By Andy Furman
NKyTribune staff writer
There’s great power in being educated; and seeing how the world works.
Those were the words of Cortnei Flucas, guest speaker at the Covington Rotary Club, at Tuesday’s luncheon.
Flucas knows about the state of education – she is the new Superintendent of Covington’s Independent Public Schools – and brings nearly two decades of educational leadership experience and a strong record of improving systems in the service of students.
Raised in Indianapolis, she led a broad portfolio that included special education, student services, mental health and wellness, family engagement, and school culture across a district serving more than 30,000 students in more than 50 schools.
Now it’s Covington’s turn.
Covington Independent Public Schools (CIPS) is an independent public school district that serves approximately 3,200 students. CIPS has nine schools – five K-5 elementary schools, one 6-8 middle school, one 9-12 high school with a career center on campus, an alternative center—serving some most at-risk and challenging students in grades 6-12 as well as residential students living at the Children’s Home of Northern Kentucky – the Adult HS – students behind trying to catch-up to graduate — and one preschool.
The CIPS:
• Glenn O. Swing Elementary School
• John G. Carlisle Elementary School
• Latonia Elementary School
• Ninth District Elementary School
• Sixth District Elementary School
• Holmes Middle School
• Holmes High School
• James E. Biggs Early Childhood Education Center
In fact, sixty-five percent of the students served by CIPS are considered minorities. Ninety-one percent of the students served qualify for free and/or reduced lunch prices. Twenty-five percent of the learners in Covington are considered homeless.
“We have a commitment to innovation,” Flucas told the lunch gathering. “The Kentucky Board of Education permits us to be flexible as to how we run our school day.
“We want to take our program to the next level.”
One way is the Pursuit of Excellence.
“The POE is based on five interconnected pillars that will help guide how we strengthen Covington Independent,” she said.
• Outcomes: Improving academic achievement , growth, readiness, attendance, and other measures that reflect how students are thriving and succeeding.
• Experiences: Ensuring students and families experience schools that are welcoming, engaging, safe, supportive, and filled with meaningful opportunities to learn, belong, and grow.
• People: Investing in the adults who serve the students by strengthening leadership, developing talent, supporting professional growth, and creating the conditions for people to do their best work.
• Systems: Building clear, coherent, and reliable systems that create greater consistency, accountability, and support across schools and departments.
• Partnerships: Deepening relationships with families, community organizations,
businesses, and other partners whose strengths and perspectives can help expand opportunities for Covington students.
“Our students,” she added, “will be at the center of every decision.”
And Flucas isn’t wasting any time to achieve these goals.
“We will be opening a High School Academy next year,” she said. “This will grow our career and technical model; and help prepare life after high school.”
The academy will have courses in computer technology, sciences, law enforcement and graphic design to name a few.
“There are three things we’re seeking,” she said. “What we’re doing well; where we’re missing the mark and how to reach our destination mark.”
One of those marks can be easily checked, as monthly community forums have already been put in place.
“We’ll be at Holmes Middle School this week,” Flucas said. “We’re trying to be responsive to and understanding of the desires of the community.”
These meetings include parents, staff and community leaders to seek input from all.
The community is a mixed bag. In the past eight years, CIPS has had an influx of English Leaners (EL) from a region of Guatemala where formal education stopped around Grade 2. Students from other countries also attend the district, with, of course, many diverse cultures and languages.
The CIPS website reports at this time; the district has 19 instructors and six interpreters on staff to work with EL students so that they get the best education provided.
Twenty-three percent – including Pre-K students who qualify for Special Education services — of the students in Covington have an Individual Education Plan (IEP); the state average is 16 percent. The attendance rate for CIPS was ninety-two plus percent for the ’24-’25 school year, it was documented on the site.
As for reading scores, Flucas says the district has “seen improvement in several elementary schools,” yet she admits there is a concern. “We did double down on strategy with our DI – Direct Instruction – in the elementary schools.”
Covington students come to school. As for teachers, reports show approximately twenty-seven percent of the district teachers leave annually – the state average is seventeen percent.
The starting teacher earns approximately $40,000 a year, Flucas said. With close to 40 school districts in the Northern Kentucky/Greater Cincinnati area the choices are great – and the lure is there since many of the teachers do not live in the district.
The challenge is certainly there – but so is Cortnei Flucas.