70% of Ketchikan's schools
make DOE's adequate progress list
September 15, 2007
Ketchikan, Alaska - Thirty of Alaska's 54 school districts made
adequate yearly progress for the 2006-2007 school year under
the federal No Child Left Behind Act, Alaska Education Commissioner
Barbara Thompson announced Thursday.
Statewide that represents an improvement from 25 districts making
adequate yearly progress (AYP) in 2005-2006 and 22 districts
doing so in 2004-2005. Of those districts listed by the Department
as not making adequate yearly progress was the Ketchikan School
In the Ketchikan School District,
seven schools were listed as making adequate yearly progress
for the 2007-2008 school year based on the 2006-2007 data. They
are: Fawn Mountain Elementary, Houghtaling Elementary, Ketchikan
Charter School, Ketchikan High School, Point Higgins Elementary,
Schoenbar Middle School, and Tongass School of Arts & Sciences.
Ketchikan Correspondence, Ketchikan
Regional Youth Facilities and Revilla Jr/Sr High School were
listed by the Alaska Department of Education as not meeting adequate
yearly progress for the 2007-2008 school year based on the 2006-2007
The Ketchikan School District
as a whole does not meet aedquate yearly progress (AYP) for the
2006-2007 school year according to the Alaska Department of Education.
The Ketchikan School District is at an AYP Level 2. The Alaska
Department of Educatiion notes that districts in Level 2 and
above must develop and implement a district improvement plan,
submit the plan to EED, request technical assistance from EED,
and provide notice to parents.
The goal of No Child Left Behind
is that all students be proficient in reading and math by the
end of the 2013-2014 school year. The AYP process provides an
annual check of school and district progress toward this goal.
"This year's results show that more districts are implementing
effective strategies to improve student performance," Thompson
said. "The State Board of Education & Early Development
believes that all Alaska students can meet our standards, but
we recognize that this takes time. As instruction is aligned
with the academic expectations that Alaska educators have set
for each grade level, more students are scoring proficient on
our state assessments."
Districts statewide are held accountable for AYP in the same
way individual schools are. Alaska students in grades 3 to 10
take state standards-based assessments in reading, writing and
math. The reading and writing scores are combined into one language
Districts are held accountable for meeting proficiency targets
in those assessments for the student body as a whole and in nine
subgroups of students; African American, Alaska Native/American
Indian, Asian, Caucasian, Hispanic, multi-ethnic, economically
disadvantaged, students with disabilities, and students with
limited English proficiency.
Districts are not held accountable separately for subgroups that
are so small they would not yield reliable statistics. A subgroup
must have at least 26 students.
Districts also are held accountable for the student participation
rate in taking the state assessments and for meeting targets
in attendance rates and graduation rates.
Statewide, according to the Alaska Department of Education, this
year's targets are 71.48 percent of students proficient in language
arts, 57.61 percent proficient in math, 95 percent student participation
rate in assessments, an attendance rate of 85 percent, and a
graduation rate of 55.58 percent.
The Ketchikan School District
as a whole demonstrated in 2006-2007 that 71.48% of its students
were proficient in reading, writing and language and 57.61% of
its students were proficient in mathematics.
The Ketchikan school "District
as a Whole" and "Safe Harbor Thresholds" demostrated
an attendance rate of 85% and a graduation rate of 55.8%.
Currently, three districts are at Level 1, seven at Level 2 including
the Ketchikan School District, five at Level 3, and 16 at Level
4. Of those 16 districts, seven are in multiple years of being
at Level 4.
Districts in Level 1 must consult
with the Alaska Department of Education & Early Development
(EED) regarding the reasons they did not make AYP.
Districts in Level 2 and above must develop and implement a district
improvement plan, submit the plan to EED, request technical assistance
from EED, and provide notice to parents.
Districts in Level 4 must continue with their improvement plan.
They also are subject to corrective actions from the state, such
as deferral of funds, changes in curriculum, professional development,
replacement of personnel, or removal of schools from the district's
Districts must make AYP for two consecutive years to be removed
from improvement status. The Nenana and Tanana districts came
off the improvement list this year. Seven other districts in
improvement status made AYP this year and could come off the
list next year.
In a provision known as "safe
harbor," districts also can make AYP, in a subgroup or the
school as a whole, by reducing the percentage of nonproficient
students by 10 percent.
However, the district AYP process includes an element that is
not used for school AYP. Districts that have not made AYP in
general but have made AYP in at least one grade span (grades
3-5, 6-8 or 9-12) do not advance to a higher level of improvement
Improvement status refers to districts that are in need of improvement.
There are four levels of improvement status, with increasing
consequences. The consequences are set out in state regulations
under 4 AAC 06.840.
Before implementing corrective action, EED considers whether
a district has shown improvement from the previous year in its
AYP performance. The department also looks closely at student
scores on the state assessments to see whether students are improving,
even if they have not yet scored proficient.
Only if a district has not shown improvement in student achievement
does EED consider performing an on-site audit of the district's
instructional practices. The department's audits review the six
components of effective schools: curriculum, assessment, instruction,
leadership, supportive learning environment, and professional
development. The audit leads to a district improvement plan,
which EED monitors on a regular basis.
Alaska schools making adequate
Alaska school not making adequate
Summary of Alaska Schools
Districts 2006-2007 AYP Worksheets
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