KDE Assessment Determines Three Principals Have Capacity to Lead

For Immediate Release March 28, 2016

Leadership Assessments Released Today to Superintendent Hargens and Principals

Media Contacts:

Allison Martin - 502-485-3551
Jennifer Brislin - 502-485-3557

March 28, 2016 – Principals at three Jefferson County Public School (JCPS) District schools undergoing Leadership Assessments do have the capacity to lead their school’s continued improvement efforts, according to the Kentucky Department of Education (KDE). Findings of the Leadership Assessments conducted at Byck Elementary, Roosevelt-Perry Elementary, the Academy @ Shawnee and Moore Traditional School were released this afternoon to JCPS Superintendent Dr. Donna Hargens and the principals.

Each school has been designated as a priority school by the KDE, and the Leadership Assessment is part of the KDE’s ongoing review of these schools.  As part of the review process, the KDE audit team determined that principals at Byck, Roosevelt-Perry and the Academy @ Shawnee do have the capacity to lead improvement interventions.  In its review of Moore Traditional Middle School, the KDE review team determined that the principal at Moore Traditional School does not.

"I appreciate the thorough review of four of our schools by the Kentucky Department of Education,” said JCPS Superintendent Dr. Donna Hargens. “We are a school system, and we strive every day to learn and improve.  Internal and external assessment gives us new perspective on our strengths and challenges, and we welcome the input as we strive to create an optimal learning environment for every student in our school district.”

Some highlights from the assessments include the following:

Byck Elementary

  • The assessment team noted the efforts of Byck Elementary to build Professional Learning Communities, implement Positive Behavior Intervention Supports (PBIS), and add wrap-around supports for social and mental health.
  • The recommended next steps include implementation of programs and monitoring for fidelity.
  • The team praised Byck’s community partnerships that expand student learning and extended school services for after-school learning opportunities.
  • The KDE review team determined that the Byck Site Based Decision Making Council (SBDM) does not have the ability to continue its current roles and responsibilities.  The KDE Commissioner will appoint an advisory council to work with the principal.

Roosevelt-Perry Elementary

  • The assessment team noted the efforts of Roosevelt-Perry to provide support services that meet the physical, social, and emotional needs of their student population, their Positive Behavioral Intervention Supports (PBIS) to modify student behavior, and their leadership team that has made a concerted effort to leverage improvements around academics and instruction.
  • The recommended next steps including continuing to align instruction with curriculum and increase teacher training, student collaboration and differentiated instruction.
  • The team praised Roosevelt-Perry’s faculty and staff saying, “they truly care and are deeply concerned about the welfare and academic progress of all students.”
  • The SBDM was found to have capacity to lead.

The Academy @ Shawnee

  • KDE noted the efforts of the Academy at Shawnee to develop partnerships with outside agencies to meet the emotional, physical and social needs of students; individualized goal setting for students; expansion of after-school learning opportunities; and continued improvement of Professional Learning Communities.
  • The assessment team also noted “a focus on developing a college mindset with students was evident,” and that “the Academy @ Shawnee has a friendly, nurturing, and caring community of adults to support students.” 
  • Areas for improvement include implementing additional teacher training to differentiate instruction, increasing communication with staff and students, and expanding principal leadership skills with additional training.

Moore Traditional School

  • The assessment team noted the efforts of Moore Traditional School to implement Positive Behavior Intervention and Supports (PBIS), and to expand the standards-based teaching and learning throughout the school.
  • The SBDM does have the capacity to lead.


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