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District principals lay out testing projections and targeted interventions
Summary
School leaders presented district and school-level diagnostic projections (I-Ready and EOC) showing projected growth in several grades and identified red-area priorities, staffing needs and interventions such as consultants, small-group instruction and after-school programs to raise proficiency.
Principals and district staff presented a series of diagnostic and End-of-Course (EOC) projections for the district, citing I-Ready winter diagnostics and state EOC projections for algebra, biology, English 2 and U.S. history.
Presenters described specific cohort projections—examples included a projected jump in third-grade math and reading percentages and targeted gains in fifth grade math—and explained that projections are based on typical and stretch growth from winter diagnostics. A presenter said the projections "are based on our current data from the I-Ready diagnostic" and emphasized the district's interventions: math and ELA consultants, interventionists, small-group instruction, Flex Wednesday remediation and an after-school program.
Board members pressed for detail on causes of low performance in some cohorts, asking about certified teacher staffing and historical patterns at specific schools. Staff acknowledged vacancies in some grades, described recent hires that have improved instruction, and said the district is using MTSS processes and targeted coaching to move students from 'does not meet' into 'approaching' and from 'approaching' into 'meets/exceeds.' Staff also clarified that I-Ready is a diagnostic tool and that the state test (South Carolina Ready) remains the summative assessment; they noted third-graders who do not meet the state reading standard face retention rules and that retesting for the state assessment is not permitted.
District staff said some schools have shown measurable cohort growth and described plans to continue interventions during the remaining nine weeks of instruction and through targeted support next school year. The board requested further detail on staffing gaps and progress monitoring.
