Students, Teachers, Counselors, and School Leaders Share Success Stories
Take a look into Kentucky schools for a glimpse of successful
practices impacting novice reduction. These Kentucky educators and
students are taking time to share what has been working for them on
their journey to meet the goals of Novice Reduction and to become
College and/or Career Ready.
Fostering Growth Mindset in Lincoln County
Joanna Stevens, math teacher and content lead at Lincoln County
High School, shares the importance of fostering a growth mindset within
the classroom. She shares the value in allowing productive struggle
among students including problem solving and critical thinking to
strengthen their brains. (Total time 1:24)
Standards-Based Grading in Lincoln County
Joanna Stevens, teacher and content lead at Lincoln County High School, describes how she assesses learning targets through standards-based grading. She shares how students benefit from remediation and intervention systems when not mastering a standard, and how this allows students to self-assess. (Total time 1:41)
Metacognitive Strategies in Lincoln County
Joanna Stevens, teacher and content lead at Lincoln County High
School, shares why we should not GPS students. She includes why
metacognitive strategies are important not only in her math classroom,
but how students can transfer those strategies to help them be
successful in other content areas and beyond. (Total time 1:23)
Linkage at Pulaski County High School (PCHS)
Julie Hoff, Curriculum Specialist at PCHS, discusses how the Leadership
Team uses the systems approach from the 7 Categories of Effective
Systems to carry out their school's focus and vision. This video
includes how the leadership team uses the 7 Categories to create a
workable strategic plan for continuous improvement. Click on the image
below to view. Total time 3:45.
Instructional Rounds: Overview
Denise Yonts, Director of Curriculum and Instruction for Letcher
County Schools, explains principals’ growth as a result of Instructional
Rounds. She shares how principals collect information and use what they
learn to enhance instruction within their building. Please click on the
image below to view the video. Total Time :52.
Instructional Rounds: Problem of Practice
Scottie Billiter, Assistant Principal at Letcher County Central
High School, explains how principals work together to share ideas
through Instructional Rounds that benefit all students in the
district. The video includes an explanation of how the Problem of
Practice is identified, and how the Instructional Rounds process helps
to address that Problem of Practice. Please click on the image below to
view the video. Total Time 1:29.
Benefits of Instructional Rounds
Assistant Principal Scottie Billiter, District Assessment
Coordinator Jackie Collins, and Director of Curriculum and Instruction
Denise Yonts (Letcher County Schools) discuss the benefits of
Instructional Rounds. This video includes an explanation of how the
district monitors growth through the use of 30-60-90 Day plans, and how
Instructional Rounds help them to address their Problems of Practice.
Please click on the image below to view the video. Total Time 4:49.
Instructional Rounds: Driven by Data
Jackie Collins, District Assessment Coordinator for Letcher County
Schools, explains how data drives the Instructional Rounds process in
Letcher County. She shares how the process impacts the instructional
leadership within the district. Please click on the image below to view
the video. Total Time 1:15.
Classroom PDSA-Student Choice/Student Voice
Kelly Clark, ELA teacher at East Carter High School, explains how
she uses a pragmatic system of continual improvement in her classroom by
using PDSA. She highlights each cycle of the Plan, Do, Study, Act
monitoring process in her classroom. She elaborates on the engagement
of learning based on the classroom PDSA cycle being a student
choice/student voice classroom monitoring tool. Click on the image below
to view. Total time 1:36.
Student Data Notebooks
East Carter High School student, Emily Boggs, describes the
components of the student data notebook. She discusses how she uses her
data notebook and its impact on her as a learner. Emily shares the
importance of goal setting, tracking her progress, and communicating her
next steps for learning. Click on the image below to view the video.
Total time 2:10.
Video: Student Goal Setting and Data Notebooks
Ethan Barker, 5th grade student at Olive Hill Elementary, explains
how students use goal setting and data notebooks to enhance student
achievement. Ethan discusses how the use of goal setting motivates him
to work towards the goal. Cherri Keaton, Principal, explains how Olive
Hill Elementary School students use goal setting to enhance learning and
take responsibility for their own learning. Ms. Keaton discusses how
the goal setting process has evolved over the years. She describes the
components of the data notebooks and goes on to explain how goal setting
and student use of data notebooks have created an environment where
students take ownership of their learning. Click on the image below to
watch the video. Total time 3:01
Student Goal Setting and Data Notebooks
Yvonne Holcomb shares the student goal setting process in place at
Olive Hill Elementary School. She explains how students use data
notebooks to record goals and measure progress toward reaching their
goal. Ms. Holcomb discusses the components of the data notebooks and how
students use data to monitor their progress. Click on the image below
to view the video. Total time 2:55.
Intervention System at Fleming Neon Middle School
Fleming Neon Middle School has a fully functioning intervention system in place to ensure students are successful! Principal Ronnie Goins shares the importance of intentional scheduling, being data driven, and how putting the needs of learners first creates the learning environment that not only teachers embrace, but students also understand their role in the intervention process and school success. Click on the image below to view the video. Total time 2:00.
Fleming Neon Middle School Works to Ensure Growth in the Gap.
How does Response to Intervention impact gap students at Fleming Neon Middle School? Principal Ronnie Goins explains that in the desire to see these students succeed, there is a deliberate process in place to support the learning of students. Mr. Goins shares the relatively high percentage of his students identified in the gap and how FNMS works to ensure growth in the gap. Click on the image below to view the video. Total time 1:09.
Fleming Neon Middle School’s Motto is Exemplified By Teachers and Students
“Our students are successful based on what we do.” This is the motto shared by the principal, Ronnie Goins, and is exemplified in the hallways and in conversations at Fleming Neon Middle School by teachers and students. Students know and make learning decisions based on their data and teachers use the data to determine learning next steps in the intervention block. The motto is not just a set of words, but the foundation of a belief system that drives the learning culture at FNMS. Click on the image below to view the video. Total time 0:58.
Relationship Building Equates to Students Being Motivated and Inspired
The number one influence on student success is building relationships! Fleming Neon Middle School teachers talk about how building these relationships with their students is a vital piece to the puzzle! Relationship building equates to students being motivated and inspired to challenge themselves in the learning process. Click on the image below to view the video. Total time 1:49.
Video: Creating a Successful Master Schedule for Interventions
Sheila Porter, counselor, highlights how their school schedule
successfully impacts student achievement. East Carter has been
intentional with creating their master schedule which allows for both
built in intervention times and school wide intervention times. She
explains the criteria for these interventions and how they provide a
variety of interventions focused on student needs. East Carter High
School has implemented a trimester schedule which allows for flexibility
to move and place students in focused intervention/enrichment classes
based on their specific needs. Click on the image below to view the
video. Total time 5:17.
Video: Response to Intervention: Systematic Approach at East Carter High School
Marquita Welsh, East Carter High School Reading Interventionist,
discusses the importance of focusing on individual student needs. East
Carter High School created a tool box of resources and assessments to
build their intervention program. Ms. Welsh explains how students are
placed in designated classes based on level of need identified by
multiple data sources. Students take ownership of their learning by goal
setting, tracking, and communicating their learning. East Carter High
School's RtI program is implemented through a systematic plan. Ms. Welsh
discusses how decisions are made in regard to placement, monitoring,
and motivation of students. Click on the image below to view the video.
Total time 3:53.
Response to Intervention at PCHS
Rodney McAninch describes the Response to Intervention process at
PCHS. He explains the systematic process used to
meet the needs of all students. The video includes a discussion of the
Plan-Do-Study-Act Cycle and how the data is helpful in monitoring Tier I
Instruction Click on the image below to
view the video. Total time 4:42.
Focus and Purpose of RtI at PCHS
Principal Rodney McAninch describes the focus and purpose of the
Response to Intervention process. A discussion of the intensive,
individualized intervention used to meet the needs of each student is
included as well as the role of the counselor and the entire
Intervention Team in student placement and ultimate student achievement.
Click on the image below to view the video. Total time 3:50.
PBIS-Check and Connect Program
ena Edwards, Youth Service Center Coordinator, shares the Check and
Connect Program at Pulaski County High School, a behavior intervention
strategy. The video includes how the program encourages students to
problem solve while enabling students and staff to develop a caring
relationship. Click on the image below to view the video. Total time
Pulaski County High School student, Tyler Gillilan explains the
Back-On-Track program and shares his experiences with this intervention
process. He describes how his behavior has improved as a result of
participating in the Back-On-Track program. Click on the image below to
view the video. Total time 2:22.
Annie Conner, Special Education Liaison at Pulaski County High School,
shares how learning contracts are effectively implemented and how they
are used to impact student behavioral expectations so that student
learning is increased. Click on the image below to view the video. Total
PBIS Culture at Pulaski County High School (PCHS)
ulena Edwards, Youth Service Center Coordinator, and Annie Conner,
Special Education Liaison at Pulaski County High School, describe how
Positive Behavior Intervention and Supports (PBIS) has had an impact on
the culture and environment of the school and how it gave everyone at
the school one common focus. The video includes a great story to
demonstrate how students have been affected by the implementation of
PBIS. Click on the image below to view the video. Total time 2:13.
Jessica Johnson is the Student Assistance Coordinator at
Franklin-Simpson High School. She is also responsible for planning the
Student PLC Days which occur at the high school twice a month. In this
video segment, Ms. Johnson and a FSHS student explain how Student PLCs
have evolved at Franklin-Simpson, the activities completed during this
time, and how Student PLCs have affected the overall school culture.
Click on the image below to view the video. Total time 6:30.
Casey County math PLCs Meet With the End in Mind
Susan Stringer, content lead at Casey County High School, shares how her team meets in the weekly PLCs with the end in mind. Their time is spent in the analysis of data and determining instructional next steps. Although data analysis is included, Ms. Stringer emphasizes the importance of the congruency of the instruction to the intent of the standard. Total time 2:43.
Fleming Neon Middle School Teachers and Students Work Out Flexible Plan For Success
Fleming Neon Middle School teacher, Stacy Quillen shares how Response to Intervention is most powerful when students learn to self-regulate and take charge of their own learning. Teachers and students work out a flexible plan for success. Students are guided in goal setting and find success in reaching goals as students and teachers work collaboratively. Total time 1:12.
PLCs at Pulaski County High School (PCHS)
Casey Inabnitt, Assistant Principal at PCHS, begins this video with
a three part journey of Professional Learning Communities at his
school. First, he explains the Plan Do Study Act model used as part of
the Professional Learning Communities process. He discusses how each
part (Plan, Do, Study, Act) is implemented and how student achievement
has improved because of the processes being used. Mr. Inabnitt gives
detailed information of the current PLC protocol used to monitor student
learning and to strengthen instruction (3:59). Mr. Inabnitt also
explains how the PLC process has evolved over time at Pulaski County
High School (6:04). He shares in the video how this valuable tool is
executed in order to effectively analyze and apply data to increase the
effectiveness of teaching and promote student learning. Total time is
Judy Dotson, Instructional Supervisor, discusses how lesson study
allows teachers to collaborate as they develop, implement, analyze, and
modify lesson plans in order to strengthen teaching and learning. Mrs.
Dotson explains the planning, implementing, and analyzing phases of
lesson study. Emily Mills, teacher, explains the impact lesson study has
in her classroom, particularly with novice students. Click on the image
below to watch the video. Total time 3:02
Using Kagan Strategies to Improve Instruction
County High School teachers, Emily Adams and Michelle Copley, explain
Kagan strategies and how they have implemented the strategies in their
math classrooms. The video includes the four principles of the Kagan
structures and how they can enrich classroom activities through
cooperative learning. The teachers share the benefits of using Kagan
strategies to improve classroom management. Click on the image below to
view the video. Total time 7:18.
Pulaski County Co-Teaching Video
Brandon Cooper, special education teacher, shares the benefits of
co-teaching at Pulaski County High School. This video includes how he
helps students make real-life applications and how co-teaching helps
students be successful. Click on the image below to view the video.
Total time 4:46.
Franklin-Simpson HS Co-Teaching Videos
This video features Franklin-Simpson High School teachers, Mr.
Wilhite and Ms. Raymer, explaining the different co-teaching approaches
they use in their English classroom. The teachers discuss the advantages
of co-teaching and how it has influenced their instructional practices
in the classroom setting. Click on the image below to view the video.
Total time 3:51.
In this segment, Mr. Wilhite and Ms. Raymer describe their journey
to becoming effective co-teachers. Items of discussion include how
accommodations/modifications are implemented in the classroom, the
building of relationships with both students and colleagues, and the
importance of having mutual respect for each other's instructional
abilities/practices as co-teaching partners. Click on the image below to
view the video. Total time 2:37.
In this last segment, co-teachers Mr. Wilhite and Ms. Raymer share
how training on continuous improvement has led them to
be more effective co-teachers. Together they highlight how following the
continuous improvement model has influenced their instructional
practices in the classroom as co-teachers to better impact student
learning. Click on the image below to view the video. Total time 3:04.
Click on the image below to video the video. Total time 1:53.