KPBSD District Highlights (Responses)


1	Which Core Four area does your highlight fit?	What is the teacher name or school name that you want to highlight?	What grade(s)?	What subject(s) or instructional time?	What do you want to highlight about this person / school?

2	Targeted Instruction	Lisa Thomas	9-12	Computer Apps	Teaches Computer Apps. Has content for all levels on Canvas so students can take her course any period in the day. She could have 4 levels happening at once in her class but having her content on Canvas allows her to spend one-on-one time with students in class. It's almost like she's doing doing a flipped classroom in the class itself.
3	Flexible contet and tools	Distance Learning Dept	9-12	Any subject	Providing choice for Ss within Canvas LMS - menus/playlists on pages w/ associated assignment submission areas
4	Student reflection and ownership	Nikolaevsk	5-12	All of them.	We excel at student ownership and project based learning. We emphasize student-led conferencing & planning. Students choose what standards they want to tackle and how they would like to show their knowledge.
5	Student reflection and ownership	Homer High- Sean Campbell	9-12	English	Sean uses the best techniques to get students to not only reflect on their work, but to also own that reflection. His students really think about what they learned and are excellent communicators when reflecting.
6	Targeted Instruction	Ted Riddall	9-12	PE/weight training	Ted uses special feedback programs on iPads to help students work on their form and skills in his weight training classes.
7	Student reflection and ownership	Ingrid Harrald & Chris Brown at Homer Flex School	9-12	Applies to all subjects and grade levels	These staff members have been trained in Restorative Practices which we have integrated into all aspects of our practices at Flex. Restorative Practices help build community, create academic and emotional safety, and provide students with opportunities to take ownership of how their behaviors and actions impact others.
8	Targeted Instruction	Ted Riddall	9-12	P.E./Weight Training	Ted's weight training classes used a specialized program on iPads that allows him to film students' technique, critique them, and then continue the process from student to student to student. Not only are all students receiving expert/professional feedback, they are then required to reflect on each other's forms and to help reteach as necessary to improve the lifting form.
9	Flexible contet and tools	Mrs. Denboer/ Ninilchik School	7-12	7-12 English Language Arts/ US History	Providing students with various options to work through content, opportunities to work collaboratively with other students. She also utilizes menus and a variety of ways for students to show their learning.
10	Targeted Instruction	Wade Macuson	9-12	special services, LA, social studies	Create an animal poster project- must contain systems from existing animals
11	Data-Driven Instruction	Tebughna School	9-12	Core Subjects	Student Reflection on data
12	Flexible contet and tools	Dan Olson	6-8	Ancient Civilizations/History	Creative projects, students choosing leveled assignments/tests,
13	Data-Driven Instruction	Michelle Walker - SWMS	6-8	ELA	Fabulous use of ELA data to inform instruction (and created targeted station rotation)
14	Targeted Instruction	K-Beach (Darcy Marcou and Kelly Brewer)	K-5	Language and Math	Both teachers have exceptional station rotation strategies for primary grades
15	Flexible contet and tools	Glen Frasher	6-8	Math and Social Studies	He has mastered playlists with many different types of content/videos/digital tools to choose from. He has taught math and social studies.
16	Student reflection and ownership	brian lyke	6-8	la	very energetic, not afraid of ideas
17	Flexible contet and tools	Tara Swanson	K-5	Writing	This teacher uses the New York times to guide her writing lessons!
18	Flexible contet and tools	Michael Sturm	7-12	ELA and Social Studies	Project based learning guru. This teacher guides students in creating projects from the ground up. He guides them through selecting a government type for the classroom, the standards that the students will focus on, the groups that the students will form, the leaders in each group, the end product, the steps that will help students get the project done, and the way students will share out their learning. This teacher is great at stepping back and letting students have ownership over their learning.
19	Student reflection and ownership	Jon Sharp - West Homer Elementary	5/6	Math	Jon collects reflective feedback from students using google forms. This helps students be reflective on what worked for them during instruction and take ownership for what they need from their teacher so that they can be successful.
20	Data-Driven Instruction	Nikiski North Star	K-5	Intervention (Shining Stars)	The four classrooms that cover 4th and 5th grade, collaboratively use data to structure a daily intervention block. Resource, intervention, and some specials teachers are also pulled for groupings.
21	Targeted Instruction	Jenny Sorenson/Kathy Hedgens	6-12	English/Social Studies	Because they have adapted the curriculum for multi age ell classrooms. They rock!
22	Flexible contet and tools	Kim Bates	K-5		Seesaw/Makerspace
23	Student reflection and ownership	Redoubt	K-5	Self refection through common hand signals	Data binder
24	Targeted Instruction	Vanessa Wilcox	K-5	2nd grade	Vanessa does an excellent job using anchor charts for both behavior and classroom goals. She creates charts with her class and uses these to help her students self assess and monitor their progress towards goals.
25	Student reflection and ownership	Paul Banks Elementary	K-5		Students have goals posted in a “public” space such as classroom walls and hallway. This has allowed goal oriented discussions with a variety of people and not just the teacher and student.
26	Student reflection and ownership	River City Academy - Anna Karron or Dawn	7-12	All subjects, All periods of the day run a parallel PLT class	Student Reflection & Ownership - We run a PLT/Independent learning block where students set goals & then work on a task independently. They advocate and set goals based on their own needs and track their progress.