DOCUMENT RESUME
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AUTHOR Silverman, Bob, Ed. Gorsuch, Marjorie TITLE A Status Report: Curriculum, Instruction, and Assessment in Alaska School Districts, 1990-91. A Status Report. With Supplementary Information about Interdisciplinary Education in Alaska School Districts. INSTITUTION Alaska State Dept. of Education, Juneau. PUB DATE 91 NOTE 65p. AVAILABLE FROMPublications, Office of Basic Eduction, Alaska Department of Eduction, P.O. Box F, Juneau, AK 99811-0500 ($8.00 plus 10 percent postage). PUB TYPE Reports - General (140)
EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Curriculum; Curriculum Guides; *Educational Assessment; Elementary Secondary Education; Evaluation; Evaluation Needs; *Graduation Requirements; *Instructional Effectiveness; Interdisciplinary Approach; Problems; *Public Schools; *School Districts; State Surveys; *Student Evaluation IDENTIFIERS *Alaska
ABSTRACT This document reports responses from Alaska's 54 school districts to a Department of Education survey on curriculum, instruction, and assessment. The first section provides general information about the school districts' responses in those three areas, including information on curriculum guides, graduation requirements, student assessment programs, and district compliance with planning and evaluation components of curriculum regulations. District responses to specific questions dealing with state curriculum regulations and the curriculum review cycle are displayed, anu a second section features information on the targeted area of interdisciplinary education. Appended (the bulk of the document) is information on the elementary and secondary curricula; graduation requirements; tests used; compliance with regulation requirsments; curriculum review cycles; perceived cur-iculum, instructional, and assessment strengths and needs; interdisciplinary initiatives; resources needed; practices; and obstacles in eacn district as well as district and Department of Education contacts and information on the MERITS program. (CLA)
********************************************************************* Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** A Status Report: Curriculum, Instruction, and Assessment in Alaska School Districts 1990-91
U S. DEPARTMENT Of EDUCATION Core of Etleemionel Researcts one trnprovemem EDUCATIONAL RESOURCES INFORMATION CENTER tERICt Ibisdocument fun been reproduced as reCtved frOm IPipersOn or otganirstion carigpnating it Minor chews nape been mriJe to impforn rettrodec,tonweld, Points of vests of opinions state i ii tIrsdcx: u ment dc. not necensfltit reivetent Official OERI posrten of poticv
"PERMISSION TO REPRODUCE THIS MATERIAL HAS SEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES INFORMATION CEPTER (ERIC)."
With supplementary information about interdisciplinaly education in Alaska school districts
BESTCOPY AVAILABLE Steve Hole ACTING COMMISSIONER THE DEPARTMENT OF EDUCATION
ALASKA STATE BOARD OF EDUCATION
Barney Gottstein President
Don Gray First Vice President
Jack Chenoweth
Catherine Herrnsteen
Janie Leask
Cora Sakeagak
Sue G. Wi Wen
Lt. Col. Matthew Kenney Military Advisory Member
Michael Angaiak Student Advisory Member
3 INTRODUCTION
Alaska State Statutes Sec. 14.070.020 directsthe Department of Education to study theconditions of the public schools of the state and adopt orrecommend plans for the improvement ofthe public schools.
Accordingly, the Alaska State Board of Educationpassed a regulation in June 1984 thatestablished expectations for school districts in regard tocurriculum, instruction and assessment. Theregulation requires the alignment of curriculum,instnictional practices and assessment withthe district goals established by a local school board.
This seventh annual report reflects responses to aDepartment of EA:cation survey on curriculum, instniction and assessment by Alaska'sschool districts. The report compiles responses intostatewide composites and also shows informationreported for individual school districts. This editionhighlights the changes in reported school district practicefrom 1984-85 to the present. In addition, this yearthe report contains more detailedinformation about school districts in the areaof interdisciplinary education. Interdisciplinary education istargeted for emphasis during the 1990-91 school yearunder the State Curriculum Review Cycle.The review cycle provides a focus to assurethat curriculum is written, evaluated and reviewed regularly tohelp provide the best education for all childrenand youth in Alaska.
We appreciate the contributionsand cooperation of each Alaska school district.This report could not have been produced without their support.
Each school district's response to thedepartment's curriculum survey, upon which this reportis based, is available from the Departmentof Education. Specific questions aboutindividual school districts can be addressed directly by the schooldistrict contacts listed in this report.
John Anttonen, Director Educational Program Support
Darby Anderson, Administrator Educational Program Support Office of Basic Education ACKNOWLEDGEMENTS
The following people played a significantrole in the development of this reportThe Department wishes to acknowledge their contributions.
Bob Silverman Zditor/Project Coordinator
Marjorie Gorsuch Cauttni
Ginger Patton Text/ Charts/Production/Layout
II Contents
Introduction Acknowledgements Contents Appendices iv
Part OneCurriculum in Alaska School Districts04mimbimwmemaimircrotaeselbsemoimmeimrs1
Alaska State Regulations on Curriculum, Instruction and Assessment 2 School District Curriculum Review Cycles 2 District Compliance with Regulations 3-5 Elementary Cuniculum Guides in Alaska School Districts 6-7 Secondary Curriculum Guides in Alaska School Districts 8-9 Alaska State Regulations on High School Graduation Requirements 10 School District Graduation Requirements 11 Student Assessment Programs 12 Program Evaluation 13 Strengths 13 Needs 13
Part Two-Interdisciplinary Education in Alaska School Districts 15
Initiatives 17 Inservice 17 Alaska Practices 17 Obstacles 17
UI Appendices
18-19 Appendix A Chart 1Elementary Curriculums in Alaska SchoolDistricts Appendix A Chart 2Secondary Curriculums in Alaska SchoolDistricts 20-21 22-23 Appendix B Graduation Requirements in Alaska SchoolDistricts 24-25 Appendix C Tests Used in Alaska School Districts 26-27 Appendix D School District Compliance/RegulationRequirements 28-29 Appendix E School District Curriculum ReviewCycles 31-32 Appendix F Greatest Curriculum Strength Appendix 0 Greatest Instructional Strength 33 35-36 Appendix H Greatest Assessment Strength 37-38 Appendix I Urgent Curriculum Need 39-40 Appendix J Urgent Instructional Need 41-42 Appendix K Urgent Assessment Need 44-45 Appendix L. Interdisciplinary Initiatives 46-47 Appendix M Interdisciplinaq Inservice 48-49 Appendix N Interdisciplinary Resources Needed Appendix 0 Interdisciplinary Practices ir A laska 50-51 53-54 Appendix P Interdisciplinary Obstacles 55-58 Appendix Q Alaska School District Contacts 59-61 Appendix R Department of Education Contacts 63-64 Appendix S MERITS Programs
iv Part One
Curriculum, Instruction and Assessment in Alaska School Districts
This portion of the Status Report features gerweral infonnation about school districts in the mess of cunicuhun, instruction and assessment. Infomtation is included for all 54 Alaska school districts. The 1990-91 school year is designated as the year to evaluate and, as necessary, to redesign the department's current curriculum review cycle. To highlight changes since the start of the cycle in 1984-85,1984-85 responses are shown along with responses for the 1990-91 school year where appropriate.
Over the past seven years, new districts have been created while other have been consolidated. As a result 1984-85 and 1990-91 information is shown as percentages so that more accurate comparisons can be made.
Also displayed are districts' responses to specific questions which deal with the State's curriculum regulations and the curriculum review cycle just completed.This information will be used by department policy makers and specialists as they make decisions for next steps to take.
1 Alaska State Regulations on Curriculum, Instruction and Assessment
4 AAC 05.080. School Curriculum and by 4 AAC 05.070. Personnel reads: (f) The governing body of a district shall provide for the annual assessment of academicprogress (d) The governing body of a district must adopt, inmade by students in attendance in the district using the manner required by AS 14.14.100 (a),aa test, administered at appropriate grade levels, curriculum which describes what will be taughtthat is appropriate for the grade tested and designed students in grades kindergarten through twelve.to assess student skill level or achievement in nt The curriculum must contain at least least reading and mathematics. The test requited by this subsection must be approved by the (1) a statement that the document is to be usedas acommissioner before it is administered for the first guide for planning instructional strategies, time.
(2) a statement of goals that the curriculum is(g) The gov ming body of a district shallensure designed to accomplish, that each school provides the educationalprogram described in the plan developed under 4 AAC (3) content which can reasonably be expected to05.070 (a) and the curriculum required by this accomplish the goals, and section. (Eff.11/21184, Reg.92) Authority: AS 14.07.020 'I) and (2); AS 14.07.060. (4) a description of a means of evaluating the effectiveness of the curriculum. 4 AAC 05.020 Defmitions:
(e) The governing body for a district shall provide(6) "curriculum" means a written plan which sets for the systematic evaluation of its curriculumonout the scope and arrangement of the education an ongoing basis with each content area undergoingprogram planned for a school district. (Eff.9/3/76, review at least once every six years. This requirementReg. 59; am 11f24/84, Reg.92) Authority: AS does not relieve a school district of the independent14.07.020 (1) and (2); AS 14.07.060. annual planning and evaluation tequirement imposed
School District Curriculum Review Cycles
All of Alaska's 54 school districts reported theyIn 1990-91, the six year review cycle will be have an ongoing. six year review cycle in place. asreevaluated along with the state regulation that is specified in the regulations. Appendix E indicatesgoverns the program. An additional emphasis in the years in which districts said they would be1990-97 will be an analysis of the interdisciplinary reviewing and developing curriculum in specifiedissuesinvolvedin curriculum planning and content areas. Several d'stricts indicated in theimplementation. survey narrative that they have altered their local cycles to coordinate with the statewide reviewIn 1991-92, a new review cycle will be implemented. cycle initiated by the Department of Education.
2 District Compliance with Yes -- 51 (94%) No -- 3 ( 6%) Curriculum, Instruction and Assessment Regulations F. Do you have a continuing curriculumreview cycle at least every six years? Nine questions in the survey dealtdirectly with the regulations. Almost evety Alaskan districtindicated Yes -- 54 (100%) it was in compliance with thetegulations. Individual No -- 0 ( 0%) district responses are recorded inAppendix D. G. Do you conduci an annual assessmentof in addition to answering the nine questions, many student progress? districts provided additional narrativeinformation along with copies of districthandbooks and Yes -- 54 (100%) guidelines. These provide valuableinformation to No --( 0%) the Office of Basic Education and areavailable on loan through the State CurriculumCollection. H. Does your district have anestablished procedure to use student assessment scores The responses to the nine questions are asfollows: for improvement of educational programs and to increase student achievement? A. Has your local board adoptedschool board policies for curriculum which describewhat Yes -- 47 (87%) will be taught to students in grades No -- 7 (13%) kindergarten through twelve? I.Does your district have egablished Yes -- 51 (94%) procedures to align curriculum, assessment No -- 3 ( 6%) and instruction?
B. Does your curriculum serve as aguide for Yes42 (78%) planning instruction? No -- 12 (22%)
Yes54 (100%) Five districts will be reviewedon-site during the No -- 0 ( 0%) fall 1990 and winter and spring1991:
C. Does your curriculum include a statementof Bering Strait Schools goals? Kashunamuit School District Lower Yukon School District Yes54 (100%) Matanuska-Susitna Borough Schools No -- 0 ( 0%) Northwest Arctic Borough Schools
D. Does the content of yourcurriculum reflect During the 1990-91 school year,the department's the goals? entire compliance monitoring systemwill be ieviewed. Also, a comprehensivecompliance repon Yes54 (100%) dealing with most state regulationswill be prepared No --( 0%) and be presented to the StateBoard of Education in November 1990. E. Do you have a way toevaluate the effectiveness of the curriculum?
3 1 0 Figures 1 and 2 show the percentage of districtsand policy as they deal with curriculum and responding yesto each of the nine questionsinstruction. Over the six years there were increases dealing with the regulatioas in 1984-85, the firstin affirmative responses in all areas, with the year of the cycle, and in 1990-91. Figure 1 showslargest change in the area of school board policies the percentage of districts responding yes to eachdealing with curriculum. of the first four questions dealing with planning
Figure 1 District Compliance with Planning Components of Curriculum Regulation
Percent of Districts 100 100 94
so
40
0 Policies Planning Guide Statements Goals Planning Components
111111 1984-85 1990-91
Change from 1984-85 (First Year of the Regulation) to 1990-91 (end of cycle) 4 ii instruction. Over tilt- rag six yearsmajor increases Figure 2 shows the percentageof districts responding in affirmative responses werereported in most yes to each ofthe last five questionsdealing with the Curriculum Regulations.These five questionsmeas. deal with evaluation as itrelates to curriculum and
Figure 2 District Compliancewith Evaluation Components of CurriculumRegulation
Percent of Districts 100 100 100 1 94 87
oo 70 87
Align Effectiveness Cycle Assess Use Assess Evaluation Components
1984-85 1. .. 1990-91
Change from 1984-85(First Year of the Regulation) to 1990-91 (endot cycle) 5 1 2 Elementary Curriculum Guides in Alaska School Districts
In the area of Elementary Curriculum, survey guides in subject area for which them ate gmduation results indicate that a substantial number of Alaskarequirements.All districts now repott having schooldistrictshave developed curriculumguides in mathematics, language arts and science. guidelines in major content areas. The number of guides in use in all areas fot which there are gmitziAtion requirements has increased Figure 3 shows the percentage of districts using over the part six years.
Figure 3 Elementary Curriculum Guides Graduation Requirement Subjects
Percent of Districts tOO 100 100 100
0 Soc. Studies HealthLang. ArtsMath P.E. Science Subjects
linomm..1.1111111984-85 I 1 1990-91
Change from 1984-95 (First Year of the Regulatton) to 199491 (end of cycle) 6 1 3 Figure 4 shows the percentage of districts usingIn all cases, fewer guides are available in elective elementary guides in subject ateas which are elective.areas than in those for which there are graduation In all areas there have been increases in therequirements. A chart showing cuuent use of all availability of guides from 1984-85 to 1990-91.guides, in both tequired and elective areas, by The largest inctease is the number of guides availableindividual districts can be found in Appendix A for computer education. Chart 1.
Figure 4 Elementary Curriculum Guides Elective Subjects
Percent of Districts 100
BO
00
40
24
Computers Fine Arts Kinder. Second Lang. Subjects
11111 1984-85 1 1990-91
Change from 1194-95 (First Yew of the Regulation) to 199091 (end of cycle) 7 14 Secondary Curriculum Guides in Alaska School Districts
Most Alaskan school districts have developedof guides from 1984-85 to 1990-91. The pattem secondary curriculum guides. Figure 5 shows theobserved for elementary guides iq similar for percentage of districts using plides in subject areassecondary guides: virtually all districts now have for which there are graduation requirements. In allguides in subject areas for which them are graduation areas there have been increases in the availabilityrequirements.
Figure 5 Secondary Curriculum Guides Graduation Requirement Subjects
Percent of Districts 100 too
Soc. Studies HealthLang. ArtsMath P.E. Science Subjects
1984-85 f -1 1990-91
Change from 1984-85 (First Year of the Roger teflon) to 1990-91 (end of cycle) 8
15 than in those Figure 6 shows the numberof districts usingfewer secondary guides are availabfe secondary curriculum guides insubject areas whichareas for whichthere are graduation requirements. of guides by individual are electives. In all amasthem have been increasesA chart showing current use A Chart 2. in the availability of guides from1984-85 to 1990-districts can be found in Appendix 91. Almost every district nowhas a vocational education guide. In other elective areas,however.
Figure 6 Secondary CurriculumGuides Elective Subjects
Percent of Districts az leo
01 00
41 4f,
20
Comput9rs Fine Arts Voc. Ed. Second Lang. Subjects
MI 1984-85 I 1990-91
Change from 1984-85 (First Yearof the Regulation) to 1990-91 (end of cycle) 9 Alaska State Regulations on High School Graduation Requirements
4 AAC 06.075. High School Graduation (b)Specificsubjectareaunits-of-credit Requirements. requirements must be set out in each district plan and must require that, befon graduation, a student (a) Each chief school administrator shall developmust have completed at least the following: and submit to the district beard for approval a plan (1)1anguage arts--4 units of czedit; consisting of district high school graduation (2)social studies--3 units of credit; requirements. The plan must require that, before (3)mathematics-2 units of credit; graduation, a student must have earned at least 21 (4)science--2 units of credit; units of credit. (5)health/physical education-1 unit of credit (6)electives-9 units of credit
Figure 7 Alaska High School Graduation Requirements in Credits
Language Ads /4/1111rN\ Social Studies 9 Local Option
Mathematics
Science Health/Physical Ed
10 1 7 School District Graduation Requirements
In 1984-85, five school districtsdid not meet theFigure 8 shows the number and pexcentageofdistricts 1990-91. A state requirements for aminimum of 21 units ofrequiring different units of credit in credit for graduation. In1990-91, all 54 schoolcanplete chart of gtaduation requitementsby district districts meet or exceed the staterequirements.can be found inAppendix B.
Figure 8 School District Graduation Requirements(1990-91)
21 Credits 1 idistricts
44%
25 Credits 2districts
22 Credits 24 Credits 16districts ?districts
23 Credits 5districts
1 8 I1 Student Assessment Programs
All school districts in Alaska use standardizedAppendix C shows major tests used in each district. achievement tests as part of their system to assessThe grade levcIs at which individual tests are used student growth in basic skills. Fifty-one districtsare listed when that information was recorded on indicated they participate in one of three collegethe survey form. All districts administer the ITBS placement examinations.Forty-eightdistrictsin grades 4, 6 and 8 SS part of the statewide basic administer the Armed Services Vocational Aptitudeskills testing program. Figure 9 shows the basic Battery. Twenty-six districts conduct some formskills achievement tests in use throughout Alaska of early childhood assessment, with the Earlyin 1990-91. In response to the statewide requirement Prevention of School Failure being the device usedto test students with the ITBS in grades 4, 6 and 8, most often. many districts have altered their testing programs.
Figure 9 Standardized Tests Used in Alaska
Number of Districts 50
40 37
30
10 8
1 1 17:7717,77.57.1 arrrtr-,71 r77.,....r ITBS/TAP SRAB CAT SRAS SAT
CAT California Achievement Test SATStanford Achievement Test CTBS Comprehensive Test of Basic SRAB Science Research Associates Skills Survey of Basic Skills ITBS Iowa Tests of Basic Skills SRAS Science Research Associates MAT Metropolitan Achievement Test Achieveme it Test Series TAPTest of Aca Jemic Progress 12 1 9 Program Evaluation specific details of the state 's curriculum regulation. To assess the impact of the state's curriculumThese responses and their accompanying narratives regulations and review cycle, districts were askedwill be invaluable to the department's planning four questions. The questions and responses areefforts. More detailed information about district's described below. This information is consistentresponses is available from specialists in the Office with the trends from 198445 to 1990-91 describedof Basic Education. eadier the tegulation and review cycle have had a defmite impact on local school district practice.Strengths Additionally, the responses and comments indicate that for the most patt this impact is perceived byDistricts were asked to identify their greatest district office personnel to be positive. strengths in the areas of curriculum, instruction and assessment. Thhty-nine districts identified at 1 Have the curriculum regulations enhanced, least one curriculum strength. Qmiculum strengths constrained, both enhanced and constrained, identified included the &variability of guides and or not made a difference to your district's courses, conmamity maim and local development. instructional program? Thirty-thieedistrictsidentifiedatleast one Enhanced 23 (43%) instructional stiength. Areas mentioned included Constrained 1 ( 2%) staff development programs, pupil/teacher ratios, Both 11 (20%) materials, and staff. No difference 10 (19%) No response 9 (17%) Thirty-four districts identified at least one assessment strength. Areas mentioned included curriculum 2. Have you used the model curriculum guides referenced tests, portfolio assessment, and writing in the development of your local district assessment. curriculum? Districts' responses ate listed in Appendices F, 0 Yes 41 (76%) and H. No 8 (15%) No response 5( 9%) Needs
3. Were the guides useful? Districts were asked to identify their most urgent needs in the areas of curriculum, instruction and Yes 40 (74%) assessment. Forty-one districts identified at least No 1 ( 2%) curriculum need.Areas mentioned included No response 13 (24%) planning time, training, and need for revisions and updates. 4. Has the established six year curriculum Thirty-six districts identified instructional needs. review cycle been helpful? Areas identififtd included time, training, personnel and funds. Yes 35 (65%) Thirty-eight districts identified assessment needs. No 10 (19%) Areas identified included aligmnent, alternative No response 9 (17%) assessments, and broader range of assessments.
In addition to these four general evaluative questions,Districts' response& are listed in Appendices 1,3 districts also responded to other questions aboutand K. 13 20 PART TWO
Interdisciplinary Education in Alaskan School Districts
This portion of the Status Report features infonnation on the targeted area of Interdisciplinary Education.
An interdisciplinaryapproachtoeducation intentionally applies methods and language from more than one discipline to examine a central theme, issue, problem, topic, or experience. The value of this approach is that it enhances the ability of the student to acquire the knowledge, skills, and attitudes of the various disciplines.
During a targeted year in the six-year state review cyzle, the Office of Basic Education collects as much information as possible from a variety of sources. The items reported here were suggested by many Alaskan educators during the 1989-90 school year. All districts responded to questions about their programs in this area.Summary infonnation included on the following pages is based on the responses from these 54 school districts.
On the basis of infonnation collected, reeds tepotted, technical assistance requested, and changes in the state of the art, a multi-year action plan will be made for interdisciplinary education at the end of the targeted year.Districts may then expect Department staff to work on disseminating key resources and implementing programs, policies and training as appropriate. INTERDISCIPLINARY EDUCATION
Initiatives The survey queried districts on initiatives indeveloping interdisciplinary programs in their interdisciplinary education. A summary of districtdistrict. responses appears below. What resources would best assist you in developing In which areas does your district have initiativesinterdisciplinary education programs? mat intentionally encourage the enhancement of interdisciplinary education? Each resource area is listed below along with the numbers and percentage of districts indicating yes. Each area is listed below along with die number and percentage of districts indicating yes. Teacher training 38(70%) Workshops 34(63%) Curriculum guides 31(57%) Administrative training 24(44%) Staff development 31(57%) Model curriculum guide 24(44%) Staffmg 28(52%) Resource people 24(44%) School stnicture 24(44%) Resource materials 22(41%) Planning opportunities 23(43%) Publications 12(22%) Program evaluation 14(26%) Other 3( 6%) Written policy 13(24%) Staff evaluation 10(19%) Appendix N lists this information for each district.
Appendix L lists this infonnation for each district.Maska Practices Additionally, more detail can be obtained byTwenty-onedistrictsindicatedtheyhave contacting the Curriculum Specialists in the Officeimplemented interdisciplinary programs. These of Basic Education. programs include team planning, moss curriculum work, and theme units. Appendix 0 lists districts Inservice which have implanented practices and, when Districts responded to the following questionsprovided by the districts, includes a brief description regarding interdisciplinary inservice programs. of those practices.
During the last year, how many inservice daysObstacles focused on interdisciplinary education? How manyDistricts were asked about obstacles they face in staff were involved in this training? designing and implementing interdisciplinary programs. Twenty districts indicated that time was Forty-one districts indicated they offered inserv icea critical obstacle, both in terms of meeting current in interdisciplinary education for a statewide totaldemands and planning for new programs. Other of 136 days. Approximately 3844 staff statewideareas identified included: staff training, reduction were involved in this training. Appendix M listsand turnover (17), skepticism (10) and size and this information for each district. location of the district (6). Appendix P lists each district's response to this question. Resources One question on the survey asked districts to identify resources that would best assist them in
17 22 Appendix A Chart 1
ElemontvCUITICEI_itimi in Alaska School Districts 1 § 1 § 1g1 Ii 1 2:1 8 ii.a 1 Ag11111 Adak a aleway , A or Aleutian Region ., . , i Aleutians East _ , . , Ancho NS II Annette island .gwar4 Bering Straits . . , ertstol Vay . Chugach fo , 0 topper Pliver Cordova r g _ . i , I I Del eely , , I _ , _ , . Dillingham . Fairbanks . .A . A Galena Haines i ,. , Hoonah I , H dabur! Iditarod 1 Juneau NS * Kake ...... ,.. Kashunamiut NS _.., _ . i Kenai Peninsula r Ketchikan NS Kiawock 1
NS = Not Separate
18 P3 33NSVOS "MOOS 0 0..e 30WI0NY1 CINOCIaS II , 30N310S0 4, I __ 4 I 1 I _. re NOLLV0f103 1VOISAild * .
US Z SOWM3141VV4 a S 0 t 0 SAN 39WISNY1 or E _A
Nallrifeki3ONDI e I _ 1 4 4 . C.) Hrlinif , 4 2.I 1 SUN 3141.4 IE1.=.~...... 1~. i - I 0 NOILV3IXF3 ilailtdPiO0 s W 55
S. a Egco fa .2 X a1 47 = 1 ..g 2c 0 g 19 ,, a To,EC . ba j ... its 10AC 1 2 12 it. .nY)-§6,thIlic 161.6242 r3 4 ti k 1 g 5 g t t 1.13 : I 4-c to 1 t c...=...... 4 0100010 0,0"C ,'.Ai. 2 co C CO YY.J....i...11 Zr ZZO.A. O.. thrrhwi--D>>
-4, - 4, ___ - I tousoncra1VNOLLVOCM 6* grigimaganumg R3N9109 "MOOSaa 1:111111111.1111111111E11 1 30WIONV1 014003S a immulainimmg a 33N3lOS granigarilignillg*41 < NOIVOACI3 IVOISAHA 0 goinimurissumg SOI1Weittlin 6 larmigingualim .. SIM, 30MONin 66ggiaggiannualOW* 111111311 11311.2=131:1 00 8111V 3t41.4 .111111.1111.1111111111.1111X1 NOLO/OM] H31110100 g
gmC ea W0OW 0gas to >, EZc ei as0cdx %%ISIE:611iiibP.r411g1gI Tts-5i 2..1r3.2510 1151 rt; A A ..g:(Tel'Ejfe°203cCC$10-<-<-<-<
Grduaticn rements
(1) Ill ul0 80 0 III 1g id !p(gta.ril az§i8§8g L1 Adak 4 .53 5 3 3 0 01024 Alaska Gatewa 531 53 3 00 621 Aleutian Region 4 1 3 1 2 3 1 1 521 Aleutians East 4 1 2 1 2 3 00 922 Amhara! e 4 0 21 52 3 5 0 821 Annette Island 4 1 3 1 24 1 0 622 Bering Straits 41222320 521 Bristol Oa 40 2 2 2 3 2 0 722 ChaI am 4 1 2 1 2 3 0 1 721 C ach 4 0 3 2.53 0 08 522 Copper River 4 .52 .5 23.50 09.522 Cordova 40 2 2 2 3 0 11 25 Craig 4 0 2 2 2 3 0 0 8 21 D e l t a / G r e e l y 4 0 2 1 2 3 0 1821 Dillingham .52 2 23.55 0 424 Fairbanks 4.521 53 3 0 0 721 Galena 4 02.522.541.508.525 Haines 4 5 2'1 2 0 I 11 24 Hoonah 1 * 1 * 3 1 0 722 Hydaburg 4 0 2 2 2 3 0 0 821 lditarod 4 .5 3 1 3 3 0 722 Juneau 4 21 52 13 1 1 621 Kake ** 2 2 4 1 0 5 21 Kashunamiut 4 0 4 0 4 4 0 0 723 Kenai Peninsula 4.521 2 3 1 1 5.521 Ketchikan 4 2 2 3 0 0 1022 ** Klawock 2 I3 2 0 1 823
Either 3 Math and 2 Science or 2 Math and 3 Science by 90-91. **Physical Education includes health. 22 27 *Either Wr..,_n **Physical Yupiit Yukon Yakutat Valdez Tanana Sitka Saint Railbelt Pribilof Pelican North Nome Nenana Lower Lower Lake Kuspuk Kodiak 3Math Unalaska Southwest Southeast Skagway Petersbur! Northwest Flats ell Mary's Skye & Education and Yukon/Koyukuk Yukon island Island Arctic Kuskokwlm Peninsula 2 Region Matanuska-Susitna includes orScience health. 2 Math 23 3and 4 4 4 4 4 4 40 4 4 4 4 4 4 4 4 4 4 4 5 4 4 ** 4 4 111 T I .5 Lli Graduation Science 31 5 4 0 5 5 1 1 0 52 w (..) co by 12 21 2 2 2 2 2 3 1.52 2 2 2 3 3 3 1.53 2 P ILI c) 90-91. 1 2 41,413 1 1 5 2 2 1 1 1 1 1 2 1 1 2 1 x as 8 2.5 5 2.5 1 9 § tu Requirements 2 3 2 2 2 2 2 3 2 2 2 2 3.5 2 2 2 110Db? co t-- iu u) in 3 4.521.5230 3 4 3 3 3 3 3 3 3 3 3 2rtz' 40 1 3 3 3 "nti Alaska 0 2 1 0 5 0 5 0 0 33,0 21.52330 0 0 0 0 3 0 z g 1 0 0 0 1 0 0 0 0 0 0 0 0 9 - < co 4 School 5.5 . 11 11 5 8.5 0 0 0 F. 1.1 co 5 4031.3300822 6 6 8.5 8.5 8.5, 6.5 7.5 P Appendix 9 3 6 8 8 8 9 6 5 9 8 6 ai Districts 0724w 21 21 24 21 21 5 21 21 21 21 , 22 , 22 22 23 23.5j 211 24 221 21) 22, ' 24 21 22 23 21 g a p2i B Appendix C
TESTS USED IN ALASKA SCHOOL DISTRICTS Core Achievement Tests Supplemental Tests SRABSRASITBS/MATCATCTBSSATPSATACTsAroanECE TAP 1 2
Adak 142 Alaska Gatewa k-12 Aleutian Region k-12 Aleutians East k-12
Anchorage 11 fr Annette Island k-12 . A Bering Strait 2-12 .- 40 4 Bristol Bay k-11 Chatham 3-12 Chugach k-12 A Copper River k-12 Cordova i-ii 4, Cral 1-12 i: It& reely Dillingham 1-12 Fairbanks 1-10 Galena k-12 Haines 2-10 Hoonah 1-12 Hydaburg a k-12 Iditarod a k-12 Juneau 2-11 Kake k-12 Kashunamiut k-12 lell,e, Kenai Peninsula 5.10 0 * Ketchikan 4,4410 Kiawock k-12
ACT American College Test PSATPreliminary Scholastic Aptitude Test ASVABArmed Services Vocational Aptitude Battery SAT 1Stanford Achievement Test CAT California Achievement Test SAT 2Scholastic Aptitude Test CTBS Comprehensive Test of Basic Skills SRABScience Research Associates Survey of ECE Early Childhood Testing (including Early Basic Sidlts Prevention of School Failure or Brigance SRASScience Research Associates Achievement Inventory of Basic Skills or Gessell) Test ITBS Iowa Test of Basic Skills TAP Test of Achievement and Proficiency MAT Metropolitan Achievement Test * District alsouses ITBS for grades 4, 6 and 8 as ofpart the Statewide Testing Program. 24 29 Appendix C
TESTS USED IN ALASKA SCHOOL DISTRICTS Core, Achievement Tests Supplemental Tests SRABSRASITEM/MATCATCTBSSATMATACTSATA908ECE TAP 1 2
A 4 i I 44,6,8,4 ` Kodiak Island * 8)11 I Kuspuk k-12 ,..- .-. Lake & Peninsula k-12 . / Lower Kuskokwim k-12 ., -. k-12 Lower Yukon , Matanuska-Susftna 1-12 .4 ... Nenana 1-12 ... p Nome k-12 * o North Slope 1-12 .._ k-12 Northwest Arctic , Pelican 1-12 Peters.g 2-12 ,- Pribilof k-10 i Rallbelt k-12 i Saint Mary's k-12 T Sitka 4.6A10 A Skagway k-12 k-12 Southeast Island - Southwest Region k-12 Tanana 1-12 4 Unalaska 3-12 Vaiaez 1-11 Wrangell 2-12 Yakutat k-12
Yukon Flats k-12 _
Yukon/Koyukuk k-12 . Yuplit . k-12
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A t 4 It- 4 ... 00 4 9 4 0 CURRICULUM i8 EVALUATM _ t a. , . - ... - C) 41 T 3 ` s I J.- eit ee sse e sesee CURRICULUM * REVIEW CYCLE 232 *see *seees ANNUAL 2 ASSESSMENT t . g, r 4 P CURRICULUM q IMPROVEMENT ffi - . l p ill e t o e 0 ** CURRICULUM ALNMTIGEN . - - - ti . - . - - - - A - N Appendix E School District Curriculum Review Cycles * co o5 2 lt I 2 a5 0 s 4 g w 8 0a = xI 2 a 0a 0§ § _Mak 88 91 89 91 91 92 92 Alaska Gateway 95 90 91 93 9292 91 92 9490 Aleutian Region 89 89 899089 9389 9392 91 90 Aleutians East 92 91 9089 90 91 91 92 9290 Anchorage 94 90 89 9593 92 91 Annette Island 91 90 92 95 8993 9489 9294 Bering Strait 89 9092 90 91 9392 9493 Bristol Bay 88 89 8988 93 91 89 92 90 90Pi Chatham Chugach 89 88 89 90 90 87 91 90 Copper River 86 89 88 88 88 88 89 89 se Cordova 89 90 9295 88 92 92 93 Craig 88 91 89 90 91 91 8988 8991 Delta/Greel 91 90 89 91 88 89 9292 Dillin ham 89 88 9092 90 92 92 89 91 92 Fairbanks 89 88 89 90 93 90 90 esgo Galena 91 88 8890 89 92 88 89 92 90 Haines 89 88 9290 88 92 92 94 89 9394 Hoonah 96 96 91 93 96 94 95 Hydaburg 88 88 88 90 88 89 88 91 88 lditarod 88 91 9089 93 90 91 90 92 91 Juneau 91 93 9292 93 90 94 95 91 9492 Kake 89 89 8989 90 91 89 88 89 9289 Kashanamiut 89 89 89 90 90 87 91 89 Kenai 91 88 91 91 90 91 89 90 9492 Ketchikan 88 89 91 93 94 91 91 88 9290 Klawock 89 90 88 91 89 * The year indicated is the first year of an academic schedule (e.g. 89 = 1989-90 school year) I = Integrated into other areas. A = Annually 33 28 11 4 I r t 0 r 8 # 11 Is *5 40 to so 4 o *I 4 (it I 0 0 0 * 5 0 WO C U 4 4 C 4 " .."1 0 I WO I C I EC 4OP CO. 1 '1 181, 0 1 6. C. tD 4 40, CE SO44 Appendix F What is your greatestcurriculum strength? Aleutians East: Language arts. cultural heritage. Anchorage: Selection process. Kenai: Guides. Annette Island: Well developed curriculum Ketchikan: Diversity. statements for each curricular area. Klawock: Courses available. Bering Strait: Have one in place. Kodiak: Locally written documents with Chatham: Breadth of offerings. learning activities. Copper River: Curriculum for all areas isin Kuspuk: The newly written language arts and computer/technology curriculum for our district. place. Craig: Updating. Matanaska-Susitna: Freedom to pursue innovative ideas based on research (although Delta/Greely: Curriculum guide. funding is too often missing). Fairbanks: Generally up-to-date, well Nome: Much experience in severaldistricts and organized, and community approved. with government agencies. Haines: In most instances, curriculumis Northwest Arctic: Our greatest asset isthe well-defined and practical. teacher and community intetest in our curriculum and instniction project. We're on a Hoonah: Time to do it in. roll, as they say, and this enthusiasmis carrying us through much hardwork. Hydaburg: It is up-to-date. Pelican: Adapting to community. Iditarod: Language arts. Also, our de-emphasis on the use of textbooks. Petersburg: District-wide periodicreview. Juneau: Finally have writtenK-12 curriculum Rai lbelt: Review process tying alltogether in tied to also. in core projects with simplifiedbrochure for place. Staff development activities each grade level. Saint Mary's: Community support. Kake: Curriculum guide is goodfoundation. Sitka: We have good guides. Kashunamiut: We have strong localinput in 31 Appendix F Southeast Island: Well-developed performanceWrangell; We now have curriculum aligned criteria for multi-grade situations. with materials. Southwest Region: Locally-developed for Yakutat: Middle school. many content areas. Yukon Flats: CUITiC11111111 is supported with Tanana: School board and parents and students.teaching materials. Unalaska: Our general interest and support for YukonfiCoyukuk: Our curriculum guides. expansion. Yup lit: Programs for reading; H.S. math Valdez: A curriculum guide that has been (Saxon's). developed and is utilized by the instmctional staff. 36 32 Appendix G What is your greatestinstructional strength? Aleutians East: Spirit of staff. Northwest Arctic: Our greatest asset isthe teacher and commtmity interest in our Anchorage: Staff development. curriculum and instruction project. Annette Nand: Training programsfor reading/Pelican: Class size. writing across the curriculum. Petersburg: Sequential materials. Bering Strait: Math manipulatives. Railbelt: Review process tying all together in Copper River: Good alignment with place. Staff development activities tied toall curriculum and with testing. also. Craig: Low class numbers. Saint Mary's: Flexibility. Haines: Pupil/teacher ratio. Sitka: We do a good job. Hoonah: Time to do it in. Southeast Island: Materials matched to curriculum and extensive resource library. Hydaburg: Small class size which allowsfor individualization. Southwest Region: Small, multi-grade classrooms lend themselves to interdisciplinary Juneau: Staff development programin district. approach. Kake: Knowledge of current research on Tanana: Planning. education. Unalaska: Access to technology andmaterials. Kashunamiut: Large supply of material. Valdez: The update of instructionalmaterials/ Kenai: Instmction center. equipment used with students. Ketchikan: Quality. Wrangell: Small classes, individual attention possible. Klawock: Almost 100% taughtby correctly certified personnel. Yakutat: Language arts. Kodiak: Strong programs andmaterials for Yukon Flats: Good materials andequipment staff. are available. Matanuska-Susitna: Freedom to pursueand Yukon/Koyukuk: Staff is the only possible improve insuuctional pedagogyand strength in instructional delivery. methodology. Yupiit: Use of multi-disciplinarymaterials and technology. 33 37 Appendix H What is your greatest assessmentstrength? Adak: Wt.: ate pleased with the SRAABS. Kodiak: Locally written CRT. Aleutians East: Non-traditional (portfolios, Matanuska.Susitna: Funding from school etc.) starting. board and superintendent support. Anchorage: Cuniculum reference tests. Nome: Writing assessment. Tailoring tests to local situations. Annette Island: Our comprehensiveevaluation plan. North Slope: Continued development of criterion-referenced tests. Bering Strait: Uniform method. Northwest Arctic: We are not yet satisfied with Copper River: Community and studentsvalue our assessment systemand are still looking at testing -- positive efforts produce betterresults. other possible options. Craig: Statewide testing. Pelican: Individual assessment. Fairbanks: Standardized test program (1-10) Petersburg: District-wide ITBS testing. allows for evaluation. Exploring alternative evaluation programs (CRT Portfolio). Railbelt: Review process tying all together in place. Staff development activities tied to all Haines: In process of setting up test review also. committee and defining their tasksfor FY 91. Saint Mary's: Northwest Association of Hoonab: Time to do it in. Schools and Colleges. Hydaburg: We have an extremely Sitka: We need another means of assessing comprehensive process. student programs besides ITBS. Juneau: Development of portfolio andalternateSoutheast Island: None. assessment tools and skills. Southwest Region: Redesigning assessment Kenai: Analytic assessment. to include student worksamples and demonstrations of concept application Ketchikan: Variety. (portfolios). Klawock: Different testing tools. Tanana: Patience. 35 Appendix H Unalaska: Our recognition of its need, despite Yukon Flats: Frequent assessment is provided. our low levels of implementation. Yukon/ Koyukuk: Writing Assessment. Wrier. To date, our greatest strength has been student perfomrance. Yupiit: Longitudinal study can be completed using CTI3S results. Yupik children part of Wrangell: New assessment program can be norm used for CTBS. used to guide instruction. 36 39 Appendix I What is your most urgentcurriculum need? Aleutians East: Whole language. Iditarod: On-site inservicing of staff on its use. With ten sites, it is difficult to get everywhere Anchorage: Student-centered senior high early enough in the year. program. Juneau: Develop realistic andsustainable Annette Island: Greater definition of revision/review cycle. interdisciplinary conent. Kake: Alignment through grade levels. Bering Strait: To keep the decision and Implementation and ongoing development. development at local level. Kashunamiut: Complete for all content areas. Chatham: Aligning and evaluating cuniculum. Kenai: Specialized staff: health, science/math, Chugach: Our curriculum must be revised to music, language arts. include a whole language approach to learning, applied math, and manipulative math. Ketchikan: Alignment across the district. Copper River: Updated content. Standard Klawock: Fine arts. format. Complete for all areas. Kodiak: Planning time for integrativ, across Craig: Updating. the curriculum. Dillingham: Continue cycle (second six-year Kuspuk:Revision of our core subjects ASAP. local). Matanuska-Susitna:Time and staff to Fairbanks: Curriculum specialists in each complete all our wonderful projects started. I school. am one person K-12with one secretary in the 3rd largest school district. Haines: Staff thne for reviews and development. Nenana: Scheduled review cycle. Hoonah: Time to do it in. Nome: Assistance with curricular areas onsite. Hydaburg: More time. North Slope: Cross reference existing curriculum with resources available. 37 40 Appendix I Northwest Arctic: Our most urgent need Saint Mary's: Stability in terms of continued affects curriculum, instruction, and assessment. continuity. We need to devise and fund a system through which we can secure the needed teacher time to Sitka: Greater emphasis on interdisciplinary. work on curriculum, to work on interdisciplinary units, to be adequately trained in new curriculumSouthwest Region: A core "mastery" and materials and strategies WITHOUT curriculum taught in-depth. SACRIFICING CLASSROOM TIME. Teachers need assimilation time when delving into new Tanana: DOE staff ',4e in Tanana. curricular or instructional areas which short interruptions from teaching do not afford. Unalaska: New/revised guide. Any ideas? Valdez: Computers Pelican: Evaluation of curriculum. Wrangell: Time to complete alignment. Petersburg: Money. Yakutat: Interdisciplinary instruction and Pribilof: Curriculum. format. Railbelt: Reduce additional paperwork/ Yukon Flats: More revision is required. regulatory requirements that duplicate processes already in place. Staff already handling more Yupiit: Complete our own curriculum in and more without increase in time or money. science and social studies. No more mandated inseivice training already consuming major portion of inservice time. Need time for inservice addressing our own identified instructional needs. Appendix J What is your most urgentinstructional need? Aleutians East: Organizing for whole Kake: More innovative teaching methods based language. on current research. Anchorage: Staff development. Kashunamlut: Development of distance delivering. Annette Island: Training of staff in interdisciplinary techniques. Kenai: Expand instruction center. Bering Strait: Unifonn method. Ketchtkan: Development. Chatham: Enlarging the repertoire of teaching Klawock: Classroom management. techniques. Kodiak: Staff training for more integration. Copper River: Update on cunent research. Kuspuk: Staff training on interdisciplinary Cordova: Instruction. education, training re: teaching in a multi-grade sinw tkm. Craig: Class offerings. Nome: Talent bank assistance. Dillingham: Workshop on clinical teaching. North Slope: More personnel. Fairbanks: More time in the day. Pelican: L., !" :dual student differences and Haines: Figuring out how to fit everythinginto home life of students. the day that we are supposed to be teaching. Petersburg: Money and inservice for language Hoonah: Time to do it in. Ilydaburg: More time. Saint Mary's: More time on task. Iditarod: Helping teachers to use the processes Southeast Island: More on-site support which are emphasized in our curriculum. materials (funds!). Juneau: Tie instruction training to Southwest Region: Greater cooperative, curriculum being approved. interdisciplinary effort among staff. 42 Appendix J Tanana: DOE staff on site. Yakutat: Interdisciplinary instruction and format. Unalaska Training in area of available teclmologyfmterdisciplinary. Yukon Flats: Staff development needs to continue. Voider Ensure that homework is given for the right reasons and in reasonable amounts. Yup lilt: Consistency in staff. Wran,44 Instructiond delivery training and desire tb be trained. 43 40 Appendix K What are your most urgent assessmentneeds? Alaska Gateway: Viable complete portfolio Hydaburg: No needs. Plan. Iditarod: Continuity in assessing curriculum Aleutians East: Non-traditional assessment and its delivery. Standardized tests do not and including whole language. cannot &Nen ollf curriculum. We need tobetter train our principals to be the educational leaders Anchorage: Effective measures and portfolio and curriculum experts in each of their schools. assessment. Juneau: Refinement and expansion of Annette bland: Development of a clearer perfonnance and multi-criterion assessment means of using standardizedtesting results for tools. overall assessment. Kake: Development of testing to get away from Bering Strait: Analysis. relying strictly on standudized test scores (ITBS). Chatham: Early childhood assessment tools. Kashunamiut: Culturally relevant measures. Craig: Testing in a broader range. Kenai: Adding higher cognitive skills testing. Delta/Greely: We have cut back to only required ITBS assessment. This conflicts with Ketchikan: Meaningful. federal reporting or identification requirements We need the DOE to give us some alternativestoKlawock: Speech assessment. qualify for program monies. Kodiak: Revision of CRT's and methods to Dillingham: Re-align curriculum to ITBS and assess writing, etc.Devising a portfolio method drop SRA. of assessment/record keeping. Fairbanks: Valid, empirical alternatives to Kuspuk: An appropriate valid assessment tool supplement standardized tests. for grades 1-3. Haines: Adequate time for review committee Lake and Peninsula: CRT's. to perform tasks related to testselection, curriculum alignment and better utilization of Lower Yukon: Further support on development assessment results. of alternatives to standardized testing: portfolios, writing assessment, etc. Iloonah: Time to do it in. Appendix K Nome: Updating district assessment testing Tanana: DOE staff on site. procedures. Unalaska: A real, usable plan that broadly Pelican: Community understanding of ITBS. assesses what we do. Petersburg: Fotmal writing assessment; Valdez: Develop a data base of results fora aligtunent. newly adopted assessment instzument. Saint Mary's: The state needs to develop Wrangell: None. regionally normed tests and temove the politics form state testing. Yukon Flats: funding for more assessment and need for staff commitment. Sitka: Defining an assessment device which more accurately reflects what is taught; high Yukon/Koyukuk: Needmore quality technical level thinking skills, for example. assistance. Southeast Island: Well developed criterion- Yupilt: Raise our achievement testscores. No referenced tests. consideration given to Bilingual Chapter I scisools on ITBS. Southwest Region: Staff involvement in determining measures/standar's in evaluating student learning. 45 42 10 2 cow a I CC4C Iii Initiatives 11 . . MI ...1 6 Interdisciplinary 0 E§g 0 CO 'III 44 4 2 59 2 0 'i CC 18 isEi East L I Gateway Region Island Strait jay River Appendix Adak Alaska Aleutian Aleutians Anchorage Annette Berino Bristol Chatham Chugach Copper Cordova Cral! Delta/Greely Dillingham Fairbanks Galena Haines Hoonah Hydaburg iditarod Juneau Kake Kashanamiut Kenai Ketchikan Klawock Appendix L Interdisciplinary Initiatives 3 #2 ccgl 5 I ogl 2 Ec4 z co oc w 0 I- Kodiak Island 4 K,- -k Lake & Peninsula Lower Kuskokwlm Lower Yukon Matanuska-Susitna Nenana Nome North Slope Northwest Arctic Pelican Petersburg Pribilof Rallbelt ...... _ Saint Mary's Sitka Skagway Southeast Island Southwest Region . Tanana S Unalaska Valdez Wrangell _ Yakutat Yukon Flats 4 Yukon/Koyukuk `NOR _ 45 4 7 Appendix M Interdisciplinary Inservice How many How many staff Total Staff Days inservice days were involved in were focused on this training? interdisciplinary education? Adak Alaska Gateway 1 40 40 Aleutian Region 2 6 (all) 12 Aleutians East 3 27 81 Anchora! e 4 1700 6,800 Annette Island 2 42 84 Bering Strait Bristol Bay i 20 20 Chatham 1 21 21 Chu! ach 10 12 120 Copper River 1 50 50 Cordova 8 30-36 264 Craig 5 25 125 Delta/Greely 2 55 110 Dillin ! ham Fairbanks 3 5 50-75 219 Galena Haines Hoonah 19 38 Hydaburg 6 11 66 Iditarod 8 23 184 Juneau varied Kake 1 19 19 Kashanamiut 3 26 78 Kenai 3 35 105 Ketchikan 2 25 50 Klawock 1 18 18 46 48 Appendix M Interdisciplinary Inservice How many How many staff Total Staff Days inservice days were involved in were focused on this training? Interdisciplinary education? Kodiak Island Kus 4 40 160 Lake & Peninsula 3 50 150 Lower Kuskokwim Lower Yukon 5 100+ 500+ Matanuska-Susitna 5 750 3 7 Nenana 2 7 14 Nome 2 30 60 ope 9 75 675 Northwest Arctic 4 115 460 e can . Petersburg , Pribilof 2 30 60 Rai lbelt 1 35 35 Saint Marys 0* 13 Sitka 2 100 200 Skagway 3 12 36 Southeast Island , Southwest Region 1.5 25 37.5 Tanana 4 14 56 Unalaska 1 18 18 Valdez Wranel 2 40 80 Yakutat 1 10 10 Yukon Flats 2 42+ 84+ Yukon/Koyukuk 3 33 99 YupHt 6 50 300 47 49 Appendix N Please check the resources that would best assist you in developing interdisciplinary education. 3 co i!S Fcl_; h §u) 01 6 1 0S C5 g2 r i 0 14i A. i tcl i o 3 2 Adak Mill Alaska Oateway IBM MONEY Ateutiaanns Anchorage Annette Island Bering Strait Bristol Ba MINMIN:IIIIIIII Chatham Chugach Coer River IIIIIIIIIIIIInuii Cordova =ICE lial Cral Deltaareel Dillingham Fairbanks Galena Harnes Hoonah H aburg_ lditarod all I II Juneau 1111M1111MIEM IIMEM Kake .911 as anamiut Kenai Ketchikan 161111.IIII EMI Klawock 48 5 U Yupiit Yukon a S Saint Noith utat Wrangell Valdez *a Railbelt Ptibilof Pelican Nome Lower Lower Kuspuk Kodiak Yukon/Ka Flats Southwest Skagway Mary's Petersburg Noilhwest Slope ukuk Arctic Yukon Island Region 1=1111111.111111 Kuskokwim ...1 cr tun. 1:317111111111111 MI EZIMLII=IIIIIIIII El- iu< ri Please tr2 ui ig check 111113111111111111113.1 0 0 111 the 49 0 1 developing 51 IIIIIIIIIIIIIIIIIIIMIII IciP resources ..... iL that 11011111311111=11n11121 E interdisciplinary 111311= , 121 k) would 1111111111111111 11112111111;111111111 1113111111111111111111111111111 best II education. Mil assist immimmillmmimumign 111111111111;111111111111111111111 111111 IIIIIIIIIIIIIEIIIIIIIIIIIIIIIIIEIIII gl iil you in Appendix 110111111:111111111211111131111111211111121111111:111111111111 1110111111111111:11111101111111111111111111111111111111111111 11.1101.11113111121111111111113111111111111111 11 te 11111 IIIIIIIIIIIIIIIMIIIIIIIIIIIIIHIQIMIIIMIIIIIIIII MIMI 011111121111111111111111111.1111 111111111111111L1=1111 11111111111211111111111111111111 1111111.11111111111111nom 1111111111111111111111111=11111111 ii 11111111111 MI ...., i I N Appendix 0 Do you have any interdisciplinary practices/programs which are worldng in Alaska? Yes Brief Description Aaak Alaska Gateway Menton Program. block schedules, shared time Aleutian Region Aleutians East 1A11 schools have many programs Anchorage Lots of programs Annette Island Team planning, cross curricuium t Bering Strait Bristol Bay Chatham Chugach More focus on implementation of language and manipulation of math Coyper River Cordova Craig Delta/Greely Dillingham ,Integration of cultural programs in regular classrooms Fairbanks Senior seminar. Basic computers, Applied food, science connections Galena Haines Hoonah Monthly themes throughout the school Hydaburg lditarod Language curriculum guide Juneau Project 2000,team structure Kake Kashanamiut Kenai Thema / topic units Ketchikan Klawock 50 52 Appendix 0 Do you have any interdisciplinary practices/programs which are working in Alaska? Yes Brief Description Kodiak island °Plays R' Us* Kuspuk Lake & Peninsula Lower Kuskokwim Lower Yukon Interdisciplinary Curriculum Matanuska-Susitnk Curren* designfng an interdiscOgnarY prngrani Nenana Nome North Slope Northwest Arctic Interdisciplinary activities during 4 1/2 days of Inservice Pelican Petersburg Pribilof Ralibelt Saint Mary's Entire curriculum is interdisciplinary Sitka Contact: Pat Stevens or Connie Ellingson 747-8672 Skagway $outheast i§land Southwest Region Writing I journalism Interdisciplinary Tanana Unalaska Valdez Wrangell Yakutat Yukon Flats Yukon / Ko ukuk Interdisciplinary program Yupiit Success in reading and writing 51 53 Appendix P What are the obstacles yourdistrict faces indesigning and implementing interdisciplinaryprograms? Adak: We are small, both inthe size of the Delta/Greely: We cannot keep the programs we foundation funding. student body and the variousdepartments. have now without more problems Scheduling would seem to be aproblem but it Specialized money is creating more basic programs. sounds like a great ideaand we would be inter- without enough money to run ested in follow-up. Dillingham: Money. Alaska Gateway: Interdisciplinaryprograms Fairbanks: Planning time forteachers and staff are not an answerfor all teaching. development and reluctance tochange. Aleutian Region: None--we arewide open. Haines: Staff planning time. Aleutians East: Distance, time,follow-up. Hoonah: Time. Anchorage: I believe thatinterdisciplinary Hydaburg: The district lacksfunds for training programs developthrough creative teachers in staff which is over- schools with supportive principals. and travel. We am a small worked already as a result of ournoimal class requirements and Annette Island: Recognitionof the value/ loads and continuing state time to do any importance of interdisciplinaryapproaches and mandates. We simply lack the planning time. additional projects. training new Bering Strait: Teachertraining. Iditarod: Teacher turnover and teachers in interdisciplinarymethods. Also, humanities. Bristol Bay: Meeting currentcurriculum re- teachers lacking skills in the quirements at high school,credit transfer and planning time, and lack of time to develop a plan. Juneau: Scheduling, available models withexplanations. Chatham: Lack of knowledgeis probably the Kake: Time devoted to it,professional exper- greatest impediment. tise, and teacher acceptancedue to projects that failures in the past. Chugach: Distance is ourlargest factor and have been considered weather is the second obstacle.It is difficult to Kashanamiut: Picking a timewhen most of bring teachers in to workwith our staff because the staff can be involvedand having enough of the two mentionedfactors. funding. Copper River: Funding--we arebarely able to and present maintain essential program Kenai: Time, money/budget, programs. Cordova: Money. Ketchikan: Staff resistance towhat is perceived work. Craig: None. as more 53 54 Appendix P Klawock: Staff with the knowledge or Railbelt: The biggest problem is the staff in expertise. small schools are already doing so many different grades and subjects plus many extra- Kodiak: Adhering to a six-year review cycle curricular and community activities, it is with diminishing revenues; time in which to difficult to have the time to plan with others. design and implement the programs. There is not enough staff ta re-structure school programs significantly. Kuspuk: Teacher turnover, remote sites hinder- ing training of teachers, and teacher training. Saint Mary's. Nonewe're not sure what you are trying to do. It sounds like someone coined Lake and Peninsula: Staff that is not trained ina new term. interdisciplinary approaches. Mks: Lack of time to meet and plan. Lower Yukon: Deprogramming old messages about time allotmentsconvincing staff that it's Southwest Region: Time and training to assist okay to integrate and combine subjects--and site administrators in designing schedules which turnover. It is difficult to inservice a concept to encourage interdisciplinary programs. an ever-changing audience. Resistance from some staff. Matanuska-Sasitna: Time for training and Tanana: Our own lack of ability and creativity. revising cunicula documents and unit development. Unalaska: Existing staff are too busy to explore in a thoughtful manner such initiatives. Nenana: Lack of resources. Valdez: Desire data to substantiate the benefit Nome: Funding and reduced staff. of interdisciplinary programs, teacher training and administrative monitoring/advocacy that is North Slope: Turnover of staff and minimal necessary for- a successful interdisciplinary instnictional staff. program. Northwest Arctic: We need to develop Yakutat: Reduced staff causing multiple incentives which are attractive enough that assignments. people will work on interdisciplinary units etc. on their own time or for credit during the Yukon Flats: High staff turnover and the lack summer or something like that. of understanding of interdisciplinary programs. Also, the distant deliveiy of staff development is Pelican: Small size. difficult and expensive. Petersburg: We plan to examine this area in Yukon/Koyukuk: Lack of money. depth in 91-92. according to our review cycle. Yupiit: Teacher and administrative turnover Pribilof: None! We promov it! and time for mere inservice. We use our ten days for maintaining the integrity of our programs. We pay teachers and aides on weekends to provide "suicide" and other prevention programs. 54 55 Appendix Q Alaska School District Curriculum Contacts Adqk Region Schools (592-3188) Bristol Bay Borough Schools (246-4225) Mike Moran Richard Leath Director Superintendent Adak Naval Station Box 34 Box 169 FPO Seattle, WA 98791 Naknek, AK 99633 Alaska Gateway Schools (883-5151) Chatham School District (788-3682) Spike Jorgensen Bob Mutch Superintendent Superintendent Box 226 Box 109 Tok, AK 99870 Angoon, AK 99820 Aleutian Region School District (562-2924) Chugach School District (472-2593) Phillip Hardy Robert T. Brown Superintendent Superintendent Rural Branch 201 E. 56th Ave., Suite 210 Atka, AK 99503 Anchorage, AK 99518 Aleutians East Borough Schools Copper River Schools (822-3234) (383-5222) Gordon Tope John Davis Superintendent Superintendent Box 108 Box 429 Glenna lien, AK 99588 Sand Point, AK 99661 Cordova City Schools (424-3265) Anchorage Schools (333-9561) Mike Mc Hone Ruth A. Keitz Superintendent Director Of CUlT & Instr Services Box 140 P.O. Box 196614 Cordova, AK 99574 Anchorage, AK 99519-6614 Craig City Schools (826-3227) Annette Island Schools (886-6332) John Hoist Walter Bromensehenkel Superintendent Superintendent Box 800 Box 7 Craig, AK 99921 Metlakatla, AK 99926 Delta/Greely Schools (8954658) Bering Strait Schools (624-3611) Leland Clime Harry Martin Superintendent Director of Instruction Box 527 Box 225 Delta Junction, AK 99737 Unalakleet, AK 99684 55 56 Appendix Q Dillingham City Schools (842-5223) Juneau Borough Schools (586-2303) Don Renfroe Annie Calkkins Curriculum Coordinator Curriculum Director Box 170 10014 Crazy Horse Drive Dillingham, AK 99576 Juneau, AK 99801 Fairbanks North Star Borough Schools Kake City Schools (785-3741) (452-2000) Datroll Hargraves Rick Cross Superintendent Superintendent Box 450 Box 1250 Kake, AK 99830 Fairbanks, AK 99701 Kashunamiut School District (858-7713) Galena City Schools (656-1205) Al Weinberg George Troxel Superintendent Principal 985 KSD Way Box 299 Chevak, AK 99563 Galena, AK 99741 Kenai Peninsula Borough Schools (262-5846) Haines Borough Schools (766-2644) Maly Rubadeau Nancy A. Billingsley Executive Director Superintendent 148 North Sink ley St. Box 1289 Soldotna, AK 99669 Haines, AK 99827 Ketchikan Gateway Borough Schools Hoonah City Schools (945-3611) (255-2118) Superintendent Anthony Kennedy Box 157 Assistant Superintendent Hoonah, AK 99829 Pouch I Ketchikan, AK 99901 Hydaburg City Schools (285-3491) Larry Schroeder Klawock City Schools (755-2220) Superintendent Morris Ververs Box 109 Superintendent Hydaburg, AK 99922 Box 9 Klawock, AK 99925 Iditarod Area Schools (524-3033) Karen Lodegard Kodiak Island Borough School (486-3131) Curriculum Coordinator Gail Cook Box 90 Curriculum Coordinator McGrath, AK 99627 722 Mill Bay Road Kodiak, AK 99615 56 5 7 Appendix Q Kuspuk Schools (675-4320) North Slope Borough Schools(852-5311) Cliff Bates Lynn Thomas Curriculum Coordinator Director of Instruction Box 49 Box 169 Aniak, AK 99557 Barrow, AK 99752 Lake and Peninsula Schools(246-4280) Northwest Arctic Schools (422-3472) Gary H. Jacobsen Bobbe Bluett Assistant Superintendent Curriculum Director Box 498 Box 51 King Salmon, AK 99613 Kotzebue, AK 99752 Lower Kuskokwim Schools(543-3611) Pelican City Schools (735-2236) Phyllis Murray Ken Siderius Curriculum Coordinator Superintendent Box 305 Box 603 Bethel, AK 99559 Pelican, AK 99832 Lower Yukon Schools (591-2411) Petersburg City SChools (722-4271) Gus Bishop Mary Francis Asst. Superintendent Superintendent Box 32089 Box 289 Mountain Village, AK 99632 Petersburg, AK 99833 Matanuska-Susitna Borough Schools(745-4822)Pribilof Schools (546-2222) Linda Suriano Denver G. Bowen Director of Instruction Superintendent 125 W. Evergreen St. Paul Island, AK 99660 Palmer, AK 99645 Railbelt School District (683-2278) Nenana City Schools (832-5464) Kathleen Forme Ila Pamela Van Wechel Administrative Assistant Superintendent Drawer 280 Box 10 Healy, AK 99743 Nenana, AK 99780 St. Marys School District(438-2311) Nome City Schools (433-2231) Dale Moore Larry La Bolle Superintendent Superintendent Box 171 Box 131 St. Marys, AK 99658 Nome, AK 99762 Appendix Q Sitka Borough Schools (747-8622) Valdez City Schools (835-4357) Terry Coon Harry Rogers Director of Education Services Superintendent Box 179 Box 398 Sitka, AK 99835 Valdez, AK 99686 Skagway City Schools (983-2320) Wrangell City Schools (874-2347) Nancy Schave Linwood Laughy Superintendent Superintendent Box 497 Box 2319 Skagway, AK 99840 Wrangell, AK 99929 Southeast Island Schools (225-9658) Yakutat City Schools (784-3317) David Dossett Vem Brenner Assistant Superintendent Superintendent Box 8340 Box 427 Ketchikan, AK 99901 Yakutat, AK 99689 Southwest Region Schools (842-5288) Yukon Flats Schools (662-2515) Jane Ile Cowan Donna Van Wechel Curriculum Coordinator Assistant Superintendent Box 196 Box 359 Dillingham, AK 99576 Ft. Yukon, AK 99740 Tanana City Schools (366-7203) Yukon/Koyukuk Schools (832-5594) Vincent Barry Niki McCuny Superintendent Special Promms Director Box 89 Box 309 Tanana, AK 99777 Nenana, AK 99760 Unalaska City Schoois (581-1222) Yupiit Schools (825-4428) John Novak Rita Dishman Superintendent Curriculum Director P.O. Box 260 Box 100 Unalaska, AK 99685 Akiachak, AK 99551 Appendix R Department of Education Curriculum, Instruction and Assessment Contacts Within the Department of Education the followingDATA MANAGEMENT staff members can offer technical assistancewith Bob Silverman, 465-2865 curriculum, instruction or assessment. FINE ARTS K-12 Curriculum COMPUTERS Marjorie Gorsuch, 465-2841 Educational Computing Cathy Carney, 465-2841 DOE Contact for Council on the ArtsMarjorie Gorsuch, 465-2841 CURRICULUM RESOURCE/ LIBRARY-MEDIA Criteria For Excellence/Elementary and K-12 Subjects Secondary Arts, Sandra Berry, 465-2841 Joy Young, 465-2841 WORLD LANGUAGE Distance Delivery Multicultural Programs Lois Stiegemeier, 465-2644 Mike Travis, 465-2970 ERIC Searches Second Language Teaching (AK State Library) Mike Travis, 465-2970 Sherry Taber 465-2988 Criteria For Excellence/BB Ed. State School Librarian Sandra Berry, 465-2841 Jo Morse, 261-2977, (Anchorage) HFALTH AND PHYSICAL EDUCATION National Diffusion Network K- i 2 Curriculum Sandra Berry, 465-2841 Helen Mehrkens, 465-2841 MERITS Alcohol, Drug Abuse Education Sandra Berry, 465-2841 Helen Mehrkens, 465-2841 Promising Practices Training, AIDS Education Kobylus, Sandra Berry, 465-2841 Rochelle Plotnik-W2.11er and Traci 465-2841 Video Programs/Instructional Television Lois Stiegemeier, 465-2644 PRESCHOOLS Terri Campbell, 465-2841 Kathi Wineman, 465-2841 Appendix R LANGUAGE ARTS/READING Criteria For Excellence/Science Alaska State Writing Consortium, Sandra Berry, 465-2841 Annie Calkins, 465-2841 Mining and Minerals K-12 Curriculum Tom Tun ley, 465-2841 Annie Calkins, 465-2841 REGULATIONS/CABINETS Criteria For Excellence/Language Arts Darby Anderson, 465-2841 Sandra Deny, 465-2841 Terri Campbell, 465-2841 MATHEMATICS SOCIAL STUDIES K-12 Curriculum K-I2 Curriculum Cathy Carney, 465-2841 Marjorie Gorsuch, 465-2841 Title 11 Math Senate Youth Program Cathy Carney, 465-2841 Joy Young, 465-2841 Alaska State Math Consortium, Pacific Rim, Sister Schools Cathy Carney, 465-2841 Marjorie Gorsuch Annie Calkins, 465-2841 Presidential Math Awards Cathy Camey, 465-2841 Humanities Annie Calkins, 465-2841 Criteria For Excellence/Math Sandra Berry, 465-2841 Alaska Close-Up Program Marjorie Gorsuch, 465-2841 SCIENCE Alaska Geographic Alliance K-12 Curriculum Marjorie Gorsuch, 465-2841 Peggy Cowan, 465-2841 Alaska Bar-School Partnership Program Title 11 Science Marjorie Gorsuch, 465-2841 Peggy Cowan, 465-2841 Criteria For Excellence/Social Studies Presidential Science Awards Sandra Berry, 465-2841 Peggy Cowan, 465-2841 STATEWIDE TESTING Bob Silverman, 465-2865 60 Appendix R TRAINING AND MATERIALS OTHER AK School Leadership Academy, Accreditation Darby Anderson, Jeanette Budke, 465-2841 ICelly Tonsmeire, 465-2884 Inservice Release Chapter I Joy Young, 465-2841 Ed Obie, 465-2824 Instructional TV Chapter II (Block Grants) Lois Stiegemeier, 465-2644 Ray Mingo, 465-2824 Terri Campbell, 465-2841 Community Schools Alaska Talent Bank Connie Munro Terri Campbell, 465-2841 Migrant Education VOCATIONAL EDUCATION Ed Obie, 465-2824 Verdell Jackson, 465-4685 Public Relations Hany Gamble, 465-2821 61 6 2 Appendix S MERITS in Interdisciplinary Education MERITS is a collection of successful educationallanguage Appwch as incotporated into this activity practices that are taking place in local schools andby having students give written narratives (in the districts. MERITS awards are designed to promotepast tense) of their trips around the world. an exchange of information and ideas among educatots. mans induct: tII lits, courses, methods,Interdisciplinary Environmental Unit activities or techniques that support particularCiniening Middle School educational objectives.In 1989-90 there wareAnchorage School District eight MERITS practices specifically in the area ofDeborah Stafford, Principal Interdisciplinary Education. Recent dramatic changes in the earth's environment Birch Elementary School: Transition toprompted an instructional team to devise an Integration interdisciplinary unit that would increase students Birch Elementary School awareness of environmental issues and to use this Fairbanks North Star Borough School District awareness to reinforce and enhance skills in each Chris Williams, Principal curricular area. Over the past five years, Birch Elementary SchoolIssues of concern were wastewater problems, air,, has developed into an integrated early childhoodwater and atmosphere pollution, thinning of the program which is well accepted by staff studentsozone layer, endangered species and habitat and parents. destruction and minimum impact enjoyment of the outdoors. Plays Us Kodiak Junior High School Aztec Art Kodiak Island Borough School District Matanuska-Susitna Borough School District Hank Overturf Cathy Walter Plays 'I?' Us is a cooperative effort between the art,The Aztec Art Program incorporates art into social language arts (drama) and music departments.studies where students are then given the couce to About fifty students work together in all areas of aillustrate ideas into their own example of the Aztec musical theater production. Calendar or combine ideas into their own example of a personal calendar. Sail Around the World With Me Unalakleet Elementary School Multi-disciplinary Research Projects Bering Strait School District Copper River School District Virginia M. Degnan Dale Judge Beginning at a designated point, each student plotsThe project "One Room School Directory," a his/ her course around the world and back to thecollection of unique schools from around the United originating point on an outline map. The WholeStates received special recognition from U.S. Secretary of Education, Lauro Cavazos. 63 (13 Appendix S Global Education: Coping With the Crunch Teaching Across the Curriculum Chistochina School Paul Banks Primary School Copper River School District Kenai Peninsula Borough School District Doyle Traw Mary Carol Christopher Each of the teachers werks with all of the students The class studies world travel according to thanes daily. Classes ate crowded due to small rooms. of study: food producing countries, the shapes of Each teacher gets a turn in a larger room, while our land - mountains, rivers, desens, the world's maintaining and decorating their home room. architecture, people- ideas, beliefs and ourplace in this world. 64 Produced by the Office of Data Management Printed on recycled paper Alaska Department of Education Please recycle again September 1990 Tibnio 65