Tag: KPBSD

KPBSD Inspiration, Kristin (Beck) Bates, Seward High School #ClassOf2004

“A combination of opportunities I had while attending Seward schools sent me into a salmon spiral,” said Kristin Beck Bates, a Seward High graduate who attended Nikiski Elementary, K-Beach Elementary, Seward Elementary, Seward Middle School, and graduated in 2004.

Kristin Bates Seward 2004

KPBSD Inspiration, Kristin (Beck) Bates, Seward High School #ClassOf2004

Kristin, now the hatchery manager at Trail Lakes Hatchery north of Moose Pass, Alaska, explains, “We have 3 million smolt (fingerling) sized fish on site and every day they need to be fed, their tanks cleaned, and monitored. It gives me a daily purpose, and knowing that these sockeye and coho are someday going to fill the freezers of my fellow Alaskans makes me work even harder to make sure they are healthy and happy. When working with live animals, no one ever gets a day off. It is a 24/7 job to make sure we are here in case of emergencies. It may sound corny, but these slimy little critters are family and I enjoy seeing them develop and grow from the moment they are fertilized as eggs to releasing them into the ocean. Saying goodbye is always the hardest part!”
 
Experiential learning
Participating in Take Your Kid to Work Day (with Phillis Shoemaker) at the Institute of Marine Science (IMS) during elementary school taught Kristin to siphon out king crab tanks at a very young age. A member of the ocean based learning group called Youth Area Watch with teacher Mark Swanson, she said, “A highlight was helping scientists ID orca whales in Resurrection Bay! In high school, I had internships for credit at the Alaska Sealife Center (set up by teacher Dan Krier) and the Alutiiq Pride Shellfish Hatchery with Jeff Hettrick. I later enjoyed an oceanography class that included a trip to the University of Hawaii, Hilo, where we caught sea cucumbers for research. Seward’s annual Silver Salmon Derby had me star struck every summer catching beautiful coho, but one memory I won’t forget when I was about 15, was going to the Bear Creek Weir near Seward and asking future coworker Cathy Cline how to get a job working with fish and doing what they did with salmon. I remember her saying, ‘stay in school, come back and see me when you are 18,’ and describing how incredible working at the weir was Now at 32, I manage the Bear Creek Weir and look back at all the experiences I had while growing up in KPBSD’s schools!”
 

Bates believes,
“The world is growing in size and I can use my skills to raise healthy fish to put out into our oceans. By doing the best I can while the small fish are in the hatchery, it means they will have a better chance at surviving their crazy ocean life. I feel like my part is small in the ‘bigger picture’ of salmon resources globally, but in some way I am helping feed the world and Alaskans. I have strong environmental ethics and want to use them to better our great state. I want to work towards making hatcheries more eco-friendly, maximize production through new technology, and work with the local communities to see what ideas they have for bringing fish hatcheries closer to their coastal waters.”

 
Inspiration: sit on a boat for 20 hours
“Fishing with my Dad as a child in Seward inspired me. I still don’t like to eat bologna and processed American cheese sandwiches, but I could sit out on a boat for 20 hours a day just trying to catch one of those amazing silver salmon! I have other siblings that would opt out of fishing, but I was in the boat every chance I could get. I hold these memories close of me and my Dad. I want every person to be able to fish for salmon on the Kenai Peninsula for many years to come. This drives me to think of new ideas and innovative ways to bring more fish to local waters. A career in fisheries is challenging every day. I am lucky to be practicing my skills right at home here on the Kenai Peninsula. Having my family close, working with salmon stocks that I grew up fishing for, and educating the people in communities that I care about—this really makes my life complete. Because of all of these details, I know that I am right where I am supposed to be. I do not know where my career is going to take me, but as long as I am advocating for the states salmon resources, I know that I will be doing meaningful work for the people of Alaska.”
 
Life advice for K-12 students
“Stick with it. Looking back it wasn’t as hard as I thought while in the moment. There are teachers who truly care about you—lean on those special ones to give you life advice and help guide your future. Put yourself first. Every time. Lastly, do not lose touch with those teachers who gave you an extra hand. They will not ever stop caring about you and can be a resource well into the future!”

Kristin high school basketball kristin bottom far right-2
Seward High basketball

Heartfelt thank you to Seward High School teachers:
“Through the diverse opportunities you gave me to get out and explore our community and career paths, I found something truly unique. Now I get to directly give back to the Kenai Peninsula in a very humbling way. I could not have done it without you and I strive to make you all proud! Dan Krier, Martha Fleming, Stephanie Cronin, and my many sports coaches, I owe you one for getting me through school! I wanted to quit many times, but because of your dedication to your students, I kept coming back. Special shout out to my Mom, retired (yet still teaching) KPBSD teacher Laura Beck, her special connection to her students and her kids really made me into who I am today: a science nerd, who also loves educating!”
 
Education beyond KPBSD

  • University of Idaho, Moscow, Idaho
    • Fishery Resources: Managing fish populations to ensure that they are healthy and sustainable
    • Wildlife Resources: Managing wildlife resources to make sure populations are healthy and that people and nature can stay balanced overtime.
  • University of Phoenix (2017), MBA. “I wanted to add a higher degree that would make me into a well-rounded employee and manager.”

 
Connect with Kristin
Kristin began working for Cook Inlet Aquaculture Association (CIAA) in 2014, as the assistant Hatchery Manager at Trail Lakes Hatchery, just north of Moose Pass, Alaska. In 2017, she was promoted to Hatchery Manager. Kristin says, “We raise sockeye (14 million annually) and coho salmon (500,000 annually) for many user groups on the Kenai Peninsula. CIAA provides and protects your salmon resource through hatchery enhancement and habitat rehabilitation and protection.”

Kristin Hidden Lake Sockeye Project-2
Hidden Lake, sockeye enhancement project

Kristin Caribou Hunting-2
Caribou hunting up north off of the Denali Highway

 
Kristin little league bottom far right -2
Elementary school softball

 
Kristin Bates close up-2
High School “Close Up” group going to Washington D.C. to learn about government

Kristin Far Left with Outward Bound Volunteer Students-2
Outward Bound students, Trail Lakes Hatchery, summer 2018

KPBSD celebrates Kristin Bates who is proof positive of the KPBSD mission to empower all learners to positively shape their futures.
Do you have a story tip about a KPBSD graduate to profile in our Wednesday Inspiration?
Kindly email Pegge Erkeneff, KPBSD communications liaison, Pegge@KPBSD.org.
Net pens hold sockeye smolt in Resurrection Bay
Net pens hold sockeye smolt in Resurrection Bay

Forty-three free public school choices in KPBSD

KPBSD: One district, 43 diverse schools
FY19 school choices in KPBSD
Parents and schools share equally valuable roles in education. Parents and guardians are more than volunteers; they are part of a school’s learning community. Students and parents both have enormous influence in the quality of a child’s education. Research shows that parents and teachers build partnerships that help children succeed. In the Kenai Peninsula Borough School District (KPBSD) you can choose to send your child to:

Superintendent Sean Dusek said, “I believe the diversity of our district is a strength. Our students have many opportunities to share and learn from one another. While there are challenges in serving this diverse district, we also gain many perspectives that support our mission of preparing every student for their future.”

KPBSD Neighborhood Schools
Neighborhood schools offer the district adopted curriculum choices and educate elementary, middle and secondary students. School configurations range from K-2, K-5; K-6; K-8; K-12; 6-8; 6-12; 7-8; and 9-12.
KPBSD Alternative Schools
Alternative schools provide free public school choices for students who have not found success at a traditional school and desire other options to complete their education and receive a high school education:

KPBSD Charter Schools
Charter schools provide free public school choices for students and their families. Attendance is based on a lottery system. Charter schools allow parents, teachers and students to choose an alternative curriculum or program of study. Charter schools also offer a choice to parents who want a style or type of instruction that they believe best fits their child’s needs. KPBSD offers four charter schools:

KPBSD Homeschool
The KPBSD homeschool option provides offices in Homer, Soldotna, and Seward to serve families and students who reside on the Kenai Peninsula. Connections Homeschool is the largest school in the district, and receives the added support from being a part of the KPBSD school district. Students receive a KPBSD high school diploma.

KPBSD Performance-Based School
A performance-based school does not include time in spent in a class or a grade as a variable to consider when determining student advancement. That is, at the end of the school year a student in a performance-based school is not advanced to a new grade. The advancement only occurs after a student has demonstrated proficiency in meeting the standards within the prescribed course of study.

The Kenai Peninsula Borough School District provides diverse schools in order to meet the educational needs of every student, and develop productive, responsible citizens who are prepared to be successful in a dynamic world. 
To learn more about free public school options in the Kenai Peninsula Borough School District: http://bit.ly/SchoolsKPBSD.
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KPBSD Wednesday Inspiration: Megan Mazurek, #Classof2005

Anchor Desk

“There’s something satisfying with meeting daily deadlines and starting fresh the next day.”

–Ms. Megan Mazurek, Kenai Peninsula Borough School District graduate, Class of 2005, Nikiski Middle-High School, and KTVA 11 News Anchor in Anchorage, Alaska.
Only 150 miles by road, and 20 minutes by plane from where she attended school at Nikiski North Star Elementary and Nikiski Middle-High School, Megan Mazurek is now a familiar face in households bringing us the evening news at 5:00, 6:00, and 10:00 PM Monday through Friday, on the CBS Affiliate news station in Anchorage. Mazurek is proud to share stories about people making a difference and challenging news coverage. She explains, “Every day is different. It’s filled with new stories, new people and new challenging coverage. I get to meet with new people who are helping make a difference in our community. At the end of every day I have proof of all the hard work our team has put together in a broadcast.”
As a young girl, she was active in dance, which became a building block into her now very public role as a television news anchor with a camera trained on her to broadcast body language and every word she speaks to thousands of viewers. A graduate of University of Arizona with a Bachelor of Arts in Journalism and minor in Art History, Megan is only a few classes away from completing her Master in Business Administration from the University of Alaska Anchorage. The UAA College of Business and Public Policy provides learners with perspectives and skills needed to assume significant leadership and managerial roles.

Advice to her younger self or a K-12 student from a 2018 perspective:

“What you may be interested in now will not necessarily be what you make into a career later; however it will teach you valuable lessons in other ways! I was very involved in dance growing up, and though I didn’t go on to teach, I used what I learned about being in front of an audience as a building block to working in front of a camera.”

Service and care for others:

Megan does not stop at only reporting about people making a difference in our communities, she is involved. When asked what issue or organization grabs her heart of care and concern, she replies,

“I’m actively involved with the Abused Women’s Aid In Crisis Shelter (AWAIC) in Anchorage. It provides a safe place for women, children and sometimes men when they are in a dangerous situation or may not have anywhere else to go. This year I did my first Sleep Out with the Covenant House of Alaska, which offers a safe place and resources for homeless and trafficked youth. I helped to raise $1 million, a record amount for the annual Sleep Out Champion event!”

Connect with Megan Mazurek every evening on KTVA, or through social media

Jacob Doth, one of her teachers said, “Dance was her life in high school. Her talent matched her determination and you can see that her hard working, never give up attitude is continuing to aid in her blessed life!”
KPBSD celebrates Ms. Mazurek who is proof positive of the KPBSD mission to empower all learners to positively shape their futures.
Do you have a story tip about a KPBSD graduate to profile in our Wednesday Inspiration? Kindly email Pegge Erkeneff at communications@KPBSD.org.

Highland Games Guest Salmon
Highland Games Guest Salmon, KTVA

 
Thunderbird flight
News story, Thunderbird flight

 
Flying with the Thunderbirds
Flying with the Thunderbirds, Oh the places we’ll go! KTVA story

SCHOOL PICTURE
 
DANCE PICTURE

halibut fishing

College Fair for teens in Kenai, Alaska

News Release
FY19 College Fair Event

9th Annual Kenai Peninsula College Fair
Nearly 50 educational institutions will send representatives to meet with KPBSD high school students on
Tuesday, October 16, 2018, from 10:00—1:00
in the Kenai Central High School gymnasium.

The ninth annual Kenai Peninsula College Fair is free, and no appointments are needed. Students and parents can learn more about scholarships, loans, state and federal financial aid programs at the Financial Aid booth. KPBSD juniors and seniors will attend with their schools. Connections, IDEA and Cook Inlet Academy students can sign-in at the door. KPBSD students need to sign-up with their school counselor to attend; transportation is provided.
 

Confirmed educational institutions:

Academy of Interactive Entertainment, Alaska Christian College, Alaska Commission on Postsecondary Education (ACPE), Alaska Department of Labor and Workforce Development, Peninsula Job Center, Alaska Pacific University, Alaska State Troopers, Boise State University, California Baptist University, California Lutheran University, College of Saint Benedict & Saint John’s University, Colorado Mesa University, Colorado State University, Corban University, Eastern Washington University, Embry-Riddle Aeronautical University, Fort Lewis College, Grand Canyon University, Idaho State University, Kenai Peninsula College, Kenaitze Indian Tribe, Lewis-Clark State College, Linfield College, Northern Arizona University, Northwest Nazarene University, Pacific Lutheran University, Peninsula College, Southwestern Oregon Community College, The College of Idaho, Tulsa Welding School-The Refrigeration School, Universal Technical Institute, University of Alaska  Southeast, University of Alaska College of Engineering, University of Alaska Fairbanks, University of Alaska Fairbanks-College of Liberal Arts, University of Alaska Fairbanks College of Engineering and Mines, University of Alaska Southeast Sitka, University of Idaho, University of Montana, University of Montana Western, University of Portland, University of Puget Sound, Washington State University, Weber State University, Western Washington University, Whitworth University, and Willamette University.
 

“We are excited to have so many post-secondary institutions visiting our district to meet with our students,” said Sean Dusek, Superintendent. “This partnership allows our students to explore their college and career aspirations in a convenient and safe location. This is due to the large number of students in our district that are qualified for post-secondary education.”
 

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Native Education Advisory Committee seeks members to serve

FY19 Native Education Advisory Committee

  • Is setting priorities to meet the unique educational and culturally related academic needs of our 1,200 Alaska Native and Native American students of value to you?
  • Do you believe it is important to encourage or assist our Alaska Native and Native American students to stay in school and pursue further education?

The Kenai Peninsula Borough School District Title VI (Indian Education), formerly known as Title VII, seeks parent, student, and staff advisory committee representatives. The qualities desirable in the members of the advisory committee are:

  • Willingness to actively participate
  • Involvement in community affairs
  • Represent the interest of all children in the KPBSD who are eligible for Title VI

Committee members must commit to quarterly meetings, usually held at the KPBSD office building in Soldotna. Remote area representatives participate via Skype for Business.

Seats by Region


Parent Representative A parent is any person who on the date of election for Advisory Committee membership is the parent, acting local parent, legal guardian, or elder of a student currently eligible for Title VI and enrolled in KPBSD

  • Seat D—Region 4 (Ninilchik, Anchor Point, Homer)
  • Seat E—Region 5 (Seldovia, Nanwalek, Port Graham)
  • Seat F—At-Large (any region)

Student Representative Any KPBSD Title VI enrolled student

  • Seat G—At-large
  • Seat H—At-large

Staff Representative Any KPBSD employee

  • Seat I—At-large

The KPBSD Title VI Advisory Committee is a requirement of the federal government to receive Title VI funds and assists KPBSD in setting the priorities to meet the unique educational and culturally related academic needs of Alaska Native and Native American student population. The KPBSD Title VI Advisory Committee will also consider and make recommendations as to programs, projects, or other efforts specifically aimed at encouraging or assisting Alaska Native and Native American students to stay in school and pursue further education.
Nominations for membership are due by noon on September 28, 2018. (scroll to the bottom of the webpage for nominations.) Return your completed nomination by region to Conrad Woodhead, KPBSD Native Education Coordinator, at cwoodhead@kpbsd.k12.ak.us. Questions? Please call 907-235-8671.
A Title VI Advisory Committee Meeting will take place October 3, 3018, 3:00 – 4:30 p.m., Borough Assembly Chambers, or via Skype.
Links

KPBSD
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News Release: Kachemak Selo New K-12 School Bond

2018_08_27_HL_K Selo BondKachemak Selo New K-12 School Bond*
Kenai Peninsula Borough Proposition No. 1
To be voted on by all KPB voters, October 2, 2018
Soldotna, September 10, 2018—The Kachemak Selo New K-12 School Construction project began July 9, 2011, when a petition was submitted to the school board by local residents requesting a public school facility. Kenai Peninsula Borough voters

Kindergarten through twelfth grade classes are currently housed in three leased residential facilities that have deteriorated beyond useful capacity. The estimated cost of this construction project will not exceed $15,460,000. The proposed bonds in the amount of $5,450,000 would fund the 35% local match as well as costs associated with planning, design, site acquisition, preparation and development, construction and equipping the Kachemak Selo K-12 School.
The approximate annual amount of taxes on $100,000 of assessed real or personal property value to retire the debt are $4.95 (based on the Borough’s FY2018 taxable assessed valuation). Review supporting legislation.
Links:

*GENERAL OBLIGATION BONDS TO PAY THE LOCAL REQUIRED MATCH PORTION OF THE COSTS OF THE KACHEMAK SELO NEW K-12 SCHOOL. To be voted on by all voters October 2, 2018.
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News Release: KPBSD: Proposition 1 Kachelmak Selo New School

Amelia and Stella video convo #TaylorSwift

Dear Taylor Swift, kindly meet Amelia and Stella, two very special teens from Homer High School, in Homer, Alaska. You inspire Stella to be herself, and you brighten her life everyday.  
My name is Amelia Springer and I compiled this video for my friend Stella, who says she is the #1 Taylor Swift fan! I love watching Stella dance and sing to Taylor Swift songs at lunch and thought how amazing it would be if Stella ever got the chance to meet her in person.
Stella has down syndrome and I have a rare type of ectodermal dysplasia, AEC, which is a skin condition and was #21 in the world diagnosed with my specific type.

“I want this video to show people that we are individuals outside of our conditions, because I often feel that medical conditions are looked at from the medical side of things and I want people to see the brilliant minds and personalities  behind the conditions.” – Amelia Springer

Although Stella and I both have our syndromes we don’t let them define us, which is my goal for this video.
My other goal for this video is for it to possibly reach Taylor Swift so Stella experience her dream of meeting her!

So please like this video and share it!
Let’s see how far this gets!

Stella and Maria (2)

KPBSD teacher feature: connect with students one-on-one

KPBSD_2017-2022_StrategicPlan_Seal“What does Personalized Learning (PL) look like in the classroom?” is quizzed back and forth in education circles, and students and parents even wonder and ask questions!

Every teacher, group of students, and scenario is unique, and personalized learning is adaptive. To offer a look into the practices of PL, meet Mrs. Amy Angleton, a KPBSD English and Language Arts teacher at Skyview Middle School in Soldotna, Alaska.
Every day of the week offers something unique for the students, and Amy takes the weekly schedule for her classes and creates a consistent rotation schedule for the students. On Tuesday, Wednesday, and Thursday, they move through stations in their classroom that include independent work with technology integration for delivering some content, collaboration with other students, and application of the writing process with one-to-one conferencing with her.
To dive further into what happens with the one-to-one conferencing, Amanda Adams, KPBSD personalized learning specialist, asked Amy about what happens when she has the opportunity to meet with each student individually to guide, support, teach, and reflect with them about their needs, and successes one to three times individually, in addition to general class time interaction. This type of student reflection and goal setting is directly connected to the Core Four of Personalized Learning in KPBSD.
“The benefits for Mrs. Angleton and her students is crystal clear,” said Adams. “She knows her students on a personal level that has never been achieved before this point in her career. This is all about them and their individual needs! Grading becomes teaching and offers so much more opportunity for investment from the students. It is important to note that the logistics of shifts like this take dedication to really figure out a system, but no one says it better than Amy herself, ‘I can honestly say that I have never felt more effective as a teacher than I do with one-on-one conferencing.’”
AmyAngletonSkyview

One-on-one conferencing with students
Conversation with Mrs. Amy Angleton, Skyview Middle School teacher

“Language Arts is one of those weird subjects that isn’t linear. Once students learn to read and write at a foundational level, they step off of a line and jump into this pool of language arts skills that they grasp onto or not. This creates a problem for Language Arts teachers that may have students who are strong at grammar skills but cannot think deeply in the same room with students who have great ideas but cannot form a coherent thought on paper. With such diversity in student writing abilities, one-on-one teaching is really the only way to teach students what they need to improve their writing. One-on-one conferences is when the teacher schedules meetings with each student throughout the week to read their work with them and discuss the student’s strengths and weaknesses in the skill being demonstrated.”

How do you do it?

Let’s be honest. Creating one-on-one conferencing time with students each week is not easy, but the benefits definitely make the pre-work worth every minute of time.

I create time with students by having three stations. The students rotate to the stations on Tuesday, Wednesday, and Thursday each week. One station is on the computer. This is where students watch lecture videos, take notes, do research, and other independent work. The second station is a collaborative station where students work on a skill with a partner that revolves around a classroom reading. This station usually requires a little direction from me but then continues independently of the teacher the rest of the period. The last station is the writing station. Here students work through the writing process. They write, they edit with peers, their revise, they edit again. I conference with students at this station. Sometimes I let them come to me when they are ready, and other times I invade their space and sit with them (some students I have to go to as they would never willingly seek me out—but they are getting better). When I conference with them I use a checklist that includes all different skills needed in their writing. I think out loud and tell them what skills they have and what skills they need to work towards mastering. If they are not satisfied with how well they did, they continue working on their writing, and then have another conference with me before the end of the day to see how they have improved. On Friday’s and Monday’s if they wish another on-one-on conference with me they can seek me out on those days.
At the beginning of each quarter I have students write a pre-assessment paragraph in the structure that will be the focus for that quarter. The following week during my conference with each of them I score that paragraph with them. Then they record their score on the board. Each time I grade their writing they get a new score they can record on the board.
Writing BoardAmyAngletonSkyview
*Student data tracker. The skill in the top left corner and the emojis represents 1-4 on the rubric.

Why is one-on-one conferencing beneficial?

“One-on-one conferencing is beneficial for teachers. Of course it is beneficial for students, but let’s be selfish for a minute. Teachers work endlessly until they eventually say good enough at the moment and go home to try to relax with their families and get some rest. But when they are home, most teachers are still stressing about school and students and what they could have done better. One-on-one conferencing has made my life (not just my teaching life) easier. Each quarter I focus on one particular writing structure with students. That structure is the big skill that I assess. Instead of students doing a test they turn into the basket, then me taking those tests home to grade (and while grading thinking about talking to a student that isn’t there about what they should or could have done differently or better—I don’t think I’m the only teacher who talks to herself when she grades—I now grade these assessments with the student sitting next to me during class time. Suddenly, I have taken the stress of finding time to grade assignments out of my teaching practice, and I have turned grading into teaching. Students receive instant feedback on their individual skills, turn around and improve. I am no longer trying to teach every little skill that is needed in order to write an effective paragraph or essay. Now I am teaching writing holistically. I do not plan my quarters around what skills are needed to build up to an essay anymore (often missing some and mastering none). Instead, I plan writing prompts, and when I sit down with students to read their paragraph, I tutor them on the skills they need to improve their writing. Now I do not go home to grade papers, and I do not go home worrying about what I could have done differently.

I know at the end of every week that I met every student where they are in their ability and taught them something new. I can honestly say that I have never felt more effective as a teacher than I do with one-on-one conferencing.

What differences have you seen?

Sub notesAmyAngletonSkyview
“I received this note from a substitute that has subbed for my classes throughout the year. On the day she wrote this note the students were writing their pre-assessment paragraph for the third quarter. As she described, my students are now “eager writers.” Eager writers! I never thought a junior higher would be described that way before now. Yes, there is the occasional student that enjoys writing but usually teachers can count those students on one hand now the opposite is true for my students. I can count on one hand the number of writers that resist writing. As I explained, students record their progress on the board throughout the quarter. I have students excited to move their initials up the board. I even have some students in competition with each other to see who can get their initials under the cool face (the one with glasses) the fastest.

Not only are students suddenly excited about writing and excited about showing me their improvements, I also know my students better than I ever have before. The first quarter they wrote about things important to them, and as I read these paragraphs, I talked to them about these things. I talked to students about the loved ones that they have lost, and about the sports they are passionate about, and which book series is better: Harry Potter or Percy Jackson (it’s Harry Potter hands down by the way). In years past I have tried to love every student and failed miserably. This year, I can honestly say, I love every one of my students. As a result, I feel more trust from my students, and they are more willing to do what I ask of them. And, they challenge themselves because they trust me!

Thank you to Amy Angleton and Amanda Adams for this story.
Links

Connect on social media with personalized learning – look for  #PLinKPBSD #PL #AKlearns

Do YOU have a KPBSD story to share about a teacher, student, class, staff member, or school? Please make time and do it!
Suggest or contribute a story online link: http://bit.ly/SuggestKPBSDstory

KPBSD will inspire all learners to pursue their dreams in a rigorous, relevant and responsive environment.

Facebook Live Q and A with Superintendent Dusek

20180123 KPBSD Sean Dusek Facebook Live Q and A event

You’re invited to a
Facebook LIVE Q & A
with KPBSD Superintendent Sean Dusek

Tuesday, January 23, 2018
7:00 – 7:30 p.m.

How-to watch:

It’s simple. Go to the KPBSD Facebook page on 1/23/18, at 7:00 PM, via your device or computer, and connect! You’ll see that KPBSD is live – click to view.

How-to ask questions or share thoughts:

Post your questions ahead of time on the Facebook event page, or live during the event in a comment on the live video.

How Facebook LIVE Q&A works:

  • KPBSD launches Facebook LIVE video, viewers click to view, and see content live in real time.
  • Viewers type comments into the feed below the video.
  • KPBSD does not “see” viewers via videoconferencing, this is a one way video view feed from KPBSD. Interaction happens via comments and post likes or emojis.

Everyone is invited to tune in – KPBSD parents and students, staff, community members, KPBSD partners, and KPBSD Key Communicators. Afterwards, the Q&A will be saved as a video to review at your convenience.

Why?

This Facebook live event is the first in a series to expand the KPBSD Key Communicator program, engaging our people and publics with conversation, and offering accurate stories, information, and responses to questions about the KPBSD. Please join in, and offer your thoughts and ideas.

Tip:

You don’t need a Facebook account to watch live.

  • At 7:00 PM, go to https://www.facebook.com/livemap. Locate the live event streaming from Soldotna, Alaska, using the interactive map.
  • Click the blue dot indicating Facebook LIVE is happening in Soldotna, and the video will pop up.
  • Click on the video image to enlarge it on your screen. https://www.facebook.com/livemap
  • note: You cannot post questions without a Facebook account. You can email them to communications@KPBSD.org, and we will answer as many as we can during the video LIVE Q&A.

The mission of the Kenai Peninsula Borough School District is to empower all learners to positively shape their futures.
www.KPBSD.org
Facebook Kenai Peninsula Borough School District

Questions?

Contact Pegge Erkeneff, KPBSD Communications Liaison, communications@KPBSD.org. Or private message Kenai Peninsula Borough School District on Facebook.

How RESPONSIVE fits into the KPBSD educational strategy

Four key areas define the KPBSD five year strategic plan. In this two minute video, Superintendent Sean Dusek explains how Responsive is a core element:

Learn more about the KPBSD 2017 – 2022 Strategic Plan

KPBSD_2017-2022_StrategicPlan_Seal
Video text
Hello! This is Sean Dusek and today we are going to examine what Responsiveness means in KPBSD.
As you know, we are working hard to refine our instructional approach for each student in our schools. With that being said, our foundational philosophy is still centered on the concept of a strong, positive relationship between every teacher and each of their students. In order to strengthen this foundation, our teachers believe that every student can learn and hold high expectations for that learning. A growth mindset for all teachers and students is critical.
The Alaska State Standards define what each student should know. Our teachers understand what engages each student through the foundation of a strong, positive relationship. This allows teachers to build assessments tailored to each student to determine if they are proficient in a given standard. The assessment is very likely much more than a test and is relevant to the individual child.
If a student cannot demonstrate proficiency on a given standard, we respond in a variety of ways with that individual. The learning environment is of the highest quality with specific interventions and a wide-variety of instructional practices that fit what an individual child needs, when they need it. If a student easily demonstrates proficiency, we respond with other opportunities for growth that expands the depth of knowledge for the child.
Overall, KPBSD responsiveness is about the instructional environment and expanding the quality of it for each individual. This will take outstanding and focused professional learning opportunities for teachers and leaders as the instructional toolbox is deepened to optimize student learning.
Thank you!
Responsive: Be immersed in a high quality instructional environment:

  • Prioritize strong, positive relationships with all students to support their social and emotional needs
  • Teachers will utilize a repertoire of high-yield instructional strategies that  are research-based, high quality instructional strategies, within the instructional environment
  • Develop a culture of continuous innovation within all schools across the district
  • Professional learning is embedded and ongoing, resulting in continuous growth and innovation
  • Develop a highly reliable and efficient organization through online and concurrent collaboration tools

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