnerships and Involvement

The Board of Education will revisit and evaluate these goals annually, during the fall of each school year. We

are proud of the many dedicated educators that serve our Island students and it is the primary objective of each

School Board member to fulfill the public trust placed on us.

Sincerely,

The Board of EducationKodiak Island Borough School District


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Dear Kodiak Island Educational Community:

Kodiak Island Borough School District defined a set of core beliefs, philosophy, vision, mission, targeted

customers, brand essence, and learner expectations forming the basis to establish global, School Board, andDistrict goals. The Board of Education Philosophy in part states, Our emphasis is placed on excellence

which seeks to instill a desire to keep learning, to be self-motivated and self-disciplined, and to believe in ones

self-worth. The Board and community view education as much more than developed skills in reading, writingand mathematics. Our charge is the inspirational act of creating a positive personal vision and mission for eachstudent. Commissioner Larry LeDoux, former Superintendent of Kodiak Island Borough School District

(KIBSD), often subscribes, "An at-risk child is one without a personal positive vision of their future self."

As a district we have developed an instructional model that describes what it takes to help each child develop

that positive personal vision to motivate full participation in learning. The visual shape is made of four triangles

that form a tetrahedron. The base represents the staff. They are the foundation of the school. Their commitment

to personal excellence in their profession and dedication to each student creates the capacity for the school tomeet each child's needs. The first upright triangle represents the families, communities, and cultures that

produce the students. The next represents the environment in which the school is structured to ensure the

preservation of safety and well being for each student in order that they may be able to focus on healthyacademic and social risk-taking to be ready to learn. The last triangle forms the basis of all the content and skills

of learning identified in the learner expectations, curriculum, and standards provided through instruction. The

top of the tetrahedron is truncated into a plateau. On this plane is the "playground". This playground is builtupon a rich curriculum full of opportunities for activity and exploration to allow a student to take basic skills

and hone them into the sharp professional skills of citizenship, career, and a contributing life. At the peak of the

tetrahedron is a flame symbolic of the student's vision. Placed in the center and standing on the base

representing the staff is a student reaching toward the flame (figure 1).

This model promotes interconnectedness between all components of a quality staff, community, safety and

wellness, and learning which surround each student. The model is refined and matured through a continuous

improvement cycle that demands growth from not only all students but all members of the educational system.

Sincerely,

Stewart McDonald

Superintendent


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Figure 1


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KIBSDs Strategic Planning Model

There is no one perfect strategic planning model for any organization. Each organization ends up developing its

own model of strategic planning, often by selecting a model and modifying it as they go along in developing

their own strategic planning process. The following is a basic overview of the KIBSD strategic planning model.

KIBSDs model for strategic planning is basic in that it identifies the purpose of KIBSDour vision and

mission. This mission then guides the selection of goals to be accomplished to address major issues facing

KIBSD. The goals addressed are categorized using the Northwest Association of Accredited Schools (NAAS)

standards. The KIBSD management team then uses the identified goals to develop specific approaches or

strategies that are to be implemented to accomplish the goals through the development of action plans that are

specific to each approach or strategy. These approaches and strategies are to be flexible in meeting the varied

needs of our internal and external KIBSD customers. The strategic plan is monitored, reviewed, and updated

regularly utilizing the Plan, Do, Study, Act (PDSA) improvement cycle as it is meant to be a working document

that adapts to KIBSDs need to be flexible and responsive to student, staff, school, and community customers.

It is intended to be part of the budgeting process. It also contains long and short-term goals for KIBSD. This

process is naturalistic and self-organizing in that it requires continual reference to common values, dialoguing

around these values, along with shared reflection around the systems and processes within KIBSD. For this

process to be inclusive of all customers there have been many opportunities for customer input and feedback

(Figure 2).


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Figure 2


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KODIAK ISLAND BOROUGH SCHOOL DISTRICT

PHILOSOPHY OF EDUCATION

KINDERGARTEN THROUGH TWELFTH GRADE

The Kodiak Island Borough School District has a compelling obligation to be responsive to the needs of our

community and society.

The members of the Kodiak Island Borough School District governing Board establish policy, hire personnel,

and develop annual budgets and plan facilities needed to implement a successful public school program.

The Kodiak Island Borough School District respects the educational right of each student and is charged withproviding the best possible cost-effective program for all students. Our emphasis is placed on excellence which

seeks to instill a desire to keep learning, to be self-motivated and self-disciplined and tobelieve in ones self-

worth.


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KIBSD Vision, Mission, and Beliefs

Vision:

Kodiak Island Borough School District is a safe, disciplined, and productive environment where students andadults are meaningfully engaged in learning. Our culturally diverse population is viewed as strength with a

spirit of equity, cooperation, and respect permeates our school communities. Our curriculum design and

instructional practices enhance our ability to connect academic learning to apply learning in the workplace. Allour schools are equipped with the necessary technology, human resources, and materials for academic success.

Our graduates experience success and are academically prepared to take advantage of choices in a changing

society. They work collaboratively, are technologically literate and have a passion for lifelong learning.

Our parents experience satisfaction due to the progress of their children. They work cooperatively with school

personnel to establish goals and priorities. They feel welcomed and valued as partners in the educational

process.

Our staffexperiences a sense of accomplishment and is held in high esteem. They work collaboratively, are

competent, effective, and committed to professional growth. They are positive role models to our youth.

Our community takes pride in Kodiak Island Borough School District as an organization where everyone is

committed to quality education for all students. We are acknowledged as a premier educational system, and thecommunity readily partners with us in a spirit of respect and support.

Mission:

The Kodiak Island Borough School District, in close cooperation with our diverse island communities exist toprovide an educational program of the highest standard that empowers all students to personal and academic

excellence while developing their full potential as responsible, productive citizens.

Beliefs:1. The first and foremost consideration of the educational process is the student.2. The educational environment must be caring, healthy, safe, non-disruptive, and non-biased.3. The school is an integral part of the community and the community is an integral part of the school.4. All students are capable of learning and must have the opportunity to learn.5. Families are their childrens primary teachers and must be actively involved in education.6. The educational process must value and reflect human diversity and the multicultural communities it

serves.

7. Our communities must be active in educational funding and spending.8. Excellence in schools must be developed through high standards and high expectations.9. Students must demonstrate achievement of District-approved standards to graduate.10.Students need opportunities to experience success and to build self-esteem.11.Success of students is measured in a variety of ways.


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KIBSD Student Learner ExpectationsBOE Approval 11/22/04

1. Possess a broad knowledge base.a. Know and be able to discuss the critical body of knowledge in science, mathematics,

literature/language arts, history, geography, and health.

b. Apply that knowledge to everyday life situations.

c. Use what is already known to acquire new knowledge, develop new skills, and expand understanding.

2. Communicate effectively.a. Express ideas clearly, both verbally and in writing.

b. Be a good listener and be able to follow verbal directions.

c. Read, understand, and respond to written information.

d. Integrate the use of a variety of communication forms and use a wide range of communication skills.

3. Use technological skills.a. Use computers and other technologies to manage data and to facilitate communication.

b. Become familiar with technology at an appropriate level as it is used in an individualseveryday life.

4. Think logically and critically.a. Solve problems using different methods of questioning, reasoning, and analysis.

b. Be able to process, use, and evaluate information.

c. Evaluate ideas through discussion with others.

d. Understand and apply the decision-making process in a variety of settings.

5. Explore creative talents.a. Generate new and creative ideas by taking risks in a variety of contexts.

6. Accept responsibility for personal and economic well-being.a. Demonstrate skills and work habits necessary for employment.

b. Possess consumer skills necessary for making informed choices.

c. Know how to set and achieve personal goals.

d. Develop skills and knowledge, which can be used in the pursuit of lifelong personal fitness.

e. Manage and evaluate behavior as a group member.

7. Be a responsible citizen.a. Understand and participate in the democratic process.

b. Demonstrate respect for cultures and people.

c. Be aware of the environment and evaluate the use of resources.

d. Take responsibility for personal actions and act ethically.

e. Demonstrate an understanding of and responsibility for global and environmental issues.

8. Be an enthusiastic learner.a. Make a commitment to create quality work and strive for excellence.

b. Use a variety of learning strategies, personal skills, and time management skills to enhance learning.

c. Reflect on and evaluate learning for the purpose of improvement.


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Development of the KIBSD Strategic Plan

The following strategic plan was developed by a wide variety of KIBSD customers including students, staff,parents, administrators, and community partners.

The KIBSD strategic plan has been developed for the purpose of identifying where our focus is to be based onshort and long term goals identified by the Board of Education and our customers.

This KIBSD strategic plan has been developed through a series of meetings beginning September 2009. These

meetings include the Board of Education meetings, work sessions, staff meetings, administrative meetings, PTAmeetings, Advisory School Board meetings, and the many individual conversations had with internal and

external customers including students, parents, staff, and community members.

The approved KIBSD strategic plan will be our guide for the next 5 years. It will be updated annually;accomplishments will be shared with our customers through Board of Education updates, community

informational brochures, the website, and individual conversations. Feedback will be gathered from our

customers using surveys, Board of Education meetings, work sessions, staff meetings, administrative meetings,PTA meetings, Advisory School Board meetings, and many individual conversations with internal and external

customers including students, parents, staff, and community members.

The KIBSD is always looking for ways to improve services for our customers and with this in mind we value,

invite, and appreciate your participation in this ongoing process of continuous improvement for education in our

island community.


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Kodiak Island Borough School District

District Strategic Education Plan 2009-2010

Standard 1: Teaching and LearningS.1. Domain 1: Philosophy, Vision, Beliefs, Mission, and Expectations for Student

LearningElement 1: Mission Statement and expectations for student learning are developed, approved, and supported by

staff, school board, and PTA/PTSA.

Element 2: Mission Statement represents the school communitys fundamentalvalues and beliefs about student

learning

Element 3: District defines school-wide academic, civic, and social learning expectations that are measurable

and reflective of the mission

Element 4: For each academic, civic, and social learning expectation of the mission, the school has a targeted

level of successful achievement identified in a plan indicator

Element 5: The mission statement, beliefs and expectation for student learning guide the procedures, policies,

and decisions of the school and are evident in the culture of the school

S.1. Domain 2: CurriculumElement 1: There is adopted curriculum with defined content, specific learning goals, suggested instructional

strategies and assessment techniques relevant to district/school wide learning expectations

Element 2: Each curriculum area identifies those school-wide academic expectations for which it is responsible

Element 3: The curriculum engages students in inquiry, problem-solving, and higher order thinking and

provides opportunities for authentic application of knowledge and skills

Goal a: KIBSD will ensure that curriculum implementation will focus on meeting the needs of all students

through differentiation.

Element 4: There is effective curricular coordination and articulation between and among academic areas

within the school and between district schools

Goal a: KIBSD will increase alternative educational options for students both during and after the school year.

Element 5: The district/school provides opportunities for students to extend learning beyond normal course

offerings and the school campus

Element 6: Instructional materials, technology, supplies, facilities, and staffing levels are sufficient to allow for

effective implementation of the curriculum

Element 7: Professional staff are actively involved in ongoing development, evaluation, and revision of the

curriculum based on assessment of student performance in relation to expectations

Element 8: Professional development activities support the development and implementation of the curriculum

Goal a: KIBSD will explore more inservice days for professional development of KIBSD staff.


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S.1. Domain 3: InstructionElement 1: Instructional strategies are consistent with the district/school mission and expectations for student

learning

Goal a: KIBSD will raise the bar of expectations so students can and will achieve their full potential as learners.

Element 2: Teachers use a variety of instructional strategies to personalize instruction, make connections

across disciplines, for active and self-directed learners, higher order thinking, application of knowledge and

skills, promote student self-assessment and reflection, and recognize diversity, multiculturalism, and individual

differences.

Goal a: KIBSD will access community expertise throughout content areas to promote community involvement

and student achievement.

Goal b: KIBSD will integrate the cultural standards for Alaskan students while making connections with

Alutiiq culture.

Element 3: Teachers use feedback from a variety of sources to improve instruction for ALL students.

Element 4: Teachers are highly qualified, proficient in content area, knowledgeable about current research on

effective instructional approaches, and reflective about their own practices

Element 5: School professional development programs are guided by analysis of instructional strategies,

instructional needs, and provides opportunities for professional learning communities

Goal a: KIBSD staff will analyze the need for additional training and professional development necessary to do

their jobs with excellence.

Goal b: KIBSD will work to create a positive, productive, supportive and challenging work environment for all

employees.

Element 6: Teacher supervision and evaluation processes are used to improve instruction for ALL students

S.1. Domain 4: AssessmentElement 1: The district/school has a process to assess school-wide and individual student progress in achieving

the academic, civic, and social learning expectations of the missionGoal a: KIBSD will establish district wide norms in the areas of reading, writing, and math.

Element 2: The school regularly reviews it mission statement, believes, and expectations for student learning

using a variety of data to ensure student needs, community expectations, the district mission, and state and

national standards are reflected

Element 3: For each learning activity, teachers clarify for students the relevant school-wide academic

expectations and course specific learning goals that will be assessed

Element 4: Teachers use a variety of assessment strategies, assessment focuses on school-wide and course

specific indicators, and there are collaborative opportunities for teachers to discuss assessment results for thepurpose of revising curriculum, improving instructional strategies, and development of a range of assessment

strategies

Element 5: The district/school professional staff communicates individual student progress, school progress,

and district progress in achieving school-wide expectations to students, families, and community

Element 6: Records accurately document the student, school, district performance and analysis of these records

are used to drive curriculum and instruction

Goal a: KIBSD will pilot Pinnacle Grade Book to help facilitate standards based education.


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Standard 2: Support ServicesS.2. Domain 1: Leadership and Organization

Element 1: Principals have sufficient autonomy and decision-making authority to lead the school in achieving

the mission, beliefs and expectations for student learning.

Element 2: Principals provide leadership in the school community by creating and maintaining a shared vision,

directions, and focus for student learning

Element 3: All staff members provide leadership essential to the improvement of the school

Element 4: Staff turnover is monitored and does not impact the school effectiveness

Goal a: KIBSD will optimize recruitment and retention strategies.

Goal b: KIBSD will sufficiently staff the custodial, maintenance, food service and technology departments to alevel necessary to meet the district mission.

Goal c: KIBSD will analyze the benefits of recognizing Teacher of the Year.

Element 5: The organization of the school, its educational programs and scheduling is driven by the mission,

beliefs, and expectations and allows for achievement of the schools mission, beliefs, and expectations for

student learning and supports the effective implementation of curriculum, instruction, and assessment

Element 6: The decision making process has meaningful roles for students, parents, school staff, and community

to promote participation, responsibility and ownership

Element 7: There is a system through which each student has the opportunity to connect with staff, have their

progress collaboratively monitored by staff, have their well-being and learning promoted, and their success

regularly acknowledged, celebrated, and displayed

Goal a: KIBSD will create opportunities for students to form connections with and contribute meaningfully to

their school community.

Element 8: The school climate and environment are safe, positive, respectful, and supportive resulting in a

sense of pride and ownershipGoal a: KIBSD will develop a comprehensive plan designed to ensure safe and drug free school environments.

Element 9: The school has a written code of student conduct that was cooperatively designed by students, staff,

administration, parents, and the KIBSD Board of Education

Element 10: The district has written bylaws, roles and responsibilities and operating procedures for

governing/advisory boards that are reviewed, updated, and training provided on regularly

Goal a: KIBSD will enhance the use of Advisory School Boards (ASBs) as voices of our diverse communitiesthrough clearly defined roles and responsibilities.

Goal b: KIBSD will ensure that the Advisory School Board Training and Regular Meetings between theAdvisory School Board and the Kodiak Island Borough School District Board of Education will be scheduled

and held.

S.2. Domain 2: School ServicesElement 1: The district/school student support services are consistent with the mission, beliefs, and expectations

for student learning

Element 2: The district/school allocates resources, programs, and services to that all students have an equal

opportunity to achieve


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Element 3: Student support personnel enhance student learning by interacting and working cooperatively with

professional and other staff and by utilizing community resources to address the academic, social, emotional,

and physical needs of students

Element 4: Staffing for student support services is adequate and 100% of those that need to be are highly

qualified

Element 5: Communication systems are effective and ongoing with students, parents/guardians, and school

personnel

Goal a: KIBSD will work to stream-line administrative and communication processes.

Element 6: District/school student records are maintained in an organized, confidential, and secure manner

consistent with federal (FERPA) law.

S.2. Domain 3: Guidance ServicesElement 1: A full range of counseling services is available to ALL students including individual and group

meetings, personal, career, and college counseling, and course selection

Goal a: KIBSD will work to create career pathways for all students.

Element 2: Counseling services are collaborative with outreach to the community, mental health agencies, and

social service agencies

Goal a: KIBSD will ensure that Counselors assist families with the entire process of accessing resources from

college, vocational, counseling, and scholarship opportunities.

Element 3: Staffing levels and facility space are sufficient and appropriate for implementation of guidance

programs

S.2. Domain 4: Health and Nutrition ServicesElement 1: District/school has a current health services and wellness plan that meets the needs of ALL students

Goal a: KIBSD will establish a comprehensive and collaborative substance abuse intervention program.Goal b: KIBSD will explore promotion of activity based learning.

Goal c: KIBSD will explore district wide intramural sports so that all students will have an opportunity toparticipate in sports.

Element 2: District/school has a crisis response and emergency preparedness plan that is tested and updated

annually

Element 3: District/school has a current student nutrition plan that meets or exceeds the nutritional standards

for All students and is cost effective

S.2. Domain 5: Library Information ServicesElement 1: School library media programs are directed by library media specialists: certified if over 250

students and if under 250 students be under the direction of a certified library media specialist

Goal a: KIBSD will analyze library staffing needs.

Element 2: Students, faculty, and support staff have regular and frequent access to library/information services,

facilities, and programs as an integral part of learning, improving learning, and for independent learning

before, during, and after school

S.2. Domain 6: Technology Services


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Element 1: Technology is appropriate for educational needs, integrated into and supportive of teaching and

learning

Goal a: KIBSD will support the use of technology as a tool that students must master to be successful learners

and workers.

Goal b: KIBSD will implement policies and procedures to ensure cyber safety for all students.

Element 2: Technology hardware and software is available throughout the district/school facilities, is

operational, and sufficiently meets the needs of ALL users for increased learning, performance and efficiency

Goal a: KIBSD will conduct a formal technology survey to analyze the current state of technology and what is

needed to enable all teachers to utilize technology in their classrooms.

Element 3: Technology needs to be fully utilized for collaboration, communication, and presentation for

internal and external customers

Goal a: KIBSD will analyze the need for educational technologists or technology mentors to help teachers

integrate technology into their curriculum.

Goal b: KIBSD will improve communication with students, parents, and community by utilizing 21st Century

tools such as the KIBSD website.

S.2. Domain 7: Special Education ServicesElement 1: District/school provides educational services related to the identification, monitoring, and referral

of students in accordance with local, state, and federal laws

Goal a: KIBSD will create sustainable methods for recruitment and retention among specialists.

S.2. Domain 8: Family and Community ServicesElement 1: District/school engages parents/families as partners in each students education and encouragestheir participation in school programs

Goal a: KIBSD will engage parents in the planning, operations, and evaluation of our schools.

Goal b: KIBSD will ensure that all parents have an equal opportunity to participate in parent involvement

committees district wide and at each school site.

Goal c: KIBSD will ensure parent friendly wording, translation, and access to information.

Element 2: District/school fosters productive business/community/post-secondary partnerships that support

student learning

Goal a: KIBSD will strengthen relationships between school and communities by encouraging shared facilityuse and collaborative vocational education

Goal b: KIBSD will engage in small group, ongoing discussions with various community groups and

individuals with particular expertiseasking the question How are we doing?

S.2. Domain 9: FacilitiesElement 1: The school site and plant support and enhance all aspects of the educational program and support

services for student learning

Goal a: KIBSD will focus on the construction of the new/renovated Kodiak High School.Goal b: KIBSD will ensure that scheduled maintenance and upgrades will occur at various school sites.

Element 2: The physical plant and facilities meet all applicable local, state, and federal laws and are in

compliance with fire, health, and safety regulations

Element 3: Equipment is adequate, properly maintained, inventoried, and replaced when appropriate

Element 4: A planned and adequately funded program of building and site management ensures the appropriate

maintenance, repair, and cleanliness of the school plant


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Goal a: KIBSD will ensure that a facilities and operations plan is created and followed.

Element 5: There is ongoing planning to address future programs, enrollment changes, staff, facility, and

technology needs as well as capital improvements

S.2. Domain 10: FinanceElement 1: Faculty and building administrators have active involvement in the budgetary process, including its

development and implementation as applicable

Element 2: District/school has financial resources to provide services to students to meet the stated purposes of

the school and to provide the educational program to the student

Goal a: KIBSD will join with state-wide school districts to ensure that the legislature fully funds education.

Element 3: Proper budgetary procedures and generally accepted accounting principles are followed for all

school funds including annual audits

Goal a: KIBSD will collaborate with students, staff, and community members during budget process to ensure

the comprehensive plan meets our mission.

Element 4: The total cost for a course of instruction, including textbooks, materials, and labs is made known to

students and take into account inability to pay as applicable and are accounted for appropriately

Element 5: The building administrator has the authority to administer its discretionary budget

S.2. Domain 11: TransportationElement 1: There is appropriate and adequate transportation services for students that are transported to

school

Goal a: KIBSD will explore a partnership with public transportation for student extracurricular needs.

Element 1: There is appropriate and adequate walking routes for students that walk to school

Goal a: KIBSD will assist each school site in developing safe routes to school.

Standard 3: Continuous ImprovementS.3. Domain 1: School Improvement

Element 1: District/school has developed and implemented a comprehensive school improvement plan that is

reviewed and revised annually involving a site-based council or advisory committee

Element 2: Results of school improvement are identified, documented, used, and communicated to all

stakeholders

Element 3: District/school improvement process involves a system for selecting areas of focus, developingstrategies, implementing strategies, monitoring, and evaluation for progress

Element 4: District/school improvement process is the result of self-evaluation that addresses major

recommendations for improvement where school and community work together to systematically anticipate and

appropriately respond to change

Element 5: District/school improvement process goals are aligned with the implementation plan, identify

measures of success and are aligned with the vision, mission, beliefs, and expectations


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Kodiak Island Borough School DistrictDistrict Report Card for 2008-2009 School Year

Form #05-09-049 District Report Card Template 2008-2009Alaska Department of Education & Early Development Page 1

Assessment Results for

Adequate Yearly

Progress

Percent of Students*

Proficient or Advanced

in Language ArtsState Target: 77.18%


Proficient or Advanced

in MathematicsState Target: 66.09%

Percentage of

All StudentsTested

NCLB Target: 95%

ALL STUDENTS 84.65% 73.83% 99.3%

African American N/A N/A 100%

Alaska Native/American Indian 76.18% 65.52% 98.5%

Asian/Pacific Islander 82.87% 73.55% 99.5%

Caucasian 92.36% 81.28% 99.7%

Hispanic 70.18% 56.14% 99.2%

Multi-Ethnic N/A N/A 95.7%

Economically Disadvantaged 78.39% 67.17% 99.1%

Students with Disabilities** 55.69% 42.75% 99.3%

Limited English Proficiency** 69.28% 59.15% 99.7%

* Assessment results reported for students enrolled in district for a full academic year (FAY).

** Proficiency results include former students with disabilities or former LEP students for two years to monitor academic progress for AYP determination only.

Number of newly arrived LEP students exempted from taking the Language Arts test: 18

District Adequate Yearly Progress (AYP) Status

Met AYP: No AYP Level*: 3

* District AYP Level 1 = Alert; Levels 2 and 3 = Improvement Status, Level 4 = Corrective Action

AYP level designation is based on assessment results from Spring of 2008-2009 school year, and is applied to 2009-2010

school year.

Districts at Level 2 or abovemust development an improvement plan. Parents are invited to participate in the

planning process and are encouraged to contact the superintendents office or the school principal to find outhow to participate in upgrading the quality of the districts educational program.

Teacher Qualifications

Number ofTeachers With

Highest Degree:

Bachelors Masters Ed Specialist Doctorate

104 96 0 3

Percentage of Classes Taught by Highly Qualified Teachers

State Target: 100%

Additional information on

teacher qualifications,

including type of certification

and college degree(s) isavailable from your school or

district upon request.

You may also request

information on whether your

child is provided service by

paraprofessionals, and, if so,

their qualifications.

District All Schools Low-Poverty Schools High-Poverty Schools

86.4% 90.63% 83.33%

Percentage of Classes NOT Taught by Highly Qualified Teachers

District All Schools Low-Poverty Schools High-Poverty Schools

13.6% 9.37% 16.67%

The percentage of teachers in the district teaching with an

Emergency Teacher Certificate is 0%. Alaska does not issue

emergency certificates to teachers.


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All Students Tested Grades 3 10

READING%

Advanced%

Proficient%

Below%

Far BelowTotal

TestedPercentTested

Student SubgroupDistrict

State

District

State

District

State

District

State

District

District

State

ALL STUDENTS 36.32 33.2 49.74 46.3 10.12 14.5 3.83 6.0 1542 97.78 97.78Female 40.98 36.7 49.18 46.2 8.47 12.5 1.37 4.6 732 98.26 97.93

Male 32.10 29.9 50.25 46.4 11.60 16.4 6.05 7.3 810 97.24 97.65

African American 28.57 19.4 42.86 54.1 14.29 18.8 14.29 7.7 7 100 97.52

Alaska Native/American Indian 25.30 12.9 56.40 46.3 12.80 27.8 5.49 13.0 328 97.04 97.13

Asian/Pacific Islander 26.70 23.6 55.58 50.0 13.11 19.8 4.61 6.6 397 97.07 97.80

Caucasian 51.31 45.0 41.63 44.4 5.68 7.8 1.38 2.8 651 99.24 98.09

Hispanic 15.45 26.3 56.91 50.9 17.89 16.6 9.76 6.2 123 96.85 97.62

Multi-Ethnic 57.14 31.9 42.86 49.5 0.00 13.0 0.00 5.6 21 91.30 97.84

Economically Disadvantaged 24.44 18.7 55.11 48.6 14.74 22.5 5.71 10.2 753 97.04 97.36

NOT Economically Disadvantaged 47.66 43.4 44.61 44.8 5.07 8.9 2.03 2.9 789 98.63 98.09

Students with Disabilities 12.15 7.3 38.79 35.4 30.37 33.9 18.69 23.4 214 98.17 96.91

Students WITHOUT Disabilities 40.21 37.0 51.51 47.9 6.85 11.7 1.43 3.4 1328 98.01 97.94

LEP Students 11.11 1.9 58.73 32.1 22.22 42.9 7.94 23.1 315 95.45 96.05

NOT LEP Students 42.79 37.0 47.43 48.1 7.01 11.0 2.77 3.9 1227 98.32 98.55

Migrant students 35.79 15.0 52.11 47.6 12.11 26.0 0.00 11.5 190 97.94 98.20

NOT Migrant students 36.39 34.6 49.41 46.2 9.84 13.6 4.36 5.5 1352 97.97 97.76


WRITING%

Advanced

%

Proficient

%

Below

%

Far Below

Total

Tested

Percent

Tested


State

District

State

District

State

District

State

District

District

State

ALL STUDENTS 20.32 18.1 63.18 57.8 13.64 20.1 2.86 4.0 1540 97.65 97.81

Female 25.27 23.0 63.66 59.3 9.43 15.7 1.64 2.1 732 98.26 97.95

Male 15.84 13.5 62.75 56.3 17.45 24.3 3.96 5.8 808 97.00 97.68




Caucasian 29.52 24.1 61.98 61.3 7.26 12.5 5.71 2.1 647 98.63 98.16

Hispanic 8.13 15.9 63.41 58.9 18.70 21.3 9.76 4.0 123 96.85 97.64

Multi-Ethnic 31.82 18.7 59.09 58.2 9.09 19.2 0.00 4.0 22 95.65 97.71





LEP Students 9.21 1.6 60.63 31.9 24.13 53.1 6.03 13.4 315 95.45 96.29

NOT LEP Students 23.18 20.1 63.84 60.9 10.94 16.1 2.04 2.9 1225 98.16 98.55




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MATHEMATICS%

Advanced%

Proficient%

Below%

Far BelowTotal

TestedPercentTested


State

District

State

District

State

District

State

District

District

State

ALL STUDENTS 31.19 28.9 44.24 39.7 8.87 16.9 2.70 14.6 1555 98.60 97.81Female 29.58 28.8 46.27 40.8 17.64 17.2 6.51 13.3 737 98.93 97.94

Male 32.76 29.0 38.63 38.6 16.50 16.6 12.10 15.8 818 98.20 97.69




Caucasian 39.66 37.2 42.13 40.8 12.35 13.3 5.71 8.6 648 98.78 98.06

Hispanic 15.08 22.6 41.27 42.1 26.98 19.0 16.67 16.4 126 99.21 98.11

Multi-Ethnic 31.82 29.3 40.91 39.6 18.18 17.4 9.09 13.6 22 95.65 97.59





LEP Students 17.68 4.1 41.16 27.6 24.70 27.6 16.46 42.3 328 99.39 97.20

NOT LEP Students 34.88 32.0 42.54 15.5 15.00 15.5 7.58 11.2 1227 98.32 98.44



All Students Tested Grades 4, 8, & 10

SCIENCE%

Advanced

%

Proficient

%

Below

%

Far Below

Total

Tested

Percent

Tested


State

District

State

District

State

District

State

District

District

State

ALL STUDENTS 25.00 23.2 38.97 31.3 20.40 26.2 15.63 19.2 544 94.44 94.99

Female 19.38 19.9 43.02 32.5 21.71 28.0 15.89 19.7 258 95.56 94.87

Male 30.07 26.3 35.31 30.3 19.23 24.6 15.38 18.8 286 93.46 95.10

African American N/A* 10.1 N/A* 25.9 N/A* 35.2 N/A* 28.8 1 100 95.92



Caucasian 38.43 32.9 41.92 35.5 11.79 21.7 7.86 9.9 229 95.02 95.19

Hispanic 14.58 14.5 31.25 32.0 25.00 32.3 29.17 21.2 48 94.12 95.56

Multi-Ethnic 50.00 19.7 33.33 33.9 16.67 29.3 0.00 17.0 6 85.71 95.19





LEP Students 0.00 1.0 5.45 7.8 34.55 28.4 60.00 62.8 55 93.22 93.51

NOT LEP Students 27.81 25.7 42.74 34.0 18.81 26.0 10.63 14.3 489 94.58 95.82



*- Results are suppressed due to low number of students


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Form #05-09-049 District Report Card Template 2008-2009

Alaska Department of Education & Early Development Page 4

Attendance & Graduation Rates

Student SubgroupsAttendance Rate

State Target 85%

Graduation Rate

State Target 55.58%

ALL STUDENTS 93.43% 77.25%

Female 93.50% 78.45%

Male 93.36% 76.26%

African Americans 94.50% 100%

Alaska Native/American Indian 91.14% 58.06%

Asian/Pacific Islander 94.97% 81.25%

Caucasian 93.58% 84.68%

Hispanic 92.61% 78.95%

Multi-Ethnic 96.35% N/A

Economically Disadvantaged 93.09% 70.21%

NOT Economically Disadvantaged 93.71% 81.37%

Students with Disabilities 92.09% 65.63%

Students WITHOUT Disabilities 93.62% 78.92%

LEP Students 93.21% 77.78%

NOT LEP Students 93.45% 77.22%

Migrant students 91.96% 72.50%

NOT Migrant students 93.62% 78.14%

Detailed assessment and AYP results for our school district is available on the Alaska Department of

Education & Early Development website athttp://www.eed.state.ak.us. Click on Assessments underQuick Links.

For assessment results at the state, district, or school level, go to:http://www.eed.state.ak.us/tls/assessment/results.html

For AYP information for districts and schools, go to:http://www.eed.state.ak.us/tls/assessment/accountability.html

Individual school report cards are availablefrom the school or district at: 907 481-6200

or on the district website at: www.kodiakschools.org
http://www.eed.state.ak.us/http://www.eed.state.ak.us/http://www.eed.state.ak.us/http://www.eed.state.ak.us/tls/assessment/results.htmlhttp://www.eed.state.ak.us/tls/assessment/results.htmlhttp://www.eed.state.ak.us/tls/assessment/accountability.htmlhttp://www.eed.state.ak.us/tls/assessment/accountability.htmlhttp://../Documents%20on%20Hard%20Drive/Federal%20Programs/FY10%20Federal%20Programs/NCLB/Report%20Cards%20to%20the%20Public/www.kodiakschools.orghttp://../Documents%20on%20Hard%20Drive/Federal%20Programs/FY10%20Federal%20Programs/NCLB/Report%20Cards%20to%20the%20Public/www.kodiakschools.orghttp://../Documents%20on%20Hard%20Drive/Federal%20Programs/FY10%20Federal%20Programs/NCLB/Report%20Cards%20to%20the%20Public/www.kodiakschools.orghttp://www.eed.state.ak.us/tls/assessment/accountability.htmlhttp://www.eed.state.ak.us/tls/assessment/results.htmlhttp://www.eed.state.ak.us/


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Two-Year Trend for District Students Scoring Proficient or Above by Grade Level

0 20 40 60 80 100

3rd

4th

5th

6th

7th

8th

9th

10th

% Proficient

GradeLevel

READING ASSESSMENTS

Reading 07-08 Reading 08-09

0 20 40 60 80 100

3rd

4th

5th

6th

7th

8th

9th

10th

% Proficient

GradeLevel

WRITING ASSESSMENTS

Writing 07-08 Writing 08-09

0 20 40 60 80 100

3rd

4th

5th

6th

7th

8th

9th

10th

% Proficient

GradeLevel

MATHEMATICS ASSESSMENTS

Math 07-08 Math 08-09

0 20 40 60 80 100

4th

8th

10th

% Proficient

GradeLevel

SCIENCE ASSESSMENTS

Science 07-08 Science 08-09


23/154



Schools Identified for Improvement for 2008 2009

(Level 2 or above)

% of District Schools Identified for Improvement: %

School Name

Title I

School(Yes or No)

AYP Level

Designation(2 5)

Larsen Bay School (First year meeting AYP) Yes 3

Kodiak High School No 2

Kodiak Middle School Yes 4

Key for School Improvement LevelsTitle I schools on the above list mustdevelop and implement a schoolimprovement plan each year. Schools at

Levels 4 and 5 must also develop corrective

action and restructuring plans.

Parents are encouraged to contact the

principal or district office for information on

how to participate in these planning

processes.

AYP

LevelStatus Description

2 Improvement (I) 2nd

year not meeting AYP

3 Improvement (I) 3rd

year not meeting AYP

4 Corrective Action (CA) 4th year not meeting AYP

5 Restructuring (R) 5th year not meeting AYP


24/154



National Assessment of Education Progress (NAEP)

The National Assessment of Educational Progress (NAEP) is the only national test of what students

know and can do. The No Child Left Behind Act of 2001 mandated state participation in NAEP readingand mathematics assessments in grades 4 and 8 every other year so that NAEP could serve as the

common measure of student achievement.

NAEP does not test each fourth or eighth grader in the state. A representative sample of schools is

chosen to participate in the NAEP. No NAEP individual results are given for students or schools; only

statewide results are reported. NAEP scores can be used to compare Alaska to the nation and to otherstates.

NAEP assessments are designed to assess NAEP standards, also known as NAEP frameworks. NAEP

does not assess students on the Alaska standards (grade level expectations). Alaska Standards Based

Assessments (SBAs) are designed to assess Alaska Grade Level Expectations, and SBAs are

administered to all students. More information about the NAEP in Alaska can be found inhttp://www.eed.state.ak.us/tls/assessment/naep.html.

There are three achievement levels for each grade assessed by NAEP: Basic, Proficient, andAdvanced.

Proficienton the NAEP indicates students have demonstrated competency over challenging subject

matter. The following definitions apply to all subjects and all grades assessed by NAEP:

Achievement-Level Policy Definitions

Basic Partial mastery of prerequisite knowledge and skills that are fundamental for

proficient work at each grade.

Proficient Solid academic performance for each grade assessed. Students reaching this level

have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and

analytical skills appropriate to the subject matter.

Advanced Superior performance.

The most recent data available for NAEP reading and mathematics is from the 2007 administration.

Results from the 2009 test administration will be reported for the 2009-2010 report card.

The charts on the following pages show how Alaska students scores on the 2007 NAEP assessments

compared to the public school students scores nationally.


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NAEP 2007 Grade 4 Reading%

Advanced

%

Proficient

%

Basic

%

Below Basic

Student Subgroup

National

Public

Alaska

National

Public

Alaska

National

Public

Alaska

National

Public

Alaska

All students 7 6 24 22 34 33 34 38

White 10 9 31 31 36 37 23 23

Black 2 2 12 18 32 34 54 46

Hispanic 3 4 14 13 32 36 51 47

Asian American/Pacific Islander 14 7 30 21 32 33 24 40

American Indian/Alaska Native 4 2 16 8 31 24 49 67

Eligible for National School Lunch Program 2 2 14 12 33 29 50 56

Students with Disabilities 2 1 10 9 23 20 64 70

English Language Learners 1 1 6 7 23 20 70 72

NAEP 2007 Grade 4 ReadingParticipation Rate Percentages

National

Public

Alaska

Students with Disabilities 66 78

English Language Learners 80 87

NAEP 2007 Grade 8 Reading%

Advanced

%

Proficient

%

Basic

%

Below Basic

Student SubgroupNational

Public

Ala

ska

National

Public

Ala

ska

National

Public

Ala

ska

National

Public

Ala

ska

All students 2 2 27 25 43 44 27 29

White 3 3 35 34 44 47 17 17

Black # 1 11 17 42 46 46 36

Hispanic 1 1 14 22 43 45 43 31


American Indian/Alaska Native 2 # 17 9 39 35 42 55

Eligible for National School Lunch Program 1 # 15 14 43 41 42 44

Students with Disabilities # # 7 5 27 28 66 66

English Language Learners # # 4 7 25 29 71 63

# Rounds to zero

NAEP 2007 Grade 8 ReadingParticipation Rate Percentages

National

Public

Alaska




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NAEP 2007 Grade 4 Math%

Advanced

%

Proficient

%

Basic

%

Below Basic

Student Subgroup

National

Public

Alaska

National

Public

Alaska

National

Public

Alaska

National

Public

Alaska

All students 5 6 33 32 43 41 19 21

White 8 8 43 42 40 40 9 10

Black 1 2 14 20 48 45 37 33

Hispanic 1 2 20 24 48 50 31 24






NAEP 2007 Grade 4 MathParticipation Rate Percentages

National

Public

Alaska



NAEP 2007 Grade 8 Math%

Advanced

%

Proficient

%

Basic

%

Below Basic

Student Subgroup

N

ational

Public

Alaska

N

ational

Public

Alaska

N

ational

Public

Alaska

N

ational

Public

Alaska

All students 7 7 24 25 39 41 30 27

White 9 10 32 33 41 42 19 14

Black 1 3 10 13 36 48 53 37

Hispanic 2 2 13 20 39 43 46 34






NAEP 2007 Grade 8 MathParticipation Rate Percentages

National

Public

Alaska




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Akhiok SchoolSchool Report Card for 2008-2009 School Year

Form #05-09-050 School Report Card Template 2008-2009Alaska Department of Education & Early Development Page 1

Akhiok School Grades K - 12

School StatisticsAccreditation: None

Persistently Dangerous School: No

Enrollment on October 1, 2008 +14.29% change from 2007

Grade K 1 2 3 4 5 6 7 8 9 10 11 12 Total

# Students 2 1 2 1 2 1 1 2 2 0 0 2 0 16

Enrollment on October 1, 2007 +27.27% change from 2006

Grade K 1 2 3 4 5 6 7 8 9 10 11 12 Total

# Students 1 1 2 2 1 2 1 1 0 0 2 0 1 14

Enrollment on October 1, 2006 -26.67% change from 2005

Grade K 1 2 3 4 5 6 7 8 9 10 11 12 Total

# Students 1 2 1 1 1 0 1 0 0 2 0 1 1 11

2008/2009 Percentage of Enrollment Change Due to Transfer 26.32%


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Student SubgroupsAttendance RateState Target 85%

Graduation RateState Target

55.58%

ALL STUDENTS 88.18 N/A

Female 86.83 N/A

Male 89.64 N/A

African Americans N/A N/A

Alaska Native/American Indian 88.18 N/A

Asian/Pacific Islander N/A N/A

Caucasian N/A N/A

Hispanic N/A N/A

Multi-Ethnic N/A N/A

Economically Disadvantaged 88.74 N/A

Students with Disabilities 90.30 N/A

LEP Students N/A N/A

Migrant students N/A N/A

Grades KG-8 Retention Rate: 0 Number of High School Graduates: 0

Percentage Diploma HSGQE Waiver: 0 Number of Diploma HSGQE Waiver: 0

Grades 7-12 Dropout Rate: 0 Number of Grade 7-12 Dropouts: 0

Enrollment Change: +14.3% Enrollment Change Due to Transfers: 26.3%

Students Survey Return Rate: 94.4% Parents Survey Return Rate: 26.7%

Students Commenting: 16 Parents Commenting: 4

Average Volunteer Hours Per Week: 2 Community Members Commenting: 0

Persistently Dangerous School: No School/Business Partnerships: 1

Detailed assessment and AYP results for our school district are available on the Alaska Department of Education

& Early Development website athttp://www.eed.state.ak.us. Click on Assessments under Quick Links.



The District Report Card is availablefrom the school or district at: 907 481-6200

or on the district website at: http://www.kodiakschools.org
http://www.eed.state.ak.us/http://www.eed.state.ak.us/http://www.eed.state.ak.us/http://www.eed.state.ak.us/tls/assessment/results.htmlhttp://www.eed.state.ak.us/tls/assessment/results.htmlhttp://www.eed.state.ak.us/tls/assessment/accountability.htmlhttp://www.eed.state.ak.us/tls/assessment/accountability.htmlhttp://www.eed.state.ak.us/tls/assessment/accountability.htmlhttp://www.eed.state.ak.us/tls/assessment/results.htmlhttp://www.eed.state.ak.us/


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Gist of Comments from StudentsStudents in grades k-5 indicated that they enjoyed math, art, reading and gym. Lunch was also popular.

Students felt that improvement in the school could be achieved if more people worked together. They

also requested that more money be available for trips, library books, basketballs and playground

equipment.

Students in grades 6-12 indicated that they had a lot fun activities that serve to bring the communitytogether. They also like the teachers, aides. Secondary students also expressed an appreciation for the

structure of school its rules and programs. Academically, they enjoyed American Literature and math.

Improvement could be made in the areas of communication and after school tutoring programs (noneexist). Students are requesting that a new gym be built in Akhiok.

Gist of Comments from Parents

Parents like the staff, both classified and certificated. They also indicated that they appreciated the factthat the school is always clean. Improvement could be made in the area of after school tutoring as none

currently exists.

Gist of Comments from Community MembersNone reported.

Parental, Community or Business Involvement during the 2008/2009 school year

Akhiok School benefited from parental and community participation throughout the year. Parents andcommunity members came together to support events such as Akhiok Schools Cultural Week,

Christmas Play, and Graduation

Other Information the School Wishes to ShareAkhiok School is thankful for the exceptional community support.


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School: Akhiok School District: Kodiak Island Borough

Grades: K-12 School Enrollment: 16 on October 1, 2008

Title I School? Yes Title I Program: Targeted Assistance

Accreditation: None

A Title I school receives federal money to support low-achieving students. A Schoolwide Title I Program uses the money to improve the education for allstudents. A Targeted Assistance Title I Program uses the money to provide help for students who need it most.

Assessment Results for Adequate

Yearly Progress


Proficient or Advanced inLanguage Arts

State Target: 77.18%


Proficient or Advanced inMathematics


Percentage of

All Students

TestedState Target: 95%

ALL STUDENTS 55.56 66.67 100

African American N/A N/A N/A

Alaska Native/American Indian 55.56 66.67 100

Asian/Pacific Islander N/A N/A N/A

Caucasian N/A N/A N/A

Hispanic N/A N/A N/AMulti-Ethnic N/A N/A N/A

Economically Disadvantaged 55.56 66.67 100

Students with Disabilities** N/A*** N/A*** 100

Limited English Proficiency** N/A N/A N/A



** Proficiency results include former students with disabilities or LEP students for two years to monitor academic progress for AYP determination only.

*** Insufficient numbers of students to report

School Adequate Yearly Progress (AYP) Status

Met AYP: Yes AYP Level*: N/A Years @ Level 5: N/A

Key for School Improvement Levels Title I schools in Level 2 or above must develop and implement

a school improvement plan each year. Schools at Levels 4 & 5

must also develop corrective action and restructuring plans.

Parents are encouraged to contact the principal or district

office for information on how to participate in these planning

processes.

AYP Level Status Description

2 Improvement (I) 2nd year not meeting AYP

3 Improvement (I) 3rd year not meeting AYP



Number of Teachers With Highest Degree:

Bachelors Masters Ed Specialist Doctora

0 2 0 0

Additional information on teacher qualifications, including type of certification and college degree(s) is available

from your school or district upon request. You may also request information on whether your child is provided

service by paraprofessionals, and, if so, their qualifications.

Percentage of Classes Taught by Highly Qualified Teachers 85.71%

Percentage of Classes NOT Taught by Highly Qualified Teachers 14.29%

The percentage of teachers in the school teaching with an Emergency Teacher Certificate is 0%. Alaska does not

issue emergency certificates to teachers.


31/154


Form #05-09-050 School Report Card Template 2008-2009



32/154




READING%

Advanced

%

Proficient

%

Below

%

Far BelowTotal

Tested Percent

Tested

Student SubgroupSchool

District

State

School

District

State

School

District

State

School

District

State

School

School

District

State

ALL STUDENTS 0.00 36.3 33.2 49.7 27.3 46.3 27.3 10.1 14.5 18.2 3.8 6.0 11 100 97.8 97.78

Female NA* 41.0 36.7 49.2 NA* 46.2 NA* 8.47 12.5 NA* 1.4 4.6 4 100 98.3 97.93

Male 0.00 32.1 29.9 50.3 28.6 46.4 28.6 11.6 16.4 28.6 6.1 7.3 7 100 97.2 97.65

African American NA 28.6 19.4 42.9 NA 54.1 NA 14.3 18.8 NA 14.3 7.7 0 NA 100 97.52

Alaska Native/American Indian 0.00 25.3 12.9 56.4 27.3 46.3 27.3 12.8 27.8 18.2 5.45 13.0 11 100 97.0 97.13

Asian/Pacific Islander NA 26.7 23.6 55.6 NA 50.0 NA 13.1 19.8 NA 4.6 6.6 0 NA 97.1 97.80

Caucasian NA 51.3 45.0 41.6 NA 44.4 NA 5.7 7.8 NA 1.4 2.8 0 NA 99.2 98.09

Hispanic NA 15.5 26.3 56.9 NA 50.9 NA 17.9 16.6 NA 9.8 6.2 0 NA 96.9 97.62

Multi-Ethnic NA 57.1 31.9 42.9 NA 49.5 NA 0.00 13.0 NA 0.00 5.6 0 NA 91.3 97.84

Economically Disadvantaged 0.00 24.4 18.7 55.1 27.3 48.6 27.3 14.7 22.5 18.2 5.7 10.2 11 100 97.0 97.36

NOT Economically Disadvantaged NA 47.7 43.4 44.6 NA 44.8 NA 5.1 8.9 NA 2.0 2.9 0 NA 98.6 98.09

Students with Disabilities NA* 12.2 7.3 38.8 NA* 35.4 NA* 30.4 33.9 NA* 18.7 23.4 1 100 98.2 96.91

Students WITHOUT Disabilities NA* 40.2 37.0 51.5 NA* 47.9 NA* 6.9 11.7 NA* 1.4 3.4 10 100 98.0 97.94

LEP Students NA 11.1 1.9 58.7 NA 32.1 NA 22.2 42.9 NA 7.9 23.1 0 NA 95.5 96.05

NOT LEP Students 0.00 42.8 37.0 47.4 27.3 48.1 27.3 7.0 11.0 18.2 2.8 3.9 11 100 98.3 98.55

Migrant students NA 35.8 15.0 52.1 NA 47.6 NA 12.1 26.0 NA 0.00 11.5 0 NA 97.9 98.20

NOT Migrant students 0.00 36.4 34.6 49.4 27.3 46.2 27.3 9.8 13.6 18.2 4.4 5.5 11 100 98.0 97.76



WRITING%

Advanced

%

Proficient

%

Below

%

Far BelowTotal

Tested Percent

Tested


District

State

School

District

State

School

District

State

School

District

State

School

School

District

State

ALL STUDENTS 0.00 20.3 18.1 50.0 63.2 57.8 50.0 13.6 20.1 0.00 2.9 4.0 10 90.9 97.7 97.81

Female NA* 25.3 23.0 NA* 63.7 59.3 0.00 9.4 15.7 NA* 1.6 2.1 4 100 98.3 97.95

Male 0.00 15.8 13.5 16.7 62.8 56.3 83.3 17.5 24.3 0.00 4.0 5.8 6 85.7 97.0 97.68

African American NA 28.6 10.8 NA 57.1 58.9 NA 0.00 26.2 NA 14.3 4.1 0 NA 100 97.26

Alaska Native/American Indian 0.00 14.1 6.4 50.0 59.6 48.8 50.0 22.9 36.3 0.00 3.7 8.5 10 90.9 96.8 97.21

Asian/Pacific Islander NA 13.8 15.0 NA 68.3 57.5 NA 15.3 23.5 NA 2.7 4.1 0 NA 97.0 97.75

Caucasian NA 29.5 24.1 NA 62.0 61.3 NA 7.3 12.5 NA 5.7 2.1 0 NA 98.6 98.16

Hispanic NA 8.1 15.9 NA 63.4 58.9 NA 18.7 21.3 NA 9.8 4.0 0 NA 96.9 97.64

Multi-Ethnic NA 31.8 18.7 NA 59.1 58.2 NA 9.1 19.2 NA 0.00 4.0 0 NA 95.7 97.71

Economically Disadvantaged 0.00 14.0 10.4 50.0 62.3 52.9 50.0 19.3 30.2 0.00 4.4 6.5 10 90.9 96.8 97.46

NOT Economically Disadvantaged NA 26.4 23.5 NA 64.0 61.2 NA 8.2 13.1 NA 1.4 2.2 0 NA 98.6 98.06

Students with Disabilities NA* 5.2 3.7 NA* 42.3 36.5 NA* 39.4 44.5 NA* 13.2 15.3 1 100 97.7 97.17

Students WITHOUT Disabilities NA* 22.8 20.2 NA* 66.5 60.8 NA* 9.5 16.6 NA* 1.2 2.4 9 90.0 97.9 97.94

LEP Students NA 9.2 1.6 NA 60.6 31.9 NA 24.1 53.1 NA 6.0 13.4 0 NA 95.5 96.29

NOT LEP Students 0.00 23.2 20.1 50.0 63.8 60.9 50.0 10.9 16.1 0.00 2.0 2.9 10 90.9 98.2 98.55

Migrant students NA 20.2 8.0 NA 63.3 51.3 NA 14.4 33.2 NA 2.1 7.5 0 NA 96.9 98.22

NOT Migrant students 0.00 20.3 18.9 50.0 63.2 58.2 50.0 13.5 19.2 0.00 3.0 3.7 10 90.9 98.0 97.79



33/154




MATHEMATICS%

Advanced

%

Proficient

%

Below

%

Far BelowTotal

Tested Percent

Tested


District

State

School

District

State

School

District

State

School

District

State

School

School

District

State

ALL STUDENTS 20.0 31.2 28.9 40.0 44.2 39.7 10.0 8.9 16.9 30.0 2.7 14.6 10 90.9 98.6 97.81

Female NA* 29.6 28.8 NA* 46.3 40.8 NA* 17.6 17.2 NA* 6.5 13.3 4 100 98.9 97.94

Male 0.00 32.8 29.0 33.3 38.6 38.6 16.7 16.5 16.6 50.0 12.1 15.8 6 85.7 98.2 97.69

African American NA 14.3 15.1 NA 71.4 39.2 NA 0.00 21.6 NA 14.3 24.2 0 NA 100 97.86











NOT LEP Students 20.0 34.9 32.0 40.0 42.5 15.5 10.0 15.0 15.5 30.0 7.6 11.2 10 90.9 98.3 98.44




All Students Tested Grades 4, 8, & 10

SCIENCE%

Advanced

%

Proficient

%

Below

%

Far BelowTotal

Tested Percent

Tested


District

State

School

District

State

School

District

State

School

District

State

School

School

District

State

ALL STUDENTS NA* 25.0 23.2 NA* 39.0 31.3 NA* 20.4 26.2 NA* 15.6 19.2 3 75.0 94.4 94.99

Female NA* 19.4 19.9 NA* 43.0 32.5 NA* 21.7 28.0 NA* 15.9 19.7 1 100 95.6 94.87

Male NA* 30.1 26.3 NA* 35.3 30.3 NA* 19.2 24.6 NA* 15.4 18.8 2 66.7 93.5 95.10

African American NA NA* 10.1 NA NA* 25.9 NA NA* 35.2 NA NA* 28.8 0 NA* 100 95.92

Alaska Native/American Indian NA* 16.7 8.2 NA* 43.0 21.8 NA* 21.9 31.5 NA* 18.4 38.5 3 75.0 92.7 93.50





Economically Disadvantaged NA* 15.6 11.0 NA* 35.9 25.5 NA* 26.3 32.2 NA* 22.2 31.3 3 66.7 94.4 94.56





NOT LEP Students NA* 27.8 25.7 NA* 42.7 34.0 NA* 18.8 26.0 NA* 10.6 14.3 3 75.0 94.6 95.82


NOT Migrant students NA* 25.2 24.1 NA* 39.0 32.0 NA* 19.8 25.8 NA* 16.0 18.1 3 75.0 94.8 94.94



34/154


Form #05-08-008 School Report Card Template 2008-2009Kodiak Island Borough School District Page 8

Two-Year Trend for Students Scoring Proficient or Above by Grade Level

Results are not reportable due to insufficient numbers of students in each grade level

FALL 2008 HSGQE

(Results are not reportable due to insufficient numbers of students tested)

Reading Writing Mathematics

Proficient%

Proficient

Not

Proficient

% Not

ProficientProficient

%

Proficient

Not

Proficient

% Not


%

Proficient

Not

Proficient

% Not

Proficient

SPRING 2009 HSGQE

(No students to report)

Reading Writing Mathematics

Proficient%

Proficient

Not

Proficient

% Not


%

Proficient

Not

Proficient

% Not


%

Proficient

Not

Proficient

% Not

Proficient

Terra Nova - Reading


Top Quarter Third Quarter Second Quarter Bottom Quarter Percentile

Rank76% - 99% 51% - 75% 26% - 50% 1% - 25%

Terra Nova - Language



Rank76% - 99% 51% - 75% 26% - 50% 1% - 25%

Terra Nova - Mathematics

(Results are not reportable due to insufficient numbers of students in each grade level)


Rank76% - 99% 51% - 75% 26% - 50% 1% - 25%


35/154

Kodiak Island Correspondence SchoolSchool Report Card for 2008-2009 School Year


KIBSD Correspondence School Gr. K - 12

School StatisticsAccreditation: None

Persistently Dangerous School: No

Enrollment on October 1, 2008 19.44% change from 2007Grade K 1 2 3 4 5 6 7 8 9 10 11 12 Total

# Students 1 6 9 11 7 6 4 5 10 3 6 6 12 86

Enrollment on October 1, 2007 -15.29% change from 2006Grade K 1 2 3 4 5 6 7 8 9 10 11 12 Total

# Students 6 5 8 8 8 8 2 3 4 2 4 7 7 72

Enrollment on October 1, 2006 +11.84% change from 2005Grade K 1 2 3 4 5 6 7 8 9 10 11 12 Total

# Students 6 9 8 8 7 6 6 7 4 6 5 8 5 85

2008/2009 Percentage of Enrollment Change Due to Transfer 49.59%

Graduation, Dropout and Retention Rates2008/2009 2007/2008 2006/2007

Retention Rate (K-8) 0.0% 0.0% 0.0%Graduation Rate 24.00% 25.00% 47.37%Dropout Rate (Gr 7-12) 19.05% 48.15% 42.86%

# High School Graduates 6 3 9


36/154




Student SubgroupsAttendance RateState Target 85%

Graduation RateState Target 55.58%

ALL STUDENTS N/A 24.0%

Female N/A 78.45%Male N/A 76.26%

African Americans N/A N/A

Alaska Native/American Indian N/A 22.2%

Asian/Pacific Islander N/A 0.0%

Caucasian N/A 30.8%

Hispanic N/A 0.0

Multi-Ethnic N/A N/A

Economically Disadvantaged N/A 25.0%%

Students with Disabilities N/A 0.0%

LEP Students N/A N/AMigrant students N/A 0.0%

Grades KG-8 Retention Rate: 0% Number of High School Graduates: 6

Percentage Diploma HSGQE Waiver: 0% Number of Diploma HSGQE Waiver: 0

Grades 7-12 Dropout Rate: 19.1%% Number of Grade 7-12 Dropouts: 8

Enrollment Change: 19.4% Enrollment Change Due to Transfers: 49.6%

Students Survey Return Rate: 0 Parents Survey Return Rate: 0%

Students Commenting: 23 Parents Commenting: 19

Average Volunteer Hours Per Week: 32.5 Community Members Commenting: 0

Persistently Dangerous School: No School/Business Partnerships: 0

0

Detailed assessment and AYP results for our school district are available on the Alaska Department of Education

& Early Development website athttp://www.eed.state.ak.us. Click on Assessments under Quick Links.



The District Report Card is availablefrom the school or district at: 907 481-6200

or on the district website at: http://www.kodiakschools.org
http://www.eed.state.ak.us/http://www.eed.state.ak.us/http://www.eed.state.ak.us/http://www.eed.state.ak.us/tls/assessment/results.htmlhttp://www.eed.state.ak.us/tls/assessment/results.htmlhttp://www.eed.state.ak.us/tls/assessment/accountability.htmlhttp://www.eed.state.ak.us/tls/assessment/accountability.htmlhttp://www.kodiakschools.org/http://www.kodiakschools.org/http://www.kodiakschools.org/http://www.eed.state.ak.us/tls/assessment/accountability.htmlhttp://www.eed.state.ak.us/tls/assessment/results.htmlhttp://www.eed.state.ak.us/


37/154



School: Correspondence School District: Kodiak Island Borough

Grades: K-12 School Enrollment: 45 on October 1, 2008

Title I School? No Title I Program: NA

Accreditation: None

A Title I school receives federal money to support low-achieving students. A Schoolwide Title I Program uses the money to improve the education for allstudents. A Targeted Assistance Title I Program uses the money to provide help for students who need it most.

Assessment Results for Adequate

Yearly Progress


Proficient or Advanced inLanguage Arts



Proficient or Advanced inMathematics


Percentage of

All Students

TestedState Target: 95%

ALL STUDENTS 70.59 58.82 100

African American N/A N/A N/A

Alaska Native/American Indian N/A*** N/A*** 87.50

Asian/Pacific Islander N/A*** N/A*** 50.00

Caucasian N/A*** N/A*** 100

Hispanic N/A*** N/A*** 100Multi-Ethnic N/A N/A N/A

Economically Disadvantaged N/A*** N/A*** 100

Students with Disabilities** N/A*** N/A*** 100

Limited English Proficiency** N/A*** N/A*** 100



** Proficiency results include former students with disabilities or LEP students for two years to monitor academic progress for AYP determination only.*** Numbers are suppressed due to insufficient numbers of students to report

School Adequate Yearly Progress (AYP) Status

Met AYP: Yes AYP Level*: 2 Years @ Level 5: N/A

Key for School Improvement Levels Title I schools in Level 2 or above must develop and implement

a school improvement plan each year. Schools at Levels 4 & 5

must also develop corrective action and restructuring plans.

Parents are encouraged to contact the principal or district

office for information on how to participate in these planning

processes.

AYP Level Status Description

2 Improvement (I) 2nd year not meeting AYP

3 Improvement (I) 3rd year not meeting AYP



Number of Teachers With Highest Degree:

Bachelors Masters Ed Specialist Doctora

2 1 0 0

Additional information on teacher qualifications, including type of certification and college degree(s) is available

from your school or district upon request. You may also request information on whether your child is provided

service by paraprofessionals, and, if so, their qualifications.

Percentage of Classes Taught by Highly Qualified Teachers 100%

Percentage of Classes NOT Taught by Highly Qualified Teachers 0%

The percentage of teachers in the school teaching with an Emergency Teacher Certificate is 0%. Alaska does not

issue emergency certificates to teachers.


38/154


Form #05-09-050 School Report Card Template 2008-2009



39/154




READING%

Advanced

%

Proficient

%

Below

%

Far BelowTotal

Tested Percent

Tested


District

State

School

District

State

School

District

State

School

District

State

School

School

District

State

ALL STUDENTS 41.6 36.3 33.2 41.6 27.3 46.3 9.8 10.1 14.5 7.3 3.8 6.0 32 41 91.1 97.78

Female 57.9 41.0 36.7 31.6 NA* 46.2 10.5 8.47 12.5 0.0 1.4 4.6 16 19 95.0 97.93

Male 27.2 32.1 29.9 50.0 28.6 46.4 9.1 11.6 16.4 13.6 6.1 7.3 16 22 88.0 97.65

African American NA 28.6 19.4 NA NA 54.1 NA 14.3 18.8 NA 14.3 7.7 0 NA NA 97.52


Asian/Pacific Islander NA* 26.7 23.6 NA* NA 50.0 NA* 13.1 19.8 NA* 4.6 6.6 0 1 50.0 97.80

Caucasian 40.0 51.3 45.0 43.3 NA 44.4 10.0 5.7 7.8 6.7 1.4 2.8 0 30 100 98.09

Hispanic 20.0 15.5 26.3 60.0 NA 50.9 20.0 17.9 16.6 0.0 9.8 6.2 0 5 100 97.62

Multi-Ethnic NA 57.1 31.9 NA NA 49.5 NA 0.00 13.0 NA 0.00 5.6 0 NA NA 97.84


NOT Economically Disadvantaged 37.9 47.7 43.4 48.3 NA 44.8 6.9 5.1 8.9 6.9 2.0 2.9 4 29 90.6 98.09

Students with Disabilities NA* 12.2 7.3 NA* NA* 35.4 NA* 30.4 33.9 NA* 18.7 23.4 9 3 100 96.91Students WITHOUT Disabilities 44.7 40.2 37.0 40.5 NA* 47.9 10.5 6.9 11.7 5.3 1.4 3.4 23 38 90.5 97.94

LEP Students NA* 11.1 1.9 NA* NA 32.1 NA* 22.2 42.9 NA* 7.9 23.1 0 2 100 96.05

NOT LEP Students 43.6 42.8 37.0 43.6 27.3 48.1 7.7 7.0 11.0 5.1 2.8 3.9 32 39 90.7 98.55

Migrant students 50.0 35.8 15.0 37.5 NA 47.6 14.3 12.1 26.0 0.0 0.00 11.5 8 8 100 98.20

NOT Migrant students 39.4 36.4 34.6 42.4 27.3 46.2 9.1 9.8 13.6 9.1 4.4 5.5 24 33 89.2 97.76



WRITING%

Advanced

%

Proficient

%

Below

%

Far BelowTotal

Tested Percent

Tested

Student SubgroupScho

ol

District

Stat

e

Scho

ol

District

Stat

e

Scho

ol

District

Stat

e

Scho

ol

District

Stat

e

Scho

ol

Scho

ol

District

Stat

e

ALL STUDENTS 25.6 20.3 18.1 53.9 63.2 57.8 12.8 13.6 20.1 7.7 2.9 4.0 39 86.7 97.7 97.81

Female 31.6 25.3 23.0 52.6 63.7 59.3 5.3 9.4 15.7 10.5 1.6 2.1 19 95.0 98.3 97.95

Male 20.0 15.8 13.5 55.0 62.8 56.3 20.0 17.5 24.3 5.0 4.0 5.8 20 80.0 97.0 97.68

African American NA 28.6 10.8 NA 57.1 58.9 NA 0.00 26.2 NA 14.3 4.1 NA NA 100 97.26


Asian/Pacific Islander NA* 13.8 15.0 NA* 68.3 57.5 NA* 15.3 23.5 NA* 2.7 4.1 1 50.0 97.0 97.75

Caucasian 25.9 29.5 24.1 55.6 62.0 61.3 11.1 7.3 12.5 7.4 5.7 2.1 27 90.0 98.6 98.16

Hispanic 40.0 8.1 15.9 40.0 63.4 58.9 0.0 18.7 21.3 20.0 9.8 4.0 5 100 96.9 97.64

Multi-Ethnic NA 31.8 18.7 NA 59.1 58.2 NA 9.1 19.2 NA 0.00 4.0 NA NA 95.7 97.71


NOT Economically Disadvantaged 25.9 26.4 23.5 59.3 64.0 61.2 7.4 8.2 13.1 7.4 1.4 2.2 27 84.4 98.6 98.06

Students with Disabilities NA* 5.2 3.7 NA* 42.3 36.5 NA* 39.4 44.5 NA* 13.2 15.3 2 66.7 97.7 97.17

Students WITHOUT Disabilities 27.0 22.8 20.2 54.1 66.5 60.8 13.5 9.5 16.6 5.3 1.2 2.4 37 88.1 97.9 97.94

LEP Students NA* 9.2 1.6 NA* 60.6 31.9 NA* 24.1 53.1 NA* 6.0 13.4 2 100 95.5 96.29

NOT LEP Students 27.0 23.2 20.1 56.8 63.8 60.9 10.8 10.9 16.1 5.1 2.0 2.9 37 86.1 98.2 98.55

Migrant students 28.6 20.2 8.0 57.1 63.3 51.3 14.3 14.4 33.2 0.0 2.1 7.5 7 87.5 96.9 98.22




40/154




MATHEMATICS%

Advanced

%

Proficient

%

Below

%

Far BelowTotal

Tested Percent

Tested


District

State

School

District

State

School

District

State

School

District

State

School

School

District

State

ALL STUDENTS 25.0 31.2 28.9 41.7 44.2 39.7 13.9 8.9 16.9 19.4 2.7 14.6 32 36 80.0 97.81

Female 22.2 29.6 28.8 50.0 46.3 40.8 11.1 17.6 17.2 16.7 6.5 13.3 16 18 90.0 97.94

Male 23.5 32.8 29.0 35.3 38.6 38.6 17.7 16.5 16.6 23.5 12.1 15.8 16 17 70.8 97.69

African American NA 14.3 15.1 NA 71.4 39.2 NA 0.00 21.6 NA 14.3 24.2 0 NA NA 97.86


Asian/Pacific Islander NA* 29.6 27.2 NA* 43.0 39.3 NA* 17.7 17.5 NA* 9.7 15.9 0 1 50.0 98.75

Caucasian 29.2 39.7 37.2 41.7 42.1 40.8 12.5 12.4 13.3 16.7 5.7 8.6 0 24 80.0 98.06

Hispanic 40.0 15.1 22.6 20.0 41.3 42.1 0.0 27.0 19.0 40.0 16.7 16.4 0 5 100 98.11

Multi-Ethnic NA 31.8 29.3 NA 40.9 39.6 NA 18.2 17.4 NA 9.1 13.6 0 NA NA 97.59


NOT Economically Disadvantaged 25.0 39.0 36.8 41.7 41.4 13.6 20.8 13.7 13.6 12.5 6.0 9.0 4 24 75.0 98.02

Students with Disabilities NA* 8.4 7.7 NA* 27.0 23.5