Rowan County School District

Rowan County School District Morehead, Kentucky

Nestled in the mountains at the edge of eastern Kentucky sits a proud community, rich in its heritage and surrounding beauty. The mountains provide a frame for the portrait of Rowan County, a portrait painted over time by the people who have inhabited its hills and “hollers” and have called the communities of Rowan County their home.

When the first settlers arrived in the Rowan County area from Virginia in the 1770s, they found a land rich in trees. With sawmills dotting the valleys, these trees provided a source of income for these settlers and their descendants. Communities such as Farmers, the first community established in Rowan County, and Morehead, now the county seat, flourished for years around the lumber industry. As the lumber industry waned, though, so did many of the communities of Rowan County.

Education became a guiding light for Rowan County with the founding of the Morehead Normal School in 1887. After a bloody feud threatened to shut down the entire county, one visionary, Phoebe Button, saw how education could provide the stability needed in what had become a “rough and tumble” area. Morehead Normal School, now Morehead State University, has grown over the years to become one of eastern Kentucky’s most important educational agencies.

While the mountains provided a life for the people of Rowan County, they also provided an educational challenge. With literacy crusader Cora Wilson Stewart lighting the way, children and adults from across Rowan County walked their way to an education. The Moonlight Schools, so named because classes were almost always held on moonlit nights, started in 1911 as an experiment in the crusade against illiteracy and became the foundation for what is now the Rowan County School System.

Many of the one-room schools that dotted the Rowan County landscape were replaced during the late 1930s with buildings that arose from President Franklin D. Roosevelt’s Works Progress Administration. The three stone buildings, Haldeman, Elliottville, and Farmers Schools, were the “school homes” to students for 50 or more years.

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Just as the mountains provided an educational challenge for the citizens of Rowan County, they provided another challenge to one of its most prominent citizens, Dr. C. Louise Caudill. As a doctor, she and her nurse would often ride on horseback to tend to Rowan County’s most-distant residents, often fording creeks and balancing themselves and their medical equipment on the narrowest of bridges and logs. Through the efforts of “Dr. Louise”, St. Claire Hospital, now a regional medical center, was born.

The Rowan County community has evolved over the years with the growth of the community hospital, the university, and the addition of various businesses and organizations. The Rowan County School District has had its share of growth as well. What started as “Moonlight Schools” dotting the landscape of Rowan County has evolved into a school district with a long tradition of educating its young people, preparing them to become self-reliant and productive citizens. The Rowan County School District now consists of one preschool center, four elementary schools, one middle school, one high school, and an alternative school. Today’s schools have gone beyond just teaching reading, writing and ‘rithmetic, better known as the three Rs, and the schools of the Rowan County School District are no exception. From science explorations to social studies research, students at every level are challenged to expand their horizons.

The foundations for learning in the Rowan County School District are created at the preschool and elementary levels. The Rowan County Preschool Center was opened in 2005 to accommodate the ever-growing preschool population. In the fall of 2010, due to issues of crowded classes at McBrayer Elementary School, kindergarten classes were moved to the vacant classrooms in the preschool center. With the addition of the kindergarten students and teachers, the preschool center was renamed the Rowan County Preschool and Early Education Center.

The Rowan County Preschool and Early Education Center is the academic “home” to over 200 preschoolers as well as kindergarten students from McBrayer Elementary School. Recognized as a Center of Quality, the Rowan County Preschool and Early Education Center serves as a model of practice for other districts in the region. Preschool teachers conduct two home visits each year to review with parents some of their child’s developmental milestones. These home visits also serve to give parents the tools they need to help their children succeed in school. Preschool students are assessed twice a year and the results of those assessments are used to track a student’s development as well as determine readiness to move on to kindergarten.

Whether they are learning about alphabet sounds, tackling their multiplication tables, or putting the finishing touches on a writing piece, students at each elementary school – Clearfield, McBrayer, Rodburn, and Tilden Hogge – find that their teachers are always there to give them the help that they need. Teachers are challenging students to succeed, working with them both in groups and individually. Using data gained from both formative and summative assessments, elementary teachers are able to track a student’s progress and target those areas where a student might be

AdvancED Standards Assessment ReportPage 2 of 68 Rowan County School District struggling. This response to intervention or RTI plays an important role in all elementary schools. Each elementary school has developed an RTI process in which students are paired with teachers who help them overcome their weaknesses in reading and math.

Technology is used throughout the curriculum at the elementary level, with students using a variety of technological tools. Students are producing their own closed-circuit newscasts as well as creating “tech-savvy” projects. One elementary school, Rodburn Elementary, has taken steps to ensure that even our most non-verbal students are learning and have access to a variety of learning tools. Students who had never before uttered a word are now able to spell their names and participate in class, thanks to the use of the i-Pad. Splashtop technology is allowing students who do not have the mobility of their fellow students to keep up with lessons that appear on the teacher’s desktop computer and on the SmartBoard.

Each elementary school has an active arts program, with both music and visual art being offered in the classrooms. In addition to music classes, each elementary school has its own choir. These choirs have performed at numerous public venues, including the Kentucky Christmas Chorus held annually in Lexington, Kentucky. Grants from the Caudill Little Foundation have endowed the McBrayer Strings, a program that allows students to learn the art of playing stringed instruments such as the violin, the viola, and the cello. Students who were in the first class of students at McBrayer Elementary School to learn to play the violin are now high school students, many of whom are continuing their music studies.

Partnerships with the university and community businesses and organizations have allowed the schools to broaden students’ horizons and offer programs that could be otherwise unaffordable to many students. One of these partnerships – the Professional Partnership Network – is also helping to resolve issues concerning teacher training and to “grow” more confident, skilled teachers ready to meet the demands of a classroom. The PPN Program has been a unique teacher training opportunity for both Morehead State University and for the mentor teachers of Rowan County Schools. The partnership with MSU extends to the elementary level where fourth and fifth grade students from two of our elementary school have been given the opportunity to learn how to swim or improve their swimming skills using the facilities at MSU’s new Recreation and Wellness Center.

Middle school in Rowan County has been exciting, especially over the past five years. The students and staff are now housed in a much larger facility with more area for students to “spread their wings.” While the construction process had its usual delays, both students and staff were more than elated to finally be in the new building. Before the construction process began the students were still in the smaller building; however, learning and excellence were never compromised. The Rowan County Middle School Concert Band has been awarded a Distinguished rating for each of the last five years. The Rowan County Middle School Speech Team has made a name for itself throughout the state with 18 state championships and, most recently, a national title. The middle

AdvancED Standards Assessment ReportPage 3 of 68 Rowan County School District school’s Student Y Club, while an extracurricular activity, provides students important lessons about state, federal and international government relations. The students, with guidance from their teacher sponsors, have taken their lessons and run with them. Rowan County has made a name for itself in the Student Y community with RCMS students being selected for the positions of Governor and Senate President (Kentucky Youth Association) and Secretary General (Kentucky United Nations Association.) The school group has also earned the title of Outstanding Delegation. The school’s girls’ basketball team has earned the 8th grade OVC championship title for the middle school. The school’s 8th grade football team earned their way to the second round of the state playoffs, continuing the success that the 8th grade team saw just last year.

At the high school level, students now have the opportunity to begin their college career while still in high school. Through a partnership with Morehead State University, Maysville Community and Technical College, students can earn college or technical school credits by taking college level courses beginning in their junior year in high school. The College Cohort Program allows students to travel to Morehead State University where they take college courses and become part of the college student population. Students taking part in the dual credit program are enrolled in college level courses that are taught by a team of high school and college faculty. When the high school began its trimester system, a greater variety of courses could be offered to the students. While the goal of these courses is to help prepare the students to become college and career ready, one particular course, the Astronomy Pulsar Search, recently helped one student gain recognition statewide as well as throughout the world of astronomy for her discovery of a pulsar in outer space. Through partnerships with area businesses and organizations in the community, students from the high school are receiving valuable experience in preparation toward their career goals as part of the Career Cohort Program. By placing students in jobs that match their career goals, students are able to “try out” a job, which gives them a greater understanding of the education and skills needed to attain the job. The College Cohort Program and the Career Cohort Program are just two of the programs at the high school that are helping students meet their goals to becoming college and career ready. We take great pride in the students of Rowan County Schools. Our students have gone on to achieve success in a variety of fields. From management to medicine or from farmer to lawyer, our students have been able to take what they have learned in the classrooms of Rowan County Schools and put it to use either as they entered the collegiate arena or the workforce.

Our students have been recognized for their achievements regionally, across the Commonwealth and nationwide. Their achievements are proof of their hard work and the dedication of a community of supporters; a community that includes the parents, the faculty and staff, and the Rowan County community. Each year our graduating seniors have received a wide variety of scholarships, assisting them as they further their education at the university level. In the spring of 2011, the Rowan County Senior High School Class of 2011 was offered over $800,000 in scholarships.

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Designed for middle school and high school students in need of an alternative education program, the Bluegrass Discovery Academy offers these students a second chance to succeed. Referred to the program by school administration, a teacher, parents, or sometimes the students themselves, the students often have difficulty learning in a larger classroom setting. The BDA students often have had behavioral, attendance or discipline problems, which can lead to problems both in school and socially. The mission of BDA is for the students “to gain self-awareness by learning and effectively applying a set of skills that teach the students to work in a group, communicate with others, problem solve, resolve conflict, and manage anger so that they may improve academically and socially.”

The Sunrise Children’s Services center is a residential treatment facility for juvenile offenders. The residents are all females classified as level 4 or 5 due to their behavioral histories. Most are several years behind their peers in educational attainment; most have a history of truancy and schools problems; many have a history of substance abuse; many have a history of sexual abuse and/or high-risk sexual behaviors.

The Rowan County School District is dedicated to providing educational experiences comparable in content and rigor to those offered to students in the regular setting. SCS students, (grades 7-12) are enrolled in courses based on their individual needs and graduation plan. Prior to placement at SCS, the students did not have an Individual Learning Plan; while at SCS, ILPs are developed as well as an Individual Plan of Instruction for each student.

At SCS, the educational staff provided by Rowan County work with SCS program staff in developing individual plans for academics which may include credit recovery; one-on-one instruction; computer assisted instruction; services provided by a Special Education teacher as required by IEP; use of behavior modification strategies common to both school and the residential treatment program, such as a daily behavior contract; individual and group counseling provided by the SCS therapist and Pathways; small group setting (12 students to 1 teacher and 1 instructional aide); students setting both short-term and long-term academic goals and frequent monitoring of those goals; registering students for ACT and assistance in the college enrollment process.

Morehead Youth Development Center is a Kentucky Department of Juvenile Justice facility for female youthful offenders. The residential facility serves up to 40 students between the ages of 13 and 18. The youth at Morehead Youth Development Center are actively involved in all aspects of life at the facility, participating in cafeteria duties, maintenance of their quarters, cleanliness of the grounds, and attending high school and middle school academic and vocational classes during a regularly designated school day.

In 2007, Morehead Youth Development Center has partnered with Morehead State University and Greyhound Pets of America-Louisville Chapter to create the MYDC Greyhound Recovery Program.

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The students have learned how to properly care for and train the retired racing dogs, preparing them to be adopted by “forever families.” This program has received both state and national acclaim.

In the fall of 2011, MYDC students had the opportunity to work together with Emanuel Martinez, noted Hispanic muralist, to create a mural unique to Morehead Youth Development Center. While working with the students, Mr. Martinez was able to share with the students the story of his troubled upbringing and his ability to rise from those troubles.

Students are enrolled in school and work to earn high school credits. Students who leave the program before turning 18 are required by DJJ to remain in an educational setting. Students who turn 18 and leave the program are permitted to explore schools and credit requirements for graduation from their local schools using the internet and the Kentucky ILP.

In the past five years, the Rowan County School District has seen the completion of renovations at Tilden Hogge Elementary School and the construction of the new Rowan County Middle School. The renovations of the elementary school facility allowed for the addition of a new library and four new classrooms. The school also has a dedicated computer lab, which has proven essential when giving online tests such as the MAP tests.

The new middle school, with an area of over 105,000 square feet, replaces the current middle school, which has an area of 65,000 square feet. When the groundbreaking for the new middle school took place in July 2008, it was hoped to have the new middle school ready for classes in August 2010. Weather, both snow and rain, played a part in the delay. Sixth grade students are “housed” in their own wing on the first floor while the seventh and eighth grade students have their own wings in the second floor.

This past year, several schools underwent a “green” transformation, with the majority of the work occurring at Rowan County Senior High School. The high school’s nearly 30-year old heating and cooling system was replaced with a system using chilled water pipes and variable air volume boxes. The system is now in place and operational with a centralized computer system. This system has remote access that allows for constant monitoring of temperatures and conditions at the high school.

Three schools – Clearfield, Rodburn and the high school – received a lighting retrofit, changing all their lighting to a more energy-efficient, “greener” style of lighting. The district also now has the ability to monitor the HVAC systems at six schools, analyzing temperatures and operations at Clearfield, McBrayer, Rodburn and Tilden Hogge Elementary Schools as well as at Rowan County Middle and Rowan County Senior High School.

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Even as the industrial, medical and educational sectors have grown over the years, the Rowan County community is still trying to overcome some of the same challenges it has faced in years past. While incomes have risen faster in Rowan County than compared to the Commonwealth, so, too, have unemployment rates. Ensuring that the residents of Rowan County have the educational foundation to meet the ever-changing job market is the mission of the Rowan County School System. With a population for Rowan County standing at almost 23,333, median household incomes do not always match the needs of the population. Based on the 2005-2009, American Community Survey, the median household income was $30,803. The Rowan County School District joins St. Claire Regional Medical Center, Morehead State University, Emerson Electric, Guardian Industries, and Family Dollar Retail Distribution Center as the major employers for this area. According to the latest census figures, over 77% of the residents of Rowan County have attained their high school diploma. Students have the opportunity to receive additional educational opportunities either at the university level or at a technical school. Located in Rowan County are Morehead State University and Maysville Community and Technical College (Rowan Campus.)

The Federal Free and Reduced Breakfast/Lunch Program has helped families of the Rowan County community overcome some of their challenges, with respect to ensuring that their children receive adequate nutrition while in school. For the 2010-2011 school year 59% of the students in the Rowan County School District received some type of assistance from the federal program. The breakdown for each school is as follows:

Rowan Co. Preschool 58%

Clearfield Elementary 76%

McBrayer Elementary 48%

Rodburn Elementary 73%

Tilden Hogge Elementary 77%

Rowan Co. Middle 58%

Rowan Co. Senior High 51%

Even before Kentucky began full implementation of Senate Bill I, or what is now known as “Unbridled Learning,” the Rowan County School District made the decision to get a head start in the implementation of many of the required elements of the mandated reform. It was this decision that has enabled the district to make moves that have served to help both students and staff.

Allowing teachers the opportunity to share ideas with one another and offer support is the basis behind the goal of “professional learning communities.” When teachers can come together to

AdvancED Standards Assessment ReportPage 7 of 68 Rowan County School District share ideas and resources, both students and staff reap the benefits. Teachers working together in professional learning communities provide valuable sounding boards for one another, especially when faced with students who are struggling. Using evidence from formative, diagnostic, interim, and summative assessments, teachers are better able to help one another guide students toward success. In helping students reach their goals, teachers are also helping one another become more confident and more able to meet the needs of their students.

The Measures of Academic Progress or MAP testing is a summative assessment tools that teachers use to give them insight into student learning. Teachers can use the results of these tests to help guide instruction and thereby help students meet their goals. The MAP tests allow teachers to monitor student learning throughout the school year. In addition to the MAP testing, the Explorer and Plan tests are also administered to students in the 8th and 10th grades, respectively.

The Rowan County School District has seen a steady rise in ACT scores since the implementation of KRS 158.6453, the statute requiring all high school juniors to take the ACT exam. The rise in test scores has been the result of strategies that are aiding in student preparation. To help familiarize students with the format of ACT questioning, teachers have been giving students practice ACT questions at the beginning of each class period. The high school’s trimester system has allowed the school to offer a class that focuses on math test skills and test-taking strategies.

An important element of “Unbridled Learning” is RTI or Response to Intervention. Research has shown that early intervention when a child is struggling can lead to greater success for that child. Allowing a child to “flounder” or struggle on his or her own leads to greater more difficulties later in school. Teachers have also seen that these learning difficulties can also be expressed in behavior problems in the classroom. Having the resources available for teachers to be able to respond to a student’s needs and intervene before problems occur are making the pathway to success easier for our students. Assessment tools used in the classroom, especially the elementary classroom, such as MAP testing, DIBELS, and DIAL-3, are giving teachers some of the information needed to determine whether intervention is needed and how to respond to a student’s weakness. RTI is allowing teachers and students to work together at all levels to turn weaknesses into strengths.

Rowan County Senior High School has established end-of-course (EOC) assessments for four courses this year. English II, Algebra II, Biology, and U.S. History, courses required for graduation, will be part of the EOC assessment. The School Based Decision Making Council has decided that the EOC assessment scores will count for 10% of a student’s grade this year and 15% beginning next year. This decision is dependent upon acceptance by the Kentucky Department of Education. The faculty members at Rowan County Senior High School administering the EOC assessments have received training.

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In February 2010, Kentucky became the first state to adopt the Common Core State Standards. These standards provide consistent clear understanding of what students are expected to learn, so teachers and parents known what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting students’ knowledge and skills. The administration and faculty of Rowan County Schools have been trained and are implementing many of these common core standards in the classroom.

The arts allow the students of Rowan County Schools a method in which to express themselves either visually, musically or through the spoken word. In the Rowan County School District, delving into the arts begins early, at the elementary level, and continues through the high school years. From singing in concerts to showcasing their vocal talents at community events, such as basketball games or Christmas parties at local nursing homes, elementary, middle and high school singers have graced the Rowan County community with their vocal talents.

Whether it is a crayon drawing or an acrylic painting, visual art gives students a creative way of expressing themselves. Student artwork has been exhibited gallery-style in schools as well as at community gatherings and events. With help from both their art teachers as well as talented volunteers, students have been able to give to the community as well as improve their own talents. Select high school art students supervised by their talented teacher will be beautifying the Second Street area with the addition of a mural on one of the blank outside walls of the Rowan County Board of Education building. Residents of the Morehead Youth Development Center, a part of the Kentucky Juvenile Justice System, recently worked with a nationally acclaimed muralist to complete a mural whose three panels represent the center.

From playing at a concert in school to marching on a field, the young instrumentalists of the award-winning Rowan County Middle School and Rowan County Senior High School band programs represent this school system with honor and pride. Along with the high school’s distinguished marching band, both the middle school and high school have award-winning concert bands as well as jazz bands and percussion ensembles, a rarity for many middle schools. One student auditioned for and was accepted to compete three different times at the prestigious National Trumpet Competition. It has become common for students from the Rowan County Senior High School band program to be selected to take part in various All-State Bands. Some of these students have gone on to be awarded full music scholarships. Vocal music, through a school choral program is offered at level from elementary through high school. Students perform various types of music at numerous events, from school concerts to singing the national anthem at university basketball games.

The Rowan County School District, through Rowan County Middle School and Rowan County Senior High School, has made a name for itself through the art of the spoken word. Both schools have speech teams that have taken top honors at the Kentucky Education Speech and Drama Association (KESDA) State Speech Tournament for almost two decades. The high school has had

AdvancED Standards Assessment ReportPage 9 of 68 Rowan County School District numerous students to qualify and compete at the National Forensic League Tournament. Just this year, the middle school’s speech team claimed a Texas-size win, taking first place honors at the National Junior Forensic League Tournament. The members of these speech teams as well as their coaches display their dedication and hard work each time they leave the school grounds to represent Rowan County Schools at a speech tournament.

Having a location in which to showcase the artistic talents of the students of Rowan County Schools had long been a dream of this community. Thanks to the generosity of a former Rowan County citizen, Lucille Caudill Little, and matching donations from members of the Rowan County community, this dream has come true and has been put to use. The Rowan County Schools Performing Arts Center located in Rowan County Senior High School has been the scene of many concerts, plays, and other artistic offerings to the community, a community which, over the years, has shown enormous support for the arts in Rowan County Schools.

Athletics in the Rowan County School system have long been the source of school and community pride. In the Rowan County School system, though, student athletes are just that – students first, athletes second. While athletics play an important role in the lives of many students in the district, it is important that we help the students understand that academics must be their primary focus. In the 2010-2011 school year alone, a record fifteen young men and women from Rowan County Senior High School signed letters of intent with various colleges and universities.

Students taking part in team and individual sports learn valuable lessons in discipline and teamwork: lessons which will be remembered long after the students leave the classroom and the playing fields. Students at Rowan County Middle School and Rowan County Senior High School can choose from many athletic opportunities, each of which helps the young men and young women learn valuable lessons in discipline and teamwork. Both schools have exciting football programs with the middle school’s 8th grade team going to state play-offs two years in a row. Top-notch girls and boys basketball programs at the middle school and high school encourage students to be at the top of their game both individually and as a team. Just this year, the RCMS 8th grade girls basketball team won the conference championship. In 2010, the RCSHS girls basketball team finished third in the state and in 2011, the high school’s boys basketball team competed in the state championship finals, finishing as the runners-up. Both the boys and girls soccer programs have earned their share of both district and regional awards. The Rowan County Senior High School Volleyball Team serves up lessons in teamwork and school pride. Students on the high school’s track and field team and cross-country team have taken individual and team honors at various district and state events. Baseball and softball teams at Rowan County Senior High School have hit home runs with the student athletes, bringing home several honors as well as community pride. Morehead State University’s golf courses provide a home base as the high school’s golf team prepares for upcoming golf tournaments. Students on these golf team have earned places in the state tournaments. Morehead State University’s Wellness and Recreation Center is the home for the high school’s swim team. The team

AdvancED Standards Assessment ReportPage 10 of 68 Rowan County School District has students that range in age from 10 to 18, with the older students serving as mentors for the younger swimmers. One member of the swim team was recently offered an athletic scholarship rewarding both his academic and swimming skills. In the Rowan County School system, though, student athletes are just that – students first, athletes second. While athletics play an important role in the lives of many students in the district, it is important that we help the students understand that academics must be their primary focus.

Rowan County Schools’ Family Resources Centers and Youth Service Centers not only provide a support system for our students, they also strive to connect the family and the community with the school system. The annual ReadiFest provides assistance for eligible families as they prepare their children to go back to school. The Rowan County Senior High School’s Youth Services Center offers health awareness to community members by hosting the annual Health Fair. Working together with Morehead State University, St. Claire Regional Medical Center, as well as other agencies around the community, the Health Fair gives community members a chance to get valuable health and wellness information. Reality Stores at the middle school and high school help students get a better understanding of what to expect of the “working world.” Money lessons are not just for the middle and high school students. Students at Rodburn and Tilden Hogge Elementary Schools learn how to manage their allowances with an elementary version of the Reality Store. Starting the school year off right is done with the Rowan County Middle School’s Back to School Splash. Through a partnership with the Morehead Parks and Recreation Department, the police and fire departments, and Rowan UNITE, students not only gain important information, they also have the opportunity to make and/or renew friendships as they have fun at the City Pool. The Family Resource Centers at the elementary schools sponsor Ice Cream Socials, allowing parents and students to meet the teachers and visit the classrooms.

To assist schools in meeting the health and wellness needs of its students and staff, the Rowan County School District is participating in the Healthy Schools Program, a national program through the Alliance for a Healthier Generation which is sponsored by the American Heart Association and The Clinton Foundation. The Healthy Schools Program encourages individual schools and districts to make changes or additions to their wellness programs, from meals to exercise, that may have an effect on both students and staff for the rest of their lives. CHOOSING TO BE HEALTHY is the key phrase when it comes to the changes that have been made and the selections that have been added to the school breakfasts and lunches in Rowan County Schools. In the morning, students can select from a variety of breakfast items, including fresh fruit, whole grain or whole wheat toast, yogurt, and cereals containing 9 grams of sugar or less.

Lunchtime offers a vast array of heart-healthy options for the students. With the new Grab ‘N’ Go lunches, students from elementary through high school can choose to have chef salad or a bag of pretzels, string cheese, and fresh fruit. Students can still opt for the more traditional school lunch, but even those meals have become healthier with reduced salt, starches and sugar and an increase in

AdvancED Standards Assessment ReportPage 11 of 68 Rowan County School District the fresh vegetables and fruits. With the addition of 2% or fat-free milk, breakfasts and lunches have definitely become more heart-healthy. Rather than have the students sitting on the bleachers in the morning as they wait to go to their classes, students at Rodburn Elementary School are encouraged to either walk laps around the gym or jump rope. It is not uncommon for students, especially elementary students, to develop the “fidgets” after sitting at their desks for an extended period of time. Rather than fighting this need to move, students at McBrayer Elementary are given exercise breaks during the day. Each classroom at McBrayer Elementary has also been provided with a stability ball, which is most commonly used in gyms as part of an exercise routine. When a child is seated on a stability ball for a short time, the need to “fidget” soon disappears. Friendship and a desire for better health were the reasons behind the beginning of a “walking club” at Clearfield Elementary. At Tilden Hogge Elementary, the 4th and 5th grade students are learning about the benefits of swimming as a form of exercise. Thanks to a partnership that has developed between Rowan County Schools and Morehead State University, the students have the opportunity to add swimming to their exercise repertoire.

Students and staff at McBrayer Elementary School took part in Anthem Blue Cross and Blue Shield’s “Get Active, Get Fit” School Challenge in the fall of 2010. At the end of the challenge, which was hosted by Disney Radio, the commitment made by the school’s students and staff helped McBrayer Elementary become of the top 20 schools with the highest participation in the challenge, giving the school its very own Radio Disney Get Active, Get Fit Dance Party.

The Alliance for a Healthier Generation, founded by the American Heart Association and the William J. Clinton Foundation, recognized McBrayer Elementary for transforming its elementary school into a healthier place for students and staff. Representatives from McBrayer Elementary School traveled to Little Rock, Arkansas to the National Healthy School Forum where they were presented with the Bronze National Recognition Award in recognition of their efforts to increase healthy eating and physical activity throughout the school.

Parents play an important role in the educational success of their children. The Rowan County School District is committed to supporting active parent participation in the schools, whether as a volunteer, a member of a parent-teacher organization or booster group, or as a parent helping with homework. It is these groups that provide the much-needed support for both the students whether they are in the classroom or participating in an extra-curricular activity.

Not all children are given the gift of having a supportive parent. To bridge those gaps for these students, the district has helped to foster long-standing partnerships between the school district and various community businesses and organizations. These partnerships give our students the much-needed “pat-on-the-back” support so crucial to their education and are helping all students become successful “next generation learners.” Through a partnership with Morehead State University, Maysville Community and Technical College (Rowan Campus) as well as other

AdvancED Standards Assessment ReportPage 12 of 68 Rowan County School District postsecondary schools, high school students are able to get a head start on their postsecondary education through the College Cohort and Dual Credit Programs. Many of these community partners have worked together with high school faculty to design a work experience program that fits the needs of the students, helping them move toward their post- high school goals. Students in the Career Cohort program work in businesses such as florists, veterinary offices, preschools, and university offices where they learn valuable work skills. The skills that they learn in their Career Cohort experiences may help shape their futures.

This partnership with MSU also provides a benefit for college students preparing to be teachers through the Professional Partnership Network or PPN. Training new teachers to meet the increasing demands on teachers’ time and skills is critical to the success of both the students and the teachers. The Professional Partnership Network was developed to resolve issues concerning teacher training and to “grow” more confident, skilled teachers ready to meet the demands of a classroom. PPN students are now located at each of Rowan County Schools’ four elementary schools and provide valuable educational assistance to both students and teachers.

Partnerships with community businesses and organizations are helping both our faculty as well as our students. To kick off the beginning of the school year, businesses and organizations from around the Morehead and Rowan County area sponsor tables, which are decorated to help celebrate the opening of the school year. Representatives from the sponsoring businesses and organizations join the Rowan County Schools’ faculty and staff at the breakfast.

These community partnerships also extend to the high school’s annual after-prom party, Project Prom. Since the mid-1980s, individuals, businesses, and organizations throughout the Rowan County community offer both their time and gifts to ensure the safety of Rowan County’s teens.

Thanks to a cooperative agreement with the Gateway District Health Department, the Rowan County School District has eight nurses for a student population of over 3,000 students, from preschool through high school. Every elementary school, the preschool center, and the middle school each have their own full-time nurse. Rowan County Senior High School has two nurses, with one nurse, Renee Smith, serving as the District Health Coordinator.

Since 1994, Rowan County Senior High School has been the site for the Viking Independent Bank, a student-run banking operation. Viking Independent Bank, which was started with seed money from Citizens Bank located in Morehead, gives students at the high school the opportunity to set up savings accounts at a convenient location. Students working at the school bank get hands-on experience that will help them after graduation.

The partnerships that Rowan County Schools has with area organizations are not just for the benefit of our students and staff. The partnership that the Rowan County School District has with St.

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Claire Regional Medical Center and the local Red Cross chapter will benefit the community in time of an emergency. The Rowan County School District has set up a Memorandum of Understanding with the regional medical center to use some of our schools to provide emergency shelter should the hospital need to evacuate its patients. The school district has also set up an agreement with the local Red Cross chapter for some of the schools to be used for emergency shelters.

Each school in the Rowan County School District strives to meet the ideals set in the district’s mission statement, the most important of which is to provide students with sufficient knowledge and skills for lifelong learning so they can become productive and self-reliant citizens. With over 3,000 students from preschool through the twelfth grade, the faculty and staff of the Rowan County School District is committed to improving both student and school performance, providing to the students the challenges necessary to broaden their horizons and expand their knowledge.

As a seed is nurtured from the time it is planted until harvest, so, too, must a child be nurtured. From preschool through high school, each student brings with him/her a gift to be nurtured. The faculty and staff of the Rowan County School District work together to nurture those gifts, those strengths and challenges, to ensure that each child may achieve success. How we nurture and strengthen our students must be continuously revised and improved upon as needs change and goals are met. These needs and goals are outlined in both the Comprehensive District Improvement Plan as well as the Comprehensive Improvement Plans for each individual school, all of which can be found on our website.

The Rowan County School System takes great pride in the accomplishments, awards and recognitions garnered by its students and staff. These honors not only bring recognition to the person/persons but they also give proof to the quality of education which the Rowan County School strives to provide.

Nine of our teachers have achieved National Board Certification. Penny Alderman, Brigette Brock, Ronetta Brown, Angie Davis, Belinda Hitch, Donna Jackson, Melissa Jenkins, Melissa Marcum, and Martha Thompson worked for months completing all tasks required of them to achieve the prestigious certification.

In partnership with Morehead State University, Belinda Hitch, teacher at Tilden Hogge Elementary School, will be “on loan” to the university for one year where she has been asked to teach undergraduate courses in Reading Methods and Children’s Literature. During her time with MSU, she will also work with the new National Board Certification classes.

Rowan County Schools Superintendent Marvin Moore was one of 12 people selected to be inducted into the Kentucky High School Athletic Association Hall of Fame, making up the 25 th class to be inducted into the Dawahares/KHSAA Hall of Fame.

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The Rowan County Senior High School and the Rowan County Middle School Speech Teams have consistently proven themselves as champions. For 18 years in a row, the middle school speech team has been named State Champions in the Kentucky Educational Speech and Drama Association State Tournament. Not to be outdone, the high school speech team has taken the state championship for the 20 years. Each year speech team members from Rowan County Senior High School have consistently qualified to participate in the National Forensic League National Tournament. In the summer of 2011, fifteen members of the Rowan County Middle School Speech Team qualified to participate in the National Junior Forensic League Tournament in Dallas, Texas. The team came away with a record-breaking first place finish.

In March 2010, Erin Ward was honored with the Pentathlon Award at the 2010 Kentucky Educational Speech and Drama Association State Tournament. To win the Pentathlon Award, a speaker had to participate in at least 5 events at the KESDA State Tournament, including interpretive events, limited preparation events, and original oratory. Erin achieved her goal of winning the Pentathlon Award and being named the state’s top speaker by participating in six events, finishing in first place in two events and no lower than third place in three other events.

Both the high school and middle school have band programs which have received numerous awards and recognitions over the past several years. In 2008, the Rowan County Senior High School Marching Band finished in third place in the State Marching Band Championship Finals. The marching band has consistently received Distinguished ratings in marching band festivals across the state. The high school concert band received a Distinguished rating at both the District and State KMEA Concert Festivals. Students from the both the middle school and high school concert bands have been selected each year to participate in KMEA All-District Bands. Several students from the high school concert bands have auditioned for and been selected to perform in various All State Bands. Both middle school and high school students have performed in the the KMEA District at the District Solo and Ensemble Festival and were awarded both Proficient and Distinguished ratings. In 2011, Joshua Harney was recognized as one of the top high school trumpet players in the nation, making it to the semi-final round of the National Trumpet Competition. This was the third time that Joshua Harney had been selected to compete in the National Trumpet Competition’s semi-final round.

The Student Technology Leadership Programs at Rowan County Middle School and Rowan County Senior High School have participated in the Regional STLP Showcase for several years. Last year, the middle school’s STLP designed and built a solar heater. These students presented their project and qualified for the State STLP Showcase. The RCMS STLP will once again compete at the State STLP Showcase with their presentation on the group’s in-school broadcast news program and their work editing video. Each school in the district has an active academic team, many of which have received honors over the years. These teams work to challenge the minds of the students who participate. Over the

AdvancED Standards Assessment ReportPage 15 of 68 Rowan County School District past three years, the Rowan County Senior High School Academic Team has placed anywhere from first to third at the district level of competition. The Future Problem Solving Team has, for the past three years, qualified for the State Academic Team Competition. The Quick Recall Team at Rowan County Middle School has been awarded third place honors at district level. The middle school has also had students that have qualified for regional competition in various written assessment categories. Each elementary school also has its own active academic and quick recall teams. Over the past three years, these teams have taken top honors for various categories of competition. In 2010, Clearfield Elementary School’s Quick Recall Team won 1st place honors at district level and was awarded the Sportsmanship Award. That same year, Rodburn Elementary School’s Academic Team won the district level competition. McBrayer Elementary School’s Future Problem Solving Team took 1st place at the district level and qualified for the regional level of competition. From elementary school to high school, the students enjoy the camaraderie and the challenge of taking part in their school’s Academic Team.

Special needs students from schools throughout the district look forward to the annual Regional Special Olympics. These students take part in events that match their abilities or strengths. Each year, several students qualify to participate in the State Special Olympics. Both the teachers and the parents of the students work as a team to help the students prepare for events which are both challenging and fun.

In August 2007 the UNITE club of Clearfield Elementary School was named Regional UNITE Club of the Year. At the same time, Cindy Kerns, substance abuse counselor for Rowan County Schools was named Regional Substance Abuse Counselor of the Year. In 2009, the Clearfield Elementary UNITE Club was named 2009 UNITE Club of the Year. Operation UNITE named the Rowan County Senior High School FCCLA-UNITE Club as the top high school UNITE Club for 2010-2011.

One student from Rowan County Senior High School has achieved national and even international recognition for her work in outer space. Hannah Mabry was honored in January 2011 for being the first high school student in Kentucky and only the fifth high school student in the nation to be credited with the discovery of a pulsar in outer space. Working with space science teacher Jennifer Carter in the high school’s Astronomy Pulsar Search, Hannah found the pulsar while looking through data provided by the National Radio Astronomy Observatory in Green Bank, West Virginia. Hannah was also awarded an undergraduate research fellowship by Morehead State University, the first time such a grant has ever been awarded to a high school student. Hannah will be spending part of her senior year in high school doing research with Dr. Tom Panutti, MSU assistant professor of astrophysics.

Each school in the Rowan County School System honors veterans and remembers Veterans Day with special programs. These programs have grown over the years and include an essay contest, sponsored by the Rowan County Veterans Association, Inc. This contest not only encourages

AdvancED Standards Assessment ReportPage 16 of 68 Rowan County School District students to use creative expression and put their thoughts on paper, it also moves students to think about the sacrifices made by this country’s veterans. The Rowan County Veterans Association and the local American Legion Post select a first place essay contest winner from each school and then present that student with a savings bond and an American flag.

The members of the Rowan County Middle School Student Y Club (formerly Co-Ed-Y) have distinguished themselves as a force to be reckoned with at both the Kentucky Youth Assembly (KYA) and the Kentucky United Nations Assembly (KUNA.) In 2010, Bridget Kim was elected to serve as Governor for the 2011 KYA. The school’s Student Y Club was named as Outstanding Delegation. At the 2011 meeting of the Kentucky United Nations Assembly, Ryan Anderson was elected to serve as the Secretary General at the 2012 KUNA meeting. At the 2011 meeting of the Junior Kentucky Youth Assembly, Eura Shin, a member of Rowan County Middle School’s Student Y Club was elected as Governor. She will serve in that position at the 2012 meeting of the Kentucky Youth Assembly.

In April 2008, the members of the Rowan County Senior High School Co-Ed-Y were named Commonwealth Ambassadors by former Kentucky Attorney General Trey Greyson after hearing about their moving presentation about the plight of refugees in Darfur. The students recounted the work of Kentucky natives Nick and George Clooney, whose work has caused the world to take notice. Their presentation, called “Save Many, Give a Penny,” raised over 80,000 pennies or over $800 to help the refugees of Darfur.

Athletics at both Rowan County Middle School and Rowan County Senior High School provide students an extracurricular outlet. Students have taken both team and individual honors for their athletic achievements. The high school has had student-athletes offered scholarships for their skills on football field, the basketball court, the baseball field, the softball field, the soccer field, the golf course, and the swimming pool. These scholarships are a reward not only for the athletic skills but also for their commitment to their academics. Just this past year a record fifteen student-athletes signed letters of intent with various colleges and universities. This fall Adam Wing was named Class 4A District 8 Player of the Year by the Kentucky Football Coaches Association. Emma Marriner and Allison Fletcher were named to the Ladies All-Region Golf Team. Last year Jarred Stacy qualified for the State High School Golf Tournament and this year Allison Fletcher, a member of the high school’s girls golf team, took similar honors. An elementary school cross country team for boys and girls has been established. In 2009 this team took top honors at the regional cross country tournament.

The high school’s agriculture program has grown by leaps and bounds and has students taking an active role not only in the school’s Future Farmers of America (FFA) program, but in the regional FFA program as well. Katie Conn was selected to be the president of the Living River Regional FFA, a regional organization which represents FFA chapters in 10 counties. The agriculture program, through the guidance of agriculture teacher Krista Hayslip, recently received a $15,000 grant from the

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Rowan County Agriculture Board. This grant will help cover the costs of the construction of both a greenhouse and a small livestock barn, both to be placed at the high school.

Denine Sergent, counselor at Rowan County Senior High School, was named as Secondary School Counselor of the Year by the Kentucky Counseling Association in October 2010. Janie Baldridge was named Middle School Counselor of the Year by the Eastern Kentucky Counseling Association in September 2011. Jennifer Carter, space science teacher at Rowan County Senior High School, was invited in January 2011 to present a paper at the Conference on University Satellites Missions and CubeSat Workshop, sponsored by the International Academy of Astronautics, which met in Rome, Italy. Catherine Rogers, public relations director for Rowan County Schools, has received numerous OASIS (Outstanding Achievement in School Information Services) awards from the Kentucky School Public Relations Association. Middle school teacher Kim Elam was selected to serve as a summer consultant for the Kentucky Center for Mathematics. She worked with the Kentucky Numeracy Development Project, whose goal is to help students develop and increase their number skills. Mrs. Elam was also awarded the prestigious MESA award from the Kentucky Council of Teachers of Mathematics.

Grants have been awarded to the district, schools and teachers, grants which add to and improve the curriculum offered to the students. These grants include:

 a $5000 Lowes grant for McBrayer Elementary School to construct their outdoor classroom;  a Partnership Enhancement Project grant from Appalachian Math and Science Partnership for Clearfield Elementary School and Rowan County Senior High School in 2007;  a $5500 music grant from Airborne trust for McBrayer Elementary School;  a $1000 Wal-Mart mini-grant for McBrayer Elementary School;  a $20,000 Adolescent Literacy grant for Rowan County Senior High School;  a $600 grant from the State Drop-out Prevention program;  a $7500 grant from the Appalachian Math and Science Partnership for professional development for Rowan County Middle School and Rowan County Senior High School;  a $500 Hybrid Algebra grant for Rowan County Senior High School;  a $1000 Too Good for Drugs grant to be shared by Clearfield, McBrayer, Rodburn, and Tilden Hogge Elementary Schools;  a PRIDE grant for the construction of a greenhouse at Morehead Youth Development Center;  a $1000 grant from Kentucky Educational Collaborative State Agency for Children for the purchase of computers for Morehead Youth Development Center;  a shared grant from UNITE for a substance abuse counselor for Rowan County Schools and Bath County Schools;  a Time-Warner Cable grant for McBrayer Elementary School;  a $29,844 KISTA technology grant for the purchase of SmartBoards at Clearfield Elementary School;  a $5000 PRIDE grant for the construction of wetland areas at McBrayer Elementary School;  a $4300 PRIDE grant for the construction of a wetland area at Rowan County Senior High School;

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 Clearfield Elementary School’s Family Resource Center co-sponsored an Appalachian heritage grant that brought in an artist-in-residence to conduct Appalachian heritage, art, and music workshops with 4th and 5th grade students;  A $31,000 HP Technology for Teaching grant for McBrayer Elementary to transform and improve learning in the classroom through innovative uses of technology;  a $5000 Bridge Builder grant funded by the MetLife Foundation for Rowan County Middle School to create initiatives to strengthen lines of communication and build bridges between the home and school;  a $23,000 grant from the Kentucky Valley Math Initiative for ST Math + Music™ that was awarded to Tilden Hogge Elementary to help students master mathematical concepts while learning about the mathematical patterns and concepts used in music at the same time;  mini-grants (approximately $500 each) provided to student programs or faculty by the Rowan County Educational Foundation;  a U.S.D.A. Fresh Fruit and Vegetable grant awarded to Rodburn and Tilden Hogge Elementary Schools in 2008;  a U.S.D.A. Fresh Fruit and Vegetable grant awarded to Tilden Hogge Elementary School in 2011;  grants from the Caudill Little Foundation for the continuation of the McBrayer Strings Program;  a $125,000 grant from the Drug Free Communities Support Program to help Rowan County UNITE continue its fight to reduce substance abuse in the youth of the Rowan County community;  participation with Morehead State University on a grant from the Strings Residency Program, funded in part by a grant from the Southern Arts Federation in partnership with the National Endowment for the Arts and the Kentucky Arts Council to bring world-renowned string musicians to Rowan County Schools;  annual donations from Emerson Power Transmission (formerly SealMaster) which are used to fund mini-grants to provide attendance incentives at all schools;  a $15,000 grant from the Rowan County Agriculture Board for construction of a greenhouse and small livestock barn for the Rowan County Senior High School agriculture program.

The pride that the community has in the Rowan County School District is displayed in the support that is offered in many facets of the district. Over the years, various local groups, including the Morehead Women’s Club, the Fraternal Order of Police, the local Masonic Lodge, and the Rowan County Homemakers Association, have been generous sponsors of scholarships for graduating seniors. For over twenty years, local businesses, the university, and community members have come together to provide for the safety and security of those students attending the annual Prom. These sponsors have been the major financial backing for Project Prom, the annual after-prom party. Just as it takes a village to raise a child, it takes a village to educate a child. That village, made up of the parents, the school and its teachers, and the community, must work together to help the child achieve success. The Rowan County School District, together with the Rowan County community, are working to ensure success for our students from the time they first enter the hallways of our schools until the day they walk across the stage to accept their long-awaited diploma. With highly qualified teachers at every school, an excellent curriculum, and a very supportive

AdvancED Standards Assessment ReportPage 19 of 68 Rowan County School District community, the students of the Rowan County School District have every opportunity to meet the challenges and goals set before them.

The Rowan County School District takes pride in its students, its staff, and the community to which it belongs. It is only when all three components -- the students, the staff and the community -- work together that the students and, in turn, the District can succeed. Working together, learning together, succeeding together. Together We Can!

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Standard 1. Vision & Purpose

STANDARD: The system establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the system.

Impact Statement: A system is successful in meeting this standard when it commits to a purpose and direction that is shared system-wide. The leadership establishes expectations for student learning aligned with the system’s vision that is supported by system and school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and district effectiveness. The system’s vision guides allocation of time and human, material, and fiscal resources.

Indicators RubricGroup: Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions.

Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.

Definitions of Indicators Rubric:

Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation practice Operational Evidence indicates practices and procedures are actively implemented Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

INDICATORS: In fulfillment of this standard, the system:

1.1 Establishes a vision and purpose for the system in collaboration with its stakeholders: Highly Functional

Evidence Provided: Vision statement evident throughout district District code of conduct handbooks are given to all students Long range plan developed with input from stakeholders School and district improvement plans are developed with stakeholder input and are available on district website

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Advisory groups of middle school/high school students, classified staff members and certified staff members meet with superintendent

1.2 Communicates the system’s vision and purpose to build stakeholder understanding and support: Highly Functional

Evidence Provided: Code of conduct books include mission statement Signage includes vision statement Website includes vision/mission Stakeholders are knowledgeable about vision Newsletters include vision and mission

1.3 Identifies system-wide goals and measures to advance the vision: Highly Functional

Evidence Provided: Signage on school grounds Student handbooks Leadership meetings Rowan Week in Review School Councils report to the board of education Newsletters from teachers and principals District improvement plan includes vision and mission

1.4 Develops and continuously maintains a profile of the system, its students and the community: Highly Functional

Evidence Provided: District website School and district improvement plans Superintendent’s Week in Review goes to local newspaper and all staff Educational newsletter published quarterly Summit on Unbridled Learning held for the public Title I parent survey

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1.5 Ensures that the system’s vision and purpose guide the teaching and learning process and the strategic direction of schools, departments and services: Highly Functional

Evidence Provided: Schools set goals for all subpopulations based on results of ongoing assessments Curriculum maps developed using new standards Professional development activities support student needs for each individual school District and Comprehensive School Improvement Plans demonstrate alignment with vision and purpose Extracurricular activities at each level provide opportunities for all students to participate in the spirit of “Together We Can”

1.6 Reviews its vision and purpose systematically and revises them when appropriate: Highly Functional

Evidence Provided: District leadership team meetings Superintendent’s advisory group meetings All School Based Decision Making Councils meet with the board of education Rowan County Schools Facilities Plan is developed by a committee of district administrators, teachers and community members

Focus Questions:

1. What is the process for establishing and building understanding of and commitment to the vision statement among the school system and its stakeholders?

The district’s vision statement, which is also the motto for the district, was formally adopted by the Rowan County Board of Education during the 2005-2006 school year. That statement of “Together We Can” reflects the pride in teamwork that is felt throughout the district.

The Rowan County Schools Comprehensive District Improvement Plan (CDIP) was developed with input from a variety of stakeholders. Those stakeholders included administrators, teachers, classified and parents. The goals for the Rowan County Schools Comprehensive District Improvement Plan address the following broad areas: Academic Performance Learning Environment

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Efficiency

All stakeholders will work together to reach these goals because the beliefs of the Rowan County Schools system are: Education is a joint effort of the family, school and community. All children have the right to an education. All children have the potential to learn. All children have the right to be treated with respect. The primary function of the school is to provide children with the knowledge to become self-reliant and productive citizens.

2. What is the system’s process for maintaining and using information that describes the school system, its programs, services, and schools and their performance?

The Rowan County School System collects information from multiple sources to help monitor and evaluate its continuous efforts and progress. Data from DIAL-3, DIBELS (K-5), MAP (K-10), PLAN (10), Explore (8), ACT (11), Compass (11), KCCT (3-12), and ITBS (3-7) are used to drive instruction and implement interventions for students. Student profiles for individual students are maintained on Infinite Campus at the school and district levels. Parents and staff have password protected access to student information from this source. School and district improvement plans and report cards are available on the Rowan County Schools website. The Comprehensive School Improvement Plans are revisited and revised as needed throughout each year. Changes are made to reflect how to better meet students’needs.

3. How does the leadership ensure that the system’s vision, purpose, and goals guide the work of the school system and its schools?

The Central Office leadership of the Rowan County school system reviews all Comprehensive School Improvement Plans. The purpose of the review is to ensure that each plan is aligned with the district’s vision, purpose, and goals. The Director of Pupil Personnel meets regularly with the leadership staff in each school for a service team session. Individual student needs and problems are addressed these meetings.

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The Superintendent regularly and frequently conducts meetings with various groups. These groups include the central office leadership team, the district-wide leadership team and advisory groups. Three advisory groups have been established. One is made up of certified personnel, one of classified personnel and the third is comprised of middle and high school students. All teachers who are new to Rowan County Schools attend a monthly meeting at the Central Office. Each month a topic relating to instructional practices, ways to build relationships with students, parents and the community or other areas of concern to new teachers is addressed.

4. What process is used to ensure that the vision and purpose of the school system remain current and aligned with the system’s expectations in support of student learning and the effectiveness of the school system and its schools?

The district’s vision of “Together We Can” is woven into our mission and beliefs. The mission of the Rowan County school system is: To provide individuals with sufficient knowledge and skills to allow for lifelong learning, to have respect for themselves and others, and to become productive citizens in an atmosphere that encourages creativity, physical and emotional well being through a joint effort of the family, school and community. With the implementation of Unbridled Learning (Senate Bill 1) the Rowan County school system is more focused than ever before on ensuring student success. Every school offers interventions to increase student learning. Students receive “reteaching” as needed on individual learning targets, followed by retaking any assessment items related to those particular targets.

Overall Assessment:

Highly Functional: The Rowan County School System has committed to a shared purpose and direction for improving the performance of students and the effectiveness of the system. The district strives to live the “Together We Can” vision in working with all stakeholders. The basic tenets of Senate Bill 1 go hand in hand with our vision of working together with all stakeholders to improve student learning and achievement.

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Standard 2. Governance & Leadership

STANDARD: The system provides governance and leadership that promote student performance and system effectiveness.

Impact Statement: A system is successful in meeting this standard when it has leaders who are advocates for the system’s vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders function with clearly defined authority and responsibility and encourage collaboration and shared responsibility for system and school improvement among stakeholders. The system’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.

Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.

Definitions of Indicators Rubric:

INDICATORS: In fulfillment of this standard, the system operates under the jurisdiction of a governing authority that:

2.1 Establishes and communicates policies and procedures that provide for the effective operation of the system: Highly Functional

Evidence Provided: Board of education policies are written and adopted in compliance with state/federal regulations

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Board receives updated policies/procedures annually Policies/procedures manuals are located in each school, in district office and on district website Discipline Code Book Board meeting minutes Local board understands their role in operation of school/district

2.2 Recognizes and preserves the executive, administrative, and leadership authority of the administrative head of the system: Highly Functional

Evidence Provided: Each school has a SBDM Council which adopts policies that are in compliance with Rowan County Board of Education policies/procedures SBDM Council selects school principal with the Superintendent serving as the chair of that selection. If a personnel opening occurs the Council “consults” with the principal, who then makes a recommendation of employment to the Superintendent Role and duties of Superintendent, board of education and SBDM councils are defined by Kentucky laws/regulations Minutes from Superintendent cabinet team and district leadership meetings reflect leadership authority of system

2.3 Ensures compliance with applicable local, state and federal laws, standards and regulations: Highly Functional

Evidence Provided: Instructional staff is knowledgeable about new common core standards District staff responsible for state/federal programs is knowledgeable about compliance Documentation of state/federal compliances and assurances including NCLB/Title I, EEO and Title IX Documentation of adherence/affirmation to ethical business practices Stakeholders are involved in establishment and monitoring of adherence to all regulations District consults with legal counsel to ensure compliance with local, state and federal regulations Annual safety trainings, required evaluation trainings and 504 and special education chair training

2.4 Implements policies and procedures that provide for the orientation and training of the governing board: Operational

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Evidence Provided: Superintendent attends annual trainings to stay up to date Board of Education members are required to attend annual trainings All SBDM Council members are required to have training each year. Records of SBDM Council member training are maintained at board office KSBA SBDM Council minutes

2.5 Builds public support, secures sufficient resources, and acts as a steward of the system’s resources: Operational

Evidence Provided: Funding from a variety of resources is used Yearly allocations are provided to each school by the Board of Education (SEEK) SBDM Councils allocate funds to all staff for supplies, maintenance, equipment and training Policies/procedures for fiscal planning (short/long term) Stakeholders affirm compliance with EEO practices and procedures Stakeholders affirm compliance with ethical business practices

2.6 Maintains access to legal counsel to advise or obtain information about legal requirements and obligations: Operational

Evidence Provided: Rowan County has contracted with legal counsel to represent the district as needed District has access to legal services through Kentucky School Board Association Employees belong to professional organizations and have access to legal counsel through them (Kentucky Association of School Administrators, Kentucky Education Association) Staff is trained annually about due process and grievance procedures Documentation of resolutions of any complaints Staff/students affirm involvement in the accreditation process

2.7 Maintains adequate insurance or equivalent resources to protect its financial stability and administrative operations:

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Operational

Evidence Provided: Insurance acquired through Kentucky School Boards Insurance Trust (KSBIT). KSBIT is a self- insurance fund owned/managed by Kentucky Board of Education District staff affirms knowledge/support for district’s financial responsibility Policies/procedures for investment Policies/procedures for protecting assests/financial resources

INDICATORS: In fulfillment of this standard, the system has leadership that:

2.8 Provides for systematic analysis and review of student performance and school and system effectiveness: Operational

Evidence Provided: Advisory committees: agenda/minutes. These include certified and classified advisory groups that meet monthly with Superintendent. Also monthly meeting with student advisory from middle school and high school Leadership team meetings Professional development plans Records of student performance data analysis (MAP, KCCT and NCLB) Staff/students affirm their involvement in accreditation process Student data base management system (Infinite Campus) Student data used at district/school staff meetings Formative assessment, summative assessment, moving to standards based grading PD plans designed based on student data analysis

2.9 Creates and supports collaborative network of stakeholders to support system programs: Highly Functional

Evidence Provided: Community collaborative partnerships (Formal/Informal) Morehead State University is a collaborative partner with student teaching, Professional Practice Network program and field experience for students in teacher education MSU Nursing department is also partnerships by gaining experience in school health units Dual credit between MSU and RCSHS

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Volunteers include retired teachers and senior citizens Wide variety of assembly programs at each school

2.10 Provides direction, assistance and resources to align, support, and enhance all parts of the system in meeting organizational and student performance goals: Operational

Evidence Provided: Funding from several sources is considered in budget (SEEK, Title I, Title II, etc.) SBDM Councils at each school allocate funds to staff for supplies, maintenance, equipment and training Grants at individual schools and district level reviewed by central office staff District walk-throughs for monitoring instructional practices Policies in regards to instructional strategies Leadership meeting, Superintendent meeting with classified and certified advisories and with students from the middle school and high school

2.11 Provides internal and external stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership: Operational

Evidence Provided: Parent compacts signed at beginning of year Title I surveys at elementary level Committees at both district/school levels include parents in decision making process Volunteers for both district and school level Strategic plan process (CDIP) Partnerships with Morehead State University

2.12 Assesses and addresses community expectations and stakeholder satisfaction: Operational

Evidence Provided: Surveys (Title I, parent surveys) District wide meeting with parents concerning new standards, standards based grading Superintendent advisory meetings

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2.13 Implements an evaluation system that provides for the professional growth of all personnel: High Functional

Evidence Provided: Professional development activities outlined for each school Staff is knowledgeable of timelines and procedures about evaluations Policies in regards to evaluation criteria, timelines and termination Salary schedules New teacher meetings once a month

Focus Questions:

1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the school system and its schools?

The Rowan County Board of Education is comprised of five elected members from district regions of the county. This board governs according to adopted policies. The Rowan County school system is a member of the Kentucky School Board Association (KSBA), and uses the review and adoption services put forth by KSBA. Each school, as well as the board of education office, has an updated policies and procedures manual. This information is also available on the district website. At the school level, each School Board Decision Making Council (SBDM) develops policies and bylaws within their legal parameters and guidelines. Each school has a central office liaison who attends SBDM Council meetings. There is also a district School Based Decision Making Councils’ coordinator. This person is a central office administrator who also attends most Council meetings in each school.

2. What process does the system’s leadership use to evaluate system effectiveness and its impact on student performance?

The Rowan County Board of Education ensures the system’s effectiveness and its impact on student achievement through multiple approaches. Every School Based Decision Making Council makes an annual report to the Rowan County Board of Education. These reports include information on assessment results, curriculum, attendance, goals for improvement, achievement gaps and progress toward meeting the goals of the school Each school staff analyzes data from various assessments used throughout the year. Assessment instruments used include DIAL, DIBELS, MAP, PLAN, EXPLORE, ACT, COMPASS, KCCT and ITBS.

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Throughout the year SBDM Councils revisit their Comprehensive School Improvement Plan. Changes in the plan occur as needed. Needs assessments are gathered from the administrators and teachers in every school on an annual basis. After needs assessments are submitted to the central office, Superintendent Moore meets with each principal to develop a plan for meeting the goals for every school.

3. In what ways are stakeholders, including system and school staff, given opportunities to provide leadership and to contribute to the decision-making process?

School Based Decision Making Councils are made up of elected members who are involved in making decisions related to hiring, budget, instruction and other non-instructional policies. Also, at the school level, there are Professional Learning Communities that meet frequently and regularly. School administrators also attend the PLC meetings and ideas and concerns are shared between teachers and administrators. The Superintendent leads regular district leadership team meetings. Building level and district level administrators share concerns and suggestions. The district leadership team completes a book study annually. Rowan County school system employees, along with community stakeholders, meet every four years to develop the long range facilities plan. Major anticipated needs of the district are addressed by this committee. Superintendent Moore meets regularly with three different advisory groups to gain insight and advice from different perspectives. One advisory group is made up of certified representatives from each school while another is comprised of classified representatives from every school. The third advisory group is made up of middle school and high school students. The TELL Survey was conducted in spring 2011. It was completed by certified staff. Building administrators used the survey results to implement improvements in their building management and leadership.

4. What policies and processes are in place to ensure equity of learning opportunities and support for innovation?

Financial, staff and material needs are allocated to each school equitably according to the formula prescribed in 702 KAR 003:246. State and federal program resources are allocated according to student needs identified by the school and district and eligibility standards. These funds include special education, gifted and talented, Title I, Extended School Services and Family Resource and Youth Center Services. Response to Intervention procedures are in place at each school to identify and address student learning needs. Formative assessments are being used across the district to ensure continuous student progress and mastery of content. District and building leadership teams meet regularly to review and discuss progress.

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Overall Assessment:

Operational: The school system has leaders who are advocates for the system’s vision and improvement efforts. The leaders provide direction and systematically allocate resources to implement curricular, as well as co-curricular programs, that enable students to achieve goals set for their learning. District leadership encourages collaboration and shared responsibility for system and school improvement among stakeholders. The system’s policies, procedures, and organizational conditions ensure equity of learning opportunities.

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Standard 3. Teaching & Learning

STANDARD: The system provides research-based curriculum and instructional methods that facilitate achievement for all students.

Impact Statement: A system is successful in meeting this standard when it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. The system ensures that teachers use proven instruction practices that actively engage students in the learning process; provide opportunities for students to apply their knowledge and skills to real world situations; and give students feedback to improve their performance.

Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support rubric response.

Definitions of Indicators Rubric:

INDICATORS: In fulfillment of this standard, the system:

3.1 Develops, articulates, and coordinates curriculum based on clearly-defined expectations for student learning, including essential knowledge and skills: Operational

Evidence Provided: Common Core Standards for Language Arts/Math Curriculum Guides (P-12) Core Content 4.1 Standards for Science/Social Studies

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Learning targets Formative/Summative assessments Lesson plans District/Schoolwide master schedules

3.2 Establishes expectations and supports student engagement in the learning process, including opportunities for students to explore application of higher order thinking skills and investigate new approaches to applying their learning: Operational

Evidence Provided: Aligned with Kentucky Core Academic Standards, Kentucky Core Content 4.1, Kentucky Program of Studies CSIP, CDIP plans Learning targets Student work samples PD on Classroom Assessment for Student Learning, Seven Strategies for Assessment, MAP data and student goal setting based on MAP RIT scores

3.3 Ensures that system-wide curricular and instructional decisions are based on data and research at all levels: Operational

Evidence Provided: PD based on research proven instructional strategies (CASL, Seven Strategies) Teachers return from professional development meetings and share ideas Title I reading teachers at all elementary schools Use of formative assessment, MAP data, national and state testing to determine needs and PD opportunities that match those needs District walk-throughs PD calendars for each school aligned to meet staff/student needs

3.4 Supports instruction that is research-based and reflective of best practice: Operational

Evidence Provided: Assessment Data (NCLB, KCCT) are analyzed by school and district staffs to make instructional decisions

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Formative Assessment and MAP data used to make instructional/curriculum decisions throughout the year Comprehensive School and District Improvement Plans address needs and are reviewed annually Staff meetings at individual schools, along with PLC meetings where instructional practices are shared/developed PD plans developed annually to meet staff needs Staff are members of professional organizations such as KEA and KASA

3.5 Supports a curriculum that challenges and meets the needs of each student, reflects a commitment to equity, and demonstrates an appreciation of diversity: Operational

Evidence Provided: Varied instructional strategies are implemented across classrooms in the district Data analysis Council and staff at each school analyze on NCLB and CATS testing data SBDM Councils are required to report to Rowan County Board of Education on student data and what is being done to assist those students who struggle RTI strategies help struggling students

3.6 Allocates and protects instructional time to support student learning: Operational

Evidence Provided: SBDM Councils at each school approve daily schedules for school operations Classroom interruptions are kept to minimum to ensure students are getting high quality instruction Lesson plans are turned in, documented by administration

3.7 Maintain articulation among and between all levels of schooling to monitor student performance and ensure readiness for future schooling or employment: Operational

Evidence Provided: Use of Infinite Campus MAP testing and data analysis Dual credit between high school and MSU

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3.8 Supports the implementation of interventions to help students meet expectations for student learning: Operational

Evidence Provided: Individual Education Plans Alternative program available to high school and middle school students RTI for struggling students PLATO credit recovery for high school students Summer school for middle and high schools

3.9 Maintains a system-wide climate that supports student learning: Operational

Evidence Provided: Discipline data collected and kept in IC Student behavior policies Surveys (Title I) CHAMPS behavior program at elementary level

3.10 Ensures that curriculum is reviewed and revised at regular intervals: Operational

Evidence Provided: PD provided for staff on current changes to curriculum (Seven Strategies, CASL) Curriculum meetings Parents involved in individual school committees where curriculum review takes place Staff are members of professional organizations where current changes are shared (ISN, KEDC, KLA, KASA)

3.11 Coordinates and ensures ready access to instructional technology, information and media services, and materials needed for effective instruction: Operational

Evidence Provided: Individual schools have computer labs, school classrooms contain interactive white boards for instruction

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Technology staff provide resources (financial and physical) to ensure schools have up to date technology access Media specialist at each school Teachers use technology resources (IXLMath, Education City, Razz Kids) as part of instruction and used by students Students involved in STLP programs at each school Teachers use technology to develop lesson plans at the elementary level (On-Course)

Focus Questions:

1. How does the system ensure the alignment and articulation of curriculum, instructional strategies, and assessments in support of the expectations for student learning?

The goal of the Rowan County School District is to develop a learning climate that encourages and produces proficient student performance. District staff is committed to implementing the common core academic standards and assessment practices that promote greater student learning. The system ensures the alignment and articulation of curriculum, instructional strategies and assessment through targeted professional development and data driven decisions. All certified personnel have participated in professional development that was specific to their grade level and/or subject. Teachers worked together to develop course maps and units based on common core academic standards. Teachers work together very closely in their Professional Learning Communities within their buildings.

2. In what ways does the system promote and support the implementation of research-based instructional strategies, innovations, and activities that facilitate achievement for all students?

The Comprehensive District Improvement Plan details the needs and goals of the district, just as the Comprehensive School Improvement Plans do at the school level. The district leadership team meets frequently and is focused on research-based programs to move students to proficiency. This leadership team completed a book study of Seven Strategies of Assessment for Learning by Jan Chappuis. Every school faculty also completed the same book study. Professional development on standards-based instruction and assessment was provided for all administrators and teachers. Practices of Response To Intervention (RTI), use of learning targets, reteaching and retesting are being implemented in every school. District leadership provides support for these endeavors through the central office liaisons to each school.

3. What processes are implemented to ensure that all staff members are well-prepared to support and implement the district’s expectations for learning?

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Staff members of the Rowan County school system are well prepared to support and implement the district’s expectations for learning. Comprehensive professional development, using data driven decisions and district wide collaboration make up the effort to accomplish the district’s vision and mission. Professional development activities focus on research based programs that staff are working to incorporate into the district’s culture. Student performance data is a key component used in making adjustments in instruction, as well as in school and district improvement plan. The district leadership team holds frequent meetings to analyze data and to help solve identified school and district issues. Principals, as well as central office administrators, participate in the Instructional Support Leadership Network. Teachers from every level also participate in the Content Leadership Network in mathematics and language arts. New teachers, both beginning teachers and those who are new to Rowan County, participate in monthly meetings at the Rowan County Board of Education office. Those meetings are conducted by a central office administrator. Instructional and assessment strategies, techniques for building relations and concerns from the new teachers are among the topics that are addressed.

4. How does the system ensure that all students and staff have access to comprehensive information, instructional technology, and media services?

The Rowan County School District strives to provide the most comprehensive, up-to-date information technology available. The district provides 1,100 desktop computers, 200 laptops and over 100 tablet devices that allow students and staff access to a wide variety of resources. Each school is connected with a 1 GB fiber network that provides access to district software, applications, media storage and web servers. Students have a modern, robust network that provides filtered access to the World Wide Web. This network brings resources into the classroom from around the world and allows students unlimited opportunities. Rowan County students now have an in-depth understanding of a global society. Teachers are provided 21st century classrooms that bring multimedia devices to their fingertips. Teachers can use videos, document cameras and interactive boards to bring classrooms to life. Teachers and administrators are also utilizing technology to analyze test scores and personalize instruction. After administering the MAP test teachers have the ability to drill down and individualize their curriculum for each child. Classrooms are also immersed in media and instructional technology by the use of podcast and Skype. Skype has allowed teachers to bring live video from universities and museums into the classroom from around the globe. With Skype, teachers and students can participate in interactive discussions with top researchers and staff in any given subject matter. Rowan County spends over $200,000 annually supporting technology. We also receive over $300,000 each year in USF funds to support and maintain the technology infrastructure. District support staff is also assigned to each school to assist with implementing technology across the

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district. Professional development is also utilized to ensure that teachers are implementing technology to its fullest extent.

Overall Assessment:

Operational: The school system implements a curriculum based on clear and measurable expectations for student learning. Opportunities are provided for all students to acquire recommended knowledge, skills, and attitudes. Teachers use research based instructional practices that actively engage students in the learning process. Teachers use varied formative assessment strategies which promote increased performance on summative assessments. Teachers provide regular and meaningful feedback to students to enhance student learning.

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Standard 4. Documenting & Using Results

STANDARD: The system enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and system effectiveness.

Impact Statement: A school system is successful in meeting this standard when it uses a comprehensive assessment system based on clearly-defined performance measures. The assessment system is used to assess student performance on expectations for student learning, identify gaps between expectations for student learning and student performance, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to system and school leaders, teachers, and other stakeholders in understanding student performance, system and school effectiveness, and the results of improvement efforts.

Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.

Definitions of Indicators Rubric:

INDICATORS: In fulfillment of this standard, the system:

4.1 Establishes and implements a comprehensive assessment system, aligned with system’s expectations for student learning, that yields information which is reliable, valid and bias free: Highly Functional

Evidence Provided: District uses CATS (K-PREP), ITBS, and NCLB assessment results to guide instruction

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MAP test is given three times a year and results are used to set student goals as well as change instruction to meet student needs Some of our schools conduct surveys of all stakeholders throughout the year in a variety of areas Exit surveys are given at 5th and 8th grade to gauge student perception of their educatin and made necessary changes District is studying standards based grading and retakes of classroom assessments to help students master content

4.2 Ensure that student assessment data are used to make decisions for continuous improvement of teaching and learning: Operational

Evidence Provided: CATS, ITBS and NCLB results used MAP testing data used Formative/Summative assessment data provided by teachers ACT results, STAR Reading, Accelerated Reader, MAP results, IXLMath, Aims Web Data sources analyzed and considered in the development of CSIP/CDIP Staff evaluation plan in place, shared with staff and used to help develop growth plans Examples of student work displayed

4.3 Conducts a systematic analysis of instructional and organization effectiveness, including support systems, and uses results to improve student and system performance: Operational

Evidence Provided: CATS (K-PREP), ITBS and NCLB data MAP data analyzed and used to set student goals Accelerated Reader, STAR Reading DIBELS ACT scores, PLAN scores, EXPLORE scores Infinite Campus tracks graduation rates and post graduate engagement Parent-Teacher conferences where student performance is discussed

4.4 Provides a system of communication which uses a variety of methods to report student performance and system effectiveness to all stakeholders: Operational

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Evidence Provided: District website Information provided to local media Assessment results are shared at parent-teacher meetings as well as at SBDM Council meetings School and district report cards posted on district website CSIP and CDIP are posted on district website Recognition of students scoring proficient/distinguished Councils make annual presentations to board of education

4.5 Uses comparison and trend data from comparable school systems to evaluate student performance and system effectiveness: Operational

Evidence Provided: CATS (K-PREP), ITBS, NCLB test data analysis ACT, PLAN, EXPLORE results Formative/Summative assessments are on-going throughout the year School faculty meetings, SBDM Council meetings, Board of Education meetings, where student performance results are discussed MAP data Student attendance data, drop-outs and discipline records

4.6 Demonstrates verifiable growth in student performance that is supported by multiple sources of evidence: Operational

Evidence Provided: RTI data Special Education Data, RTI MAP analysis and student growth goals Daily documentation by staff on student mastery STAR Reading, IXLMath, Aims Web, DIBELS all provide data on student growth

4.7 Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations: Operational

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Evidence Provided: Policies that outline how records are transferred both in-district as well as outside district Infinite Campus used as data information tool that meets all state/federal regulations Special needs student records are aligned with state/national regulations ILP’s

Focus Questions:

1. How is the assessment system currently used throughout the school system and its schools to guide analysis of changes in student performance?

Data is used to evaluate programs, processes, and curriculum. Data sources: EPAS (Explore, Plan, and ACT), MAP (Measures of Academic Progress), DIBELS (Dynamic Indicators of Basic Early Literacy Skills), KCCT (Kentucky Core Content Test), and NCLB (No Child Left Behind), classroom assessments and common formative assessments. Data is used throughout the year. Professional development is set aside for state assessment and for our benchmark assessment (MAP). The District, along with each school, disaggregates the data to make instructional decisions to meet the needs of students. All schools are required to have a system of gathering, recording and monitoring school data. Many schools use data notebooks, data walls, and PLC notebooks to track student data. Teachers analyze student assessments and common formative assessments through PLC’s to identify needs, successful strategies and intervention.

2. What are you doing to ensure that assessment results are timely, relevant, and communicated in a way that can be used by the system, its schools, and stakeholders to aid the performance of individual students?

State mandated assessment results are shared with the district leadership team and disseminated through our assessment coordinators. Each school’s assessment coordinator, along with the principal, attends Building Assessment Coordinator meetings to review and process the data. The data is shared with each school. In turn, the Building Assessment Coordinators and the principals return to their schools to share the information with faculty and staff. Assessment data is shared with the Board of Education and SBDM Council. Student assessment is shared with parents through conferences with the teachers and/or guidance counselors (Building Assessment Coordinators). Each year school report cards are posted on the state and district websites.

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Teachers analyze student data and communicate these results to students so individual student goals can be set. Through interventions students are able to self assess and monitor their growth.

3. How are data used to understand and improve overall effectiveness of the school system and its schools?

Multiple forms of data are collected to determine the priority needs for the district/schools. Goals are established and benchmarks used to address identified needs. The use of best practices and researched based strategies are being used/implemented to address the established goals. Forms of data collected and analyzed:  KCCT  EPAS  MAP  Common Assessments  DIBELS  Discipline Date  Graduation Rates  Dropout Rates  Personal Evaluations  ILP Data  Quality Core (New this year)  COMPASS (New this year)

4. How are staff members across the system and its schools trained to understand and use data to impact teaching and learning in the classroom?

School assessment coordinators and principals attend assessment meetings/Webinars to gather information about data, the purpose and use of the data in their buildings. Each building assessment coordinator and principal return to their school to conduct training and disseminate data to staff members in order to make instructional decisions and adjustments to best meet student needs. Teachers return to PLC’s and use the data to guide their planning of instruction, learning targets, formative assessments, common assessments, etc.

Overall Assessment:

Operational: The school system uses a comprehensive assessment system based on clearly defined performance measures that yield valid and reliable results. The assessment system is used to assess student performance on expectations for student learning, evaluate the

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Standard 5. Resource & Support Systems

STANDARD: The system has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.

Impact Statement: A system is successful in meeting this standard when it has sufficient human, material, and fiscal resources to implement a curriculum that: enables students to achieve expectations for student learning, meets special needs, and complies with applicable regulations. The system employs and allocates staff well-qualified for their assignments. The system provides ongoing learning opportunities for all staff to improve their effectiveness. The system ensures compliance with applicable local, state, and federal regulations.

Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.

Definitions of Indicators Rubric:

INDICATORS: Human Resources. In fulfillment of this standard, the system:

5.1 Establishes and implements processes to recruit, employ, retain, and mentor qualified professional and support staff to fulfill assigned roles and responsibilities: Highly Functional

Evidence Provided: Each school receives allocations annually from Board of Education and each SBDM Council then allocates for their school Professional Development plans are developed annually Professional Learning Communities are established in each school

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Resources based on Average Daily Attendance (ADA) Personnel applications are screened at district level Personnel policies ensure appropriate hiring Staff schedules Lead report on certification On-line application process

5.2 Establishes and implements a process to assign professional and support staff based on system needs and staff qualifications as may be required by federal and state law and regulations (i.e., professional preparation, ability, knowledge, and experience): Highly Functional

Evidence Provided: Highly qualified status of teachers Personnel policies for certification, evaluation and training Professional learning activities Adequate staffing for both administrative/teaching positions Staff schedules/assignments

5.3 Establishes and implements a process to design, evaluate, and improve professional development and ensures participation by all faculty and staff: Operational

Evidence Provided: Employee evaluations (certified/classified) completed according to board policy and state regulations Evaluation policy is in compliance with those procedures in KDE regulations Evaluations are confidential All administrators doing evaluations have received/completed evaluation training Evaluation records housed at Rowan County Board of Education Evaluation instruments are reviewed annually by staff from each school/central office PD budget allocations PD calendars for each school PD plans are developed for each school

5.4 Ensures that staff are sufficient in number to meet the vision and purpose of the school system and to meet federal and state law and regulations, if applicable:

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Operational

Evidence Provided: Staffing according to KDE regulations and adopted by Rowan County Board of Education Each school is allocated resources annually based on Average Daily Attendance (ADA) SBDM Councils allocate financial resources provided by Board of Education Personnel policies/practices Highly qualified status of teachers

INDICATORS: Financial Resources. In fulfillment of this standard, the system:

5.5 Engages in long-range budgetary planning and annually budgets sufficient resources to support its educational programs and to implement its plans for improvement: Operational

Evidence Provided: Annual budgets District Finance Officer prepares a draft, tentative and working budget following KDE guidelines Budgets approved by Rowan County Board of Education and KDE Each School Council develops school budget from allocations Booster organizations that raise money have regulations they must follow also Facilities plan Facilities protection Fiscal policies

5.6 Ensures that all financial transactions are safeguarded through proper budgetary procedures and audited accounting measures: Operational

Evidence Provided: Financial reports housed at Rowan County Board of Education and available for review Audited annually by a KDE approved accounting firm Rowan County maintains balance sheet that describes overall financial operations and financial condition of the system Reviewed financial statements by Rowan County Board of Education monthly MUNIS financial system provided by KDE

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Financial information available for public inspection Payroll and purchasing policies

INDICATORS: Physical Resources. In fulfillment of this standard, the system:

5.7 Maintains sites, facilities, services, and equipment to provide a safe, orderly, and healthy environment: Operational

Evidence Provided: Inspections of buildings, playgrounds, and athletic facilities are on-going Facilities inspected by Rowan County Health Department as well as Kentucky Fire Marshall Maintenance and custodial staff at each school and district level Facilities Management Committee chaired by Finance Officer Committee considers new construction, renovation, maintenance, closing of facilities Facilities plan housed at Rowan County Board of Education Safety drills: fire, tornado and emergency

5.8 Establishes and implements written security and crisis management plans with appropriate training for stakeholders: Operational

Evidence Provided: Inspections of facilities Facilities inspected by outside agencies Safety drills Health nurses at every building Staff involved in crisis teams at each school

5.9 Implements processes and plans for maintaining and improving sites, facilities, and equipment: Operational

Evidence Provided: Short/long term planning

5.10Provides technology infrastructure and equipment that is up-to-date and sufficient to accomplish the system’s goals:

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Operational

Evidence Provided: Policies/procedures on appropriate internet access Policies/procedures on purchase of technology District technology plans

INDICATORS: Support Systems. In fulfillment of this standard, the system:

5.11Provides and coordinates support services that meet the health, counseling, nutrition, safety, co-curricular, transportation, and special learning needs of all students: Operational

Evidence Provided: Variety of support services addressed in CSIP/CDIP Family Resource Youth Services Centers School level service team meetings Preschool program Health services Gifted/Talented Alternative Program (BDA) Vocational/Technical Guidance Services Community Education Migrant program UNITE program DPP chairs discipline code committee Schools offered variety of extracurricular activities both athletic and academic Rowan County school buses travel over 3,000 miles a day getting students to and from school In additional to regular routes transportation is provided for many co-curricular and extracurricular trips throughout the year

5.12Provides student support services coordinated with the school, home, and community: Operational

Evidence Provided:

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FRYSC Cooperative efforts lay with each school and the district to identify students/families

Focus Questions:

1. What is the school system’s process for recruitment, induction, placement, development, evaluation, and retention of qualified professional and support staff across the system and its schools?

The Rowan County School District focuses on hiring highly qualified personnel with the attributes to be successful. Applicants for classified openings in the Rowan County School system must have either a high school diploma or a GED. Applicants for paraeducator positions who have less than 64 hours of college credit must take a test. Successful completion of that test is required before an employee can work with students. Vacancies for positions are posted in the district and on the Kentucky Department of Education website. Rowan County administrators participate in the Morehead State University Job Fair. Newly hired personnel must have the proper Kentucky certification in order to be considered for any position. Candidates for teaching positions are sometimes asked to teach a practice lesson. These lessons are observed by building administrators. All staff are assigned positions based on certification, experience, and skills that apply to a specific job description. First year teachers participate in the Kentucky Teacher Internship Program (KTIP). This program provides support through a university educator and a teacher mentor. Each year any teacher new to the district (3 hours) or new to the teaching profession (6 hours) attends a Teacher Induction Program before the beginning of school. Teachers are introduced to district administrators and the processes of each department, ethics, programs, policies and procedures. Harry Wong’s work/book First Days of School is given to each teacher and the focus on the day is spent on building relationships, classroom management, and learning different ways to create a positive learning environment. New teachers attend monthly meetings the first Wednesday of each month. These meetings are centered around specific topics such as: Formative Assessment, Communicating Effectively with Parents, Using Assessment Data to Drive Instruction, Special Education Procedures, Grading Practices, Writing Across the Curriculum, Self-Assessment, Differentiation in the Classroom, and Creating Risk Free Classroom Environments. The creation of the New Teacher meetings provides a network for our teachers and a central office contact person for support. Building level administrators interview candidates for each available position. Interview committees are made up members of the School Based Decision Making Council and other staff members who work in the same grade or subject area. After interviews are completed and the SBDM Council is consulted, the principal make a recommendation of employment to Superintendent Moore.

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Professional Learning Communities that are organized by grade or subject meet regularly in all of the schools. The groups serve as support and resources to each other, especially the new employees. Every school has at least one liaison from the Board of Education office to provide additional support in the school.

2. How does the leadership ensure that the allocation of financial resources is supportive of the school system’s vision, programs, services, and its plans for continuous improvement?

The district’s vision of “Together We Can” is an integral part of financial decisions. Early in the calendar year principals are asked to submit a “needs assessment” to Superintendent Moore. This needs assessment is a look ahead for anticipated needs for the next school year. Mr. Moore, along with other central office administrators, meet with each principal to address how to meet needs of each school. The same process is used to determine the budgets for transportation, maintenance, and federal and state grants. Central Office administrators and the members of the Rowan County Board of Education participate in a “budget retreat” every spring to develop a tentative budget that outlines use of general fund monies and federal funding sources. The district hires an independent accounting firm to conduct an annual audit of district finances. The district Finance Officer ensures compliance with local, state and federal regulations.

3. How does the school system ensure, support, and monitor the provision of resource and support services that meet the needs of all students?

The district ensures, supports and monitors the provision of resource and support services to meet the needs of all students. The structures of support include the following:  Technology  Transportation  Buildings and Grounds  Federal Programs  Professional Development  Health Services  Gifted and Talented  Response to Intervention  Family Resources/Youth Services Center Decisions are made based on building and district level needs assessments as well as Comprehensive School Improvement Plans and the Comprehensive District Improvement Plan. Additional resources and initiatives to meet student needs include:

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 A dual credit partnership between Rowan County Senior High School and Morehead State University  College and career readiness classes for high school students are offered at Maysville Community and Technical College – Rowan Campus  An alternative program, Bluegrass Discovery Academy, is offered for select middle school and high school students  Rowan County is also home to two residential facilities for female juvenile offenders. These are the Morehead Youth Development Center and the Sunrise Children’s Services – Morehead Center

Overall Assessment:

Operational: The school system has human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The system employs and allocates staff members who are well qualified for their assignments. The system provides ongoing learning opportunities for all staff to improve their effectiveness, including both professional and support staff. The system ensures compliance with applicable local, state and federal regulations.

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Standard 6. Stakeholder Communications & Relationships

STANDARD: The system fosters effective communications and relationships with and among its stakeholders.

Impact Statement: A system is successful in meeting this standard when it has the understanding, commitment, and support of stakeholders. System and school personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts.

Indicators RubricGroup: Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify area of strength and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions.

Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.

Definitions of Indicators Rubric:

INDICATORS: In fulfillment of this standard, the system:

6.1 Fosters collaboration with community stakeholders to support student learning: Highly Functional

Evidence Provided: Each school has an SBDM Council that contains at least 2 parents (maybe more based on Council configuration and minority populations) Parents or other stakeholders can address the council at each meeting as well as address the Board of Education at their monthly meetings Newsletters sent home by principals/teachers at individual schools

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Superintendent writes a weekly “Rowan Week in Review” which is emailed to all staff and published in the local newspaper weekly as well as on district website Title I parent surveys are sent home to parents and suggestions are considered by school in developing improvement plans Volunteers at each school and district level Partnerships with local businesses that provide attendance incentives, include Rowan County Education Foundation and SealMaster Partnership with Morehead State with student teachers, PPN students as well as Rowan County administrators serving as guest speakers in classes at MSU

6.2 Uses system wide strategies to listen to and communicate with stakeholders: Highly Functional

Evidence Provided: Monthly district leadership meeting Superintendent monthly advisory meetings (certified, classified and students) Parent informational meetings regarding changes in education Board of Education meetings District website Community all-call to disseminate information Parent-Teacher conferences Open houses, ice cream socials Weekly newsletter (district and school)

6.3 Solicits the knowledge and skills of stakeholders to enhance the work of the system: Highly Functional

Evidence Provided: Communicates with and works with Rowan County Health Department and Pathways Health department provides inspections of facilities and works with students/families to provide immunization and other health related services DPP conducts weekly service team meetings at each school to discuss students/families and how we can assist them DPP works with court systems in the areas of student attendance and discipline

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There is a school resource officer located at high school who assists all district schools when needed. This is the results of a partnership between Rowan County Schools and Rowan County Sheriff Department Superintendent Advisory Committees (certified, classified and student) Volunteers

6.4 Communicates the expectations for student learning and goals for improvement to all stakeholders: Highly Functional

Evidence Provided: Superintendent weekly “Rowan Week in Review” sent to all stakeholders via email and local media CSIP/CDIP School report cards On-line calendars on website for district/schools Parent handbook, student handbook Staff webpages Staff emails Individual Learning Plans for students are developed by parents, students and staff

6.5 Provides information that is meaningful and useful to stakeholders: Highly Functional

Evidence Provided: Council meetings where parents can address issues Public comment monthly at board meetings School report cards School committees include representatives of all stakeholders Parent-Teacher conferences

Focus Questions:

1. How does the school system’s leadership ensure that the system and its schools are responsive to community expectations and stakeholder satisfaction?

The agenda for each board of education meeting provides the opportunity for public comment. Current information can be retrieved on the district and school websites. Parents receive district and

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school level information through newsletters, emails, the community safe calling system, parent teacher organizations and boosters’ groups. The district collects survey data through Title I. District leadership also ensures that all students have access to support services at each school. These support services include Family Resource and Youth Services Centers, Title I, and Extended School Services. All students are given a magnetic calendar at the beginning of the school year. Event calendars are also available on district and school websites.

2. What avenues are used to communicate information to stakeholders about the effectiveness of the school system and its schools, including the sharing of student performance results?

Superintendent Moore writes a “Rowan Week in Review” column that is published in the local newspaper, as well as being sent via email to all district employees. This column is used to highlight events and successes in the school system. An education newspaper is published quarterly and is delivered by mail to every home in Rowan County.

The district and school websites contain extensive information about the district and individual schools. The district and school Comprehensive Improvement Plans can be accessed on the website. Contact information for school and district administrators and teachers is also available online. Links are provided for the school and district report cards. All elementary schools have active parent teacher organizations. Parent/teacher conferences are scheduled throughout the year at each school.

Overall Assessment:

Highly Functional: The Rowan County School system fosters effective communications and relationships with and among its stakeholders. System and school personnel provide and promote a variety of opportunities for collaboration and shared communication among all stakeholders in order to promote overall improvement and to help students learn.

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Standard 7. Commitment to Continuous Improvement

STANDARD: The system establishes, implements, and monitors a continuous process of improvement that focuses on student performance.

Impact Statement: A system is successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the functions of the system with the expectations for student learning. Improvement efforts are sustained and the system and its schools demonstrate progress in improving student performance. New improvement efforts are informed by the results of earlier efforts through analysis of student performance, system effectiveness, and assessment of the improvement process.

Indicators RubricGroup: Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas o strength and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions.

Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.

Definitions of Indicators Rubric:

INDICATORS: In fulfillment of this standard, the system:

7.1 Engages in a continuous process of improvement that articulates the vision and purpose the system is pursuing (Vision); maintains a rich and current description of students, their performance, system effectiveness, and the community (Profile); employs goals and interventions to improve student performance (Plan); and documents and uses the results to inform future improvement efforts (Results): Operational

Evidence Provided: CSIP/CDIP that are aligned to current data analysis and needs assessment

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Current format allows us to analyze data, set goals and develop strategies to improve student achievement Assessment data (MAP, KCCT, NCLB, Formative/Summative Assessments) Improvement plans are monitored and revised annually and modified as needed SBDM Councils at each school analyze data, help develop CSIP and report annually to board of education Professional development plans

7.2 Engages stakeholders in the processes of continuous improvement: Operational

Evidence Provided: Teachers serve on at least one school committee School Based Decision Making Council comprised of principal, teacher and parents School Based Decision Making Council approves schools CSIP Teachers/classified employees serve on district level committees Title I parent surveys, parent informational meeting Strategic planning

7.3 Ensures that each school’s plan for continuous improvement is aligned with the system’s vision and expectations for student learning: Operational

Evidence Provided: SBDM Councils at each school CSIP is aligned/integrated into district plan Vision/purpose displayed throughout the district

7.4 Ensures that each school’s plan for continuous improvement includes a focus on increasing learning for all students and closing gaps between current and expected student performance levels: Operational

Evidence Provided: Same format for school/district improvement plans District wide leadership team includes ALL principals for collaborative study

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District Assessment Coordinators meet throughout year with all school counselors to discuss instruction/assessment District wide PD/curriculum committees

7.5 Provides research-based professional development for system and school personnel to help them achieve improvement goals: Operational

Evidence Provided: PD is developed for individual school and district PD has focused on reading/writing/math PD plans Personnel policies that outline staff evaluation process

7.6 Monitors and communicates the results of improvement efforts to stakeholders: Operational

Evidence Provided: School report cards distributed annually NCLB, KCCT, MAP data results communicated Parent/teacher conferences where all data is discussed CSIP, CDIP Newsletters to parents (School/District) Councils meet with BOE annually to show progress

7.7 Evaluates and documents the effectiveness and impact of its continuous process of improvement: Operational

Evidence Provided: CSIP, CDIP School report cards Committee meetings Leadership meetings PLCs

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7.8 Allocates and protects time for planning and engaging in continuous improvement efforts system-wide: Operational

Evidence Provided: Curriculum committee Leadership meetings District provides four additional days of PD for staff

7.9 Provides direction and assistance to its school and operational units to support their continuous improvement efforts: Operational

Evidence Provided: CSIP/CDIP Curriculum committees PD committees School liaisons District walk-throughs

Focus Questions:

1. Describe the process for continuous improvement used by the school system and its schools and the impact of this process on student learning and system effectiveness.

The Rowan County School System has traditionally engaged in self improvement strategies that are rooted in our vision and mission statements. Continuous improvement efforts are monitored through collection of data at the school and district levels. Every school has its own unique Comprehensive School Improvement Plan and the district has the overall Comprehensive District Improvement Plan. These plans are based on research based objectives and the needs of each school. The plans are approved by each School Based Decision Making Council at the school level and by the Board of Education at the district level. SBDM Councils from each school report to the Board of Education annually. Each grade level in every elementary school meets on a regular basis as a Professional Learning Community (PLC), as do content area teachers at the middle school and high school Each school disaggregates state assessment results, MAP results and other assessment results for the individual school. This data is used in determining the goals and action steps in the Comprehensive School Improvement Plans.

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2. What process is used to ensure that the improvement goals reflect student learning needs and are aligned with the vision and purpose of the school system and its schools?

Assessment data, attendance, discipline, and student progress are monitored throughout the year in every school. Goals are data driven and school and district improvement plans and are based on best practice as well as on research of recognized experts. Focused and meaningful professional development is required for all certified employees. Every school has developed a plan for providing Response to Intervention (RTI) for all students who need additional help. RTI ensures greater mastery of content for all students.

3. What process is used to ensure that system and school personnel are provided professional development and technical assistance to implement interventions and achieve improvement goals?

School and district leadership support instructional and leadership growth by requiring all staff to complete an Individual Growth Plan. This plan is co-constructed by individual teachers and the building principal. Growth plans are part of the evaluation process. The professional development plans for the schools and the district reflect identified needs and current research topics. During the current year, professional development has been focused on learning targets, formative and summative assessment. The district leadership team participates in at least one book study each year. The faculties in all schools also participate in relevant book studies. Central office liaisons visit their schools regularly to provide support. If technical assistance is needed, the district employs a district technology coordinator and technical assistants who are assigned to all schools in the district. Technology needs are addressed and resolved in a timely manner.

4. How does the leadership ensure that the improvement plan is implemented, monitored, achieved, and communicated to stakeholders?

The Rowan County School System communicates the results of its improvement efforts to stakeholders in a variety of ways. School and district report cards, as well as school and district comprehensive improvement plans are posted on the school and district websites. The School Based Decision Making Councils from each school report progress and concerns to the Board of Education each year. Building level administrators monitor the implementation of the school’s improvement plan through classroom visits, attending PLC meetings, and teacher evaluations. The district level liaisons frequently visit their schools to support this monitoring process. Superintendent Moore visits every school at least once a week, often sitting in on classes. Mr. Moore also reports school and district progress and events to the community through his “Rowan Week in Review” column in the local newspaper.

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Overall Assessment:

Operational: The school system implements a collaborative and ongoing process for improvement that aligns most functions of the system and its schools with the expectations for student learning. Improvement efforts are sustained and the system demonstrates progress in improving student performance, system and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process.

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QA Methods

1. What processes does the district use to monitor and document improvement?

 The Rowan County School System implements a systemic approach to continuous improvement. Superintendent Moore holds frequent “cabinet” meetings with central office administrators. Monthly meetings are also held with central office and building level administrators. Central office administrators serve as liaisons to the district schools. Mr. Moore visits each school at least once each week.

 School Based Decision Making Councils monitor progress at each school and make an annual report to the Rowan County Board of Education. State assessments are analyzed annually at both school and district levels. Interim measures such as MAP, DIBELS, EXPLPRE and PLAN are used to ensure continuous progress.

 At the building level, there are frequent faculty meetings. Professional Learning Communities organized by grade or subject, meet weekly in every school.

2. How does the district provide meaningful feedback and support to its schools and across the district?

 School liaisons from the central office visit schools on a regular basis.

 There are district and school level Professional Development plans based on student needs. Focused PD is available to, and required of, all certified staff.

 The District Assessment Coordinators (DAC’s) work closely with the Building Assessment Coordinators (BAC’s) to ensure they are proficient in data analysis.

 District leadership collaborates with school leadership to plan activities and goals that are included in district and school improvement plans.

3. How does the district ensure that the AdvancED standards are met by all the schools and the district as a whole?

 Data is reviewed and analyzed as it becomes available at district and school levels. As needs become evident action plans are established to address those needs.

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 All administrative and faculty meetings focus on improving instructional practices and student achievement.  The district has a personnel evaluation process in place that is aligned with state requirements. Part of that evaluation process is the development of a professional growth plan for each teacher and administrator.

4. How does the district regularly collect, use and communicate results?

 Data collection from student assessment information, transportation, facilities, food service, and special education is an ongoing process. Results are shared via websites, Board of Education meetings, parent conferences, SBDM Council meetings and the local media.

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Conclusion

The following focus questions reflect the system’s overall analysis of its internal evaluation of the accreditation standards.

Focus Questions

1. As you review your responses to the standards, what major trends, themes, or areas of focus emerge that cut across the seven standards?

Based on the findings of the Self Assessment Report (SAR), the following trends and areas of focus have been identified:

 Analysis and use of date is paramount to the decision making process at school and district levels.

 There is a great deal of support from parents, local business, and agencies and strong partnerships exist.

 Communication to and among stakeholders is evident. This extends across building level Professional Learning Communities, teacher newsletters and Superintendent Moore’s Rowan Week in Review column.

 The Rowan County Board of Education is supportive of new initiatives that are research based.

2. Based on your review of these cross-cutting themes/trends and each of the seven standards, what would you consider to be your school system’s greatest strengths?

 Everything relates to the district vision state of “Together We Can.”

 Professional development is focused on initiatives related to Unbridled Learning job-embedded.

 Although some schools are in need of renovation, most are up to date and a source of pride in the community.

 Communication with all stakeholders is maintained through PLC groups in each building, websites, newsletters and Superintendent Moore’s Rowan Week in Review column.

 The Comprehensive School and District Improvement Plans set goals and detail action steps.

 The district has the ability to recruit and retain quality staff.

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3. What would you consider to be your school system’s greatest challenges?

 Time for teachers to refine teaching to meet the new standards and to take advantage of the many available resources is a challenge.

 Closing the achievement gap between students receiving subsidized meals and other students is always a challenge.

 Closing the achievement gap between students with disabilities and other students is an ongoing challenge.

 Budget is a tremendous challenge for all school districts. Lack of funding and funding cuts make it very difficult to achieve the goals set by the district.

 Facility needs is a major challenge. The district has two schools that are over capacity and two schools in need of renovation.

4. How will you use the insights gained from this self-assessment to inform and enhance your quality assurance and continuous improvement efforts?

 The Standards Assessment Report is a self-assessment tool that makes all district and school staff members more aware of and focused on improvement efforts.

 The use of data to drive decisions and actions will continue to be extremely important to the Rowan County School System.

 Identifying major strengths and challenges will call for further reflection on current practices, needs and goals for the future.

 The findings in the Standards Assessment Report add strength to our district’s need to stand by the vision statement of “Together We Can” in all that we do if continuous improvement is to occur.

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