District presents CCRPI results; leaders point to instructional rounds and literacy work for gains
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Summary
Instructional Services presented the district's 2024–25 CCRPI performance, highlighting gains in content mastery, progress and readiness at multiple schools and next steps focused on instructional rounds, leadership capacity, and monthly data reviews.
The Bibb County School District presented its 2024–25 College and Career Ready Performance Index (CCRPI) results to the board, highlighting district-level gains and school-level recognitions.
Instructional Services chair Dr. Lisa Garrett Bowen introduced the overview and invited the district's Office of School Leadership and Support to explain the CCRPI's five components (content mastery, progress, closing gaps, readiness, and graduation rate for high schools). Presenters said each component carries a 100-point scale and described district targets (content mastery target 60; progress target 90; readiness target 85; closing gaps target 80). Elementary, middle and high schools showed year-over-year improvements in multiple components, with several schools meeting or surpassing district goals.
Presenters attributed some of the positive trends to monthly instructional rounds and structured literacy initiatives. The district also emphasized continuing capacity-building for principals, tighter alignment of standards and targeted professional learning communities. The Georgia Department of Education recognition of several district schools and the lifting of some high schools from the TSI list were noted as evidence of progress.
Board members asked technical questions about why gains appear higher at elementary grades than at high school levels, and whether local diagnostic tools align with state tests. Staff said the district uses the state's DRC Beacon assessment (administered twice a year per state guidance) alongside district unit assessments (more frequent benchmarking) to triangulate progress. The board asked staff to return with disaggregated data and the team noted appendix materials provided three-year trend data by school.
In closing, district leaders framed the CCRPI data as guiding decisions about targeted instructional supports and asked the board to support continued investments in coaching and data systems.
Source provenance: presentation and Q&A in the instructional services committee and full meeting.
