Diane Freeman presented assessment data. She reported that 53.2% of students scored at the “Developing or Higher” level in mathematics, reflecting a 1.8% decrease from fall results. In reading, 47.9% of students scored at the “Developing or Higher” level, representing a 3.8% decrease from fall scores.

Ms. Freeman explained that the decline in reading scores was partially attributable to the implementation of new ELA standards, which required instructional adjustment. To address these outcomes, she outlined several intervention strategies, including:

After-school academic support sessions beginning February 13

Increased classroom differentiation and targeted reteaching

Additional professional learning focused on mathematics standards

Chair Finley asked clarifying questions regarding strategies to improve academic performance. Ms. Freeman responded by emphasizing the use of small-group instruction, targeted tutoring, and reteaching aligned to assessment data.

Nisah Brinson shared academic priorities as the school prepares for the Georgia Milestones. She emphasized the importance of instructional monitoring, accountability measures, and data-driven instructional planning.

Ongoing instructional initiatives highlighted included:

Weekly common assessments

The Joy of Reading initiative

Targeted professional development aligned to instructional needs

Chair Finley requested additional data in future meetings regarding the effectiveness of weekly walkthroughs and implementation outcomes related to the Amplify curriculum.

Brenda Edwards presented December culture data. The committee reviewed an increase in referrals and suspensions during the month of December. School leadership explained that these increases were largely connected to unstructured activities and external seasonal factors, rather than systemic behavioral concerns.

Attendance data remained strong, with the school maintaining an average daily attendance rate above 95%. Special recognition was given to the fifth-grade teaching team for sustaining particularly high attendance levels.