The Thriving Learner Resource Page, in partnership with the Northern Kentucky Cooperative for Educational Services (NKCES), is a comprehensive, centralized platform designed to support the school district’s accountability team in advancing the Thriving Learner component, as part of the district's local accountability model, the Measures of Quality. This dynamic hub provides access to essential accountability documents, streamlined tools, and curated resources to facilitate the effective development, implementation, and evaluation of the initiative. By fostering collaboration and transparency, the page empowers educators, administrators, and stakeholders to align their efforts, track progress, and drive meaningful outcomes for student success and holistic growth.
“If we want students to thrive, we must shift from knowing their test scores to truly knowing their names, stories, strengths, and struggles. Learning begins with being seen.”
- Fleming County Schools, the Measures of Quality
- Fleming County Schools, the Measures of Quality
Thriving Learner Component: Information, Resources, and Tools
This document introduces and defines the Thriving Learner Component of Fleming County Schools’ Local Accountability Model, which reimagines student success through a holistic lens that values well-being, agency, and readiness for life, alongside academic achievement. It critiques traditional accountability systems for reducing students to data points and advocates for a more compassionate, inclusive, and student-centered model rooted in community values and whole-child development. Through key indicators such as safety, empowerment, wellness, and family partnership, the document lays out a bold, transformative vision for public education that prioritizes not just test scores, but thriving students.
This document outlines the Thriving Learner Component of Fleming County Schools’ Local Accountability Model, presenting a transformative approach to student success that integrates academic mastery with well-being, agency, and life readiness. It introduces a framework centered around four key indicators—Safe, Supported, and Connected; Empowered Student; Healthy Mind, Body, and Spirit; and Family and Community Partnerships—supported by illustrative metrics, systems, and practices that prioritize whole-child development. Designed to replace narrow, test-based accountability models, this vision redefines what it means for students to thrive by embedding physical, emotional, social, and academic growth into the core definition of educational success.
This document introduces a structured set of guiding questions designed to help educators, leaders, and community partners reflect on and evaluate how well students are thriving in academic, social, emotional, and developmental domains. Grounded in Fleming County Schools’ local accountability model, the questions align with key indicators such as safety, empowerment, wellness, equity, and readiness for life, encouraging evidence-informed dialogue and continuous improvement. Rather than focusing on compliance or narrow outcomes, the document positions these questions as tools for creating student-centered environments where every learner is supported, valued, and prepared to succeed beyond school.
This document outlines the creation, vision, and phased implementation of the Thriving Learner component within Fleming County Schools’ Local Accountability Model. It reimagines accountability by centering student well-being—academic, emotional, social, and physical—as a foundational goal rather than a secondary outcome. Through a three-year rollout, the district positions student voice, counselor leadership, and community collaboration as core drivers in redefining how success is measured. The document details indicators of thriving, roles of school counselors as lead architects of the work, and the partnership with NKCES to build a scalable, student-centered model of accountability that prioritizes whole-child development and real-world relevance.
This document outlines a comprehensive set of data points, reflective questions, and yes/no indicators used to assess student and school well-being across four interconnected domains: physical, emotional, social, and academic. It provides a multidimensional framework that enables school leaders and stakeholders to monitor, evaluate, and improve student experiences by tracking metrics related to health services, nutrition, physical activity, mental health, social-emotional climate, and learning conditions. The document is designed to move beyond compliance by promoting a holistic, actionable approach to student success and thriving within a local accountability model.
This document outlines the critical importance of the Thriving Learner component within Fleming County Schools’ Local Accountability Model, emphasizing that student well-being must be foundational, not optional, in any meaningful educational transformation. It challenges traditional test-based accountability systems that have reduced students to data points and instead promotes a holistic view of success, one that values emotional, physical, social, and academic growth. The text highlights how personal growth, student agency, equity, and real-time, student-centered data must guide decision-making and instructional practices to ensure every learner is empowered to thrive. Ultimately, it asserts that accountability must not be something done to students, but built with them—anchored in belonging, readiness, and the shared responsibility of families, educators, and the community.
This document outlines Fleming County Schools’ transformative vision for the Thriving Learner Component—an essential part of the district’s Local Accountability Model that redefines educational success through the lens of student well-being, agency, and growth. It establishes a whole-child accountability approach that values not just academic achievement, but emotional, social, physical, and behavioral thriving. Anchored in student voice, community-defined success, and proactive systems of support, the document positions thriving as a right, not a privilege, and describes how it must be embedded into the culture of schooling—not treated as an initiative. It articulates a bold shift from compliance-based accountability to care-centered, student-driven transformation, where well-being is a measurable outcome and every learner is empowered to live, learn, and lead with purpose.