AMP update

The Alaska Measures of Progress (AMP) results are now public.  Clearly, the results across the State and KPSBD are lower than what we are used to seeing from the old Standards Based Assessment.  While there are many reasons for this, ultimately we are using the results as an opportunity to improve.  In prior years, there has been a focus on basic skills and getting students “over the bar”.  The new standards and assessment have changed expectations for public education as a whole.  Our students regularly get opportunities to apply their knowledge and work on problem solving. Now, that has become the focus for our students through the new standards and assessment.  I believe in raising the bar for public education and a renewed focus on an individual students’ growth.  Life beyond the K-12 world has very high expectations and our system is rising to those expectations.  We have our baseline measure in place and once AMP provides detailed information for instructional decision-making, we believe this can help provide a clearer learning path for each of our students.

AMP is not the only measure we use to help chart a student’s learning path.  It is something that the state does use to define a school’s performance rating so there is a sense of it being “high stakes” for our staff and communities.  Our district will be very involved in the future development of any statewide assessment, including possible refinements to AMP, to ensure that reporting is timely and accurate with enough detail for instructional decision-making to help students along their learning pathway.  This may take some time, but we have many pieces in place, including a dedicated, professional staff, that will continue to provide a quality educational experience for all of our students as they prepare for their future.
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In an effort to share the excellence of our diverse district and what I see during school visits, I am tweeting!  Let’s connect on twitter – you can find me at:  @KPBSDsupt

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1st Quarter Update

1st Quarter update
October 2015

The leaves are falling and the air is getting chillier. This is my favorite time of the year as we transition from summer to winter in Alaska. It also is a transition for our schools. This year, after an excellent start, our district is continuing its transition to meet the new, much more rigorous Alaska State Standards. We will soon be receiving the detailed results of the Alaska Measures of Progress (AMP) assessment and our staff will use those results to meet the individual needs of our students. Students, staff and parents will get a sense of where a student is performing in relation to the new standards and more importantly, goals for each student can be set so that by graduation students will be truly prepared for their future.

As I have visited many of our schools during the first quarter I have seen a multitude of opportunities for students to apply core academic knowledge in a project based format. From drones to robots to service learning projects our students have been given great opportunities to work with ideas and instruments they will encounter in their future. I am so impressed with how district and school staff have worked to provide meaningful opportunities for our students. We all work very hard to develop rigorous and relevant experiences that extend student learning to guide them to meet much higher expectations.

We have begun the process of fiscal planning for upcoming years. Right now, the State of Alaska is contemplating many options to meet the challenges we face. The Board has developed our legislative priorities and we are focused on working with the state and borough to make the right choices for the future while ensuring that students are the number one priority. After all, there is no better investment for the future of our state, than our students.

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Engagement, Assessment, AMP

As you know, I have only been able to provide periodic updates to this blog.  I have decided that this forum will become the way I will house all of my communications that occur through out the district.  You will see my presentations to the Assembly, Chambers and other entities.  You will see the quarterly updates I provide to the schools and also the weekly updates that are provided to the school board.

I will still conduct periodic updates specifically for the blog when an interesting topic comes up.  The interesting topic I would like to comment on now has to do with assessment and the Alaska Measures of Performance, also called the AMP.  The State is currently working on setting proficiency levels for this test, which is replacing the Standards Based Assessments.  The AMP is the new test that is designed to measure how our students perform on the new Alaska State Standards.  You may or may not be aware of the fact that 2 years ago, the State changed the State Standards for students.  Since then our teachers and administrators have been working to implement the new, much more rigorous standards in our classrooms.  This has been a heavy lift that has required a great deal of time and we still have more to work on.

Last spring the AMP test was administered in an online format.  As with all new assessments implemented across the country that are measuring new standards, the results will be lower than we are used to.  There has been a fundamental shift in the expectations for what students are supposed to know and able to do from the new standards.  In comparison, during the last 14 years through No Child Left Behind, basic skills and procedures were measured.  The new standards measure those skills too, but add additional requirements in reasoning, application, analysis, and communication.  As our teachers, schools and district make this shift to help our students grow their achievement from this initial, baseline assessment, I encourage you to ask the schools what you can do to support student growth.  I am very appreciative of the work our teachers and administrators have put in during this process and am confident that we will make the shift to fully support our students to meet the new standards, especially now that we have the baseline results.

We view this as an opportunity to better support our students as the bar has been raised for them.  The higher expectations are designed to prepare students to better compete and prepare them for their future.

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Beginning again

The start of the new school year is upon us!  School administrators have come back to prepare to open our schools.  Teachers and support staff will soon return to prepare for all of their students too.  In reflecting back on last school year and what could be in store for our district this year, I am thankful that we have been able to smoothly transition between superintendents.  With that being said, we are still in the middle of transitioning our entire instructional program and continue our work to operate more efficiently.

The instructional transition includes more work on standards implementation.  Expectations for students and staff have greatly increased through the new standards.  We are fortunate that we have built in collaborative time for our staff to work on aligning the higher expectations from the standards to the curriculum and everyday practice in the classroom.  With a greater emphasis on critical thinking and application, our students need the opportunity to experience more relevant activities in and out of the classroom.  We are on that path and I am confident, through our commitment to continuous improvement, that more differentiation to meet each students’ needs will occur.

For several years now, our district has been re-examining a variety of internal processes with an eye on eliminating redundancies and improving efficiency.  With the current fiscal climate in the state, we will continue this focus so that we can provide the best possible experience for each of our students with the resources we have available.  The most valuable resource we have is time.  Being efficient and focused in determining student needs creates more time to work with individual students.  This can be done through collaborative teaming where hard questions are systematically asked by peers.  Our staff has been refining their processes and as we get more assessment information in regards to the new standards we will be able to refine the processes, interventions, enrichment opportunities and questions to make progress toward the new targets the state will define for us.  The targets may seem to be difficult to reach, but I am confident our staff is capable of making the necessary adjustments with our students to reach these new, lofty expectations.

It is easy to say that each school year is a new beginning and in many ways it is, but for our district we have been on the road of continuous improvement for years.  We have quality staff that work very hard everyday.  That has not changed and I am thankful that is the case.  While we celebrate the beginning, I also celebrate the long term commitment and focus we all have on preparing all of our students for their future.

I look forward to the new school year and the continued focus we have for all of our students!

Have a great year!

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More with Relevance

Over the past several weeks I have had the opportunity to talk with several of our high school students.  They have provided me some resources through youtube and web articles that have helped me understand that providing a relevant education for them is extremely important.

In speaking with students, they truly want more than to learn process or recite facts.  They want to be challenged and given the opportunity to explore.  Many of them expressed interest in expanded opportunities to serve their communities.  I believe our staff gets this and try to provide much more than a “textbook” education.  Some of my evidence comes from our current group of BP Teachers of Excellence.  Without fail, the nominators of these teachers expressed how the teachers would try to connect course material to the “real world” while making positive personal connections with students.  The nominees themselves talked about personal connections with students being their number 1 priority.

I have mentioned before that I believe in a rigorous curriculum and standards, relevance of the curriculum to a student’s interest, and most importantly, establishing a positive relationship with students.  The saying “Students don’t care how much you know, until they know how much you care” is something I truly believe in.  A large part of that caring is getting to know students well enough to know their interests, aspirations and dreams.  Only after that, can curriculum truly be relevant to a student which in turn motivates them to seek greater challenges and become life long learners.

We are about to close out another school year and I look forward to my next post as a reflection of where we are at as a district from my perspective and where I see us going next year.  As you can imagine, I will focus on the 3 R’s (rigor, relevance and relationships) along with a continuous improvement mindset embedded into our culture.

Take care and talk again soon!


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Unfortunately it has been a long time since I have utilized this method of communication.  Since my last post, I have been busy communicating through many different means, but most importantly through face-to-face opportunities.  It has become very clear to me in my short time as superintendent that writing is important, but being available to listen is more important.  As a leader I work hard to deliver a clear message and be as up front as possible with whatever audience I am working with.  I have found that the most valuable time I have with stakeholders is listening to their perspective.  While I am often asked what I think on many different issues, I must always remember to ask the same question back.  We are all partners in this world and in order for us to provide the best possible experience for our students, we must talk with each other, and more importantly, listen to each other.

In this light, I will likely only be able to communicate through this blog on a monthly basis as I am committed to meet and listen to the communities.  What I am especially interested in is what people believe our students should be ready for after they graduate. I have heard that we need to have more life skills (budgeting, first aide, laws, ethics, etc.) taught in the schools.  I have heard we should be focused on college preparation or have students immediately be ready for a job upon graduation.  My perspective is that we should work with business and education leaders to give our students many opportunities to work with mentors and advisers in these areas to get a taste of what is required outside of the classroom.  Relevance is a big concern for our students and with solid community partners we can give students a chance to see how the work they do in the classroom fits with life after KPBSD.

What it will take is communication and follow through on a plan of action.  I look forward to hearing from our communities on how we can work together to provide an even more relevant education for our students.

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With the inevitable turnover of principals in our schools comes reflection on the characteristics of an effective instructional leader.  I am fortunate to work in a school district that offers many examples of great leaders and not all of them are school principals.  I have learned that leadership is not defined by position.  I believe it is defined by character and action.  Within those broad categories I refer to a couple of quotes often:

“Leaders are not, as we are often led to think, people who go along with huge crowds following them. Leaders are people who go their own way without caring, or even looking to see, whether anyone is following them. “Leadership qualities” are not the qualities that enable people to attract followers, but those that enable them to do without them. They include, at the very least, courage, endurance, patience, humor, flexibility, resourcefulness, stubbornness, a keen sense of reality, and the ability to keep a cool and clear head, even when things are going badly. True leaders, in short, do not make people into followers, but into other leaders.” ~ John Holt

A leader is best when people barely know he exists, when his work is done, his aim fulfilled, they will say: we did it ourselves.” ~ Lao Tzu

Both quotes speak deeply to me and the crux of the matter really boils down to service.  My responsibility is to develop leaders in all positions and nurture critical characteristics imperative to lead our school district in the future.  I am looking forward to this challenge!


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Over the last few years the concept of the flipped classroom has come to the forefront.  Technology has allowed many educators to move some aspects of their instruction into homework.  For many this has meant moving lectures online. Ideally this leads to differentiation in the classroom and allows learners to have control over the online resource and review parts that they may have misunderstood.  Critics say that a lecture is passive regardless if it is in person or online.  Good teaching limits passive learning and promotes inquiry, critical thinking and collaboration.  While creating instructional videos can help teachers move low level, procedural concepts outside of class time, it is important to create interactive and reflective opportunities in this media.  Again, a passive transfer of knowledge in any format rarely “sticks” with the recipient.

The best flipped classrooms do not exclusively rely on instructional videos to be viewed outside of class and homework done during class time.  Students are given options.  They are given the opportunity to work together and conduct experiments with a given concept in a synchronous environment.  This is the hook and is much more than working on some problems in a textbook.  The next step is to allow technology to support learning the concepts touched upon by the experiments.  Sometimes this is through the instructional videos and sometimes through direct, small group instruction.  Reflection is a critical component of any classroom and this is where teachers determine what a student knows.  Much of this part of a flipped classroom is done asynchronously.  Students are allowed to be at different places in their learning, but are making progress on understanding.

Finally, students are given the opportunity to apply what they have learned.  Projects are created by the students with the teacher as the guide.  Peers are the audience and offer feedback to individual students.  We are back to a synchronous environment.

I do not believe that a flipped classroom is a new model.  Many teachers have guided their students through very difficult concepts in all disciplines before the internet or online videos existed.  Today’s technology allows for more flexibility, but good teachers maximize opportunities for inquiry, critical thinking and collaboration.  They minimize passive transfers of knowledge.  In essence, the right way to teach is as diverse as the students that are in our classrooms, the key is to know your students and allow them to learn by doing.

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Hello!  I am sure some readers of this blog may have wondered if the new KPBSD superintendent would continue publishing an update.  Now that I have settled in, the answer is yes.  I have come to value the communication posted here and believe it has provided excellent insights relevant to our district’s current status.

With that being said, allow me to introduce myself.  My name is Sean Dusek and I am honored to be in the role of superintendent for our district.  I am proud to have over 22 years of experience in this district.   Throughout my journey I have learned a great deal about people and myself.  Through the years, preparing students for their future has become my highest priority.  The world has changed so much since I started my student teaching at Skyview High School in 1991.  While society has always changed, it is the pace of change along with the massive amount of instantaneous information that has amazed me.  What hasn’t changed though, in my opinion, are requisite skills all students can develop for success in the future.  Those skills are critical thinking, effective communication, creativity, and working well with others.

Our schools do a good job developing a foundation of academic skills.  We must not lose sight of developing the “success” skills I reference above.  In order for us to develop these skills we must remain committed to applying academic knowledge to unfamiliar projects, provide creative opportunities in the arts, career/tech, and physical activities, allow students to work together with taught expectations and provide safe outlets for student voice through  meaningful speaking, writing and listening experiences.

My goal is to communicate through this forum weekly on a variety of topics with a focus on student success skills.  I look forward to serving the students, staff and communities of the district.  Thank you for reading!

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