##### *[REVISED APRIL 1, 2005]{.underline}*

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary \_\_ Middle \_\_ High
\_\_ K-12

Name of Principal [Dorothy R. Oetter]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Steller Secondary School]{.underline}

(As it should appear in the official records)

School Mailing Address [2508 Blueberry Road]{.underline}

(If address is P.O. Box, also include street address)

[Anchorage, AK 99503-2693]{.underline}

City State Zip Code+4 (9 digits total)

County [N/A]{.underline} School Code Number\* [020007]{.underline}

Telephone [( 907 )742-4950]{.underline} Fax [( 907
)742-4966]{.underline}

Website/URL: [www.asdk12.org/schools/steller/pages]{.underline} E-mail
[Oetter_Dorothy@asdk12.org]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Carol Comeau]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Anchorage School District]{.underline} Tel. [( 907 )
742-4312]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Tim Steele]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [61]{.underline} Elementary
schools

[9]{.underline} Middle schools

[N/A]{.underline} Junior high schools

[7]{.underline} High schools

[16]{.underline} Other

[93]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,052.00]{.underline}

Average State Per Pupil Expenditure: [\$8,674.00]{.underline}

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[X\] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [7 Years:]{.underline} Number of years the principal has been in
her/his position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**       30        23          53

  **K**                                                     **8**       21        28          49

  **1**                                                     **9**       20        31          51

  **2**                                                     **10**      23        24          47

  **3**                                                     **11**      17        30          47

  **4**                                                     **12**      16        18          34

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   281
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [74]{.underline} % White

the students in the school: [6]{.underline} % Black or African American

[5]{.underline} % Hispanic or Latino

[5]{.underline} % Asian/Pacific Islander

[10]{.underline} % American Indian/Alaskan Native

**100 % Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year: 1.1%

> (This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.)

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      0
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      3
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 3
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 281
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .01
                            by total in row (4)         

  **(6)**                   Amount in row (5)           1.07
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [3]{.underline} %

[7]{.underline} Total Number Limited English Proficient

Number of languages represented: [4]{.underline}

Specify languages: [Spanish, Filipino, Korean, and Russian]{.underline}

9\. Students eligible for free/reduced-priced meals: [7]{.underline} %

Total number students who qualify: [13]{.underline}

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: [10]{.underline} %

[27]{.underline} Total Number of Students Served

Indicate below the number of students with disabilities according to
conditions designated in the Individuals with Disabilities Education
Act.

[3]{.underline} Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [5]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [18]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [1]{.underline} Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

Emotional Disturbance

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [1]{.underline}

Classroom teachers [13]{.underline} [1]{.underline}

Special resource teachers/specialists [3]{.underline} [2]{.underline}

Paraprofessionals [3]{.underline}

> Support staff [2]{.underline} [2]{.underline}
>
> Total number [22]{.underline} [5]{.underline}

12\. Average school student-"classroom teacher" ratio:
[22:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  97.85 %     97 %        97 %        97 %        97 %

  Daily teacher attendance  \< 97 %     \< 98 %     \< 98 %     \< 98 %     \< 98 %

  Teacher turnover rate     .5 %        2 %         2 %         2 %         2 %

  \*Student dropout rate    \> 3%       \> 3 %      \> 3 %      \> 3 %      \> 3 %
  (middle/high)                                                             

  \*\*Student drop-off rate 17%         38%         39%         N/A%        N/A%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

\*We are a 7-12 school therefore the student dropout rate is not
disaggregated.

\*\*This does not account for students who graduate early, or those who
transfer during their high school years to another school, only 2% of
these students actually drop out of school; we do not enroll any new
students after the first month of school so when students leave our
numbers just decrease (knowing that our building capacity is only 276).

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > [46]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [\       |
|                                                         | _\_83\_]{. |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [\_      |
|                                                         | \_\_2\_]{. |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | >          |
|                                                         | \_\_\_\_\_ |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Found employment                                        | > [\_      |
|                                                         | \_\_7\_]{. |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Military service                                        | >          |
|                                                         | \_\_\_\_\_ |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > [        |
|                                                         | \_\_\_4]{. |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Unknown                                                 | > [\_      |
|                                                         | \_\_4\_]{. |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

**[STELLER SECONDARY SCHOOL SUMMARY]{.underline}**

"Only the educated are free" -- Epictetus

Steller Secondary School is an open optional school of choice within the
Anchorage School district, offering an alternative to traditional
education. It is named after Georg Wilhelm Steller, a German naturalist
who traveled with Vitus Bering on his voyage of exploration to Alaska in
1741. He became the school's namesake because of such personal traits as
independence, love of knowledge, courage, and a pioneering spirit.

Established in 1974 in response to parents interested in having their
children continue their education in an environment which fosters the
creation of independent, courageous people capable of dealing with the
shifting complexities of the modern world, Steller Secondary is
dedicated to providing young people a leadership curriculum based on the
ideal that responsible freedom is a supreme good.

Steller has 300 students in grades 7-12 from across the Anchorage
attendance area. The primary emphasis of our program is attaining an
education through responsibility to self and to the community, both
within our school walls and beyond. Students, parents, and staff
participate in the democratic process of setting school policy and
procedures. Students play an integral role in all aspects of the program
from planning and scheduling activities, mentoring and assisting younger
students, designing course work and units for independent study and peer
taught classes, to aiding in the selection of teaching staff and the
content and evaluation for regular educational curriculum.

In addition to participation in the operation of the school, students
are encouraged to spend a portion of their career at Steller in
community service in order to learn more about, and contribute to, the
larger community in which they live. To this end Steller is a
participant in many humanitarian efforts within the greater Anchorage
area.

Through such meaningful engagement in their own learning process, along
with parents and staff, it is our intent to model and demonstrate
democracy in action for our entire community. Active and positive
participation in governance is a vital element of a dynamic,
compassionate democratic society.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

**[STELLER SECONDARY SCHOOL ASSESSMENT RESULTS]{.underline}**

1\. Steller participates in the Alaska Comprehensive System of Student
Assessment, which requires the administration of the TerraNova/CAT 6,
the Benchmark (will be replaced by the Standards-Based Grade Level
Assessments in 05-06), and the High School Graduation Qualifying
Examination.

> The TerraNova provides our school with a comparison of our student's
> performance to the rest of the students in the nation. The Benchmark
> is a criterion-referenced examination that provides us with
> information about our student's performance based upon the state's
> adopted performance standards. The High School Graduation Qualifying
> Examination is a minimum skills test that all students in Alaska must
> pass to be eligible to receive a diploma. It is also aligned to our
> state's performance standards.
>
> The state has four performance levels on its assessments---advanced
> proficient, proficient, below proficient, and fall below proficient.
> The performance level that demonstrates meeting the standard is
> proficient. There are proficiency descriptors at each level of the
> benchmark for each subject of reading, writing, and mathematics, which
> describes for parents and staff what proficiency looks like in the
> classroom. An example is the geometry standard for the 8^th^ grade
> benchmark---an advanced student can explain similarity and
> proportionality, use a scale factor to find new dimensions, identify
> errors in mathematical strategies, and use and explain geometric
> formulas for plane and solid figures.
>
> The TerraNova/CAT 6 has been reported in our state for the past two
> years at proficiency levels because it has been used to meet the
> federal guidelines of testing at each grade level. Our benchmark exams
> tested at the benchmarked grades of 3, 6, and 8. The TerraNova/CAT 6
> was used at grades 4, 5, 7, and 9. We also receive the Normal Curve
> Equivalent (NCE) scores for the TerraNova/CAT 7, which allows for
> comparisons of our students to the national norm group. In each
> category of Reading, Language, and Math, our scores were 13-21 points
> about the national average of 50. This tells us that our students at
> Steller are consistently performing better than most students in the
> country.
>
> The performance of our students on the criterion-referenced test, the
> 8^th^ grade benchmark and the HSGQE, are very similar to the results
> we see on the TerraNova/CAT 6. We have more students in the
> proficient/advanced category than the state averages at each grade
> level and each subtest. When you look at the performance in the
> subgroups, it is difficult to come to any conclusions about
> disparities among the subgroups. The reason for this is because the
> numbers in the subgroups are small. For those subgroups that do have
> more than five tested so percentages can be reported, we have a higher
> percentage of students in the proficient/advanced category than the
> state average at each grade level and each subtest. We also have fewer
> students in the below proficient/far below proficient than the state
> averages at each grade level and each subtest.
>
> The information on the state assessment system can be found at their
> state website which is http://www.eed.state.ak.us.

**[EVALUATING STUDENT ACADEMIC PERFORMANCE]{.underline}**

2.  Steller uses a variety of student assessment data to evaluate
    student academic performance and achievement. This data is used to
    review, modify, and enhance curriculum choices to allow students,
    parents and teachers to meet the needs of the students, individually
    and as a whole.

> Steller operates under a Teacher-as-Advisor model. This means that all
> teachers act as academic advisor to a group of approximately 24
> students in addition to their role as classroom teacher. The
> assessment data will be reviewed by the students' individual academic
> advisor and shared with the student and family at various scheduled,
> and/or parent initiated, intervals throughout the school year. Student
> and parent-student-teacher conferences are held to highlight areas of
> academic strength as well as areas of academic weakness. Those
> strengths are celebrated and students are encouraged to share their
> knowledge in a variety of ways with others. Areas of weakness are
> identified as ones in which the student needs more experience and
> exposure. Students are guided toward those courses designed to
> practice and enhance the very skills that need refining.
>
> Individual student needs are also addressed at one of two weekly staff
> meetings dedicated to the discussion of students' needs and progress.
> At this meeting the school Psychologist, Special Education teachers,
> Nurse, and regular education teaching staff, collaborate to review
> achievement and plan accordingly, using assessment data when
> appropriate.
>
> School-wide efforts at assisting students with improving achievement
> on district-wide assessments have resulted in the inclusion of
> additional Study Skills courses in our schedule, on--line assistance
> and practice, and after school tutoring sessions.
>
> Steller Secondary School firmly believes that each child should take
> an active role in prescribing their individual course of study to help
> them improve their skills and abilities to their maximum potential.

**[COMMUNICATING STELLER STUDENT PERFORMANCE]{.underline}**

3\. Alaska schools receive the statewide assessment data for individual
students in late May, though the state does not make its AYP
determinations until August. Parents receive a letter sometime in the
spring informing them of their student's assessment data. Information on
interpreting the data is included in the letter; however, parents are
invited to make appointments with their student's advisor to review the
data.

> Beginning of the year assessment data is shared with parents and
> students during the Student-Parent Advisory Board and again at an
> early monthly Parent Group meeting. A school parent newsletter reports
> the school's academic achievement as reported in the statewide
> assessment after AYP designations are made. As the district
> understands the importance for parents of comparing their school's
> performance to other schools, the school district also reports the
> individual school scores in the local newspaper. The school's
> performance is available for review on both the school district and
> State Department of Education web sites.
>
> Student achievement beyond the statewide assessments is reported to
> parents and students through a variety of methods. All student work is
> graded with a percentage score to allow students and parents immediate
> feedback on academic performance. Many teachers utilize grading
> programs which allow a Summary Report to be printed out and given to
> the student upon their request at any time during the grading period.
> Parents and students receive progress reports and report cards on a
> quarterly basis. Both parents and students have constant access to
> their academic records via their academic advisor. Weekly meetings,
> scheduled in the morning, allow advisors and advisees to meet to
> review academic records and progress.
>
> In addition to the more traditional methods of sharing data, which
> include twice monthly Parent-Teacher-Student Advisory Board meetings,
> twice weekly staff meetings, bi-annual All Community Meetings and
> planned conferences, Steller shares information with families in
> non-traditional ways as well. Evening Potlucks are often scheduled
> around grade reporting times, conferences take place at any time upon
> parent request, and end of the year conferences for planning next
> year's course of study happen yearly.
>
> Steller believes that students, parents and teachers working together
> in collaboration and partnership make a meaningful contribution to the
> lives of our young people.

**[SHARING WHAT WORKS FOR STELLER]{.underline}**

4\. Steller Secondary is one of many schools within the Anchorage School
District dedicated to the

philosophy of open optional education, one in which students, parents
and staff share a mutual respect

for one another, an active engagement in the learning process, and a
powerful view of education as a

life-long process. Together we have formed the Open Education Coalition
to promote the ideals upon

which we operate. Some of our achievements in this area have included
workshops, conferences and

credit course offerings for professional staff development, all open to
teachers, parents and students.

> We believe that a successful school program is based upon meaningful
> participation by all stakeholders. Parents, students and staff work in
> concert to build curriculum that is current, vibrant and engaging.
> Students hold key leadership roles, including, on alternate years,
> official school spokesperson. This responsibility is the duty of the
> Advisory Board Chairperson. The post is held by a parent one year and
> by a student the next. Through the Spokesperson the philosophy of
> Steller has a public voice.
>
> We encourage others to visit our school, to take tours and to attend
> our annual Open House. While it is designed to inform perspective
> families about our program and to educate them about the opportunities
> available to their student, along with the limitations inherent in a
> small school, these forums are open to the public and advertised not
> only in the elementary schools but also in citywide publications.
>
> Steller also participates in the Anchorage School District Alternative
> Fair that takes place each year in a public community gathering space
> to highlight the many school programs of choice, which exist in the
> district. Our school philosophy and handbook are available and school
> personnel are on hand to answer questions and explain our program.
>
> We have also participated in the Coalitional of Essential Schools and
> have attended their Fall Forum with an eye toward returning as
> presenters. While these plans have not been solidified, they are a
> possible avenue for sharing our successes within the academic
> community nationwide at a future date.

**PART V -- CURRICULUM AND INSTRUCTION**

**[STELLER SECONDARY SCHOOL CURRICULUM]{.underline}**

1\. Steller Secondary faculty with the input of our student and parent
communities continues to meet the Anchorage School District academic
requirements in innovative, creative ways that invite the participation
of all community members. Traditional teacher directed learning is
melded with peer and parent taught curricula, university coursework and
independent study to create a leadership curriculum that will prepare
our students to be active decision makers as they enter their young
adult years.

> World language study is available to students beginning their seventh
> grade year. In a world where mutual understanding and cooperation are
> as yet an under realized goal, the acquisition of communication skills
> in a second, and sometimes third, language is an acknowledged
> advantage and valuable tool. As we enter the Year of Languages, 2005,
> Steller is preparing students to interact within a broader global
> community through emphasis on oral proficiency skills as promoted by
> ACTFL (the American Council of Teachers of Foreign Language). Steller
> has a full 1.0 FTE for Spanish Language instruction. Classes are
> offered in Spanish I, II, III, IV/V and Advanced Spanish starting in
> the student's seventh grade year giving the student a six year
> possible course of study. Our text series is Holt, Rinehart and
> Winston's VEN CONMIGO used in conjunction with other supplemental
> materials.
>
> At the beginning of the 2004-05 year 139 students (7^th^/18-33%;
> 8^th^/18-37%; 9^th^/40-77%; 10^th^/30-61%; 11^th^/26-55%;
> 12^th^/7-21%) were enrolled in a Spanish class out of a student body
> of 284 (49%).
>
> Students interested in acquiring a different language do so through
> Independent Study, UAA, community course offerings and / or attendance
> at other schools.
>
> Language arts are taught through a variety of literature-based
> courses, a series of composition classes and the Socratic based
> Paideia Seminar program. Required in eighth grade and offered
> throughout the high school years, Seminar is an inquiry-based approach
> that aides students in understanding age-old questions and their
> relativity to their own individual sphere of existence and in the
> broader context of the world at large. Students practice writing in a
> variety of genre to yearly enhance their personal writing ability.
> Composition courses are required for graduation along with a research
> paper. Writing skills are viewed as a necessary tool along with
> oratory skills, which are honed via numerous offering such as Creative
> and Persuasive Speech, Drama and Debate, Reader's Theatre and Mock
> Trial.
>
> Math instruction is done using a variety of methods designed to meet
> individual student needs. Teacher directed classes from Basic Math to
> Calculus are a standard within our curriculum. Also available are
> PLATO and Larsen Math, on-line courses as well as university
> coursework offered through the University of Alaska, Anchorage and
> Alaska Pacific University.
>
> Social Studies are taught via a variety of methodologies as well. In
> conjunction with the more traditional teacher directed classes Steller
> offers parent, peer, and student, taught classes. These include such
> topics as Civil War, World War II, History of Ireland, and Model
> United Nations to name a few. Students must also meet the Government
> Field Studies requirement in order to graduate from Steller. This is a
> course designed to involve juniors and seniors in a political campaign
> for one quarter. Students have gone on to serve as legislative pages,
> aides and even as state legislators. We view this as a very highly
> successful element of our emphasis on individual action in a
> democratic society.
>
> Health and science are taught through a combination of textbook and
> hands on activities. These include current health magazines, science
> kits, speakers from a variety of private and public organizations and
> participation in the RARE-T Aids awareness program. Our science labs
> have ranged as far afield as the Florida Keys when students engaged in
> marine studies during one of our annual Intensive study periods.
>
> Art is taught throughout the schedule for all grade levels and often
> incorporates a service-learning component. Recently the art students,
> along with the teacher, created a ceramics class that will, for the
> second year, create and donate approximately one hundred bowls to the
> Anchorage Bowl Project, which raises funds for the local homeless
> shelter. The art curriculum strives to encourage creative expression
> from all our population. Guest artists from the community have taught
> courses here; our students have taken classes off-campus and we have
> participated in the Artist -- in -- the- Schools program in an effort
> to expose our students to as many types of art as possible.
>
> Physical Education at Steller is pursued as a healthy life skill.
> Students aid in the selection of course offerings, earn credits
> through the physical interaction with Alaska's unique recreational
> resources and are encouraged to pursue organized team activities. Most
> physical education classes are un-graded as a reflection of our belief
> in viewing physical activity by our students as an individual effort
> to improve one's quality of life.

**[ENGLISH LANGUAGE CURRICULUM]{.underline}**

2b. The English curriculum at Steller strives to provide students with
the reading, writing, speaking and listening skills so necessary for
young people to be able to take full advantage of the educational
offerings within our program and to deal with the vast amounts of
information they will encounter in the ever more complex world they will
enter upon graduation. 

> Beginning in seventh grade and progressing toward their senior year in
> high school, our students choose from a large selection of quarter
> length classes appropriate for their skill level and designed to
> challenge their intellect, ignite their curiosity and push the
> envelope of their ability.
>
> Students are aided in their progress not just in class with teacher
> and peer editing and review, but also via twice weekly Writing Labs
> during lunch hour.  Here they may bring their essays, projects and
> compositions for any curriculum area class assignment and receive
> feedback and help from one of our Language Arts faculty. 
>
> Struggling readers, identified through assessment and teacher/advisor
> referral, are given the opportunity to enroll in a morning Reading
> class where reading strategies and vocabulary building are modeled and
> taught.   Where appropriate, Special Education resources are devoted
> to these students via an IEP; additionally a 504 Plan may be
> implemented.

**[STELLER\'S CURRICULUM AND MISSION]{.underline}**

3\. Steller's program not only aims to prepare our students academically
to enter the world of higher education or the world of work, but to
prepare them to be leaders in the field of their choice and active
decision makers in their community as well. Embedded in our curriculum
is a leadership curriculum. Students are engaged in a wide variety of
practices here at Steller intended to help them see themselves as
capable, confident, articulate people able to question, consider, and
act in ways that enhance their own educational experiences and which
lead them to see themselves as capable contributors to their community.
Such practices include students working in tandem with their teachers to
set the parameters for content and evaluation for some of their academic
courses; encouraging students to pursue an area of personal interest by
designing a course of independent study; scheduling peer taught courses
in which students design, research and teach quarter classes to their
peers under teacher supervision; incorporating a \"stand and deliver\"
component within the regular curriculum where students are expected to
present information to their colleagues in a concise, articulate manner;
including students on all hiring committees for faculty and staff; and
structuring our policy making boards so that they give the student voice
a powerful avenue of expression.

> Students make up the majority-voting block on all major decision
> making groups at Steller. The policy setting Advisory Board is
> comprised of 25 voting members, 14 of which are students. The
> Operational group, responsible for the daily operations and scheduling
> of the program, has 32 members, 28 of which are students. Each student
> is a member of a decision making group that meets weekly to discuss,
> along with individual issues, broader student-body concerns.
> Additionally, students have the right to call an All School Meeting
> when they wish to discuss an item of imminent importance.
>
> As part of the leadership curricula our Language Arts program offers a
> multitude of courses that hone a student\'s oratory skills and our
> Social Studies program requires each student to participate in a
> Government Field Studies course where they are required to work on a
> political campaign, usually at the state or national level. Many
> students have transitioned from volunteer to paid staff and have even
> held office themselves.
>
> It is our strong belief that the practice and experience our students
> receive in their six years here at Steller better equip them to be
> positive, rather than passive, participants in their own lives and to
> more comfortably pursue leadership roles within the community.

**[STELLER SECONDARY SCHOOL INSTRUCTIONAL METHODS]{.underline}**

4\. Students at Steller are exposed to instructional methodologies
ranging from very teacher-directed and traditional to very student
driven and progressive. In a six year career here a student may be
involved in classes taught via film, video, on-line, by other students,
parents or general community members along side classes taught lecture
style or by Socratic method. Students are required to graduate with a
minimum of two Self Directed Learning modules in which they work closely
with a teacher to ensure rigor of study but essentially design their own
course content, procedure and evaluation based on a personal area of
interest or particular passion.

> Some classes build in a service-learning component where students
> transfer their knowledge to community application. Some of these
> include pottery classes designed to produce bowls donated to the local
> Bean\'s Empty Bowl Project; a Fiber Arts class where knitted wool
> hats, gloves and scarves were donated to the Anchorage School
> District\'s Children In Transition Program and math, science and world
> language programs where Peer Coaching has been an established part of
> the program for many years.
>
> Instructional diversity also takes our students beyond our school
> building walls. Students are enrolled at the two area universities for
> classes and Steller also takes part in the district\'s Mentorship
> Program where students are matched with a mentor member or
> organization in the Anchorage area and serve as interns with that
> Mentor. Students have worked at British Petroleum, KTUU
> telecommunications and with area artisans, just to mention a few.
>
> Twice yearly we structure our teaching/learning semesters to include
> two Intensive blocks. During these Intensives, the usual six period
> class schedule is suspended and students enroll in a course of study
> that will last two weeks, every day all day. These intensives are
> designed to allow for overseas travel as well. Each year Steller
> offers up to four trips, both with domestic and foreign destinations.
> Our travel program is supported by a Travel Scholarship fund and
> students may apply for funding equal to one-half the cost of their
> trip.
>
> We believe that students learn best when they are interested, engaged
> and exposed to a variety of teaching styles and educational
> experiences. In keeping with that philosophy, Steller has designed a
> variety of instructional strategies described above designed to appeal
> to the different learning styles and interests of our student
> population.

**[STELLER SECONDARY SCHOOL PROFESSIONAL DEVELOPMENT]{.underline}**

5\. In an on-going effort to examine our practices and link them to
student achievement, both academic and personal, teachers participate in
a variety of professional development activities. In addition to
devoting one staff meeting each week to student concerns and another to
program development, these have included after school classes presented
on curricular areas that are taught in the building including
classes/workshops dealing with open optional philosophical issues. The
formation of the Open Optional Coalition has been a format for launching
discussion groups and credit courses of particular interest to faculty
who teach in optional school programs across the district.

> Teachers also participate in school wide in-service training sessions
> that focus on mandatory district trainings, including data analysis,
> which help to focus the entire school on ways to promote student
> learning. The district's Curriculum Committee structure encourages
> teachers from many schools to collaborate and share successful
> strategies across curricular areas of instruction and then return to
> individual buildings to share with their departments.
>
> At Steller we also devote class time in the form of Teach--In or
> Conference Days that involve the entire community in "professional"
> development. Community members are invited to present, as are parents
> and students, on a topic of interest. Students and staff sign up for
> sessions and workshops designed to elicit comments, suggestions and
> action proposals to problem-solve as appropriate. Past Teach-Ins have
> centered on Law Day, African-American History, Planning Steller's
> Future, the Alaska Spruce Beetle Crisis, and a Gubernatorial Campaign
> Forum among others.
>
> Inquiry and introspection, staff development and evaluation are all
> important parts of a successful school program. These activities focus
> our efforts on our mission: the education of our young people and
> enabling them to grow into their role as productive, positive citizens
> in a dynamic and evolving world.

**PART VII - ASSESSMENT RESULTS**

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject: [Reading, Writing, and Math]{.underline} Grade: [8]{.underline}
Test: [Alaska Benchmark Exams]{.underline}

Edition/Publication Year: [2000]{.underline} Publisher: [CTB McGraw
Hill]{.underline}

Data Display Table for **Reading, Grade 8**

  --------------------------------------------- ----------- ----------- -----------
                                                2003-2004   2002-2003   2001-2002

  Testing month                                 Feb.        March       March

  **SCHOOL SCORES**                                                     

  \% Far Below Proficient                       \<5%        0%          \<5%

  \% Below Proficient                           0%          8%          \<5%

  \% Proficient                                 \>25%       19%         \>15%

  \% Advanced Proficient                        68%         73%         77%

  Number of students tested                     47          52          44

  Percent of total students tested              98%         98%         n/a

  Number of students excluded                   1           1           n/a

  Percent of students excluded                  2%          2%          n/a

                                                                        

  SUBGROUP SCORES                                                       

  1\. Caucasian                                                         

  \% Far Below Proficient                       \<10%       0%          \<5%

  \% Below Proficient                           0%          \<5%        \<5%

  \% Proficient                                 \>10%       \>10%       \>15%

  \% Advanced Proficient                        78%         85%         77%

  Number of students tested                     32          40          30

  2\. African-American                                                  

  \% Far Below Proficient                       0%          \*\*\*      \*\*\*

  \% Below Proficient                           0%          \*\*\*      \*\*\*

  \% Proficient                                 \<50%       \*\*\*      \*\*\*

  \% Advanced Proficient                        \>50%       \*\*\*      \*\*\*

  Number of students tested                     5           \*\*\*      \*\*\*

  3\. Hispanic                                                          

  \% Far Below Proficient                       \*\*\*      \*\*\*      \*\*\*

  \% Below Proficient                           \*\*\*      \*\*\*      \*\*\*

  \% Proficient                                 \*\*\*      \*\*\*      \*\*\*

  \% Advanced Proficient                        \*\*\*      \*\*\*      \*\*\*

  Number of students tested                     \*\*\*      \*\*\*      \*\*\*

  4\. Alaska Native                                                     

  \% Far Below Proficient                       0%          \*\*\*      \*\*\*

  \% Below Proficient                           0%          \*\*\*      \*\*\*

  \% Proficient                                 \<50%       \*\*\*      \*\*\*

  \% Advanced Proficient                        \>50%       \*\*\*      \*\*\*

  Number of students tested                     5           \*\*\*      \*\*\*

  5\. \_Asian/Pacific Islander                                          

  \% Far Below Proficient                       \*\*\*      \*\*\*      \*\*\*

  \% Below Proficient                           \*\*\*      \*\*\*      \*\*\*

  \% Proficient                                 \*\*\*      \*\*\*      \*\*\*

  \% Advanced Proficient                        \*\*\*      \*\*\*      \*\*\*

  Number of students tested                     \*\*\*      \*\*\*      \*\*\*

  6\. Multi-ethnic                                                      

  \% Far Below Proficient                       \--         \--         \--

  \% Below Proficient                           \--         \--         \--

  \% Proficient                                 \--         \--         \--

  \% Advanced Proficient                        \--         \--         \--

  Number of students tested                     0           0           0

  7\. LEP                                                               

  \% Far Below Proficient                       \*\*\*      \*\*\*      \--

  \% Below Proficient                           \*\*\*      \*\*\*      \--

  \% Proficient                                 \*\*\*      \*\*\*      \--

  \% Advanced Proficient                        \*\*\*      \*\*\*      \--

  Number of students tested                     \*\*\*      \*\*\*      0

  8\. Economically Disadvantaged                                        

  \% Far Below Proficient                       \--         \--         \*\*\*

  \% Below Proficient                           \--         \--         \*\*\*

  \% Proficient                                 \--         \--         \*\*\*

  \% Advanced Proficient                        \--         \--         \*\*\*

  Number of students tested                     0           0           \*\*\*

  9\. Migrant                                                           

  \% Far Below Proficient                       \--         \*\*\*      \--

  \% Below Proficient                           \--         \*\*\*      \--

  \% Proficient                                 \--         \*\*\*      \--

  \% Advanced Proficient                        \--         \*\*\*      \--

  Number of students tested                     0           \*\*\*      0

  **STATE SCORES**                                                      

  \% Far Below Proficient/Below Proficient      32.2%       32.1%       18.4%

                                                                        

  \% Advanced Proficient/Proficient             67.8%       67.9%       81.6%
  --------------------------------------------- ----------- ----------- -----------

\*\*\* Unable to report data if fewer than 5 students are tested. Ranges
are used when more than five students are tested, but an individual cell
contains fewer than 3 students.

Data Display Table for **Writing, Grade 8**

  ----------------------------------------- ----------- ----------- -----------
                                            2003-2004   2002-2003   2001-2002

  Testing month                             Feb.        March       March

  **SCHOOL SCORES**                                                 

  \% Far Below Proficient                   0%          0%          0%

  \% Below Proficient                       \<5%        4%          20%

  \% Proficient                             \>40%       53%         52%

  \% Advanced Proficient                    53%         43%         28%

  Number of students tested                 47          51          46

  Percent of total students tested          98%         96%         100%

  Number of students excluded               1           2           0

  Percent of students excluded              2%          4%          0%

                                                                    

  SUBGROUP SCORES                                                   

  1\. Caucasian                                                     

  \% Far Below Proficient                   0%          0%          0%

  \% Below Proficient                       \<10%       \<10%       19%

  \% Proficient                             \>30%       \>30%       48%

  \% Advanced Proficient                    63%         51%         32%

  Number of students tested                 32          39          31

  2\. African-American                                              

  \% Far Below Proficient                   0%          \*\*\*      \*\*\*

  \% Below Proficient                       0%          \*\*\*      \*\*\*

  \% Proficient                             \>50%       \*\*\*      \*\*\*

  \% Advanced Proficient                    \<50%       \*\*\*      \*\*\*

  Number of students tested                             \*\*\*      \*\*\*

  3\. Hispanic                                                      

  \% Far Below Proficient                   \*\*\*      \*\*\*      \*\*\*

  \% Below Proficient                       \*\*\*      \*\*\*      \*\*\*

  \% Proficient                             \*\*\*      \*\*\*      \*\*\*

  \% Advanced Proficient                    \*\*\*      \*\*\*      \*\*\*

  Number of students tested                 \*\*\*      \*\*\*      \*\*\*

  4\. Alaska Native                                                 

  \% Far Below Proficient                   0%          0%          \*\*\*

  \% Below Proficient                       0%          0%          \*\*\*

  \% Proficient                             \>50%       \>50%       \*\*\*

  \% Advanced Proficient                    \<50%       \<50%       \*\*\*

  Number of students tested                 5           5           \*\*\*

  5\. \_Asian/Pacific Islander                                      

  \% Far Below Proficient                   \*\*\*      \*\*\*      \*\*\*

  \% Below Proficient                       \*\*\*      \*\*\*      \*\*\*

  \% Proficient                             \*\*\*      \*\*\*      \*\*\*

  \% Advanced Proficient                    \*\*\*      \*\*\*      \*\*\*

  Number of students tested                 \*\*\*      \*\*\*      \*\*\*

  6\. Multi-ethnic                                                  

  \% Far Below Proficient                   \--         \--         \--

  \% Below Proficient                       \--         \--         \--

  \% Proficient                             \--         \--         \--

  \% Advanced Proficient                    \--         \--         \--

  Number of students tested                 0           0           0

  7\. LEP                                                           

  \% Far Below Proficient                   \*\*\*      \*\*\*      \--

  \% Below Proficient                       \*\*\*      \*\*\*      \--

  \% Proficient                             \*\*\*      \*\*\*      \--

  \% Advanced Proficient                    \*\*\*      \*\*\*      \--

  Number of students tested                 \*\*\*      \*\*\*      0

  8\. Economically Disadvantaged                                    

  \% Far Below Proficient                   \--         \--         \*\*\*

  \% Below Proficient                       \--         \--         \*\*\*

  \% Proficient                             \--         \--         \*\*\*

  \% Advanced Proficient                    \--         \--         \*\*\*

  Number of students tested                 0           0           \*\*\*

  9\. Migrant                                                       

  \% Far Below Proficient                   \--         \*\*\*      \--

  \% Below Proficient                       \--         \*\*\*      \--

  \% Proficient                             \--         \*\*\*      \--

  \% Advanced Proficient                    \--         \*\*\*      \--

  Number of students tested                 0           \*\*\*      0

  **STATE SCORES**                                                  

  \% Far Below Proficient/Below Proficient  23.7%       26.4%       33.7%

                                                                    

  \% Advanced Proficient/Proficient         76.3%       73.6%       66.3%
  ----------------------------------------- ----------- ----------- -----------

\*\*\* Unable to report data if fewer than 5 students are tested. Ranges
are used when more than five students are tested, but an individual cell
contains fewer than 3 students.

Data Display Table for **Mathematics, Grade 8**

  --------------------------------------------- ----------- ----------- -----------
                                                2003-2004   2002-2003   2001-2002

  Testing month                                 Feb.        March       March

  **SCHOOL SCORES**                                                     

  \% Far Below Proficient                       \<5%        4%          \<5%

  \% Below Proficient                           \<10%       6%          \>40%

  \% Proficient                                 40%         45%         44%

  \% Advanced Proficient                        51%         45%         9%

  Number of students tested                     47          51          46

  Percent of total students tested              98%         96%         100%

  Number of students excluded                   1           2           0

  Percent of students excluded                  2%          4%          0%

                                                                        

  SUBGROUP SCORES                                                       

  1\. Caucasian                                                         

  \% Far Below Proficient                       \<10%       \<10%       0%

  \% Below Proficient                           \<10%       \<5%        52%

  \% Proficient                                 31%         38%         35%

  \% Advanced Proficient                        62%         54%         13%

  Number of students tested                     32          39          31

  2\. African-American                                                  

  \% Far Below Proficient                       0%          \*\*\*      \*\*\*

  \% Below Proficient                           \<50%       \*\*\*      \*\*\*

  \% Proficient                                 \>20%       \*\*\*      \*\*\*

  \% Advanced Proficient                        \>20%       \*\*\*      \*\*\*

  Number of students tested                     5           \*\*\*      \*\*\*

  3\. Hispanic                                                          

  \% Far Below Proficient                       \*\*\*      \*\*\*      \*\*\*

  \% Below Proficient                           \*\*\*      \*\*\*      \*\*\*

  \% Proficient                                 \*\*\*      \*\*\*      \*\*\*

  \% Advanced Proficient                        \*\*\*      \*\*\*      \*\*\*

  Number of students tested                     \*\*\*      \*\*\*      \*\*\*

  4\. Alaska Native                                                     

  \% Far Below Proficient                       0%          0%          \*\*\*

  \% Below Proficient                           0%          \<35%       \*\*\*

  \% Proficient                                 \>50%       \>50%       \*\*\*

  \% Advanced Proficient                        \<50%       \>10%       \*\*\*

  Number of students tested                     5           5           \*\*\*

  5\. \_Asian/Pacific Islander                                          

  \% Far Below Proficient                       \*\*\*      \*\*\*      \*\*\*

  \% Below Proficient                           \*\*\*      \*\*\*      \*\*\*

  \% Proficient                                 \*\*\*      \*\*\*      \*\*\*

  \% Advanced Proficient                        \*\*\*      \*\*\*      \*\*\*

  Number of students tested                     \*\*\*      \*\*\*      \*\*\*

  6\. Multi-ethnic                                                      

  \% Far Below Proficient                       \--         \--         \--

  \% Below Proficient                           \--         \--         \--

  \% Proficient                                 \--         \--         \--

  \% Advanced Proficient                        \--         \--         \--

  Number of students tested                     0           0           0

  7\. LEP                                                               

  \% Far Below Proficient                       \*\*\*      \*\*\*      \--

  \% Below Proficient                           \*\*\*      \*\*\*      \--

  \% Proficient                                 \*\*\*      \*\*\*      \--

  \% Advanced Proficient                        \*\*\*      \*\*\*      \--

  Number of students tested                     \*\*\*      \*\*\*      0

  8\. Economically Disadvantaged                                        

  \% Far Below Proficient                       \*\*\*      \--         \*\*\*

  \% Below Proficient                           \*\*\*      \--         \*\*\*

  \% Proficient                                 \*\*\*      \--         \*\*\*

  \% Advanced Proficient                        \*\*\*      \--         \*\*\*

  Number of students tested                     \*\*\*      0           \*\*\*

  9\. Migrant                                                           

  \% Far Below Proficient                       \--         \*\*\*      \--

  \% Below Proficient                           \--         \*\*\*      \--

  \% Proficient                                 \--         \*\*\*      \--

  \% Advanced Proficient                        \--         \*\*\*      \--

  Number of students tested                     0           \*\*\*      0

  **STATE SCORES**                                                      

  \% Far Below Proficient/Below Proficient      36.2%       36.2%       59.8%

                                                                        

  \% Advanced Proficient/Proficient             63.8%       63.8%       40.2%
  --------------------------------------------- ----------- ----------- -----------

\*\*\* Unable to report data if fewer than 5 students are tested. Ranges
are used when more than five students are tested, but an individual cell
contains fewer than 3 students.

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject: [Reading, Writing, and Math]{.underline} Grade:
[10]{.underline}

Test: [Alaska High School Graduation Qualifying Exam]{.underline}

Edition/Publication Year: [2000]{.underline} Publisher: [CTB McGraw
Hill]{.underline}

Data Display Table for **Reading, Grade 10**

  ------------------------------------------ ----------- ----------- -----------
                                             2003-2004   2002-2003   2001-2002

  Testing month                              Feb.        March       March

  **SCHOOL SCORES**                                                  

  \% Far Below Proficient                    0%          \<5%        n/a

  \% Below Proficient                        0%          \<5%        n/a

  \% Proficient                              28%         40%         n/a

  \% Advanced Proficient                     72%         53%         n/a

  Number of students tested                  46          47          n/a

  Percent of total students tested           100%        94%         

  Number of students excluded                0           3           

  Percent of students excluded               0%          6%          

                                                                     

  SUBGROUP SCORES                                                    

  1\. Caucasian                                                      

  \% Far Below Proficient                    0%          \<5%        

  \% Below Proficient                        0%          \<5%        

  \% Proficient                              \<25%       35%         

  \% Advanced Proficient                     \>75%       59%         

  Number of students tested                  30          34          

  2\. African-American                                               

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  3\. Hispanic                                                       

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  4\. Alaska Native                                                  

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  5\. \_Asian/Pacific Islander                                       

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  6\. Multi-ethnic                                                   

  \% Far Below Proficient                    \--         \--         

  \% Below Proficient                        \--         \--         

  \% Proficient                              \--         \--         

  \% Advanced Proficient                     \--         \--         

  Number of students tested                  0           0           

  7\. LEP                                                            

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  8\. Economically Disadvantaged                                     

  \% Far Below Proficient                    \*\*\*      \--         

  \% Below Proficient                        \*\*\*      \--         

  \% Proficient                              \*\*\*      \--         

  \% Advanced Proficient                     \*\*\*      \--         

  Number of students tested                  \*\*\*      0           

  9\. Migrant                                                        

  \% Far Below Proficient                    \--         \--         

  \% Below Proficient                        \--         \--         

  \% Proficient                              \--         \--         

  \% Advanced Proficient                     \--         \--         

  Number of students tested                  0           0           

  **STATE SCORES**                                                   

  \% Far Below Proficient/Below Proficient   29.9%       30.3%       29.6%

  \% Advanced Proficient/Proficient          70.1%       69.7%       70.4%
  ------------------------------------------ ----------- ----------- -----------

\*\*\* Unable to report data if fewer than 5 students are tested. Ranges
are used when more than five students are tested, but an individual cell
contains fewer than 3 students.

Data Display Table for **Writing, Grade 10**

  ------------------------------------------ ----------- ----------- -----------
                                             2003-2004   2002-2003   2001-2002

  Testing month                              Feb.        March       March

  **SCHOOL SCORES**                                                  

  \% Far Below Proficient                    0%          0%          n/a

  \% Below Proficient                        0%          \<5%        n/a

  \% Proficient                              41%         \>30%       n/a

  \% Advanced Proficient                     59%         64%         n/a

  Number of students tested                  46          47          n/a

  Percent of total students tested           100%        94%         n/a

  Number of students excluded                0           3           n/a

  Percent of students excluded               0%          6%          n/a

                                                                     

  SUBGROUP SCORES                                                    

  1\. Caucasian                                                      

  \% Far Below Proficient                    0%          0%          

  \% Below Proficient                        0%          \<5%        

  \% Proficient                              27%         \>25%       

  \% Advanced Proficient                     73%         71%         

  Number of students tested                  30          34          

  2\. African-American                                               

  \% Far Below Proficient                    \*\*\*      0%          

  \% Below Proficient                        \*\*\*      0%          

  \% Proficient                              \*\*\*      \>70%       

  \% Advanced Proficient                     \*\*\*      \<30%       

  Number of students tested                  \*\*\*      5           

  3\. Hispanic                                                       

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  4\. Alaska Native                                                  

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  5\. \_Asian/Pacific Islander                                       

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  6\. Multi-ethnic                                                   

  \% Far Below Proficient                    \--         \--         

  \% Below Proficient                        \--         \--         

  \% Proficient                              \--         \--         

  \% Advanced Proficient                     \--         \--         

  Number of students tested                  0           0           

  7\. LEP                                                            

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  8\. Title I                                                        

  \% Far Below Proficient                    \*\*\*      \--         

  \% Below Proficient                        \*\*\*      \--         

  \% Proficient                              \*\*\*      \--         

  \% Advanced Proficient                     \*\*\*      \--         

  Number of students tested                  \*\*\*      0           

  9\. Migrant                                                        

  \% Far Below Proficient                    \--         \--         

  \% Below Proficient                        \--         \--         

  \% Proficient                              \--         \--         

  \% Advanced Proficient                     \--         \--         

  Number of students tested                  0           0           

  **STATE SCORES**                                                   

  \% Far Below Proficient/Below Proficient   13.8%       16.6%       15.3%

                                                                     

  \% Advanced Proficient/Proficient          86.2%       83.4%       84.7%
  ------------------------------------------ ----------- ----------- -----------

\*\*\* Unable to report data if fewer than 5 students are tested. Ranges
are used when more than five students are tested, but an individual cell
contains fewer than 3 students.

Data Display Table for **Mathematics, Grade 10**

  ------------------------------------------ ----------- ----------- -----------
                                             2003-2004   2002-2003   2001-2002

  Testing month                              Feb.        March       March

  **SCHOOL SCORES**                                                  

  \% Far Below Proficient                    \<5%        0%          n/a

  \% Below Proficient                        \<5%        \<5%        n/a

  \% Proficient                              46%         \>30%       n/a

  \% Advanced Proficient                     48%         65%         n/a

  Number of students tested                  46          46          n/a

  Percent of total students tested           100%        92%         n/a

  Number of students excluded                0           4           n/a

  Percent of students excluded               0%          8%          n/a

                                                                     

  SUBGROUP SCORES                                                    

  1\. Caucasian                                                      

  \% Far Below Proficient                    0%          0%          

  \% Below Proficient                        0%          \<10%       

  \% Proficient                              40%         \>15%       

  \% Advanced Proficient                     60%         76%         

  Number of students tested                  30          33          

  2\. African-American                                               

  \% Far Below Proficient                    \*\*\*      0%          

  \% Below Proficient                        \*\*\*      0%          

  \% Proficient                              \*\*\*      \>50%       

  \% Advanced Proficient                     \*\*\*      \<50%       

  Number of students tested                  \*\*\*      5           

  3\. Hispanic                                                       

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  4\. Alaska Native                                                  

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  5\. \_Asian/Pacific Islander                                       

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  6\. Multi-ethnic                                                   

  \% Far Below Proficient                    \--         \--         

  \% Below Proficient                        \--         \--         

  \% Proficient                              \--         \--         

  \% Advanced Proficient                     \--         \--         

  Number of students tested                  0           0           

  7\. LEP                                                            

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  8\. Title I                                                        

  \% Far Below Proficient                    \*\*\*      \--         

  \% Below Proficient                        \*\*\*      \--         

  \% Proficient                              \*\*\*      \--         

  \% Advanced Proficient                     \*\*\*      \--         

  Number of students tested                  \*\*\*      0           

  9\. Migrant                                                        

  \% Far Below Proficient                    \--         \--         

  \% Below Proficient                        \--         \--         

  \% Proficient                              \--         \--         

  \% Advanced Proficient                     \--         \--         

  Number of students tested                  0           0           

  **STATE SCORES**                                                   

  \% Far Below Proficient/Below Proficient   33.3%       29.8%       36.0%

                                                                     

  \% Advanced Proficient/Proficient          66.7%       70.2%       64%
  ------------------------------------------ ----------- ----------- -----------

\*\*\* Unable to report data if fewer than 5 students are tested. Ranges
are used when more than five students are tested, but an individual cell
contains fewer than 3 students.

Subject [Reading, Writing, Math]{.underline} Grade [7 & 9]{.underline}

Test [TerraNova CAT/6]{.underline}

Edition/Publication Year [TerraNova, 2^nd^ Edition Normed 2000,
published 2001]{.underline}

Publisher [CTB/McGraw-Hill]{.underline}

Scores are reported here as (check one): NCEs Scaled scores \_\_
Percentiles [X]{.underline}

Data Display Table for **Reading, Grade 7**

  ------------------------------------------ ----------- ----------- -----------
                                             2003-2004   2002-2003   2001-2002

  Testing month                              Feb.        March       March

  **SCHOOL SCORES**                                                  

  \% Far Below Proficient                    0%          \<5%        n/a

  \% Below Proficient                        \<5%        \<10%       n/a

  \% Proficient                              \>15%       18%         n/a

  \% Advanced Proficient                     71%         74%         n/a

  Number of students tested                  48          50          n/a

  Percent of total students tested           98%         100%        n/a

  Number of students excluded                1           0           n/a

  Percent of students excluded               2%          0%          n/a

                                                                     

  SUBGROUP SCORES                                                    

  1\. Caucasian                                                      

  \% Far Below Proficient                    0%          \<5%        

  \% Below Proficient                        0%          \<5%        

  \% Proficient                              22%         \<15%       

  \% Advanced Proficient                     78%         81%         

  Number of students tested                  37          31          

  2\. African-American                                               

  \% Far Below Proficient                    \*\*\*      \<5%        

  \% Below Proficient                        \*\*\*      \<5%        

  \% Proficient                              \*\*\*      \<15%       

  \% Advanced Proficient                     \*\*\*      \>70%       

  Number of students tested                  \*\*\*      7           

  3\. Hispanic                                                       

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  4\. Alaska Native                                                  

  \% Far Below Proficient                    \*\*\*      \<5%        

  \% Below Proficient                        \*\*\*      \<5%        

  \% Proficient                              \*\*\*      \<50%       

  \% Advanced Proficient                     \*\*\*      \>30%       

  Number of students tested                  \*\*\*      5           

  5\. \_Asian/Pacific Islander                                       

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  6\. Multi-ethnic                                                   

  \% Far Below Proficient                    \--         \--         

  \% Below Proficient                        \--         \--         

  \% Proficient                              \--         \--         

  \% Advanced Proficient                     \--         \--         

  Number of students tested                  0           0           

  7\. LEP                                                            

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  8\. Economically Disadvantaged                                     

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  9\. Migrant                                                        

  \% Far Below Proficient                    \--         \--         

  \% Below Proficient                        \--         \--         

  \% Proficient                              \--         \--         

  \% Advanced Proficient                     \--         \--         

  Number of students tested                  0           0           

  **STATE SCORES**                                                   

  \% Far Below Proficient/Below Proficient                           

                                                                     

  \% Advanced Proficient/Proficient                                  
  ------------------------------------------ ----------- ----------- -----------

\*\*\* Unable to report data if fewer than 5 students are tested. Ranges
are used when more than five students are tested, but an individual cell
contains fewer than 3 students.

Data Display Table for **Writing, Grade 7**

  -------------------------------------------- ----------- ----------- -----------
                                               2003-2004   2002-2003   2001-2002

  Testing month                                Feb.        March       March

  **SCHOOL SCORES**                                                    

  \% Far Below Proficient                      0%          0%          n/a

  \% Below Proficient                          \<5%        \<10%       n/a

  \% Proficient                                \>50%       \>30%       n/a

  \% Advanced Proficient                       42%         58%         n/a

  Number of students tested                    48          50          n/a

  Percent of total students tested             98%         100%        n/a

  Number of students excluded                  1           0           n/a

  Percent of students excluded                 2%          0%          n/a

                                                                       

  SUBGROUP SCORES                                                      

  1\. Caucasian                                                        

  \% Far Below Proficient                      0%          0%          

  \% Below Proficient                          0%          \<10%       

  \% Proficient                                51%         \>25%       

  \% Advanced Proficient                       49%         68%         

  Number of students tested                    37          31          

  2\. African-American                                                 

  \% Far Below Proficient                      \*\*\*      0%          

  \% Below Proficient                          \*\*\*      \<15%       

  \% Proficient                                \*\*\*      \>25%       

  \% Advanced Proficient                       \*\*\*      57%         

  Number of students tested                    \*\*\*      7           

  3\. Hispanic                                                         

  \% Far Below Proficient                      \*\*\*      \*\*\*      

  \% Below Proficient                          \*\*\*      \*\*\*      

  \% Proficient                                \*\*\*      \*\*\*      

  \% Advanced Proficient                       \*\*\*      \*\*\*      

  Number of students tested                    \*\*\*      \*\*\*      

  4\. Alaska Native                                                    

  \% Far Below Proficient                      \*\*\*      0%          

  \% Below Proficient                          \*\*\*      0%          

  \% Proficient                                \*\*\*      \>75%       

  \% Advanced Proficient                       \*\*\*      \<25%       

  Number of students tested                    \*\*\*      5           

  5\. \_Asian/Pacific Islander                                         

  \% Far Below Proficient                      \*\*\*      \*\*\*      

  \% Below Proficient                          \*\*\*      \*\*\*      

  \% Proficient                                \*\*\*      \*\*\*      

  \% Advanced Proficient                       \*\*\*      \*\*\*      

  Number of students tested                    \*\*\*      \*\*\*      

  6\. Multi-ethnic                                                     

  \% Far Below Proficient                      \--         \--         

  \% Below Proficient                          \--         \--         

  \% Proficient                                \--         \--         

  \% Advanced Proficient                       \--         \--         

  Number of students tested                    0           0           

  7\. LEP                                                              

  \% Far Below Proficient                      \*\*\*      0%          

  \% Below Proficient                          \*\*\*      \<20%       

  \% Proficient                                \*\*\*      \>25%       

  \% Advanced Proficient                       \*\*\*      57%         

  Number of students tested                    \*\*\*      7           

  8\. Economically Disadvantaged                                       

  \% Far Below Proficient                      \*\*\*      \*\*\*      

  \% Below Proficient                          \*\*\*      \*\*\*      

  \% Proficient                                \*\*\*      \*\*\*      

  \% Advanced Proficient                       \*\*\*      \*\*\*      

  Number of students tested                    \*\*\*      \*\*\*      

  9\. Migrant                                                          

  \% Far Below Proficient                      \--         \--         

  \% Below Proficient                          \--         \--         

  \% Proficient                                \--         \--         

  \% Advanced Proficient                       \--         \--         

  Number of students tested                    0           0           

  **STATE SCORES**                                                     

  \% Far Below Proficient/Below Proficient                             

                                                                       

  \% Advanced Proficient/Proficient                                    
  -------------------------------------------- ----------- ----------- -----------

\*\*\*\* Unable to report data if fewer than 5 students are tested.
Ranges are used when more than five students are tested, but an
individual cell contains fewer than 3 students.

Data Display Table for **Mathematics, Grade 7**

  ------------------------------------------ ----------- ----------- -----------
                                             2003-2004   2002-2003   2001-2002

  Testing month                              Feb.        March       March

  **SCHOOL SCORES**                                                  

  \% Far Below Proficient                    0%          \<10%       n/a

  \% Below Proficient                        15%         \<5%        n/a

  \% Proficient                              31%         32%         n/a

  \% Advanced Proficient                     54%         58%         n/a

  Number of students tested                  48          50          n/a

  Percent of total students tested           98%         100%        n/a

  Number of students excluded                1           0           n/a

  Percent of students excluded               2%          0%          n/a

                                                                     

  SUBGROUP SCORES                                                    

  1\. Caucasian                                                      

  \% Far Below Proficient                    0%          \<5%        

  \% Below Proficient                        \<10%       \<5%        

  \% Proficient                              \>25%       29%         

  \% Advanced Proficient                     65%         64%         

  Number of students tested                  37          31          

  2\. African-American                                               

  \% Far Below Proficient                    \*\*\*      \<30%       

  \% Below Proficient                        \*\*\*      0%          

  \% Proficient                              \*\*\*      \>25%       

  \% Advanced Proficient                     \*\*\*      43%         

  Number of students tested                  \*\*\*      7           

  3\. Hispanic                                                       

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  4\. Alaska Native                                                  

  \% Far Below Proficient                    \*\*\*      0%          

  \% Below Proficient                        \*\*\*      0%          

  \% Proficient                              \*\*\*      \<60%       

  \% Advanced Proficient                     \*\*\*      \>40%       

  Number of students tested                  \*\*\*      5           

  5\. \_Asian/Pacific Islander                                       

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  6\. Multi-ethnic                                                   

  \% Far Below Proficient                    \--         \--         

  \% Below Proficient                        \--         \--         

  \% Proficient                              \--         \--         

  \% Advanced Proficient                     \--         \--         

  Number of students tested                  0           0           

  7\. LEP                                                            

  \% Far Below Proficient                    \*\*\*      \<5%        

  \% Below Proficient                        \*\*\*      \<5%        

  \% Proficient                              \*\*\*      \>25%       

  \% Advanced Proficient                     \*\*\*      57%         

  Number of students tested                  \*\*\*      7           

  8\. Economically Disadvantaged                                     

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  9\. Migrant                                                        

  \% Far Below Proficient                    \--         \--         

  \% Below Proficient                        \--         \--         

  \% Proficient                              \--         \--         

  \% Advanced Proficient                     \--         \--         

  Number of students tested                  0           0           

  **STATE SCORES**                                                   

  \% Far Below Proficient/Below Proficient                           

                                                                     

  \% Advanced Proficient/Proficient                                  
  ------------------------------------------ ----------- ----------- -----------

\*\*\* Unable to report data if fewer than 5 students are tested. Ranges
are used when more than five students are tested, but an individual cell
contains fewer than 3 students.

Data Display Table for **Reading, Grade 9**

  ------------------------------------------ ----------- ----------- -----------
                                             2003-2004   2002-2003   2001-2002

  Testing month                              Feb.        March       March

  **SCHOOL SCORES**                                                  

  \% Far Below Proficient                    0%          0%          n/a

  \% Below Proficient                        \<10%       \<10%       n/a

  \% Proficient                              \>10%       \>25%       n/a

  \% Advanced Proficient                     79%         50%         n/a

  Number of students tested                  47          50          n/a

  Percent of total students tested           96%         100%        n/a

  Number of students excluded                2           0           n/a

  Percent of students excluded               4%          0%          n/a

                                                                     

  SUBGROUP SCORES                                                    

  1\. Caucasian                                                      

  \% Far Below Proficient                    0%          0%          

  \% Below Proficient                        \<10%       \<5%        

  \% Proficient                              \>15%       \>5%        

  \% Advanced Proficient                     82%         87%         

  Number of students tested                  38          31          

  2\. African-American                                               

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  3\. Hispanic                                                       

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  4\. Alaska Native                                                  

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  5\. \_Asian/Pacific Islander                                       

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  6\. Multi-ethnic                                                   

  \% Far Below Proficient                    \--         \--         

  \% Below Proficient                        \--         \--         

  \% Proficient                              \--         \--         

  \% Advanced Proficient                     \--         \--         

  Number of students tested                  0           0           

  7\. LEP                                                            

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  8\. Economically Disadvantaged                                     

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  9\. Migrant                                                        

  \% Far Below Proficient                    \*\*\*      \--         

  \% Below Proficient                        \*\*\*      \--         

  \% Proficient                              \*\*\*      \--         

  \% Advanced Proficient                     \*\*\*      \--         

  Number of students tested                  \*\*\*      0           

  **STATE SCORES**                                                   

  \% Far Below Proficient/Below Proficient                           

                                                                     

  \% Advanced Proficient/Proficient                                  
  ------------------------------------------ ----------- ----------- -----------

\*\*\* Unable to report data if fewer than 5 students are tested. Ranges
are used when more than five students are tested, but an individual cell
contains fewer than 3 students.

Data Display Table for **Writing, Grade 9**

  ------------------------------------------ ----------- ----------- -----------
                                             2003-2004   2002-2003   2001-2002

  Testing month                              Feb.        March       March

  **SCHOOL SCORES**                                                  

  \% Far Below Proficient                    0%          0%          n/a

  \% Below Proficient                        0%          \>5%        n/a

  \% Proficient                              51%         \>45%       n/a

  \% Advanced Proficient                     49%         48%         n/a

  Number of students tested                  47          50          n/a

  Percent of total students tested           96%         100%        n/a

  Number of students excluded                2           0           n/a

  Percent of students excluded               4%          0%          n/a

                                                                     

  SUBGROUP SCORES                                                    

  1\. Caucasian                                                      

  \% Far Below Proficient                    0%          0%          

  \% Below Proficient                        0%          \<10%       

  \% Proficient                              45%         \>30%       

  \% Advanced Proficient                     55%         61%         

  Number of students tested                  38          31          

  2\. African-American                                               

  \% Far Below Proficient                    \*\*\*      0%          

  \% Below Proficient                        \*\*\*      \<20%       

  \% Proficient                              \*\*\*      \>30%       

  \% Advanced Proficient                     \*\*\*      50%         

  Number of students tested                  \*\*\*      6           

  3\. Hispanic                                                       

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  4\. Alaska Native                                                  

  \% Far Below Proficient                    \*\*\*      0%          

  \% Below Proficient                        \*\*\*      0%          

  \% Proficient                              \*\*\*      100%        

  \% Advanced Proficient                     \*\*\*      0%          

  Number of students tested                  \*\*\*      5           

  5\. \_Asian/Pacific Islander                                       

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  6\. Multi-ethnic                                                   

  \% Far Below Proficient                    \--         \--         

  \% Below Proficient                        \--         \--         

  \% Proficient                              \--         \--         

  \% Advanced Proficient                     \--         \--         

  Number of students tested                  0           0           

  7\. LEP                                                            

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  8\. Economically Disadvantaged                                     

  \% Far Below Proficient                    \*\*\*      \*\*\*      

  \% Below Proficient                        \*\*\*      \*\*\*      

  \% Proficient                              \*\*\*      \*\*\*      

  \% Advanced Proficient                     \*\*\*      \*\*\*      

  Number of students tested                  \*\*\*      \*\*\*      

  9\. Migrant                                                        

  \% Far Below Proficient                    \*\*\*      \--         

  \% Below Proficient                        \*\*\*      \--         

  \% Proficient                              \*\*\*      \--         

  \% Advanced Proficient                     \*\*\*      \--         

  Number of students tested                  \*\*\*      0           

  **STATE SCORES**                                                   

  \% Far Below Proficient/Below Proficient                           

                                                                     

  \% Advanced Proficient/Proficient                                  
  ------------------------------------------ ----------- ----------- -----------

\*\*\* Unable to report data if fewer than 5 students are tested. Ranges
are used when more than five students are tested, but an individual cell
contains fewer than 3 students.

Data Display Table for **Mathematics, Grade 9**

  --------------------------------------------- ----------- ----------- -----------
                                                2003-2004   2002-2003   2001-2002

  Testing month                                 Feb.        March       March

  **SCHOOL SCORES**                                                     

  \% Far Below Proficient                       0%          \<10%       n/a

  \% Below Proficient                           \<5%        \<5%        n/a

  \% Proficient                                 \>30%       56%         n/a

  \% Advanced Proficient                        60%         34%         n/a

  Number of students tested                     48          50          n/a

  Percent of total students tested              98%         100%        n/a

  Number of students excluded                   1           0           n/a

  Percent of students excluded                  2%          0%          n/a

                                                                        

  SUBGROUP SCORES                                                       

  1\. Caucasian                                                         

  \% Far Below Proficient                       0%          \<10%       

  \% Below Proficient                           0%          \<10%       

  \% Proficient                                 36%         52%         

  \% Advanced Proficient                        64%         42%         

  Number of students tested                     39          31          

  2\. African-American                                                  

  \% Far Below Proficient                       \*\*\*      \<30%       

  \% Below Proficient                           \*\*\*      0%          

  \% Proficient                                 \*\*\*      \>50%       

  \% Advanced Proficient                        \*\*\*      \>10%       

  Number of students tested                     \*\*\*      6           

  3\. Hispanic                                                          

  \% Far Below Proficient                       \*\*\*      \*\*\*      

  \% Below Proficient                           \*\*\*      \*\*\*      

  \% Proficient                                 \*\*\*      \*\*\*      

  \% Advanced Proficient                        \*\*\*      \*\*\*      

  Number of students tested                     \*\*\*      \*\*\*      

  4\. Alaska Native                                                     

  \% Far Below Proficient                       \*\*\*      0%          

  \% Below Proficient                           \*\*\*      0%          

  \% Proficient                                 \*\*\*      100%        

  \% Advanced Proficient                        \*\*\*      0%          

  Number of students tested                     \*\*\*      5           

  5\. \_Asian/Pacific Islander                                          

  \% Far Below Proficient                       \*\*\*      \*\*\*      

  \% Below Proficient                           \*\*\*      \*\*\*      

  \% Proficient                                 \*\*\*      \*\*\*      

  \% Advanced Proficient                        \*\*\*      \*\*\*      

  Number of students tested                     \*\*\*      \*\*\*      

  6\. Multi-ethnic                                                      

  \% Far Below Proficient                       \--         \--         

  \% Below Proficient                           \--         \--         

  \% Proficient                                 \--         \--         

  \% Advanced Proficient                        \--         \--         

  Number of students tested                     0           0           

  7\. LEP                                                               

  \% Far Below Proficient                       \*\*\*      \*\*\*      

  \% Below Proficient                           \*\*\*      \*\*\*      

  \% Proficient                                 \*\*\*      \*\*\*      

  \% Advanced Proficient                        \*\*\*      \*\*\*      

  Number of students tested                     \*\*\*      \*\*\*      

  8\. Economically Disadvantaged                                        

  \% Far Below Proficient                       \*\*\*      \*\*\*      

  \% Below Proficient                           \*\*\*      \*\*\*      

  \% Proficient                                 \*\*\*      \*\*\*      

  \% Advanced Proficient                        \*\*\*      \*\*\*      

  Number of students tested                     \*\*\*      \*\*\*      

  9\. Migrant                                                           

  \% Far Below Proficient                       \*\*\*      \--         

  \% Below Proficient                           \*\*\*      \--         

  \% Proficient                                 \*\*\*      \--         

  \% Advanced Proficient                        \*\*\*      \--         

  Number of students tested                     \*\*\*      0           

  **STATE SCORES**                                                      

  \% Far Below Proficient/Below Proficient                              

                                                                        

  \% Advanced Proficient/Proficient                                     
  --------------------------------------------- ----------- ----------- -----------

\*\*\* Unable to report data if fewer than 5 students are tested. Ranges
are used when more than five students are tested, but an individual cell
contains fewer than 3 students.