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George County School District reports mixed i-Ready results, says attendance and referrals improved in March
Summary
District staff reported i-Ready diagnostic results showing 59% reading proficiency and 49% math proficiency among grades 3–6, and said chronic absences and discipline referrals declined in March.
A school administrator for George County School District reported results from recent i-Ready diagnostics and other benchmark assessments to the school board, saying the district saw mixed academic results but improvements in attendance and discipline referrals in March.
The administrator told the board that i-Ready diagnostics for current third through sixth graders show 59% of students at grade-level proficiency in reading and 49% in math. Comparing current i-Ready scores for fourth through sixth graders with their state assessments from the previous year, staff reported 56% of students showed growth in reading and 46% showed growth in math. The district said students in the bottom quartile showed 45% growth in both subjects. Science results, reported from the district’s ELS assessments, showed about 80% of students scoring at levels 4 or 5 on the ELS measure used by the district.
The administrator also said the district completed its i-Ready diagnostics and used the results to project likely performance on state tests. As part of pre-testing routines, staff recognize students who scored proficient or advanced on prior assessments and bring rising third-graders together to discuss test-taking expectations.
On attendance and discipline, the administrator reported an overall decline in chronic absences and a drop in discipline referrals, noting the district recorded 50 referrals in March. Board members asked questions about the measures taken to address absences and referrals; the administrator said in-house interventions and teacher follow-up had been used.
Board materials included comparisons of current i-Ready projections to last year’s state assessment results and district staff said the information had informed instructional planning and benchmark targets. No formal board action was recorded on the assessment presentation during the meeting.
District staff framed these results as part of routine preparation for upcoming state testing and as context for instructional adjustments and student supports.
