POP 0910 Presentation
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Transcript of POP 0910 Presentation
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Anchorage School DistrictProfile of Performance
2009-2010
Assessment and Evaluation Department
October 11, 2010
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3October 11, 2010
Data Reporting Points for Profile
Fall On-Line Alaska School Information System-data submission to DEED with reports of ourfoundation average daily membership (ADM) for the 20 school calendar days ending with the 4th
Friday in October, enrollment count is October 1
Participation Filedata submission to DEED with detailed student enrollment information as ofthe first day of testing (April)
Summer OASISdata submission to DEED with detailed student data collection to support the
annual submittal to the U.S. Dept. of Ed; data based upon enrollment for the school year (July 15submittal)
Report Card Data Submissiondata submission to EED on the performance of each school inthe district; supports annual report on the performance of school in the state to the Governor, thestate legislature and the U.S. Dept. of Ed (July 15 submittal)
SMS Year-Enddata source from ASDs system of record for reports based upon enrollment onthe last day of school
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4October 11, 2010
Cautions for Interpretation-Race/Ethnicity
Use caution when comparing data reported byrace/ethnicity prior to the 2007-08 school yearbecause of re-identification that occurred that
year.
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5October 11, 2010
Demographic ComparisonsTotal Enrollment
October 1, 2009
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6October 11, 2010
Demographic ComparisonsRace/EthnicityOctober 1, 2009
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8October 11, 2010
Demographic ComparisonsLimited English Proficient StudentsOctober 1, 2009
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9October 11, 2010
Socioeconomic Status of StudentsEDS
ASD Assessment & Evaluation Department
EDS is the proxy used for accountability for students who areeligible to participate in the free or reduced lunch program
Percent of all students enrolled in ASD on October 1 were identified
as EDS at anytime from the beginning of the school year throughOctober 1
Students included were:
All students meeting federal income guidelines
All students in the Alaska Temporary Assistance program file
All Students in Provision schools
Migrant Students
Sibling matches for all of the above Students at McLaughlin, AVAIL, Child in Transition Program and
Whaley (excluding ACE/ACT) but not their sibling matches
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Influencing Language of ELL students in2009-10
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Special Programs5-Year HistoryTitle I
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15October 11, 2010
Special Programs5-Year HistoryTitle VII
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18October 11, 2010
Historical Attendance Rate10-Year History
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23October 11, 2010
Goal 1 All students will graduate from high school,
college and career readyIndicator 1a: In a year-to-year comparison, the percentage of students scoring
proficient in reading on the Alaska SBA will increase in each designatedstudent group in each grade level 3-10.
Results: (pages 38-55):
Increased at all grades, except grade 10, at the all students group
Grades 7 and 8 had gains in all designated student groups The designated race/ethnicity group with the lowest percentage of studentsproficient was Native Hawaiian/Other Pacific Islander, except in grades 5 and 8,
where it was the Alaska Native/American Indian students
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5-Year Reading Performance
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29October 11, 2010
Goal 1 All students will graduate from high school,
college and career readyIndicator 1b: In a year-to-year comparison, the percentage of students scoring
proficient in writing on the Alaska SBA will increase in each designated studentgroup in each grade level 3-10.
Results: (pages 56-73):
Decreased at all grades, except grades 3 and 4, at the all students group
The designated race/ethnicity group with the lowest percentage of proficientstudents was the Native Hawaiian/Other Pacific Islander, except in grades 5, 8 and10, where it was the Alaska Native/American Indian students
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33October 11, 2010
HistoricalSBA WritingProficiencyby Grade
Level
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Writing Prediction Trend
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35October 11, 2010
Goal 1 All students will graduate from high school,
college and career readyIndicator 1c: In a year-to-year comparison, the percentage of students scoring
proficient in mathematics on the Alaska SBA will increase in each designatedstudent group in each grade level 3-10.
Results: (pages 74 - 91):
Increased at all grades, except grade 10, at the all students group
Grade 3 had gains in all designated student groups The designated race/ethnicity group with the lowest percentage of studentsproficient was Native Hawaiian/Other Pacific Islander, except in grades 5 and 7,
where it was the Alaska Native/American Indian Students and grade 10 where it
was the African American students.
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5-Year Mathematics Performance
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5-Year Mathematics PerformanceGrades 3-10 by Race/Ethnicity
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Mathematics Prediction Trend
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41October 11, 2010
Goal 1 All students will graduate from high school,
college and career readyIndicator 1d: In a year-to-year comparison, the percentage of students scoring
proficient in science on the Alaska SBA will increase in each designatedstudent group in each grade level 3-10.
Results: (pages 92-99):
Increased at grades 4 and 8 and decreased at grade 10
The designated race/ethnicity group with the lowest percentage of proficient
students was Native Hawaiian/Other Pacific Islander at grades 4, 8 and 10
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Science Percentage Change from Previous Year
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3-Year Science Performance
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3-Year Science PerformanceGrades 3-10 by Race/Ethnicity
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48October 11, 2010
Goal 1 All students will graduate from high school,
college and career readyIndicator 1e: In a year-to-year comparison, the percentage of students in each
designated student group who successfully complete Algebra I in grade 8 orearlier with a C or higher will increase.
Results: (pages 100-101):
Decreased from the previous year
The designated race/ethnicity group with the greatest positive percentage change
from the previous year was Alaska Native/American Indian (3.69 percentage point
increase)
The designated race/ethnicity group with the lowest percentage of studentssuccessfully completing Algebra I in grade 8 or earlier was the Native
Hawaiian/Other Pacific Islander
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50October 11, 2010
Goal 1 All students will graduate from high school,
college and career readyIndicator 1f: The dropout rate of students in grades 7-12 will decrease in each
designated group in a year-to-year comparison across the district and in each
school.
Results: (pages 102-139):
Slight increase of .19 percentage point in the preliminary dropout rate
At the individual school level, the target of a decrease was met at the all students
group by 17 of the 36 schools that serve students in grades 7-12. This included 5
schools that had zero percent dropouts over the past two years.
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Dropout Rate Calculation
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53October 11, 2010
Dropouts by Race/Ethnicity and Gender
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Preliminary Graduation Rate
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58October 11, 2010
Goal 1 All students will graduate from high school,
college and career readyIndicator 1h: The district will maintain or increase the percentage of students
scoring in the 4th quartile on the TerraNova in grades 5 and 7
Results: (pages 164-175):
Decreased in reading in grades 5 and 7 Decreased in language in grade 5
Increased in language in grade 7
Increased in mathematics in grades 5 and 7
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59October 11, 2010 ASD Assessment & Evaluation Department
TerraNova Grade 5
Grade 5 Reading
Grade 5 Mathematics
Grade 5 Language
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60October 11, 2010 ASD Assessment & Evaluation Department
TerraNova Grade 7
Grade 7 Reading
Grade 7 Mathematics
Grade 7 Language
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61October 11, 2010
Goal 1 All students will graduate from high school,
college and career readyIndicator 1i: There will be an increase in each designated student group in the
percentage of high school students who successfully complete AP courses in ayear-to-year comparison. Successfully complete is defined as passing the AP
course with a C or higher.
Results: (176-177):
There was in increase in the percentage of students who successfully completed
AP courses with a grade of C or higher.
The designated race/ethnicity group with the lowest percentage of successfulcompletions was Native Hawaiian/Other Pacific Islander
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Successfully Completing AP Courses
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63October 11, 2010
Goal 1 All students will graduate from high school,
college and career readyIndicator 1k: There will be an increase in the percentage of seniors who have
successfully completed at least one higher level mathematics course as
defined by NCES (more challenging than Algebra II) with a C or higher.
Results: (180-181):
The percentage of seniors who successfully complete a higher level mathematicscourse decreased at the all students level and in all designated race/ethnicity
groups.
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Seniors Completing Higher Level Mathematics Course
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67October 11, 2010
Goal 1 All students will graduate from high school,
college and career readyIndicator 1l: The percentage of students enrolled at the end of grade 9 who are on-
track to graduate at the end of their grade 9 year, including summer school, willincrease. On-track means the student has earned a minimum of 5.5 credits
and failed no more than one semester of a core subject. The core subjects arelanguage arts, mathematics, science and social studies.
Results: (182-203):
Increased at the all students level and all designated student groups except AfricanAmerican, Asian, Caucasian and Hispanic. Schools that met the target at the all students level were Bartlett, East, Service,
Benson, McLaughlin, Polaris and Steller.
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Grade 9 On-Track to Graduate
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District-wide Attendance by Designated Student
Groups
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District-wide Attendance by Grade
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College Readiness Benchmarks
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74October 11, 2010
Goal 2 The achievement gap will be eliminated
Indicator 2a: The percentage of full-academic year students scoring not proficientin language arts and mathematics will decrease by 10 percent in eachdesignated student group each year.
Language ArtsResults: (230-233):
Decreased .82 percent (.16 percentage point) from the previous year The target of a 10 percent decrease was not achieved at the all students or anydesignated race/ethnicity group
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Full-Academic YearPercentage of Students Not
ProficientLanguage Arts
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Full-Academic YearPercentage of Students NotProficientLanguage Arts
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Full Academic Year Percentage of Students Not
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Full-Academic YearPercentage of Students NotProficientMathematics
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Full Academic Year Percentage of Students Not
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Full-Academic YearPercentage of Students NotProficientMathematics
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80October 11, 2010
Goal 2 The achievement gap will be eliminated
Indicator 2b: In a year-to-year comparison, the achievement gap in reading,writing, mathematics and science will decrease between each designatedrace/ethnicity group and the Caucasian group, narrowing the achievement gap.
Results: (234-241):
Decreased in reading for all groups except Asian Decreased in writing for Native Hawaiian/Other Pacific Islander, Hispanic and 2
or more races Decreased in mathematics for all groups except Asian Decreased in science for all groups except African American and Asian
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Achievement GapDesignated Race/Ethnicity
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p g yGroupsReading and Writing
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Achievement GapEDS and Non-EDS, LEP and
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p ,non-LEP, and SWD and non-SWD
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Achievement GapEDS and Non-EDS, LEP and
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pnon-LEP, and SWD and non-SWD
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Goal 3 Education in the highly diverse ASD will be
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g yaccessible, culturally responsive, supportive of
students, and safe.
Indicator 3b: The number of out-of-school suspensions and expulsions willdecrease over the previous year in each designated group at each division
level. The baseline will be established in 2009-10
Results: (247-252):
The baseline for combined out-of-school suspensions and expulsions was
established in 2009-10 with the following:
1,069 at the elementary division 1,510 at the middle school division 2,114 at the high school division 133 for charter schools 103 for alternative schools
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Student Out of School Suspensions and Expulsions
District
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Goal 3 Education in the highly diverse ASD will be
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g yaccessible, culturally responsive, supportive of
students, and safe.
Indicator 3c: The overall Climate, overall Connectedness and School Safety factorscores will increase for each self-reported race/ethnicity group at each division
over the previous year.
Overall ClimateResults: (253-258):
Increased for all groups at the elementary level except AKNA/AI and NH/OPI Increased for all groups at the middle school level Increased for all groups at the high school level except for NH/OPI Decreased in majority of groups for charter and alternative schools Overall Climate factor score increased at the district and all divisions exceptalternative and charter
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O ll Cli t St d t
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Overall ClimateStudent
The 5-year mean change (increase) for the overall Climate factor scorewas statistically significant at the elementary, middle school, high
school and district levels.
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O ll C t d St d t
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Overall ConnectednessStudent
The 5-year mean change (increase) for the overall Connectedness factorscore was statistically significant at the elementary, middle school,
high school and district levels.
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Goal 3 Education in the highly diverse ASD will be
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accessible, culturally responsive, supportive of
students, and safe.
Indicator 3c: The overall Climate, overall Connectedness and School Safety factorscores will increase for each self-reported race ethnicity group at each division
over the previous year.
School SafetyResults: (253-258):
Increased at elementary except African American, AKNA/AI and NH/OPI Increased for all groups at middle school level Increased at high school except for NH/OPI and Hispanic Alternative and charter had a decrease in most groups
The School Safety factor score increased at the district and all divisions exceptalternative and charter
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School Safety Student
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School SafetyStudent
The 5-year mean change (increase) for the School Safety factor score wasstatistically significant at the elementary, middle school, high school
and district levels.
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Goal 3 Education in the highly diverse ASD will be
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accessible, culturally responsive, supportive of
students and safe.
Indicator 3d: The overall Climate and School Safety factor scores for ASD staff willincrease over the previous year.
Results: (259-260):
Overall Climate factor score decreased for ASD staff at the district and alldivisions except for alternative schools
Overall School Safety factor score decreased for the district and all divisions exceptfor elementary that stayed the same and alternative that had a slight increase
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Overall ClimateStaff
The 5-year mean change (increase) for the overall Climate factor scorewas statistically significant at the elementary, middle school, highschool and district levels.
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Overall Climate School Safety
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Overall ClimateSchool Safety
The 5-year mean change (increase) for the School Safety score wasstatistically significant at the elementary, middle school, high schooland district levels.
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Goal 4 Parents/guardians will be informed partners in
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Goal 4 Parents/guardians will be informed partners intheir students education.
Indicator: The district will increase the Respectful Climate factor score reported inthe parent climate survey at the district and division levels.
Results: (261):
The Respectful Climate factor score increased at the district and all divisionsexcept for alternative schools.
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Respectful Climate Parent
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Respectful ClimateParent
The 4-year mean change (increase) for the Respectful Climate factorscore was statistically significant for middle schools and the district.
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Goal 6 ASD staff will be well-trained, highly effective,ll i f d d i d h f ll
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well-informed and committed to the success of all
students and staff.
Indicator 6a: The percentage of classes taught by NCLB Highly Qualified teachersin each school will increase over the previous year. The baseline for
comparison will be the 2008-09 school year.
Results: (pages 263-264):
Increased from the previous year or maintained at 100 percent for all schoolsexcept Highland Tech, Mirror Lake, Romig, Steller and Winterberry.
Increased at the district from 90.33 percent in 2008-09 to 95.00 percent 2008-0930.21 percent of schools had 100 percent of classes taught by HQT 2009-1065.99 percent of schools had 100 percent of classes taught by HQT
ASD Assessment & Evaluation Department
Goal 6 ASD staff will be well-trained, highly effective,ll i f d d i d h f ll
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well-informed and committed to the success of all
students and staff.
Indicator 6b: The districts percentage of staff turnover will decrease from theprevious year. The baseline for comparison will be the 2008-09 school year.
Results: (page 265):
The districts percentage of staff turnover decreased for certificated and increasedfor classified and all staff when compared to the previous year.
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Goal 7 All ASD departments support the mission ofth di t i t d ill b hi hl ff ti ffi i t d
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the district and will be highly effective, efficient and
responsive to internal and external customers.
Indicator 7a: The overall administrative offices customer satisfaction rating willincrease from the previous year in pleasantness of the staff, being greeted and
helped promptly and getting the issues addressed satisfactorily. The baselineyear will be 2008-09.
Results: (page. 266) All three ratings increased from the previous year for the overall administrative
offices
Indicator 7b: The overall schools customer satisfaction rating will increase fromthe previous year in pleasantness of the staff, being greeted and helpedpromptly and getting the issues addressed satisfactorily. The baseline year will
be 2008-09.Results: (page 267):
All three ratings decreased from the previous year for the overall schools
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Customer Satisfaction Ratings
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Customer Satisfaction Ratings
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Summary
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The student population continues to be very diverse. Overall reading scores increased Overall writing scores decreased Overall math scores increased Overall science scores increased
Decrease in percentage of students completing Algebra I in grade 8 orearlier
Slight increase in preliminary dropout rate Slight decrease in the preliminary graduation rate Percent above average on TN decreased in reading and increased in
mathematics for grades 5 & 7. Language decreased in grade 5 andincreased in grade 7.
Increase in the percentage of students successfully completing AP courses. Decrease in the percentage of seniors completing higher level mathematics
and science courses Increase in percentage of grade 9 students on-track Baseline established for attending less than 80 and 90 percent of days
enrolled Baseline established for grade 8 students meeting EXPLORE college
readiness benchmarksASD Assessment & Evaluation Department
Summary Continued
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Percentage of FAY students not proficient in language arts andmathematics decreased Achievement gaps decreased in most designated race/ethnicity groups in
reading, mathematics and science Achievement gaps for EDS, LEP, and SWD decreased in readinggap in
writing, mathematics and science decreased for EDS but increased for LEPand SWD Slight decrease in the diversity of the workforce Baseline established for out-of-school suspensions and expulsions Overall Climate, Connectedness and School Safety factors increased for
students Staff Climate and School Safety factors decreased Parent Respectful score increased 95 percent of our classes were taught by NCLB highly-qualified teachers Certificated staff turnover decreased, classified increased Administrative offices customer satisfaction rating increased Schools customer satisfaction rating decreased
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Thank you to the staff of the
Assessment & Evaluation Department
and to Teresa Spencer (our task master)
..and special thanks to Mike Fleckenstein and
the IT staff..and to Ernie Ting from
Communications
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Contact Information
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Contact Information
The completeProfile of Performanceis available on the ASD
Web site: www.asdk12.org/depts/assess_eval/popCurrent.asp
For more information, contact us:
Laurel Vorachek
(907) 742-4427 email: [email protected]
Dr. Xiaogeng Sun
(907) 742-4884 email: [email protected]
Kristine Stout
(907) 742-4425 email: [email protected]
http://www.asdk12.org/depts/assess_eval/pop0708.aspmailto:[email protected]:[email protected]://www.asdk12.org/depts/assess_eval/pop0708.asp