Expect the Best 2013 by Anchorage School District

Expect the

Best

Anchorage School District 2013 Report to the Community A story of perseverance Pang Thao is a perfect example of what it means to persevere. Pang was born in a refugee camp in Thailand. Refugee camps are essentially barren pieces of land in adjoining countries where families can live after they flee their own country. Karen Ferguson, the state�s refugee coordinator, describes the camps as desolate where people aren’t free to come and go. There is no police or government, no electricity or running water, the ground isn’t suitable for growing food and people often wait in long lines for food from humanitarian aid organizations. According to Ferguson, only the most basic medical care and education is available.

Inside }

3 Who we are

}

4 Destination 2020:

}

6 Proficiency

ASD’s strategic plan

} 10 Graduation } 12 Attendance } 14 Parent

recommendation

} 16 Safety

Pang lived in a refugee camp until her family resettled in the United States when she was 10 years old. Despite being in America, Pang’s Hmong culture, including her Shaman religion, remained at the core of her daily life.

} 18 Operational efficiency

During her sophomore year at East High School, Pang got married. Not long after, she had a daughter and later a son. Pang said that since having her children, everything changed. She realized she needed to work harder to help secure her family’s future.

} 22 Awards & recognition

Pang is realizing her dreams. Last spring, she was part of the graduating class of 2013. Given the challenges she faced, Pang could have easily dropped out, but she didn’t. Pang is now working towards her dream of going to college to be a nurse. Her effort makes her the first in her family to pursue higher education. Pang’s hope is that all people will receive the best medical treatment, regardless of language barriers, race or religion. Pang’s story is remarkable and just one example of countless other students who are also persevering. Her success and that of her peers is one of the reasons why ASD is graduating more students—and has one of the lowest dropout rates—than ever before.

} 20 Fiscal responsibility } 24 Staying connected

Focusing on education There are three things the Anchorage School Board would like the community to know: 1) We have a plan and we are making progress. 2) We are spending money wisely and we are targeting our resources. 3) We need Alaskans to continue to invest in education. Our Plan Destination 2020 continues to be the focus of the board and district administration. Examples of plan implementation include: • Response to Instruction (RTI) has been rolled out in all K-8 programs. Every student�s progress in reading and math is monitored three times per year in order to ensure that instruction is individualized to a student�s needs. • Attendance policies have been clarified and schools are working to address excessive absences and chronic truancy. • Graduation rates are rising and continue to be monitored for both 4-year and 5-year graduates. • Energy cost-cutting measures are one of many operational efficiencies being addressed. • Security upgrades are happening at schools districtwide to keep students safe.

spending based on classroom effectiveness. We increased funds for direct classroom instruction, while we decreased support areas such as building services, building leadership and support, and instructional support. • We negotiated a fair contract with our largest employee group while holding the line on health care costs, the largest cost-driver in our budget. Alaskans must continue to invest in education • Studies show that a high school education has as much of an impact on life expectancy as obesity, poverty and smoking. • Continued flat funding will greatly impede progress on our Destination 2020 goals and initiatives. Further cuts will directly impact classroom instruction. • There are high-value educational opportunities we’d like to address, including pre-kindergarten, early literacy (K-3) and dual enrollment with UAA. The board continues to work as responsible stewards of the ASD educational system and welcomes your input towards achieving our mission to educate all students for success in life. Sincerely,

Spending wisely and targeting resources • The current budget reflects how we realigned

I believe the Anchorage School District provides an excellent education for our students.

ence in students’ lives and build opportunities for their futures.

In order to help them succeed, we developed a shared vision with a strategic focus. Our plan, Destination 2020, outlines where we want to be and provides a roadmap to help get us there. The requirements and aspirations for educating students in today�s world are vastly different than they were a decade or more ago. Destination 2020 ensures that we are focused on all aspects of providing a solid 21st century education to the students of our community.

Together, we are working to achieve our goals while shaping our educational opportunities around the community’s ever-evolving needs. I welcome you to join us as we look forward to helping all students exceed expectations.

Improving student success requires alignment with our strategic plan as well as the collective commitment and efforts of our staff, parents and the community. We are fortunate many local businesses and organizations have stepped forward to make a positive differ-

Anchorage School Board President

Thank you for your support of the Anchorage School District. Sincerely,

Superintendent of Schools

Discovering who we are The district’s Newcomers Center is for students who are new to the United States and do not speak any English. In addition to helping with language and academic skills, the center also helps students become acclimated to U.S. schools and society. Students transition from the Newcomers’ Center to English Language Learner classes at their school.

12% students with

limited English proficiency

Language

48.0%

Most ASD families — 88 percent — speak English at home. The remaining 12 percent speak 93 languages. As of October 2013, there were 5,621 students eligible for English Language Learner services. The most frequent languages spoken by those students were:

students are economically disadvantaged. This means they qualify for free/reduced priced meals based on family income levels set by the federal government.

Spanish: 1,300 students (2.7% of all ASD students) Hmong: 1,152 students (2.4%) Samoan: 927 (1.9%)

26.4%

Tagalog: 661 (1.4%)

2004-05

Yup’ik: 229 (0.5%)

2012-13

Other languages: 1,352 (2.8%)

14%

students with disabilities

Race/ethnicity 2012–13

White (45.17%) Black (6.30%) Alaska Native/American Indian (8.60%) Asian (10.75%)

Native Hawaiian/other Pacific Islander (4.72%) Hispanic (10.88%) Multi-ethnic (13.59%)

Percentages may not equal 100 percent due to rounding.

48% of

100% fully licensed teachers

48,028 students

enrolled for the 2013-14 school year. ASD is one of the 100 largest school districts in the nation. 3

ASD’s strategic plan Mission Educating all students for success in life

Vision All students will graduate prepared for post-secondary educational and employment opportunities. The Anchorage School Board and district leadership worked together to develop Destination 2020, a shared vision of where our district is headed over the next several years to 2020. This comprehensive multi-year plan to increase student achievement focuses on improving the performance of every child to ensure at least one year’s academic growth every year. Destination 2020’s framework guides us in long- and short-term planning and decision-making. It drives how we prioritize our budgetary, staffing and physical resources. At ASD, we expect to be a high-performing district that achieves exceptional results. Destination 2020 focuses on six goals to achieve by the year 2020. Within those goals are a series of initiatives, which are programs or projects that the district will implement in order to help meet our goals. This community report is formatted to highlight district efforts within each goal.

Goals and Strategies 1 2 3 4 5 6 4

Goal – 90 percent of students will be proficient in reading, writing and math. Strategy: Deliver comprehensive K-12 curriculum with explicit and differentiated instruction to all students.

Goal – 90 percent of students will graduate high school. Strategy: Increase opportunities for every student to reach his or her potential and achieve career and college readiness.

Goal – Every student will attend school at least 90 percent of the time. Strategy: Increase student and parent engagement and enhance student experience in the classroom.

Goal – 90 percent of parents will recommend their child’s school to others. Strategy: Build stronger relationships with students and parents through effective communication and parental involvement opportunities.

Goal – 100 percent of students and staff will feel safe at school. Strategy: Provide a physically and emotionally safe environment for all students and staff.

Goal – All departments will rank in the top quartile for operational efficiency. Strategy: Improve long-range planning to enhance and focus programs to augment overall effectiveness.

Every child. At least one year’s growth. Every year. 2013–14 Initiatives INTIATIVE

GOAL(S) SUPPORTED

Implement Common Core State Standards and align curriculum and professional development. . . . . . . . . . . . . Implement Response to Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Implement K-8 math program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Update long-range fiscal outlook with cost-driver analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Refine budget process and communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Enhance audit approach and financial controls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Partner or merge services with municipal, Native and community entities. . . . . . . . . . . . . . . . . . . Enhance two-way communication between school and parents/community . . . . . . . . . . . . . . . . . . . . . . . . . . . . Develop and implement a comprehensive certificated staff evaluation framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . Identify and implement performance measures for districtwide analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Examine ASD educational program opportunities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Develop and implement school communications campaign. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Improve Student Nutrition’s product, service and efficiency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Construct state-funded school safety improvements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.asdk12.org/Destination2020 5

90% of students will be proficient in reading, writing and math

Goal 1

Student proficiency

Standards Based Assessments Reading

Writing

Math

Science*

100% 90% 80% 70% 60% 50% 40%

The Standards Based Assessment (SBA) is one of the primary measurements of academic progress in grades 3-10, providing educators and parents with a consistent gauge of students’ progress across grade levels. ASD students as a whole continue to score higher than their peers across the state. This chart shows the percentage of students who are at or above the expected skill level in each of four subjects.

30% 20% 10% 0% 2010-11

2011-12

2012-13

*SBA science proficiency is only assessed in grades 4, 8 and 10

Measuring performance

College entrance exams

For Goal 1, the school board put forward several performance measures to determine success in reaching the 90 percent proficiency goal. In addition to increases in proficiency, the school board also measures the district’s progress in closing the achievement gap between economically disadvantaged students and non-economically disadvantaged students. Achievement scores between these two groups of students typically differ from 20 to 23 points. Income and poverty levels are significant predictors of student success, more so than minority versus non-minority status.

ASD students score above their peers across the state and nation in college entrance exams.

ACT scores

The College Board set the SAT college readiness benchmark, calculating that a combined score of 1550 or above indicates a high likelihood of attaining at least a B-minus average in the freshman year of college.

SAT scores

20.9 21.1

1529

21.9

1498 1495 Composite score

Combined score

ASD average score

State average score

National average score

958 ASD students tested

ACT’s college readiness benchmarks in reading, English and math show that ASD’s students are excelling. The benchmarks indicate a student’s 50 percent chance of obtaining a B or higher or a 75 percent chance of obtaining a C or higher in first year college courses.

1,529 ASD students tested

Goal 1 Common Core State Standards In March 2012, the school board adopted the Common Core State Standards (CCSS). The central goal of the Common Core State Standards initiative is the creation of a set of rigorous, evidence-based standards that are clear, consistent and aligned with college and career expectations.

For parents and community members

Previously, every state set standards separately, so it was very challenging to ensure that graduates across the country were equally prepared for life after high school.

Teachers districtwide are updating and rewriting curriculum in all subject areas to align with CCSS. Academic plans have been created for math and language arts and are available on the ASD website. Soon, academic plans will be available for all subjects.

There are numerous advantages to adopting CCSS for our students, our staff and our community.

Student performance

For students We are focusing intentionally on the alignment of our curriculum across schools and strengthening our core curriculum to better serve the needs of all students. With the district’s high transiency rate and large military population, CCSS ensures consistency and a high level of rigor for students entering or leaving our state or moving between schools.

For staff A high number of ASD teachers come to us from out of state, so offering consistant professional development opportunities aligned nationally is important. The ability to participate in professional development opportunities that have been developed and delivered around CCSS is a major advantage.

A multitude of resources have been developed to inform parents about ways they can assist their children at home, as well as what they should be expected to master at various grade levels.

Prior to CCSS, one of the major disadvantages that states faced by relying on their own academic standards was the fact that each state had to create assessments aligned to their own standards. Because Alaska’s standards are different than other states, it has been difficult to compare our students’ performance against students in other states. Students are scheduled to begin new assessments in the 2014-15 school year for English/ language arts and math.

Common Core State Standards • Common, clear expectations for students at every grade level • Improved instructional resources are better aligned for school districts throughout the country • More collaboration opportunities as teachers, administrators and curriculum specialists nationwide develop resources designed to implement the standards

98.5% of classes are taught by “highly qualified” teachers.

• Aligned to requirements for college and career readiness www.asdk12.org/CommonCore 7

se s re a inc on c ti in s

ion

tr u

cis

Tier 2

ma k in g

Tier 1

“healthy.” Tier 1 alone should meet the needs of approximately 75-80 percent of students. For students already behind or not progressing adequately, Tier 2 intervention is provided, and educators evaluate student progress more often. Tier 2 is represented in this graphic in yellow. Targeted Tier 2 intervention should help an additional 10-15 percent of students meet grade level standards. If students are showing significant problems, intensive Tier 3 intervention is provided, as shown in red at the top of the triangle. Student progress is monitored very frequently, usually weekly, to allow for timely adjustments to intervention as needed. Tier 3 is intended to reduce the severity of the academic problem for another 5-10 percent of students. www.asdk12.org/RTI

Documenting success Fairview Elementary School is one example of a school that is changing educational outcomes for its students using RTI. Staff have been systematically building and aligning behavioral and academic structures over the last several years. This graph represents the percentage of first-grade students who are on or above the grade level target for success (green=Tier 1), at some risk (yellow=Tier 2) or at high risk (red=Tier 3) upon screening. These results were from screenings last winter and then again this past spring. The number of students in Tier 1 nearly doubled. Based on these screenings, in the winter, 38 percent of Fairview students were at or above target in reading. By the spring, 66 percent had reached that level. It’s equally important to see that the number of students in the Some Risk and High Risk ranges, as represented by the yellow and red bands, dramatically decreased. Fairview is continually using data to improve academic and behavioral systems so all students achieve success. This is what we are working toward in all grade levels at all schools within ASD. 8

With RTI, prevention is emphasized by providing highquality instruction to all students. This is represented by Tier 1 core instruction seen in the green part of the triangle. Similar to medical wellness checkups, all students are screened three times per year to make sure they are making gains relative to peers and grade level standards. Grades and classroom assessments are monitored between screenings to make sure students remain

se d

Tier 1: All students High quality instruction based on the Common Core State Standards.

In the medical community, prevention is key through healthy living habits such as diet and exercise. Healthy patients see the doctor only occasionally for wellness checkups. Patients who are sick need more medical support and are tested more often to see if a treatment has been effective. RTI asks the same of educators.

To get an understanding of how RTI works, let’s compare it to the field of medicine.

Tier 2: Some students Targeted instruction in addition to Tier 1 instruction.

Tier 3

ta-

Response to Instruction (RTI) offers a multi-step structure for problem solving and improving student achievement. It allows for early intervention by providing academic and behavioral supports rather than waiting for a child to fail before offering help.

Tier 3: Few students Most intensive instruction (increased time, focus and small group size) provided in addition to or in place of Tier 1 & 2 instruction.

A major focus for parents and educators is helping children succeed under the challenge of higher standards while getting along socially with peers and adults.

RTI Tiers

sit y

Response to Instruction

Int en

Goal 1

90% of students will be proficient in reading, writing and math

Fairview Elementary School Grade 1–AIMSweb Reading

On target

Some risk

High risk

16 18

26 66 38 Winter

Spring

Goal 1 Early literacy We want students to start school prepared to be successful. Early literacy has proven to make a difference in childrenâ&#x20AC;&#x2122;s education. ASD is working with a number of community groups to help us increase awareness about pre-K education. ASD has 11 pre-K programs, three of them through community partnerships with Kids Corps Head Start. Students in these programs are showing significant gains in achievement. We are reaching out to childcare providers to partner with us in preparing children for kindergarten. A successful curriculum should be shared community-wide for the benefit of all students.

Preschool effects on kindergarten readiness Average letter naming fluency score Fall 2012 16.98

ASD Schools

Title I Schools

Title I Pre-K

11.55

16.05

Letter naming fluency is used as an indicator for kindergarten readiness.

Students in Title I schools, where a majority are economically disadvantaged, typically score lower than their peers on assessments, as reflected by the two blue bars in this graph. Economically disadvantaged students who participated in Title I pre-K programs showed significantly higher achievement scores, as indicated in the brown bar in the graph.

K-8 math This year, the district is using new materials to help students learn math: Go Math! for elementary schools and Big Ideas Math for middle schools. The materials balance skills and concepts and provide support for teachers so they can better meet the needs of every student. Teachers have multiple resources within the program to help students adapt to the increased rigor and focus of these standards.

Concept (ideas)

Computation (skills)

Go Math! and Big Ideas Math align to the Common Core State Standards and focus on technology linking school and home. Go Math! lessons provide a balanced approach to teaching and learning math. Students are taught the traditional computation for the math topic as well as the concept behind the math so they will have a deeper, long-lasting understanding. For parents, there are an abundance of online resources for support. An electronic version of the printed textbook is available online, along with audio support, animated math models, a multimedia glossary and additional lesson practice. www.asdk12.org/math 9

Goal 2

90% of students will graduate from high school Graduation rate Our graduation rate has been steadily increasing over the last several years, with the four-year rate climbing to 76 percent. This tells us the percentage of students who enter ninth-grade and graduate in four years or less. The five-year graduation rate tracks our efforts to hang on to students who havenâ&#x20AC;&#x2122;t graduated on the traditional four-year track. In cases where students are unable to graduate on time, the increase in the five-year rate shows these students are still seeing the importance of receiving a diploma and are persevering.

Photo by LRK Studios, LLC.

79.6%

76.2%

77.5%

75.5%

72.8%

ASDâ&#x20AC;&#x2122;s class of 2013 earned $44 million in scholarships

72.1%

Graduation/dropout rates

Dropout rate Within the 90 percent graduation goal, the board also tracks the districtâ&#x20AC;&#x2122;s performance in decreasing the dropout rate. The dropout rate is a one-year calculation of students in grades 7-12 who are enrolled at some time during the school year and leave the district before the end of that school year. If a student transfers out of state or enrolls in private school and the district or the state are not notified, that student is classified as a dropout. Students pursuing a GED or who are homeschooled are also considered dropouts during that year.

4.3%

4.6%

2010-11

2011-12

3.7% 2012-2013

4-year graduation rate 5-year graduation rate Dropout rate

This is the highest graduation rate and one of the lowest dropout rates in ASD history. This information is based on available records of graduation and dropout calculations.

Goal 2 ASD alumni Chan Mi Joo was born in South Korea, but her parents quickly relocated to Kenya and later to America for missionary work. Chan Mi lost her father to stomach cancer early in her life and recently her mother was diagnosed with breast cancer. Chan Mi’s family medical history has sparked her desire to become a doctor. This ambitious young woman served as president of both Service High School’s Biomedical Career Academy and the State Health Occupation Students of America program. Chan Mi aims to be a voice for the oppressed and underserved. Through her life example and community involvement she hopes to empower others to strive for greatness. Chan Mi is a proud 2013 Service graduate. Hear what she and other ASD alumni have to say about their education in the three-minute video. Directions to access the video are in the sidebar.

Scan with smartphone to see what Chan Mi has to say about her education.

When I grow up … What do our students want to be when they grow up? We checked in with some Gladys Wood Elementary School students to find out their plans for the future. Spoiler alert: Second-grader Sylas says he wants to be an archaeologist. He may not know how to spell it, but he does share what he thinks his favorite part of the job will be. Can you guess? Watch the video to find out! Directions to access the video are in the sidebar.

Scan with smartphone to find out what these students want to be when they grow up.

Success at Bartlett High School Over the last three years, Bartlett High School’s graduation rate has jumped from 68 to 72 percent. In the past year alone, the school’s dropout rate has fallen from 9.7 to 4.1 percent, less than half of what it was the year before. Principal Dan Gallego credits the improvements to targeted practices of engaging and connecting with students. Bartlett was one of the district leaders in implementing RTI, a practice that provides high-quality instruction that is differentiated to meet each student’s needs. School staff continue to work with Social and Emotional Learning and experiential learning. They’ve created a freshman house to help connect their ninth-graders to the school and transition from middle school.

Watch all of these videos and more on the district’s YouTube page at www.youtube.com/ AnchorageSD or via ASD-TV on-demand at www.asdk12.org/asdtv. 11

Every child will attend school at least 90% of the time

Goal 3

Importance of attendance

Percentage of students who attend school at least 90 percent of the time 2012

A missed school day is a lost opportunity for students to learn. There is a strong correlation between students who attend school regularly and higher academic achievement levels. In order to reach our Destination 2020 goal on attendance, students can miss no more than 17 days of school per year. This may seem like a lot, but it’s fewer than two absences per month.

2013

Kindergarten 1st grade 2nd grade 3rd grade 4th grade

As students move through grades, their attendance drops significantly, with just more than half of our high school seniors attending school at least 90 percent of the time. The district’s increased focus on attenASD students who do dance started last school year, not complete the year and you can see – with concertat the same school in ed efforts – attendance levels which they started increased in nearly every grade compared to the previous year.

5th grade 6th grade 7th grade

26%

8th grade 9th grade 10th grade 11th grade 12th grade 0%

10%

20%

30%

40%

50%

60%

70%

80%

90% 100%

If students are in school, they will achieve. Our data shows that students with the lowest attendance rate are also our lowest achieving students. Students who have better attendance have greater proficiency.

Attendance and proficiency Reading

Writing

Math

400

SBA proficiency scores

375

350

325

300

275

250 95%

90%

85% <85%

95%

90%

85% <85%

Attendance rate

95%

90%

85% <85%

Goal 3 Excused absences

Attendance incentives

This year, the school board updated the attendance policy to clarify what constitutes an excused absence.

Local businesses have come on board as School Business Partners for an exciting new effort to encourage students to attend school every day.

Conditions include: 1. Illness 2. Death or serious illness in the immediate family 3. Participation in a school function 4. Attendance at a religious service 5. Extenuating circumstances approved by the principal Parents are encouraged to communicate with their child�s school any time the student is absent.

Phone messages Also this year, the automated “robocall” attendance phone message now goes out to all students with an unexcused absence, including elementary students. Standard practice is for middle and high school calls to go out at the end of the business day. Elementary households will receive calls beginning at 11 a.m. The attendance notification message is the district’s official parent notification of an unexcused absence.

Parents speak up The district has three public service announcements to remind parents of the importance of getting their children to school every day. Hear from parents about how they address regular school attendance with their children. The short videos are available anytime through ASD-TV’s ondemand viewing option. Scan with smartphone to view ASD-TV on demand videos. www.asdk12/org/ ASDTV/VOD

Drive for Perfect Attendance* In May, Lithia Chrysler Jeep Dodge will give away a new vehicle to a high school student who has perfect attendance this school year. Secondary prizes, including round-trip airline tickets provided by GCI, will be awarded to students with near-perfect attendance.

Critical job skills “I’m going to hire the person with good grades and good attendance ratios. It’s not a bribe, it’s an incentive—and for the people that under-perform, they're going to have the same struggles in school as they do in life.” —Troy Jarvis, General Manager of Lithia Chrysler Jeep Dodge of South Anchorage

By the time students are ready to enter the workforce, the sponsoring companies said they want employees who are committed to their jobs and show up every day, just like they do for school. Win a trip to Disneyland* ‌ lementary students with no unexcused E absences for the whole school year will be eligible to win a trip to Disneyland or an Apple computer, courtesy of IBEW. “The students that are in the classroom learning are obviously going to be more successful than the students who are not in the classroom,” said Dora Wilson, IBEW Local 1547’s community outreach manager. *ASD is not a sponsor or funder of these contests. They are offered by the participating School Business Partners that quickly stepped forward to propose these contests to show their support of our attendance efforts.

Goal 4

90% of parents will recommend their child’s school to others Parent recommendation Our parents are recommending their child’s school to others. That’s excellent. At 89 percent parent recommendation, we’re just one percentage point away from our goal. But that doesn’t mean we’ll stop there. All schools can find ways to improve, whether it’s through customer service, student engagement or parent communication.

An Alaskan “Thank You” Quyana (Yup’ik for thank you) is the district’s online staff recognition program.

Quyana to Teacher Elizabeth Hunt at Birchwood ABC Elementary School! Ms. Hunt called and left a message at my home to thank me for sharing my son with the school. She told me how well behaved he was and what a joy it is to have him in her class. What a nice surprise! — Anneka Baker, parent

Quyana to Alpenglow Elementary School Principal Patrick Garrity who went above and beyond to address a bullying issue; he showed his love for the school and students, he has a true heart and great character. — Kristina Rogers, parent

Quyana to the office staff at Begich Middle School! I would like to thank the office staff at Begich Middle School for being so kind and helpful! I have had a million questions about middle school and every person has been kind, helpful and made me feel very welcome! Please know that you all made me feel so welcome and eased my “new middle school mom nerves!” Thank you again! — Kathy, sixth-grade parent Within Goal 4, the board also measures whether students recommend their school. That number is lower than the number of parents who recommend the school. This tells us that we have to help students connect what they’re learning in school to real-life practices. We also want to make sure our students know and have access to everything their school has to offer. 14

Goal 4 We know building relationships is the key to improving interactions, opinions and overall thoughts about the school and education in general.

Recommendation Parents

Students grades 5-12

Students grades 3-4

89.0% 76.7% 72.2%

2013

Keeping students engaged throughout the year Chugiak Elementary School was able to keep up engagement through the summer months, simply by supporting a parent’s idea and getting school business partners involved. Parents, students and school staff created “Rams Roots,” a community garden project at the school. The idea was not just to grow vegetables but to grow a stronger relationship between the school and its families.

Students, parent and community members harvested Chugiak Elementary School’s garden over the summer.

Sharing our story One of the best and easiest ways to build pride in our schools is to share our stories. For example, Trailside Elementary School has an in-school mail system through which staff and students write supportive letters to each other. The project supports reading, writing and handwriting skills, and it also supports our Social and Emotional Learning efforts. The letters are delivered by a student mailman. It’s a simple and fun story. Similar activities happen in schools across the district. The difference with this one is that we made an effort to highlight it and posted it to our district’s Facebook page. This story was easily seen by 15,000 people, shared on 64 other pages and received dozens of positive comments. A simple story of great things happening in school that no one would have known about if we didn’t find a way to tell them. A lot of great things happen in our schools every day. We need to share that and we encourage you to find out what’s happening in your neighborhood school, too. www.facebook.com/AnchorageSchoolDistrict

Goal 5

100% of students and staff feel safe at school This goal is not negotiable—we need everyone to feel safe in our schools

Northwood ABC Elementary School students and staff practice an evacuation drill to nearby Spenard Rec Center. Principal Deanna Beck said the off-site drill helped familiarize students with the alternate safety location in case of an emergency.

School safety Last school year, there were at least two events in our schools where students had a serious concern and felt safe enough to say something to an adult at school. School staff then acted swiftly and worked through their procedures to help keep our schools – and everyone inside of them – safe. We are grateful students share their concerns with an adult. Sometimes, this can be a difficult choice for young people, but it is the right thing to do and their actions are commendable. Following the tragedy at Sandy Hook Elementary School in Connecticut, we conducted a safety-security review of every one of our school buildings that focused on protection against active attackers. The review confirmed that all of our schools had emergency action plans in place and practiced drills routinely. The review also identified areas were schools could be better protected. Through a $6.4 million legislative grant, we

Student and staff safety In this graph you can see the gap between staff and students feeling safe in our schools has slowly decreased over the past seven years. While staff feelings of safety are fairly flat, student rates of feeling safe at their schools have dramatically increased. We know how our society has changed—especially with the events that happened this past year in our nation and across the world, which has raised concern about safety. We cannot control for every possibility, but we can prepare, plan and practice. All school staff should know their school’s emergency plan and practice it. 16

are now beginning construction on school security projects. The improvements fall into six categories: 1. Duress alarms for schools – similar to “panic buttons” that communicate directly with Anchorage Police 2. Electronic front-door locking mechanisms for elementary schools – will allow staff to control front doors directly from their work stations 3. Two-way communication enhancements – upgrades to school intercom systems and additional handheld radios to improve in-building communication 4. Video cameras for schools – closed circuit television systems for basic video monitoring 5. Enhancements to interior door locking systems 6. Selected front door and school office remodels to provide better access and observation

Students

87.8%

Staff

87.5%

57.1%

57.4%

2007

2008

90.5%

89.8%

61.6%

62.7%

2009

2010

91.6%

90.5%

70.3%

69.9%

71.0%

2011

2012

2013

86.5%

Goal 5 Safety among peers Goal 5 centers not only around physical safety but emotional safety as well. If a student is not feeling safe, the learning potential is reduced. Senior Vaa Pedro plays varsity softball and basketball for East High School. She’s also a leader in a program called Athletic Mentors where she helps younger students build confidence and provides them with a safe place where they feel they belong. When Vaa was in ninth grade, she says she tried to fit in, and as a result, did things that she is not proud of. As a consequence, she became depressed and withdrawn from her family. “When I was a freshman, peer pressure was a big deal. It still is,” she said. “It got to me. It’s not easy to ignore. People say you can say ‘no’ but it’s not easy to say ‘no’.” Vaa says she’s not proud of her choices. They damaged relationships within her family and that was a big blow to her. That’s when she said reality kicked in.

“I was a freshman. I thought this is when things get real. Grades really matter and this is where I start my life pretty much.” Vaa said she was able to break away from the peer pressure because she wanted to succeed more than she wanted to be a part of the “in crowd.” Now, with the support of her family, Vaa says she’s back on track to fulfilling her goal of graduating from high school. As the oldest of four girls in her family, she wants to set an example for her sisters and other teen athletes. She often talks with younger athletes, encourages them to make smart choices and shares her story with them. “I think it really helps them,” she said recalling recent conversations she had with athletes who attend high school on another side of town. “Their grades are good, they’re focused and they’re practicing more to get their minds off of things.” Vaa hopes that by sharing her story, she’ll help underclassmen realize there is more to high school than activities that involve peer pressure. She wants to help them gain confidence and go on to do great things. Vaa is now setting her sights on being one of the first in her family to attend college. Her next goals are to become a college athlete and earn a degree in psychology.

“ When I was a freshman,

East High School senior Vaa Pedro.

peer pressure was a big deal. It still is. It got to me. It’s not easy to ignore. People say you can say ‘no’ but it’s not easy to say ‘no’.

”

—Vaa Pedro 17

Goal 6

Operational efficiency Finding efficiencies Our sixth goal focuses on operating efficiently. As one of the state’s largest organizations, and one that relies on public funding, it’s imperative that we are good stewards of our resources.

Fresh salad bars are one example of improvements being made to the district’s Student Nutrition program.

Some of our focused efforts this year center around improving our Student Nutrition meal program, enhancing partnerships with local businesses and targeting our services and resources. The financial forecast in the next few years, as outlined on the following pages of this report, is not positive. Last year, the district cut $25 million from its budget. We realized significant savings through managing our vacancies and attrition. That management will continue this year as we highly scrutinize our hiring decisions. We also are changing our practices and finding ways to be more efficient. Over the past year, many departments within the district were restructured. One example is in the area of Professional Learning. Three departments were merged into one. This led staff members to not only restructure how they work but also to look at different ways to do their work. Offering quality professional development is critical to ensure teachers are prepared to offer the best support and instruction possible to their students.

Partnering for success

www.asdk12.org/SBP

The district is successfully partnering with hundreds of community businesses and organizations through the School Business Partnership program.

schools volunteering their time, donating materials for class projects or helping organize family activity nights.

Our city’s business leaders are investing in the next generation of workers, building connections with our schools and learning the real value of what our staff, students and schools have to offer. Correspondingly, through these contacts, our students have a connection to another group of caring adults and are learning first-hand the value of investment, getting involved and the importance of being part of the community.

ASD is a core partner of the 90% by 2020 Partnership – a group of highly engaged business, community and civic leaders determined to help students reach the Destination 2020 goals, and then some. It’s a cradle to career effort that mobilizes the whole community. The idea is to focus on a few priority outcomes and rigorously identify changes in practice and policy to improve those outcomes. According to 90% by 2020 Chairman Andrew Halcro, president of the Anchorage Chamber of Commerce, business owners and nonprofits are working with the district to improve outcomes, focusing specifically on kindergarten readiness, eighth-grade math proficiency, high school graduation rates and workforce readiness.

“One of the many things I appreciate about the SBP program – and what makes it so successful and unique – is that our community business partners aren’t just talking about educational improvements, they are doing something about it,” said Superintendent Ed Graff. Every day partners can be found in our 18

90% by 2020

Goal 6

James Demolina and his teacher Rees Miller stand next to the saltwater tank at West High School.

Business partnership and passion for oceanography lead to exotic experience at West High A missed opportunity. That’s what West High School student James Demolina thought about two empty fish tanks at his school. The two 260-gallon tanks were built into the walls of the science wing many years ago. James wanted to bring life back to the tanks to inspire other students to take an interest in science, specifically marine biology and oceanography, two of his passions. With the tanks and some equipment already in place, James was halfway there but lacked the resources to complete his vision. Working with his Teacher Rees Miller, he was awarded a grant from the West PTSA. With funding in hand, he reached out to Alaska Coral Fanatics for support. James initiated a School Business Partnership agreement between the business and his school. Alaska Coral Fanatics initially

helped with rehabilitation of the tanks and now provides ongoing support. The business allows James and his teacher to purchase fish and supplies at cost, which helps preserve their funds. In exchange for the business’ generosity, James offered to volunteer there on the weekends. James’ goal was to make the tanks eyepopping and educational, so he made one tank freshwater and the other saltwater to allow for a variety of different species. James will head off to the University of Hawaii at Manoa next year to study oceanography. West’s science teachers are encouraging other students to take on the project and continue to work with a local business that is helping improve educational opportunities for ASD students.

Taste of sweet success Chinook Elementary School participated in “Tastee Freez Take-Over” where school staff worked behind the counter and a percentage of the proceeds went back to the school. Pictured is Principal Anita Stevens making an ice cream cone with Rich Owens, owner of Tastee Freez. 19

Fiscal responsibility Understanding district finances The district is taking on the challenge of raising standards and increasing academic achievement for all students in the midst of an economic climate with flat to declining revenues. The district’s revenues come from three main sources: local property taxes, state and federal funding. Education is a people-intensive business. That means the district relies heavily on people to provide a quality education for our students. The vast majority — 85-89 percent — of the district’s general operating budget is made up of salaries and benefits. For this current school year, the district had to reduce its budget by $25 million. That resulted in the elimination of approximately 215 jobs. Using Destination 2020 as a guide, we targeted our services and resources while working to keep the cuts out of the classroom. In fact, teaching positions increased by more than 40 jobs for this school year. We are changing our business practices and finding ways to operate more efficiently by leveraging tools that will yield the highest results.

Changes in 2013-14 staffing levels 2%

Increase

0% Decrease

-2% -4% -6%

Decrease Decrease

-8% -10% Decrease

-12%

FTE staffing levels

Classroom instruction

Building leadership/support

Classroom teachers Librarians Highly gifted Physical education teachers Music, art, world language teachers CTE classroom teachers Special Education English Language Learners

Principals Assistant principals Secretaries, aides and support staff

Instructional support Counselors Nurses Special Education English Language Learners Gifted Native education JROTC instructors Education tech support Teacher aides

Long-range financial planning These increasingly challenging fiscal constraints aren’t going away. The budget gap between revenues and expenditures is in the tens of millions of dollars in each year of the foreseeable future. If the current trend of declining revenue and growing benefits costs continue, the district will need to keep significantly reducing its workforce each year which will directly impact class size and school programs. In fact, in the past four years, district staffing levels have seen a significant downward trend with a reduction of 470 full-time equivalent positions. That’s about 7 percent of our workforce. The district is continuing to explore new ways of doing business to make sure we are providing a 21st century education and quality education to all students. 20

Building/ancilliary support services Food service Computer systems support Bus drivers Noon duty Custodial services Building maintenance

Districtwide support services Curriculum support Operational support Administrative support Central leadership

Budgeted number of employees 6,329

5,859 2010-11

2013-14

Health care costs In addition to realigning staff, the district is finding ways to manage health care cost increases. An average full-time ASD employee makes about $62,100 in annual salary. The benefits package for that employee is $28,800, making that employee’s total annual cost to the district around $90,900.

Cost per student — salaries and benefits Salary $14,000

Salary and benefits — compound annual real growth rate

Benefits

$12,000

Medical

$10,000

Pension

$8,000 $6,000

Other Benefits

$4,000

Salary

$2,000 FY82

FY92

FY02

FY12

While salaries have remained relatively flat over the past several years, benefits costs have multiplied. The biggest cost increase is due to health care plans which are proving to be a difficult challenge for the district. While annual salary increases are near inflation, health care plans have a combined annual growth rate of nearly 8 percent, which is almost triple inflation. In the most recent employee contract negotiations with the Anchorage Education Association (AEA), the district was able to bend the cost curve on health care down to inflation. Over the course of the three year contract, changes will be phased in to increase the health insurance eligibility from part time to three-quarters and freeze the district’s annual medical contribution.

10%

15%

Growth rate over 30 years.

AEA three-year contract salary and benefits 450 400

} $40 million below

350 Millions of dollars

300

historic trend

Bend in the cost curve

250 200 150

Salary & benefits at historic trend

100

AEA benefits

50 0

AEA salary 2012-13

2013-14

2014-15

2015-16

What do you value in public education? Through a series of community meetings and public input, the district is gathering information on what Anchorage residents value in public education. We encourage you to participate as we begin developing our budget for next school year. Difficult decisions will have to be made that will affect students, schools and programs. A balanced budget will be presented to the school board in January 2014. www.asdk12.org/budget 21

Awards and recognition

Cassie Welch, Kearsty Cotten and Sarah Mixsell were recognized as part of the Summer of Heroes program presented by Alaska Communications. Photos courtesy of Alaska Communications.

Gruening Middle School students Jacob Torres and Josh Holt are two of 115 students to earn Microsoft Office Specialist (MOS) certifications in 2012 Word and PowerPoint. MOS is the leading IT certification in the world.

Students

Staff

• 10 ASD high school students were recognized as YWCA’s Young People of Achievement.

• Northern Lights ABC School Teacher Tammy Duff was named the 2013 Alaska History Teacher of the Year by the Gilder Lehrman Institute of American History.

• Bryce Tasso from Eagle Academy Charter School won the Alaska State Spelling Bee by correctly spelling “neuropathy” to win.

• Chugiak High School German Teacher Kristi Senden was presented the Terry Higley Award as an outstanding foreign language teacher presented by Alaskans for Language Acquisition.

Alexis Wells, a King Career Center student, placed fourth in the nation at the SkillsUSA National Culinary Arts contest.

Schools • Aurora Elementary School was named a national Blue Ribbon School by the U.S. Department of Education for its overall academic excellence and progress in improving academic achievement. • SAVE High School was named a High-Flying School by Georgia Southern University for achieving success, community collaboration, citizen development and democratic education among a student body with at least half of them living at or below the poverty level. 22

College Gate Elementary School Librarian Dona Helmer (right)was named the 2013 School Librarian of the Year by the Alaska Association of School Librarians.

• Superintendent Ed Graff was the recipient of the Mary Utne O’Brien Award for Excellence in Expanding the Evidence-Based Practice of Social and Emotional Learning, presented by CASEL, the leading organization in Social and Emotional Learning. • Romig Middle School Principal Sven Gustafson was named Alaska Middle

School Principal of the Year and Bartlett High School Principal Dan Gallego was named Alaska High School Principal of the Year by the Alaska Association of Secondary School Principals. • Principals Karen Wallace of Northern Lights ABC School and Marcus Wilson of North Star Elementary School were named Educators of the Year by Junior Achievement, a statewide group that focuses on giving Alaska’s youth workforce-ready skills. • Diane Poage, associate director of the Alaska State School for the Deaf and Hard of Hearing, received the 2013 Government and Professional Relations Outstanding Advocate Award presented by the National Association of School Psychologists.

Glen Nielsen, executive director of Elementary Education, was recognized as a Patriotic Employer by Employer Support of the Guard and Reserve, an agency of the U.S. Department of Defense, for his support of U.S. Coast Guard Reserve Lt. Deanna Beck who also serves as the principal of Northwood ABC Elementary School.

ASD was named a gold level supporter for its tobacco-free policy in all school buildings.

Flag football program garners national attention ASD’s flag football teams received national attention for their uniqueness and popularity. The program was featured by espnW, a branch of ESPN dedicated exclusively to covering women's sports. Currently, Alaska is one of two states that sanction girls� high school flag football. Watch the espnW story http:// tinyurl.com/n3u8evb.

Scan with smartphone to watch video.

The district’s highest achievement in staff excellence was presented to: Spring 2013 Denali winners:

Fall 2012 Denali winners:

• Lauren Hoffman, Begich Middle School counselor

• Pattie Welch, Denali Montessori School nurse

• Jane Berglund, Chief Information Officer (now retired) • Applications Training Team, which included: Maria Hernandez, Teresa Spencer, David Frankford, Melissa Banker, Jonah Dornbos, Bryan Arnold, Pam Johnson, Katherine Jones and Julie Shuttleworth

• Sandy McKinney, Trailside Elementary School administrative assistant • Romig Middle School music teachers: Bob Arms, Alison McCarrey and Katy Green • Clark Middle School literacy coaches: Dianne Orr and Christine Dennis 23

Staying connected The Anchorage School District offers many ways for parents, students and community members to stay connected. From television to your smartphone, there are a variety of options to keep in touch.

Website www.asdk12.org Visit ASD’s official website for anything district-related. Helpful items include calendars, bus schedules, lunch and breakfast menus, employment opportunities, school board agendas and more.

ASD-TV ASD-TV features programming for educators, students and families. It also alerts viewers to school closures or advisories.

ASD Connect is a monthly general interest e-newsletter. Board meeting update

This email is sent after every school board meeting, recapping the meeting and results by agenda item. Announcement lists

• News: student and staff achievements, events, breaking news and more • Board: school board activities, meeting agendas and more • Closures: instant email notifications about any school closure or delayed start

Social Media Get up-to-the-minute announcements on your smartphone. Facebook

ASD’s Facebook page is a great place for breaking news, photos and events. Like us today. www.facebook.com/AnchorageSchoolDistrict Twitter

@ ASD_Info: Follow this account for news, information and links @ ASD_Closures: Follow this account for breaking school closure information YouTube

Watch videos related to and produced by the district. www.youtube.com/AnchorageSD

Cable TV

ASD-TV is broadcast throughout the Anchorage bowl on cable channel 14. Live-streaming

The district is now live-streaming ASD-TV programming. The stream is available 24-hours a day and features outstanding programs created within our schools, school board meetings and educational shows. www.asdk12.org/ASDTV/live Video on demand

Select programs are available when you want them. Board meetings are indexed to the agenda so you can click on an item to jump to that section of the video. www.asdk12.org/ASDTV/VOD

School Board Tam Agosti-Gisler, president ��742-1101 ext. 4 agosti-gisler_tam@asdk12.org Eric Croft ��742-1101 ext. 2 croft_eric@asdk12.org Bettye Davis ��742-1101 ext. 7 davis_bettye@asdk12.org Pat Higgins ��742-1101 ext. 6 higgins_pat@asdk12.org Kameron Perez-Verdia �� 742-1101 ext. 1 perez-verdia_kameron@asdk12.org Kathleen Plunkett ��742-1101 ext. 3 plunkett_kathleen@asdk12.org Natasha von Imhof ��742-1101 ext. 5 von-imhof_natasha@asdk12.org

The board is committed to an environment of nondiscrimination on the basis of race, color, religion, sex, age, national origin, economic status, union affiliation, disability and other human differences. No person shall be excluded from participation in, or denied the benefits of, any academic or extracurricular program or educational opportunity or service offered by the district. The district will comply with the applicable statutes, regulations, and executive orders adopted by federal, state and municipal agencies. The district notes the concurrent applicability of the Individuals with Disabilities Act, Title II of the Americans with Disabilities Act and the relevant disability provisions of Alaska law. Inquiries or complaints may be addressed to the district’s Equal Employment Opportunity Executive Director, who also serves as the Title IX and ADA/ADAAA Coordinator, ASD Education Center, 5530 E. Northern Lights Blvd, Anchorage, AK 99504-3135 (907) 742-4132, or to any of the following external agencies: Alaska State Commission for Human Rights, Anchorage Equal Rights Commission, Equal Employment Opportunity Commission, the Director of the Office for Civil Rights-U.S. Department of Education or Office of Civil Rights-U.S. Department of Health and Human Services. Revised 8/2012, 8/2013 This publication was produced and distributed at a cost of $ 0.24 per copy.

5530 E. Northern Lights Blvd. | Anchorage, AK 99504-3135 | (907) 742-4000 | www.asdk12.org 24