Across the Commonwealth of Kentucky, a groundswell of change has taken root. For many districts, this transformation began with the creation of locally defined Portraits of a Learner—community-driven visions of the skills and dispositions learners need to thrive.

Building on that foundation, many school districts now offer system level performance assessments, often called Defenses of Learning, at key transition points like 5th, 8th, and 12th grade—moments where learners reflect on their growth and present evidence of readiness for what’s next.



These capstone moments are powerful. They shine a bright light on students’ thinking, creativity, and growth. But as more districts engage with this work, a critical question is surfacing:

What if we didn’t wait until the end of the learning journey to offer students that kind of meaningful reflection and voice?

Performance assessments are designed to measure not just content mastery, but students’ ability to transfer their learning to meaningful, real-world tasks that demonstrate growth in competencies like communication and critical thinking—skills we value in our Portraits of a Learner.

How Fleming County’s System of Performance Assessments is Transforming the Learner Experience

Fleming County is answering that question with a bold and holistic response. Their approach treats performance assessments not as one-time events, but as a key lever in a broader ecosystem of vibrant learning.

They’ve built a dynamic, evolving K–12 system that gives every learner repeated, authentic opportunities to reflect, showcase their learning, and connect with real audiences. It’s not “stop, drop, and defend.” It’s: “This is who I am, and here’s how I’ve grown”—at every stage of the journey.

This commitment to performance assessment is about more than a few big moments. One of the most important shifts in Fleming County has been creating consistent opportunities for students to talk about their learning—to reflect, explain, and share their growth with others.

Presenting learning isn’t a special event; it’s part of the rhythm of school. Across the district, learners are expected to articulate what they know, how they’ve grown, and why it matters—building confidence, communication skills, and a stronger sense of ownership of their learning.

Two Layers: System and Classroom

At the system level, performance assessments are not reserved for the end of the year or a select group of students. Instead, they’re embedded across the K–12 journey—regular, expected, and accessible to everyone.

Every learner, every year, has the chance to reflect on their progress and share their learning.

“The old accountability model is exclusive for ECE kids,” noted Tiffany Lane, Director of Special Education. “Through this new approach, we have non-verbal kids presenting alongside their peers. This levels the playing field.”

All students are supported to share their voice in ways that honor who they are and how they communicate.