Madison County maintains 89 district score; officials outline literacy, numeracy actions under state laws

Madison County Schools officials told the board on Jan. 9 that the district’s state report card score remained 89 for the 2023–24 school year and outlined how district programs and state laws drive instruction and interventions.

A district staff member who identified their office as federal programs director explained to the board that the state and federal report cards use different business rules. The district’s state report card score is a transparency measure based on academic achievement, growth, graduation rate and chronic absenteeism; the federal report card, governed by ESSA, applies different subgroup and English‑language proficiency rules and can show modest score differences.

The presenter emphasized district strengths and needs: near‑maximum points for growth, improving graduation rates and rising college‑and‑career readiness (CCR), and rapid growth in the English learner population (about 620 EL students, up from fewer than 100 several years earlier). The presenter said Madison has increased EL staffing from three teachers to 16.

Ginger Henshaw, who introduced herself during the meeting, reviewed the Alabama Literacy Act (in effect since 2019). She summarized the act’s core elements: adoption of a science‑of‑reading aligned English language arts course of study, use of an approved core reading program (Madison County selected CKLA), use of an approved early literacy screener (MCAS/DIBELS/ MCLASS) given three times a year, development of reading improvement plans (SRIPs/SREPs) when students show consistent deficiency, and required family notification and periodic progress letters. Henshaw explained the pathways to promotion from third grade (ACAP cut scores, ACAP supplemental retest after summer intervention, portfolios and good‑cause exemptions for limited English proficiency or certain disabilities), and said summer reading camps and targeted interventions are available; she noted one school (Madison County Elementary) may be on full‑support summer programming this year.

Bonnie Richburg summarized the Numeracy Act (effective 2022) and the district’s implementation for K–5 math: K–2 early math screeners tied to diagnostic assessments, targeted math summer learning (40–70 hours for 4th and 5th graders with deficits), and adoption of a math intervention program “Do the Math” for districtwide use K–12. Richburg said the district has math coaches in most elementary schools—15 of 17—partially funded earlier by ESSER; the state has agreed to fund math coaches sooner than initially scheduled so the district did not lose existing coaches. She said the fractional screener called for in law has not yet been released by state developers.

Presenters identified specific schools flagged under federal targeted support and improvement (TSI) designations for subgroups: Leckhorn High School, Leggett Elementary School, Madison County Virtual Academy, and New Hope High School were listed as TSI due to subgroup performance among students with disabilities. The staff presenter said the district will assign special education resource specialists to support continuous improvement plans and interventions for underperforming subgroups.

Board members asked about ACT scoring rules and how state report card calculations capture only the junior‑year ACT administration, which can undercount students who take ACT earlier; a board member and staff said districts have previously asked the State Department of Education to allow use of highest available scores (super scores).

Officials said the district has restructured instructional supports, added instructional coaches at the elementary level, begun monthly administrator instructional training, and created a teacher advisory committee to gather classroom‑level input into professional learning plans. The presenters invited board members to request school‑level follow‑ups and data reviews.

No formal vote was taken; the presentation was informational and board members were invited to request follow‑up meetings on particular schools or subtopics.