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Board hears ELL materials recovery, Title 3 screening deadline and native education committee goals
Summary
Board committees updated trustees on ELL services and Native education: ELL staff salvaged discarded materials and reported 79 total students needing services; native education committee reviewed a 4‑year graduation rate of 67.8% and plans outreach and placards with Tlingit language.
Trustees received committee updates on English‑language learner (ELL) services and Native education that raised operational concerns and set follow‑up actions.
Member Ginter, chair of the ELL committee, said the department’s home base moved from Howling to the high school and that many ELL materials had been discarded. Ginter reported the committee salvaged much of the work and moved it to a central ELL room at the high school. She also provided counts: “Total, there’s 58 students that have been identified, 21 that are unmonitored for a combined total of 79 students that should be being served,” Ginter said, and reminded the board that Title 3 screening for new students is required within 30 days (a deadline she said ends around Oct. 14).
On the Native education committee, trustees said they are pursuing a land‑acknowledgment “kit” to guide meaningful acknowledgments with Tlingit language content, partnering with local tribes and the KIC education committee, and asking the district shop and language classes to help make placards. The committee reviewed recent graduation data: “The 4‑year graduation rate for native students is 67.8 percent,” the chair said, and “the 5‑year graduation rate is … 81.4 percent,” prompting the group to investigate what supports the improved 5‑year outcome.
Why it matters: ELL screening deadlines affect eligibility for Title 3 services; discarded instructional materials and delays in centralizing resources risk service gaps. Native education committee work addresses graduation disparities and cultural recognition in schools.
Next steps: the ELL committee will finalize counts and distribution of salvaged materials, and the native education committee plans monthly meetings, outreach to the Ketchikan Indian Community and Saxman tribe, and follow‑up on data to identify interventions to improve 4‑year graduation rates.
