Little Learners | Forsyth County School District

100 Days, 100 Smiles!

Elementary schools across Forsyth County marked a big milestone today, the 100th day of school, and our youngest learners celebrated in the most creative ways. Classrooms were buzzing with excitement as students arrived dressed as “100‑year‑olds,” sporting everything from suspenders and gray hair spray to pearls and walking canes. Others proudly wore shirts decorated with 100 stickers, pom‑poms, or hand‑drawn designs they created at home.

Inside the classrooms, teachers turned the day into a hands‑on learning adventure. Students counted collections of 100 objects, built towers with 100 cups, wrote about what life might be like at 100 years old, and even tackled STEM challenges using exactly 100 pieces. For many, the highlight was seeing just how much they’ve grown since the first day of school—academically, socially, and in confidence.

The 100th day is always a reminder of how far our students have come and how much joy they bring to learning. With 100 days behind them and plenty of adventures still ahead, our elementary students are proving that every day counts.

5th Grade Brings History to Life with Hooverville Homes

Forsyth County Schools’ 5th graders stepped back in time today, transforming their classrooms into living history lessons. As part of their study of the Great Depression, students from Brandywine Elementary constructed their own Hooverville homes, small, makeshift shelters that mirrored the struggles families faced during this era.

To deepen the experience, students also participated in a “soup kitchen” activity, lining up for simple meals, just as many Americans did when resources were scarce. These immersive activities helped students connect emotionally and intellectually with the hardships of the 1930s, sparking conversations about resilience, community, and empathy.

One teacher reflected on the day, sharing:

“We all loved sharing this piece of history with our 5th-grade babes! It was an educational, fun-filled, and beautiful day to reenact what it felt like to build a ‘Hooverville Home’ to support their families during the Great Depression. Special thanks to our amazing parents who continually step up to support us all. Your daily commitment truly means a great deal to us.”

By building, role-playing, and reflecting, students gained a richer understanding of how history impacts daily life. This hands-on approach not only made social studies memorable but also highlighted the importance of community support—both then and now.

Partnerships in Action: Local Companies Fuel Hands-On STEM Learning

Chestatee Elementary

Forsyth County Schools is grateful to Randall Brothers LLC for their generous lumber donations, which empower students to bring STEM building projects to life. During their recent visit at Chestatee Elementary, Randall Brothers representatives worked side by side with students, sharing expertise and encouragement. Forsyth County Schools also extends their thanks to Construction Ready, whose continued support provides the additional building materials needed to make these projects possible. Together, these partnerships exemplify the power of community collaboration in fostering hands-on learning and future-ready skills.

Balloons Over Broadway Brings Literacy to Life Across Forsyth County Schools

Forsyth County's schools aren't just reading about balloons—they're learning how ideas lift off the page and into the world.

During the season of Thanksgiving, Forsyth County schools are soaring into literacy with Balloons Over Broadway, Melissa Sweet's award-winning picture book biography of Tony Sarg, the puppeteer behind Macy's iconic parade balloons.

Teachers and local librarians across the district, like Laurel Hamby, are using the book as a mentor text to strengthen reading comprehension, sequencing, and vocabulary skills while connecting students to a beloved holiday tradition.

Literacy in Action

Aligned with the Georgia Standards of Excellence for second grade English Language Arts, Balloons Over Broadway helps students in Forsyth County Schools:

Ask and answer questions about key details in informational texts.
Explore cause-and-effect relationships, such as how Sarg's puppetry led to balloon innovation.
Build vocabulary with words like puppeteer, parade, and helium.
Practice writing informative texts and sharing oral summaries.

Creativity Meets Literacy

Beyond reading, elementary campuses are buzzing with hands-on projects. Administrators and educators from Brookwood, Cumming, Kelly Mill, Mashburn, Matt, New Hope, Poole’s Mill, Shiloh Point, and Silver City, challenged students to design their own parades, where students created their own balloons, participated in art activities inspired by Sweet’s collage illustrations, and experimented with social connections that celebrate cultural contributions.

Why It Matters

By blending literacy with creativity, Forsyth County educators are helping students see reading as more than words on a page, it's a gateway to history, innovation, and imagination. Balloons Over Broadway not only teaches standards, but it also inspires students to dream big and celebrate traditions that bring communities together.

Cumming Elementary’s Deaf and Hard of Hearing Program and ASL Club Build Bridges Through Language and Inclusion

"Each small interaction builds understanding and inclusion. Seeing hearing students take the initiative to learn ASL sends a powerful message to their DHH peers: you belong here, and we want to connect with you." - Wendy Barefoot, Educational Interpreter

Song Lyrics

Cumming Elementary is proud to be one of the most diverse and inclusive schools in Forsyth County. In addition to its rich socio-economic diversity, the school is home to a welcoming and supportive Special Needs program. A particularly special part of that program is the Deaf and Hard of Hearing (DHH) Program, which serves elementary-aged students from across the county who are Deaf or hard of hearing.

For many students, this program provides their first real introduction to the Deaf community. Some arrive not yet knowing American Sign Language (ASL), and watching them learn to communicate through sign is both inspiring and rewarding. They soon discover that they are not alone—others share similar experiences and challenges.

To extend that spirit of inclusion beyond the classroom, Mrs. Wendy Barefoot created the afterschool ASL Club, open to any student interested in learning this unique and expressive language. Founded during the 2010–2011 school year, the club now serves between 50 and 100 students each year. Its goal is to bridge communication gaps between hearing students and those who are Deaf or hard of hearing.

Learning ASL is much like learning any other language—its structure is approachable, but its vocabulary is vast. To keep students engaged, the club uses a mix of fun and interactive activities that reinforce learning. Students play games like Bingo and Jeopardy, participate in themed challenges such as Scavenger Hunts and Escape Rooms, and even perform at Cumming Elementary’s Multicultural Night. There, they sign popular songs, showcasing both their ASL skills and their creativity on stage.

Beyond learning vocabulary, the club also emphasizes understanding the experiences of those who are Deaf or hard of hearing. Students sometimes wear noise-blocking headphones or earplugs to simulate the experience of limited hearing. This helps them understand the importance of clear signing, eye contact, facial expressions, and pacing. They also watch captioned videos without sound to further build empathy and awareness.

One of the highlights of the year is the Silent Ice Cream Social, where students must communicate exclusively in ASL to order their ice cream and toppings. This hands-on experience brings together everything they’ve learned and gives them a glimpse of what it’s like to live in a world without sound.

Ultimately, the club’s goal is simple but powerful: to enable students to communicate—even if it’s just to say “hello.” Each small interaction builds understanding and inclusion. Seeing hearing students take the initiative to learn ASL sends a powerful message to their DHH peers: you belong here, and we want to connect with you.

The actual value of the ASL Club isn’t found in a single moment but in the everyday interactions—when students who might never have communicated before share a laugh, work together, or become friends. These are the moments that show the heart of Cumming Elementary: a community built on respect, empathy, and the joy of understanding one another.

Principal Pride: Leading with Heart

Courtney Beach, Shiloh Point Elementary

“When we all work collaboratively and focus on relationships first, students feel supported, learning deepens, and the entire school community thrives.”

Every school has its heartbeat—and often, it’s the principal who sets the rhythm. From morning greetings to late-night planning, their leadership shapes the culture, energy, and direction of the entire building. We sat down with Shiloh Point Elementary’s principal, Courtney Beach, to learn more about what drives her work, how she stays connected to students and staff, and what makes her school community truly special.

What’s one initiative or program you’re especially proud of that’s made a lasting impact on your school community?

One initiative I’m especially proud of is the way our staff has embraced true collaboration to strengthen both instruction and student support. Over the past year, our teams have made a deliberate effort to collaborate—sharing strategies, analyzing data, and responding to student needs in real-time. This collective approach has not only elevated the quality of instruction but also ensured that every student feels seen, supported, and challenged. I’m most proud of how our teachers have leaned into being responsive, adapting their teaching to meet students where they are and helping them grow from there. The collaboration and commitment I see each day are making a lasting impact on our school community.

How do you ensure every student feels seen, supported, and included—especially those with diverse learning needs or backgrounds?
What advice would you give to families or new educators about building strong partnerships with the school?

How do you ensure every student feels seen, supported, and included—especially those with diverse learning needs or backgrounds?

We’re intentional about creating an environment where every student feels seen, supported, and included. Our teachers work collaboratively to understand and respond to the diverse learning needs and backgrounds of our students—constantly adjusting instruction and support to meet them where they are. Our schoolwide SHARK expectations—Safe, Hardworking, Accountable, Respectful, and Kind—provide a common language that helps all students understand what it means to be part of our community. Last year, we established a counseling classroom, where our counselors work with students in a play-based environment that helps them develop social-emotional skills and fosters a more profound sense of belonging. Beyond the school, our PTO has also been a key partner in listening to and responding to the needs and wants of our families. Together, these efforts ensure that every child knows they matter, feels supported, and is surrounded by adults who believe in their potential.

What advice would you give to families or new educators about building strong partnerships with the school?

I would advise families and new educators that the strongest partnerships are built on trust, effective communication, and a shared commitment to what’s best for students. When families and teachers see themselves as part of the same team, working toward the same goal, it changes everything. My advice is to stay connected—ask questions, share observations, and celebrate progress together. For educators, that means inviting families into the learning process and valuing their insight. For families, it means keeping an open line of communication and assuming positive intent. When we all work collaboratively and focus on relationships first, students feel supported, learning deepens, and the entire school community thrives.

Treat Street 2025

The Big Bad Wolfe and the Three Little Pigs

Principal Pride: Leading with Heart

Jordan Livermore, Cumming Elementary

Jordan Livermore, Cumming Elementary Principal, leads a station called "Can you Return Livermore's Serve?"

Every school has its heartbeat—and often, it’s the principal who sets the rhythm. From morning greetings to late-night planning, their leadership shapes the culture, energy, and direction of the entire building. We sat down with Cumming Elementary’s principal, Jordan Livermore, to learn more about what drives their work, how they stay connected to students and staff, and what makes their school community truly special.

What’s one moment this school year that reminded you why you became an educator?

To support our PTO’s annual fundraiser, I promised students who participated that they’d earn a field trip to Central Park for tennis lessons. The fundraiser was a huge success—117 students earned the trip! My wife, Jessie, spent Sunday raiding the PE closet and organizing the rotations. On the day of the event, our PTO parents, former principal Dr. Tennies, several teachers, and our family engagement coordinator all showed up to make it an unforgettable experience.

I led a station called “Can You Return Livermore’s Serve?” The kids were smiling, cheering each other on, and squealing with excitement. At one point, a PTO mom stopped me and said, “This is what makes Cumming Elementary such a special place.”

Anytime I can engage with students directly, I remember why I became an educator. Moments like these—filled with joy, connection, and genuine enthusiasm for learning—show the incredible impact we have on shaping students’ lives and keep me inspired every day.

How do you build a positive school culture that supports both students and staff?

I genuinely believe visibility is key to creating a positive school culture. By being present in classrooms, I demonstrate to teachers that their efforts matter. It allows me to offer specific, genuine praise and write thank-you cards that reflect the incredible work I see firsthand. Our teachers work so hard, and I do everything I can to recognize and celebrate their efforts.

Walking the halls and visiting classrooms daily also helps me connect with students on a personal level. I celebrate their accomplishments in real time—whether it’s giving a “Superstar” sticker, making a positive phone call home, or acknowledging a goal they’ve reached.

I also meet with small groups of students, such as my Men’s Club, where we talk about being safe, kind, and responsible, and the importance of working hard to build a good reputation. These personal connections with both staff and students create a culture where everyone feels seen, supported, and valued.

What’s a leadership lesson you’ve learned that continues to shape how you approach your role?

Feedback has been instrumental in my leadership journey. Because others have been willing to invest in me and provide honest feedback, I’ve learned how to leverage my strengths and be cautious of my blind spots. I continue to grow as a leader thanks to the guidance I receive from my admin team, teachers, and supervisors each year.

Since feedback has had such a positive impact on me, I make it a priority to pay it forward by providing thoughtful feedback to others. For example, my admin team and instructional coaches collaborate on walkthrough observations. Together, we observe a teacher in action and then provide specific, actionable feedback—highlighting what they’re doing well and suggesting one area for improvement. Small instructional changes are happening because we take the time to observe and debrief.

How do you stay connected to students’ voices and experiences throughout the year?

Every time I meet with students, I am reminded of why I chose a career in education. I’ve designed many PBIS rewards that focus on spending time with me, which provides me with meaningful opportunities to connect with students. For example, students can use their points to eat Zaxby’s lunch with a friend and me, walk to a local donut shop with me to buy a treat for themselves and their teachers, or even “buy” the principal’s chair for a day—when they do, we chat for a few minutes before I roll them to class in the chair.

I also host a weekly Men’s Club for each grade level, where I have in-depth conversations with boys who are working on leadership skills. I’m always looking for unique ways to connect with students and learn about their experiences, which helps me better support them both academically and personally.

What’s one initiative or tradition at your school that makes you especially proud?

Long before I became principal, Cumming Elementary had a beautiful tradition of giving our students with special needs a huge send-off as they boarded the buses for the Special Olympics. The entire student body lines the front parking lot with signs, music, and pom-poms, cheering on the athletes as they board the bus and take a full lap around the parking lot.

What makes this moment so special is that our students know the names of every athlete competing. It’s a powerful reflection of the inclusive and caring environment we’ve built at Cumming Elementary. This tradition truly captures the heart of our school—students celebrating one another and embracing differences with pride, joy, and genuine kindness.

Cougar Nation is on Fire!

From raising $25,000 for CES to celebrating kindness and excellence, our community continues to shine. Huge shoutout to our amazing students and to Linda Jones Bell—Forsyth County’s Data Clerk of the Month!

Smiles, Backpacks, and Big Dreams

Foundation FriYAY!

Congratulations to Mrs Zerkel! She was awarded a $5,000 grant to use with the Newcomers Club she leads for friends who have just moved to Cumming from another country. Thank you Forsyth County Education Foundation !