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Georgetown County board hears state report‑card overview; district lists underperforming schools and next steps
Summary
District staff and the assessments presenter reviewed state report‑card categories and school ratings, named underperforming schools that must submit continuous improvement/turnaround plans, and highlighted Georgetown Middle’s turnaround and Browns Ferry’s magnet success.
The Georgetown County School District on Monday reviewed its 2023–24 state report‑card results and identified schools required to develop continuous improvement or turnaround plans under state rules.
Dr. Baranow, presenting the district’s report‑card overview, told the Board the report card breaks down into categories such as student progress, English‑learner proficiency, academic achievement and school climate and that some subgroup and cohort definitions affect how percentages are reported. "Tonight I present to you an overall review of the report card categories that impact the state report card," he said, and pointed trustees to linked spreadsheets for detailed subgroup and year‑to‑year comparisons.
Board members pressed for clarity about the district’s cohort rules. A trustee asked whether students listed as "neither college nor career ready" include those the district cannot track after they leave; Dr. Baranow said unknown or dropout students remain part of the cohort unless a transfer record exists, which can depress left‑hand percentages on the report‑card charts.
The district named several schools that must produce board‑approved continuous improvement plans and submit them to the state Office of Transformation by Jan. 30. District staff said schools flagged as unsatisfactory must also hold public meetings to explain the rating and implementation of revised strategic plans; the district scheduled one such meeting for Nov. 21 (as announced during the presentation).
Board members also recognized local turnaround work. "We had to start from scratch," said Mister Hillman, principal of Georgetown Middle School, describing incentives, increased professional learning time and a renewed focus on foundational skills that he credited with moving the school from an "unsatisfactory" rating to "average." He said staff increased weekly professional learning time, built incentives tied to I‑Ready practice and engaged parents through events tied to Title I and curriculum nights.
Separately, district presenters highlighted Browns Ferry Elementary School for the Creative and Performing Arts for meeting targets tied to a Magnet Schools Assistance Program grant and for reducing measures of minority isolation in its enrollment, with the district noting year‑over‑year percentage improvements.
The district urged trustees and communities to review linked report materials for school‑level details and noted that schools receiving a designation will provide quarterly updates to the board.
Next procedural steps: designated schools must submit their updated continuous improvement or turnaround plans to the state by Jan. 30; unsatisfactory schools must notify parents and hold a public meeting to explain implications and next steps.
