The Kenton County School District utilizes a Community Based Accountability System (CBAS), a comprehensive framework designed to ensure we deliver a world-class education to our students and community. This model actively engages Team Kenton —our dedicated staff, students, families and business partners in the ongoing implementation and analysis of our true accountability system.
It's important to clarify that the CBAS does not replace the Kentucky Summative Assessment (KSA). We will continue to value KSA results as they help us identify areas for both celebration and growth. However, we believe that no school system or individual school should be solely measured by an annual standardized assessment. Instead, true accountability is rooted in a systemic, holistic review of our collective efforts, emphasizing forward-facing progress over singular, annual summative evaluations.
The KCSD CBAS model is adapted from the work of John Tanner (BravEd).
Our Pillars
(Click on the Pillar title for data)
Key Questions:
- To what degree does the implementation of the Social Emotional Behavior (SEB) Tier 1 Action Plans impact the social, emotional, and behavior needs of the students? Portrait of a Graduate 1, 4
- To what degree does the implementation of Behavior Threat Assessment and Management (BTAM) Teams impact school safety and student well-being? Portrait of a Graduate 1
- To what degree are students provided with safe learning spaces/facilities?
- To what degree are we prepared to both mitigate and effectively respond to crisis situations?
Key Questions:
- To what degree are all students reaching instructional benchmarks on assessments for and of learning in math and reading? Portrait of a Graduate 1, 2, 5, 6
- To what degree are all schools demonstrating growth on instructional benchmarks on assessments for learning and of learning in math and reading? Portrait of a Graduate 5, 6
- To what degree are all KCSD students proficiently reading at grade level in K-8? Portrait of a Graduate 1, 2, 6
- To what degree are we closing achievement gaps for students with disabilities and English Learners? Portrait of a Graduate 1, 6
- To what degree are we increasing English proficiency for English Learning Students?
- To what degree do all KCSD schools implement our Multi-Tiered System of Supports (MTSS) with fidelity for ALL students? Portrait of a Graduate 1, 2, 3, 4, 5, 6
Key Questions:
- To what degree are students Transition Ready (college and/or career) exiting High School? Portrait of a Graduate 1, 3, 4
- To what degree are students Transition Ready exiting Middle School? Portrait of a Graduate 1, 3, 4
- To what degree are students Transition Ready exiting Elementary School? Portrait of a Graduate 1, 3, 4
Key Questions:
- To what degree are KCSD students provided with opportunities and participating in clubs, extra, and/or co-curricular activities? Portrait of a Graduate 1, 3, 4
- To what degree do the schools build relationships and promote two way communication between school and home? Portrait of a Graduate 1
- To what degree does our district/schools collaborate with community partners? Portrait of a Graduate 1
More Student, Family and Community Engagement
Key Questions:
- To what degree are we retaining high quality staff?
- To what degree are we able to fill positions?
- To what degree are staff provided necessary supports to continue professional growth and be high quality educators/employees?
Key Questions:
- To what degree does the KCSD efficiently utilize district resources while remaining fiscally solvent?
- To what degree does the district plan for current and future facilities and capital assets?
- To what degree is the district able to assess and address transportation needs regarding fleet size, condition, and associated repair costs?
- To what degree is the KCSD Food Service Department creating a healthy learning community?
- To what degree does KCSD design and maintain energy efficient buildings?
More Fiscal and Operational Systems
