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Superintendent outlines systems work, curriculum rollouts and testing participation concerns
Summary
Superintendent Dr. Majette and Dr. Davis described efforts to build foundational systems for hiring, curriculum and community partnerships, previewed a transition to high‑quality instructional materials, and warned of testing participation shortfalls at some schools (EC Glass reading participation at 89.9%).
Superintendent Dr. Majette and Dr. Davis used the board meeting to outline a multi‑year effort to build internal systems the division says are necessary to stabilize staffing, raise instruction quality and improve long‑term student outcomes.
The update covered demographics (roughly 7,000 K‑12 students; 66% economically disadvantaged), a noted decline in statewide division ranking over the last 20 years, and an emphasis on building “foundational” systems for hiring, curriculum development and community partnerships before expecting different outcomes.
Curriculum and instructional materials: Dr. Davis said the division is transitioning to approved high‑quality instructional materials across grade bands, including benchmark‑aligned literacy materials already in use for K–5 and phased math adoptions through 2027. The administration plans to provide physical instructional materials and training to staff ahead of the 2026–27 school year.
Assessment and federal participation concerns: The administration flagged federal testing participation rates as a compliance risk. Dr. Davis said one elementary school fell marginally below the 95% federal participation threshold and that EC Glass High School’s participation rates were a greater concern: reading at 89.9%, math at 93% and science at 92.8%. She described corrective action planning with individual schools and emphasized the state consequences of multi‑year failures to meet participation thresholds.
Hiring and HR systems: Superintendent Majette described inconsistent hiring processes discovered after taking office and said the division is creating clearer step‑by‑step procedures from vacancy posting to onboarding, plus an alternate pathway program (Lynchburg Educator Access Program) to increase the teacher pipeline.
Why it matters: The administration framed this work as foundational — building systems and processes so new leaders and programs can function consistently — and warned that progress will take time. Board members thanked administrators and asked for more regular public updates on measured improvements.
What’s next: Administration said curriculum materials, pacing guides and associated training would be available before the 2026–27 planning window; the division will also assemble corrective action plans for schools that failed to meet federal participation thresholds and present updates to the board.
