Ketchikan Charter School touts robotics, small classes; shows mixed early‑year assessment results

Ketchikan Charter School Principal Kayla Livingston reviewed the school's programs, enrollment and early assessment results at the school board meeting on Oct. 22, saying the school is expanding hands‑on offerings but that early‑year assessment scores show areas needing attention.

School profile and programs: Livingston said Ketchikan Charter School enrolls 186 students district‑wide (120 elementary K–5 and 66 middle school grades 6–8). She said 43% of students qualify for free or reduced‑price lunch, 22% have IEPs and 4% are English‑language learners. Classroom features highlighted included capped class sizes, a robotics program (Grades 4–8), a music program, a middle‑school math and reading enrichment course, a 3‑D printing lab and volunteer reading buddies pairing older and younger students.

Assessment results: Livingston presented fall MAP and M‑Class scores. She said kindergarten through third‑grade MAP reading proficiency percentages were generally low (kindergarten 25% proficient in reading; first grade 21% reading; second grade 37% reading; third grade 28% reading) and that MAP math proficiency varied by grade (example: fifth grade math 4% proficient on MAP). She also contrasted M‑Class (which includes teacher‑led assessment elements) and observed higher proficiency rates there for K–3 reading (kindergarten M‑Class 19% proficient; third grade 60% proficient in M‑Class reading), which Livingston said suggests different testing modes affect measured outcomes.

Robotics and enrichment: Jacob Aguirre, the school’s robotics lead, described growth of the FIRST LEGO League program, said the school doubled kits to 12 with donor support and reported 22 students in the after‑school competitive program. He explained the curriculum and the competition components and said the school is communicating with a local archaeologist to support this year's thematic project "Unearthed," focused on archaeology in Southeast Alaska.

Goals and facilities: Livingston said short‑term goals include raising math and reading scores, improving attendance, adopting a new math curriculum and rebuilding community trust; longer‑term plans include adding a larger band room, a sensory room for special‑education students, and reinstating preschool.

Board response: Board members asked about MTSS and staff capacity; Livingston described a dedicated MTSS team serving kindergarten through eighth grade, pullout and push‑in interventions, and flexible small‑group sizes. Members thanked the principal for the presentation and for the student‑made gifts she distributed.

Ending: Livingston asked the board to consider tours of the facility to see space constraints and invited community support for the robotics program.