At the Feb. 20, 2025 meeting of the Bibb County Board of Education, Doctor Lett presented a district-level review of student performance on STAR reading and math, I-Ready trend data and district unit assessments (DUAs), showing small improvements from the fall to the winter administrations but persistent areas of concern, especially in middle-school math.

The presentation compared same-student fall and winter STAR results for grades 3–12, I-Ready trend comparisons for K–8, and district unit assessment results against 2024 Georgia Milestones performance. Districtwide, Doctor Lett reported a decrease in the proportion of students identified as needing the most support (the “Beginning” category): the share fell from 41% in the fall to 39% in the winter for the STAR reading measure. Distinguished reading rates rose from about 7.5% to 10% over the same period.

Doctor Lett said high school reading showed gains by grade, with combined percentages in the three higher performance categories increasing (for example, ninth grade improved from 52.6% to 59.5%; tenth grade from 59.3% to 66.8%). Middle-school reading, she said, showed little movement. For STAR Math, district beginning-category rates fell from 47.4% in the fall to 41.6% in the winter, and distinguished math rates increased (for example, 10th-grade distinguished moved from 10% to 22.5%).

I-Ready reporting for K–5 and grades 6–8 was presented as trend comparisons across school years rather than same-cohort growth. Doctor Lett warned that I-Ready comparisons reflect different cohorts year to year (for example, current fourth graders compared with prior-year fourth graders), unlike STAR where the same students were tested in both fall and winter. She said that because the district is only in its second full year implementing new state math standards, some back-and-forth in trend lines is expected.

On district unit assessments, Doctor Lett showed DUA predictions versus 2024 Georgia Milestones (GMAS). She noted mixed alignment in some subject areas: for example, elementary English/language arts (ELA) showed lower DUA proficient rates (12.75% proficient DUA vs. 20.4% proficient GMAS in 2024) but nearer parity in combined proficient + distinguished categories (24.86% DUA vs. 25.84% GMAS). For high school U.S. history, combined proficient + distinguished on the DUA rose to 54.76% versus 20.25% on the 2024 Georgia Milestones, prompting the district to review whether the U.S. history DUA is comparable in rigor to the statewide assessment.

Board members asked clarifying questions about administration windows and comparability of measures. Doctor Lett confirmed STAR is administered twice per year (beginning- and mid-year) and that the district uses an assessment window to retest students who missed the initial administration. She identified that I-Ready data presented were three-year trend comparisons rather than same-student cohort comparisons, a distinction several board members raised as essential for interpretation. Doctor Fickling asked for grade-by-grade breakout tables rather than combined grade-group charts; Doctor Lett said she would provide grade-level data.

Doctor Lett described district responses to the data: increased use of school-based intervention blocks, targeted small-group interventions, professional learning communities, monthly coaching and observation cycles, intervention coaches (including a newly hired secondary math intervention coach), tutoring funded in part by the GEAR UP grant, and expanded use of adaptive software (Amira, iReady, Accelerated Reader) with devices taken home by students in grades 3–12.

The presentation ended with Doctor Lett saying the district will continue monthly data reviews to refine supports and target instruction.

Questions and requests from board members — including a request for grade-level breakout charts and clarification on which assessments are same-student comparisons — were recorded in the meeting.