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Lee County Schools post mixed accountability results; district launches targeted interventions
Summary
District accountability results showed stable district composite but mixed school‑level changes, with East High falling to F and several schools exceeding growth. District leaders described ongoing interventions including classroom walkthroughs, PLC supports and targeted coaching and the board asked for monthly data updates initially.
Lee County Schools presented 2024–25 accountability results to the Board of Education on Aug. 19 showing a flat district composite score but substantial variation among individual schools. District leaders described immediate and ongoing interventions intended to sustain gains and address declines.
The results: district executive director Stephanie Clark and assistant superintendent Dr. Natalie Kelly walked the board through the state accountability model and school‑level outcomes. Clark said the district composite “held at 48” year‑to‑year. Several elementary schools maintained or improved standings; at the same time East High School’s grade dropped to an F while Southern Lee and Lee County High School moved to a D. Clark noted West moved to a D while exceeding growth, which can affect low‑performing designation.
Administration response and actions Dr. Natalie Kelly described work already under way. “As of yesterday, with 18 school days completed, we have done 199 walk throughs,” she said, describing a district‑wide classroom walkthrough tool used by central office staff and school leaders to monitor instruction. She also outlined regular PLC attendance by district curriculum staff, biweekly cabinet check‑ins with principals, data‑analysis sessions, a professional development bank, partner classroom observations and common assessments at targeted grades.
Board direction and reporting Board members pressed for regular reporting. After discussion the board asked administration to provide monthly data updates during the initial period, then consider moving to quarterly reporting once systems are established; administration agreed to begin with monthly updates. The board also requested that the district share clearer breakdowns of graduations and any outstanding data corrections the district is processing with the state.
Why it matters The accountability measures combine proficiency (80 percent) and growth (20 percent) across subject areas; schools with lower proficiency can escape a low‑performing label by demonstrating strong growth. District leaders told the board they will prioritize early grades reading and math, eighth‑grade math to Math I transitions, and high school course rigor as part of the strategic plan’s action steps.
Ending District leaders said the work is underway and will be visible in monthly progress reports to the board and in continued school‑level supports.
