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Bibb County outlines districtwide 'push' to boost instruction, attendance and early literacy
Summary
District leaders presented a coordinated ‘push’ strategy focused on strengthening instruction, expanding afterschool learning and scaling mental‑health and attendance supports; presenters cited a $4.4 million federal investment in extended‑learning and reported measurable Beacon/STAR shifts in early grades.
Dr. Lisa Garrett Boyd, chair of the Instructional Services Committee, opened a district presentation March 19 describing a coordinated “push” to strengthen instruction, improve attendance and accelerate student achievement across Bib County schools.
The presentation, delivered by senior cabinet members and three school principals, emphasized that the push is not a new standalone program but a districtwide alignment of strategic goals. Dr. McClendon described the 21st Century Community Learning Center strategy that expands learning time with afterschool, expanded‑day and summer programs at 33 school sites; presenters said a $4.4 million federal investment supports the work and estimated participating students gain the equivalent of about 45 additional school days of instruction. Dr. McClendon said the afterschool program has hosted 77 family engagement events this year and that roughly three out of four registered students attend daily.
Teaching and learning leaders outlined supports that include more frequent school visits by coaches and a standardized feedback form to sharpen follow up. The presentation noted alignment with the Georgia Early Literacy Act (House Bill 538) and said teacher training has been broadened: the district expects 433 of 481 K–5 teachers (about 90%) to complete mandated literacy training by May.
District staff also shared Beacon assessment results showing early positive movement in grades 3–5 ELA—support needed levels fell from 26% to 21% while the ‘prepared’ cohort rose modestly—and upward shifts in elementary math bands. Presenters cautioned metrics differ by assessment; principals described triangulating Beacon, STAR and classroom measures to guide instruction. One principal said school practice organizes targeted intervention blocks, daily small‑group instruction, and milestone‑style practice to move students toward proficiency.
Board members pressed for clarity on how progress is measured. In response district leaders said progress is tracked through diagnostics, STAR and Beacon growth measures and that the grant requires monitoring of student grades. A district official explained that the label and number printed in the meeting packet for a contract amount (later discussed under business) contained transcription errors and would be corrected before final documents are posted.
The presentation closed by highlighting school‑based mental‑health expansions and a new BH Works platform the district uses to track referrals, monitor student progress and coordinate services; staff said 376 referrals have been assessed through the centralized process since August. Leaders said the district will continue maximizing afterschool and summer push activities and will monitor impact ahead of year‑end outcomes.
Next steps: staff will continue to provide Beacon and STAR updates and to report out on the effectiveness of extended‑learning programs and attendance interventions as the district approaches the end of the school year.
