Strategic Plan Progress

HBP costs continue to increase at a high rate. This has resulted in an annual increase of approximately $3 million to the department’s budget. The state has established a standard of allowing the department to hold six months of operating expenses. Funds in excess of the six months require a state approved spend down plan. It is likely that the spend down plan will not be necessary in SY27.

The second half of SY26 saw several new processes that were implemented to improve internal controls and to control costs. FNS piloted electronic timekeeping and had all schools tracking time on the new method as of April 1, 2026. The FNS bookkeeping team is now responsible for time entry, and this has resulted in improved accuracy. Overstaffed schools had allotments adjusted to more accurately reflect earned labor. Droplet form for approved extra time is ready for implementation to begin in SY27. RFP for food was awarded in April and cost savings on like products will have a positive impact on controlling costs.

Several measures were implemented in SY26 to strengthen internal controls and to control costs. This is necessary as the federal and state government spend down plan has been fully realized, and there is no longer a budget surplus in the FNS department. FNS is continuing to work with Human Resources and Finance / Payroll to further develop Standard Operating Procedures that result in processes that are clear, repeatable, and result in effective operations.

• 2 sessions facilitated with classified FCS staff and subs regarding certified opportunities
• Presentations on alternative certification have been made at 3 of 5 substitute workshops
• 131 Alternative certifications (Provisional, waiver, permit)
• 13 (EAP) intro classrooms were presented with the benefits of careers in education
• 25 of 60 planned job fairs attended thus far
• 7 of 18 Engagement Activities with college/university partnerships
• 6 current students participating in the 2025 Educational Scholars Program.  Application is open and accepting candidates for the 2026 cohort until February 28^th
• Established a Google sheet that details contact of potential alternative certified candidates
• Hosted An Evening with Human Resources for current student teachers and recruiting contacts made during the fall 2025
• Apartment complex offers 20% off on three of their apartments for FCS employees
• FTA mid-year cohort including implementation of virtual essentials course with 12 candidates in Special Education, Math, Spanish and CTAE.

 24-25 Job Fair

• 738 pre-registrations
• 367/738 attended

160 walk-ins

• Total = 527 candidates

125 candidates registered for job fair are alumni (24-25 SY)

Results: The percentage of candidates hired as a result of recruitment efforts increased from 57.14% to 65.56%.

(The fiscal year for this goal closes on 7/1/26; however, recruiting efforts will continue to impact this overall number, as we continue to fill vacancies for the FY27 school year)

Although we achieved our target for hires resulting from formal recruiting efforts, our recruiting success extends far beyond scheduled job fairs and events. Recruiting is embedded in our culture, and we believe every employee serves as an ambassador for our district. Through daily interactions, professional relationships, and personal referrals, our staff continually help attract high-quality candidates in ways that cannot always be measured through traditional data.

Our focus remains on ensuring every classroom and position is staffed with outstanding employees. We will continue to strengthen our recruiting efforts by expanding outreach opportunities, building meaningful relationships with prospective candidates, and fostering a culture where every employee contributes to attracting exceptional talent to our district.

Key highlights in our recruitment efforts include: 

Major Job Fairs and Recruitment Achievements

• Job Fairs Hosted: FCS Job Fair, FCS Virtual Job Fair
  • Total Attendance: 492 attendees (420 in-person/72 virtual)
  • The annual fairs were marketed towards certified candidates
  • Several FCS staff members commented that the number of qualified candidates seemed to increase
  • 35 (as of 6/30/26, will total after NEO Day 2) of our new certified hires are FCS alumni

Expanding Recruitment Initiatives

• Targeted Recruitment:
  • 603 contacts were made with potential candidates from the 63 college job fairs attended this school year.
  • From August 2025 to April 2026 those 603 contacts that Forsyth County Schools made, were curated from a diverse number of college campus visits that included locations outside of the southeast region, with visits to Indiana, Iowa, Kentucky, New York, Ohio, and Pennsylvania.
  • Participated in 21 student and staff engagement opportunities on 13 college campuses, presenting future educators on how to maximize their wealth in education.
  • Presented to introductory level Education as a Profession Pathway classes at all 8 high schools (covering 13 class sections), to share the benefits of careers in education and the Educational Scholars Program.
  • We have hired 25 classified staff members into certified positions
  • We have hired 32 substitutes into certified positions
• TCRP: 5 of 7 Residency Teachers were hired for the 26-27 school year; we have hired 4 (as of teachers who will complete the TCRP program.
• Educational Scholar Program: This year 3 new FCS alumni were named as Educational Scholars (ES) for the 26-27 SY. Between the two current cohorts (2025 – 6 and 2026 – 3) we will have 7 ES participants for the 26-27 SY, as 2 members from the 2025 cohort have been hired full-time as TCRP Residency Teachers.
• Community Partnerships: We increased our participation with local apartment complex’s Preferred Employer programs by 1, to now partner with 7 local properties.

• Prepare for FCS teachers' salary increase with the following highlights:
  • Addition of salary step for all certified and classified employees
• Individual employee counseling sessions on career growth opportunities and pathways and provide Career Lattice Development presentations
• Discussed benefits of being a teacher at CTAE Educator Summit to 300 students and teachers.
• Continue Coverage compensation for teachers who are using planning time to cover a class.
• Forsyth Teacher Academy candidates receive $1,000 compensation for signing a 4^th contract with the district.
• FCS Induction Program supplements for School-Based Mentors and Induction Leaders
• Distribution of GaDOE Para to Teacher Grant for GaTAPP Completers (cohort 6)
• 15 universities/colleges participated in the 2025 FCS Advanced Degree Fair

Goal

Increase the percentage of retained staff in high needs areas by 3% of the gap from 94.18% to 94.35%.

Results

The percentage of retained staff in high needs areas decreased from 94.18% to 93.08%.

Throughout the 2025-2026 school year, Forsyth County Schools focused on improving the employee experience through certification opportunities, professional learning, leadership development, and performance support. These efforts were designed to help employees grow in their current roles, explore career advancement opportunities, and build leadership capacity across the district.

During the year, the district expanded professional learning and certification opportunities through the Forsyth Teacher Academy (FTA). Endorsement offerings grew in high-needs areas such as ESOL, K-5 Mathematics, Teacher Support, and Coaching. A new School Safety and Anti-Gang endorsement was also introduced for School Safety Specialists and Social Workers. Leadership development opportunities continued through programs such as Aspiring Leaders, Aspiring Principals, Aspiring Principals Plus, LEAD Academy, Class A Leadership Development, and the Teacher Advisory Council.

To better support new educators, the district formed a Certified Induction Council made up of 16 induction leaders and mentors from across Forsyth County Schools and earned Georgia Department of Education Certified Induction Program Status for the next five years. Interest in the Forsyth Teacher Academy continued to grow, with Cohort 7 reaching 42 candidates—the largest cohort in program history. The Academy also expanded certification fields to include all secondary content areas, Fine Arts, Health, and Physical Education, while the mid-year cohort doubled from six to twelve participants.

Additional employee support efforts included Working Genius training for district and school leaders, employee financial wellness visits, career development presentations, and the annual Advanced Degree Fair. Fifteen colleges and universities participated in the fair, providing employees with information about advanced degree programs and professional growth opportunities. More than 220 certified employees upgraded their certificates this year, compared to just over 100 the previous year.

While the district did not meet its certified staff retention target, important progress was made in expanding certification opportunities, strengthening support for new educators, and creating additional pathways for employee growth and leadership development. These efforts will continue to support employee growth, strengthen performance management practices, and help develop future leaders across Forsyth County Schools.

• 15 universities/colleges participated in the 2025 FCS Advanced Degree Fair
• Individual Certification Support in Forsyth Teacher Academy in July and November 2025
• Email communication and virtual session to provisional certified employees about program offerings.
• FTA Promotional video undated with new loo to market academy to teachers, leaders in FCS and community
• FTA Cohort 7 completed 42 candidates. (largest cohort to date)
• FTA Cohort 10 Midyea41481r cohort doubled i size from 6 to 12 candidates.
• Application submitted to GaDOE in November for Certified Induction program status.
• Working Genius training with district leaders and school leaders
• Leadership Development Programs implemented (Aspiring Principals, LEAD, Aspiring Leaders, Aspiring Principals Plus, Class A Leadership Development, Teacher Advisory)

Goal

Increase the percentage of retained certified staff by 3% of the gap from 95.07% to 95.21%

Results

The percentage of retained certified staff decreased from 95.07% to 94.25%. 

Throughout the 2025-2026 school year, Forsyth County Schools focused on improving the employee experience through certification opportunities, professional learning, leadership development, and performance support. These efforts were designed to help employees grow in their current roles, explore career advancement opportunities, and build leadership capacity across the district.

During the year, the district expanded professional learning and certification opportunities through the Forsyth Teacher Academy (FTA). Endorsement offerings grew in high-needs areas such as ESOL, K-5 Mathematics, Teacher Support, and Coaching. A new School Safety and Anti-Gang endorsement was also introduced for School Safety Specialists and Social Workers. Leadership development opportunities continued through programs such as Aspiring Leaders, Aspiring Principals, Aspiring Principals Plus, LEAD Academy, Class A Leadership Development, and the Teacher Advisory Council.

To better support new educators, the district formed a Certified Induction Council made up of 16 induction leaders and mentors from across Forsyth County Schools and earned Georgia Department of Education Certified Induction Program Status for the next five years. Interest in the Forsyth Teacher Academy continued to grow, with Cohort 7 reaching 42 candidates—the largest cohort in program history. The Academy also expanded certification fields to include all secondary content areas, Fine Arts, Health, and Physical Education, while the mid-year cohort doubled from six to twelve participants.

Additional employee support efforts included Working Genius training for district and school leaders, employee financial wellness visits, career development presentations, and the annual Advanced Degree Fair. Fifteen colleges and universities participated in the fair, providing employees with information about advanced degree programs and professional growth opportunities. More than 220 certified employees upgraded their certificates this year, compared to just over 100 the previous year.

While the district did not meet its certified staff retention target, important progress was made in expanding certification opportunities, strengthening support for new educators, and creating additional pathways for employee growth and leadership development. These efforts will continue to support employee growth, strengthen performance management practices, and help develop future leaders across Forsyth County Schools.

• 25 MOUs for providers in our schools (2022-23 baseline: 16 MOUs)
• 97 Grants given for individual students uninsured/underinsured 
• 11 schools have APEX grant providers
• 2 full-time AmeriCorps positions providing trainings around mental health 

Action Steps

• Utilized HB 68 funding to support 776 sessions with outside mental health providers
• Initiated relationship with Daybreak Telehealth to increase access to mental health supports for students and families, resulting in 28 referrals
• 6 donations/grants secured: United Way, Title IV Grant, Be Rich Campaign from Browns Bridge Church, Cumming First United Methodist Women, Hinton Foundation, Sources of Strength Grant
• 2 Youth Mental Health First Aid Trainings
• 3 Safe Talk Trainings resulting in 15 staff trained
• 1 Youth Mental Health First Aid training resulting in 12 staff trained
• 19 Sources of Strength Schools – 5 elementary schools, 8 middle schools, and 6 high schools
• 1 Sources of Strength Booster Trainings for current Adult Advisors
• 4 new Adult Advisor Trainings resulting in 83 new staff members supporting Sources of Strength

During the first half of the year, Forsyth County Schools made strong progress toward expanding access to mental health resources and strategies in alignment with Performance Objective B of the 2022–2027 Strategic Plan. Key action steps focused on addressing service gaps, strengthening partnerships with outside providers, and increasing staff capacity through training and school-based supports.

Access to services through partnerships with outside providers remains steady, as evidenced by the establishment of 25 memorandums of understanding with mental health providers, exceeding the 2022–23 baseline of 16 MOUs. Targeted financial supports helped remove barriers for students, with 97 grants awarded to uninsured and underinsured students and 11 schools supported through APEX grant providers. In addition, HB 68 funding was leveraged to provide 776 sessions with outside mental health providers, further expanding service availability. New partnerships, including Daybreak Telehealth, increased access for students and families and resulted in 28 referrals during this period.

Efforts to secure sustainable resources were also successful, with six donations and grants obtained from community and grant partners to support mental health initiatives. Capacity-building remained a priority, with Youth Mental Health First Aid and SafeTalk trainings increasing staff awareness and response skills. These efforts resulted in 12 staff members completing Youth Mental Health First Aid training and 15 staff members completing SafeTalk training.

School-based prevention efforts continued to grow through expanded implementation of Sources of Strength. Nineteen schools—spanning elementary, middle, and high school levels—now implement the program. Additional booster and adult advisor trainings strengthened sustainability, resulting in 83 newly trained staff members equipped to support student social and emotional health.

Overall, mid-year progress reflects meaningful advancement in increasing access to mental health services, strengthening community partnerships, and building staff capacity, positioning the district well to continue expanding supports during the second half of the year.

Performance Measures

• Mental Health Referrals = 632
• DFCS reports = 262
• Threat Assessments/ BTAM = 570
• Suicide Ideation Assessments = 224 

Action Steps

• 529 current mentors (50 new this school year), 10 mentor trainings held August- January
• 43 schools trained in new BTAM process, multi-disciplinary team (admin, counselor/ SSW) to support student well-being and continuation of care if needed
• 45 staff participants in Managing Anxiety in the Classroom PL during ConnectED conference
• 9 schools participating in Wraparound Cohort, supported by Metro RESA work
• 2 community nonprofits participating in Wraparound cohort
• Suicide Ideation Screening process and supporting documentation finalized for pilot in Spring 2026

During the first half of the year, Forsyth County Schools advanced Major Focus Initiative #2 by increasing knowledge of wellness strategies among students, staff, and the community. Outcome data collected during this period included 632 mental health referrals, 262 DFCS reports, 570 behavioral threat assessments using the BTAM model, and 224 suicide ideation assessments, providing important data points to inform ongoing improvement efforts.

Action steps focused on expanding preventative supports, strengthening systems, and building staff and community capacity. The number of community mentors continued to grow, with 529 active mentors, including 50 new mentors added this school year, supported through 10 mentor trainings held between August and January. Wellness and regulation supports were further strengthened through professional learning, including Managing Anxiety in the Classroom training for 45 staff members during the ConnectED conference.

System-level improvements were implemented to ensure consistent, trauma-informed responses to student needs. A revised Behavioral Threat Assessment Model (BTAM) process was rolled out in all 43 schools, utilizing multidisciplinary teams to support student well-being and continuity of care. Additionally, nine schools participated in a Wraparound Cohort in collaboration with Metro RESA and two community nonprofit partners, providing coordinated supports for students with complex needs.

Planning for future implementation was also prioritized, with the suicide ideation screening process and supporting documentation finalized in preparation for a pilot across elementary, middle, and high school settings in spring 2026. Collectively, these efforts reflect strong progress in strengthening wellness knowledge, enhancing prevention systems, and establishing data-driven foundations to support improved student mental health outcomes in the second half of the year.

Performance Measures

• 9,600 behavior referrals to-date (increase from May 2025 attributed to Distraction Free Learning initiative needs
• 2022-23 Baseline: 9334 behavior referrals (17.26% based on October enrollment)

Action Steps

• Classroom Behavior Solutions Training: 44 staff participating
• 38 PBIS Schools (+3 from 2024-25)
• PBIS Tier 2 Coaches Support (focused on leading Tier 2 behavioral interventions) 31 participants over 3 sessions
• Tier 2 and Tier 3 Behavior intervention training Book Study for elementary counselors (9 participants, meets monthly)
• 3 meetings of MTSS cross-departmental behavior committee (10 school counselors, MTSS Facilitator, District Counseling Facilitator)
• 6 sessions offered through ConnectEd conference supporting student behavior in the classroom- target audience: teaching staff (Smooth Sailing: Navigating the Classroom the First Days of School, Crafting Classroom Norms to Foster Behavioral Ownership, Breaking Bold: Living the Relationship Habits that Matter, Managing Behavior: Strategies for Responding to Student Missteps, Managing Anxiety in the Classroom (2)

During the first half of the year, Forsyth County Schools continued to strengthen safe and supportive learning environments by expanding behavioral supports for students and increasing staff capacity to respond effectively to student behavior. Mid‑year data indicate 9,600 behavior referrals to date, establishing an updated baseline for ongoing monitoring and comparison to the 2022–23 baseline of 9,334 referrals.  The increases in these behavioral referrals can be attributed to the district’s implementation of  the Distraction- Free Education Policy, limiting access to personal devices from Kinderagten through 12^th grade. All students in grades 6-12 are issued FCS Chromebooks, allowing for increased device monitoring and disciplinary consequences for violating the policy.

Action steps focused on proactive classroom management, PBIS implementation, and targeted behavioral interventions. Forty‑four staff members participated in Classroom Behavior Solutions training to support effective behavior management practices. PBIS implementation expanded to 38 schools, an increase of three schools from the previous year, with additional support provided through PBIS Tier 2 coaching for 31 participants across three sessions.

Professional learning and collaborative supports continued to strengthen Tier 2 and Tier 3 interventions. Elementary school counselors engaged in an ongoing behavior intervention book study, while MTSS cross‑departmental collaboration was sustained through three meetings focused on addressing specific student behavior needs. Classroom‑based supports were further reinforced through six ConnectED conference sessions designed to equip teaching staff with practical strategies for managing student behavior and supporting social‑emotional wellness.

Overall, progress during the first half of the year reflects continued implementation of evidence‑based behavior supports and professional learning structures, providing a strong foundation for further analysis and targeted improvement efforts in the second half of the year.

Behavior referrals % of student enrollment

(% Based on total student enrollment in May 2026)

Action Steps

During the first half of the year, Forsyth County Schools continued to strengthen safe and supportive learning environments by expanding behavioral supports for students and increasing staff capacity to respond effectively to student behavior. Mid‑year data indicate 9,600 behavior referrals to date, establishing an updated baseline for ongoing monitoring and comparison to the 2022–23 baseline of 9,334 referrals. [SocialEmot...nuary 2026 | Word]

Action steps focused on proactive classroom management, PBIS implementation, and targeted behavioral interventions. Forty‑four staff members participated in Classroom Behavior Solutions training to support effective behavior management practices. PBIS implementation expanded to 38 schools, an increase of three schools from the previous year, with additional support provided through PBIS Tier 2 coaching for 31 participants across three sessions. [SocialEmot...nuary 2026 | Word]

Professional learning and collaborative supports continued to strengthen Tier 2 and Tier 3 interventions. Elementary school counselors engaged in an ongoing behavior intervention book study, while MTSS cross‑departmental collaboration was sustained through three meetings focused on addressing specific student behavior needs. Classroom‑based supports were further reinforced through six ConnectED conference sessions designed to equip teaching staff with practical strategies for managing student behavior and supporting social‑emotional wellness. [SocialEmot...nuary 2026 | Word]

Overall, progress during the first half of the year reflects continued implementation of evidence‑based behavior supports and professional learning structures, providing a strong foundation for further analysis and targeted improvement efforts in the second half of the year.

• behavior referrals _% of student enrollment), (% Based on total student enrollment in May 2026)

Action Steps

During the first half of the year, Forsyth County Schools continued to strengthen safe and supportive learning environments by expanding behavioral supports for students and increasing staff capacity to respond effectively to student behavior. Mid‑year data indicate 9,600 behavior referrals to date, establishing an updated baseline for ongoing monitoring and comparison to the 2022–23 baseline of 9,334 referrals.

Action steps focused on proactive classroom management, PBIS implementation, and targeted behavioral interventions. Forty‑four staff members participated in Classroom Behavior Solutions training to support effective behavior management practices. PBIS implementation expanded to 38 schools, an increase of three schools from the previous year, with additional support provided through PBIS Tier 2 coaching for 31 participants across three sessions.

Professional learning and collaborative supports continued to strengthen Tier 2 and Tier 3 interventions. Elementary school counselors engaged in an ongoing behavior intervention book study, while MTSS cross‑departmental collaboration was sustained through three meetings focused on addressing specific student behavior needs. Classroom‑based supports were further reinforced through six ConnectED conference sessions designed to equip teaching staff with practical strategies for managing student behavior and supporting social‑emotional wellness.

Overall, progress during the first half of the year reflects continued implementation of evidence‑based behavior supports and professional learning structures, providing a strong foundation for further analysis and targeted improvement efforts in the second half of the year.

Performance Measure

• Final Retained Rate for 2025 = 95.07% (Goal 2025: 94.42%)
• Goal 2026: 95.22%

Action Steps

• 245 staff trained in Mindfulness as of January 2026 (7 trainings offered)
• 153 staff members were recertified in Mindfulness
• 102 staff wellness classes offered for district employees
• 10 Mindfulness/ Mindful Breathing Professional Learning Sessions offered
• Monthly District Wellness Newsletter sent to all staff (August- January)
• Partnered with local practice to ensure VIP scheduling of staff members (accepting all insurance plans offered by school district)
• 16 student/staff cases provided with individualized, in-person consultation with the Mental Health Facilitator (often necessitating multiple site visits)
• Provide on-site referrals for staff members when responding to crises at our local schools
• 152 participants in Staff Financial Wellness Fair
• 5 sessions on Supporting Teacher Resiliency and Burnout Prevention (Special Education Leaders (2), School Social Workers, School-Based Personnel, Student Advocacy Specialists

During the semester, Forsyth County Schools implemented targeted strategies to support staff morale and wellness in alignment with Performance Objective C. The district exceeded its 2025 retention goal, achieving a final retained staff rate of 95.07%, surpassing the goal of 94.42% and establishing momentum toward the 2026 target of 95.22%.

Action steps focused on increasing access to wellness supports, professional learning, and community partnerships. Mindfulness and mindful breathing initiatives continued to expand, with 245 staff members trained through seven sessions and 153 staff members recertified. In addition, 102 staff wellness classes and 10 mindfulness‑focused professional learning sessions were offered to support overall well‑being. Ongoing communication and awareness efforts included a monthly district wellness newsletter distributed to all staff from August through January.

Partnerships with community mental health providers strengthened staff access to care, including VIP scheduling opportunities that accept all district insurance plans. The Mental Health Facilitator provided individualized, in‑person consultation for 16 student and staff cases and supported on‑site referrals during school‑based crises. Multi‑dimensional wellness supports were further addressed through financial wellness programming, including 152 participants in the Staff Financial Wellness Fair and five sessions focused on teacher resiliency and burnout prevention.

Overall, mid‑year progress reflects a comprehensive approach to staff wellness and support, contributing to strong retention outcomes and establishing a solid foundation for continued focus on staff morale during the second half of the year.

Performance Measure

• Final Retained Rate for 2026 =

Action Steps

Continuous Improvement

• AIM Partners met with all schools at least twice to support school’s needs in Continuous Improvement
• Continuous Improvement learning sessions were included in all Principals, AP, and PLL meetings
• A targeted CCRPI collaboration was included for all principals with optional follow-up meetings for all APs and district leaders
• All schools used dedicated time on March and January AIM days for communication of, PL and celebrations for Continuous Improvement plans

Literacy

• K-8 Universal Screening Mid-Year Data (Reading):

• TOSA’s have completed and published 6 of 8 ELA units in 4^th and 5^th grades as part of our district-designed educative curriculum, Literacy Connection
• Survey data from 4^th/5^th teachers and leaders shows 91% of teachers are using the Literacy Connection curriculum, and 79% of teachers agreed the curriculum has helped them understand the rigor of the new standards
• All middle and high school ELA teams have completed two sessions of vertical alignment supporting the new ELA standards and GMAS assessments
• All elementary schools have completed one session of vertical alignment supporting the new ELA standards and GMAS assessments and an additional session for 3^rd grade PLCs

Tier 1 Instruction

• K-8 Universal Screening Data (Math):

• All schools have established structures for Professional Learning Communities
• 227 teachers responded to the Think Aloud pre-assessment for goal setting, and all instructional coaches are participating in Think Aloud walkthroughs and modeling experiences
• K-12 Course Audit is complete, and alignment to resource reviews is in-process with US History through Film and secondary ELA texts completed
• Integration process has begun for new 26-27 courses: AP Business, 8^th Grade Enhanced ELA, and AP Seminar: English 10 pilot  

Continuous Improvement:

• AIM Partners continued targeted and personalized support of school’s needs in Continuous Improvement
• Continuous Improvement learning sessions were included in all Principals, AP, and PLL meetings, including a targeted approach to prepare for the transition from Year 1 to Year 2
• During the EOY Leadership Retreat, Continuous Improvement was the focus of learning for school leaders. Main and breakout sessions provided universal and choice learning opportunities.
• New AIM/CIP resources were created for school and district use to align common language, systems, and structures:
  • AIM/CIP website with instructional videos, samples protocols, and support resources
  • AIM Companion booklet with district CIP and PL documents
  • District CIP/PLL updates for 26-27
• All schools used dedicated time on January and March AIM days for communication of, PL and celebrations for Continuous Improvement plans

Literacy

• K-8 Universal Screening EOY Data (Reading):

• TOSA’s completed and published all ELA units in 4^th and 5^th grades as part of our district-designed educative curriculum, Literacy Connection, and completed units 0 and 1 for 2^nd and 3^rd grades to begin a pilot implementation for those grade levels (12 schools will be participating in the pilot for 26-27)
• Writing samples were collected from 4^th and 5^th grade classrooms showing a significant difference between EOY writing samples in 24-25 compared to 25-26 with the Literacy Connection as the curriculum.
• All middle and high school ELA teams completed two sessions of vertical alignment supporting the new ELA standards and GMAS assessments, including an additional 5^th/6^th and 8^th/9^th vertical transition training
• All elementary schools completed one session of vertical alignment supporting the new ELA standards and GMAS assessments and additional PLC sessions for all 2^nd-5^th grades

Tier 1 Instruction

• K-8 Universal Screening Data (Math):

• Content Mastery - Achievement on the Georgia Milestones Assessments:
  • Math EOG (All Grade Levels): The percentage of students scoring proficient in Math decreased from 32% to 31%, but the percentage of students scoring distinguished increased from 39% to 42%.
  • Science EOG (All Grade Levels): The percentage of students scoring proficient in Science decreased from 38% to 37%, but the percentage of students scoring distinguished increased from 24% to 26%.
  • Social Studies EOG (8^th Grade): The percentage of students scoring proficient in Social Studies decreased from 40% to 25%, but the percentage of students scoring distinguished increased from 26% to 34%.
  • Algebra Concepts and Connections: The percentage of students scoring proficient in Algebra decreased from 30% to 31%, but the percentage of students scoring distinguished increased from 41% to 46%.
  • Biology:The percentage of students scoring proficient in Biology increased from 37% to 41%, and the percentage of students scoring distinguished decreased from 36% to 34%.
  • US History: The percentage of students scoring proficient in US History decreased from 42% to 36%, but the percentage of students scoring distinguished increased from 14% to 15%.
  • American Literature/Literature and Composition II: The introduction of a new ELA EOC at the high school level has delayed the release of scores until late fall. We will be able to report detailed scores once scores are released and CCRPI is calculated.  
  • A decrease in the percentage of students scoring at the proficient level demonstrates positive movement when accompanied by an increase in students scoring at the distinguished level.
  • Regarding CCRPI scores for Content Mastery, the percentage of students scoring proficient is multiplied by 1 and the percentage of students scoring distinguished is multiplied by 1.5.
  • A decrease in proficient and distinguished level learners in US History may not reflect a decreased CCRPI score if it correlates with a larger number of students enrolled in the AP, IB, or Dual Enrollment versions of the course. The system will receive credit in CCRPI for these students based on their course grades.

The 2025–2026 school year marked an important step in advancing the district's vision for The Learner Experience. Throughout the year, the focus extended beyond implementing initiatives to building coherent systems that strengthen instruction, support educators, and improve outcomes for every learner. The reflections that follow highlight progress in three key areas while recognizing that this work continues to evolve. Together, these efforts have established a stronger foundation for sustained student achievement and growth.

Continuous Improvement

The district successfully transitioned from traditional school improvement planning to a more agile, evidence-based continuous improvement process. Schools demonstrated increased ownership of measurable goals through recurring action cycles, dedicated AIM collaboration, and strengthened leadership capacity. The development of common AIM resources and structures established greater coherence across schools and positioned the district for sustained implementation in Year 2.

Literacy

Significant progress was made in building a coherent literacy system aligned to the new Georgia ELA Standards and the Science of Reading (SoR). District-developed instructional resources, vertical collaboration, and sustained professional learning increased consistency of implementation across grade levels, while early teacher feedback and student writing evidence indicate positive shifts in instructional practice. Expansion of Literacy Connection into additional grades will continue to strengthen a standards-aligned literacy experience for all learners. 

Tier 1 Instruction

The district strengthened Tier 1 instructional systems by expanding the use of data-informed practices, collaborative professional learning, and aligned instructional resources. Universal screening strengthened PLC structures, implementation of high-quality instructional materials, and strategic resource alignment established stronger conditions for high-quality instruction. Early assessment trends demonstrate movement toward higher levels of student achievement, reinforcing the district's continued focus on rigorous Tier 1 instruction and continuous improvement.

The progress reflected in these strategic priorities demonstrates meaningful movement toward a more coherent and aligned instructional system. As implementation continues, the district expects additional evidence of impact with the release of Georgia Milestones ELA results and the 2026 CCRPI Content Mastery scores in late fall. These measures will provide a more comprehensive picture of student achievement and inform the next cycle of continuous improvement, ensuring that district efforts remain focused on increasing learning outcomes for every student.

K-8 Universal Screening Mid-Year Growth Data

Reading

% Toward Typical Growth = 73%

Math 

% Toward Typical Growth = 73%

K-5 Early Universal Screening Mid-Year Growth Data

Reading

% Toward Typical Growth = 73%

Math

% Toward Typical Growth = 53%

An analysis of the CCRPI progress report has been conducted with various stakeholders and actions for improvement have been set.

• K-8 Universal Screening Mid-Year Growth Data:

Reading

% Toward Typical Growth = 120%

Math

% Toward Typical Growth = 100%

ELA Universal Screening Growth by Grade:

• Progress - Growth on the Georgia Milestones ELA and Math Assessments:
  • Math EOG (All Grade Levels): The mean SGP in Math increased from 52.8 in 2024-2025 to 54.3 in 2025-2026.
  • Algebra EOC The mean SGP in Algebra increased from 43.6 in 2024-2025 to 46.1 in 2025-2026.
  • ELA SGPs are delayed due to the implementation of the Literature & Composition II course in the 2025-2026 school year.
  • Student Growth Percentiles measure growth and are only calculated for Math and ELA since Science and Social Studies are not tested at successive grade levels.
  • Progress is also calculated using band movement on the ACCESS assessment and will be published in the CCRPI report in late fall.
  • Initial calculations indicate an increase in ACCESS growth from 2024-2025 to the 2025-2026 school year.

District DAta 2026 Access Data Review

The 2025–2026 school year reflected meaningful progress toward the district’s goal of increasing student growth. Universal screening, Georgia Milestones growth measures, and ACCESS data provide multiple perspectives on how students are progressing over time. Together, these results demonstrate positive movement while also identifying areas that require continued attention, targeted support, and ongoing monitoring through the district’s continuous improvement process.

Universal Screening Growth

K–8 universal screening results demonstrate strong student growth in both Reading and Math. Students achieved median 120% of typical growth in Reading and 100% in Math, with the percentage performing at or above grade level increasing from 29% to 52% in Reading and from 20% to 47% in Math. At the same time, the percentages of students performing one or more grade levels below decreased across both content areas, indicating that students at multiple performance levels made measurable progress during the year.

Georgia Milestones Growth

Available Georgia Milestones results indicate positive growth in mathematics. The mean Student Growth Percentile increased from 52.8 to 54.3 on the Math EOG and from 43.6 to 46.1 on the Algebra EOC. These gains suggest that strengthened Tier 1 instruction, data-informed decision making, and targeted instructional support are contributing to improved student progress. ELA growth results remain pending due to the implementation of the new Literature and Composition II assessment.

English Learner Growth

English learner results also demonstrate encouraging progress. As shown in the chart on page 6, the percentage of students scoring within the range for clear exit or reclassification increased from 22% to 25%, while the percentage demonstrating growth within or across CCRPI bands increased from 74% to 80%. These results reflect the impact of sustained language-development supports while reinforcing the need to continue strengthening academic language and access to rigorous grade-level instruction.

The available evidence reflects positive growth across universal screening, mathematics, and English learner measures. The release of ELA Student Growth Percentiles and the complete 2026 CCRPI Progress report in late fall will provide a more comprehensive understanding of district and school performance. Once available, these results will be analyzed with stakeholders to identify strengths, address areas of need, and determine the next action cycles for continued improvement in student growth.

• 100% of schools within the Denmark and West vertical clusters are using the engagement tool to gather data student engagement data 
• 70% increase in the number of schools using the FCS Student Engagement Tool from SY 24-25
• 100% of elementary schools established baseline data for think-alouds
• 33% attendance increase at ConnectED conference from SY 24-25
• 100% of PhD Science curricular resources aligned to FCS pacing and Georgia Standards of Excellence and published on the updated FCS elementary science website
• A subject agnostic secondary literacy look-for tool was developed for all core content areas

• Over 1,000 classroom observations have been conducted using the FCS Student Engagement Tool and internal review classroom observations:
  • 80% increase in classroom observations using the FCS Student Engagement Tool
  • The overall average of 2.56 (out of 4) in Cognia Engagement of Learning Standards
• Think-aloud Trends:
  • Quality indicators rose from 46.1% to 62.1%. The strongest gains have been made in providing students with opportunities for practice (32.2% → 53.8%), stating purpose (40.1% → 61.3%), and using accurate Tier 2-3 terminology (61.1% → 81.9%).  
  • The alignment of think-aloud to the stated purpose has barely changed (40.3% → 43.7%) and stays the weakest indicator in both semesters.
• 402 classroom observations in grades 6-12 were conducted with the common indicators of success for agnostic literacy look-fors. The data shows:
  • Students engaging with tasks requiring reading/writing/speaking/listening was the strongest  (60% observed)
  • The lowest-scoring indicators are all student-driven engagement behaviors: asking questions (8.5%), deep-thinking discussion (11.4%), self-monitoring (18.7%), peer collaboration (27.9%), and higher-order thinking (28.4%) — each observed as fully evident in under 30% of lessons.
• 173 world language classroom observations were conducted:
  • Strengths: student active participation are 83% and 89% of tasks are well matched to student competency level
  • Needs: 32% structured opportunities for interpersonal speaking and 51% of interactions are genuine exchanges vs. recitation
• 100% of 4th and 5th grade teachers received support on implementation of the FCS ELA curriculum units and new state standards through job-embedded Elevate Our ELA Game professional learning
• The greatest number of classroom behavior disruptions based on reports in Spotlight occurred during independent work and large group/lectures.
• PhD curriculum implementation varied across schools.
  • Strong gain of 7.1 percentage points on average in Proficient and Distinguished categories (58.6% → 65.7%) in schools with consistent curriculum implementation
  • Slight gains (65.1% → 67.0%, +1.9 points) in schools with inconsistent curriculum use
  • Declined scores (66.9% → 64.1%) in schools with limited use of the curriculum use
• ConnectED is happening June 20th and 21st with a focus on increasing engagement and innovation

1. Overall, student engagement data reveal strong positive classroom behaviors and respectful interactions between students and teachers, as well as students-to students, across all schools. These strong indicators are evident in FCS Student Engagement Tool and Cognia Engagement of Learning Standards from internal reviews. However, student ownership related to assessment and monitoring progress, differentiated instruction, real world tasks, or collaboration have been low across 24-25 and 25-26 data (2.13 out 4 on Cognia Engagement of Learning Standards evidence).
   
   Differentiated learning opportunities decreased by 12% from 24-25 (62.2%) to 25-26 (50.4%). Eleot, internal review, and literacy look-fors evidence consistently show it as the weakest area district-wide. Spotlight disruptions occur in lecture and independent work settings — the two formats most dependent on active student engagement and differentiated support.  Compliance level engagement is strong, but engagement that requires students to generate their own thinking and talk is the consistent weak point.
2. The consistency in implementation of think-alouds across elementary schools has improved, and the opportunities for students to practice metacognitive skills is now evident in most classrooms. While the quality of think-alouds has improved, there is a clear need for a stronger alignment between all elements and consistent just-in-time feedback to students.
3. The baseline for the literacy-rich classroom environment measured by FCS Secondary Literacy Look-fors demonstrates consistent opportunities for students to engage in reading, writing, speaking, and listening across all subject areas. While teacher behaviors related to literacy skills (instructional design and delivery) are consistent, the indicators of higher-order questioning, collaborative learning opportunities, student discourse, and student ownership in monitoring own learning are very low and should be considered as priorities for professional learning in 2026-2027.
4. The FCS ELA Units and job-embedded Elevate Our ELA Game professional learning had a clearly positive, widely consistent impact on student engagement and writing skills, with students moving from loosely structured BOY writing to organized, evidence-based, more sophisticated EOY writing across ability levels. The evident gaps are a need for more support in bridging sentence-level instruction into full paragraph/essay writing and inconsistency in implementation of the curriculum units across the district.
5. Schools with strong implementation of the PhD science curriculum in elementary school showed the clearest and most consistent growth from 2024-25 to 2025-26, with every strong-use school improving in the proportion of students reaching proficient or distinguished levels. While some schools had a stronger starting point in terms of achievement, implementation of the curriculum with fidelity was consistently associated with greater gains in performance on the Milestones assessment.

At mid-year, significant progress has been made in strengthening system-wide common assessment systems through cross-department collaboration and improved assessment practices. Teams from Student Services, Technology and Information Services, and Teaching & Learning partnered to develop and administer common middle school midterm exams designed with appropriate accommodations for English Learners and students receiving special education services. In collaboration with district technology leaders and school-based ETCs, our capacity to create, administer, and evaluate common assessments within SchoolCity has expanded. Common middle school midterm exams were successfully administered across all core content areas and resulting data have been analyzed for content and construct validity, reliability, and item performance to support continuous improvement. Middle schools are using midterm data to guide collaborative team instructional decisions and as a key metric for monitoring progress within their AIM Plans. In addition, work is underway to build common high school midterm and final exams in designated core content areas, as well as Fine Arts and CTAE courses, in preparation for 2026–2027 implementation.

At year-end, we successfully strengthened our system-wide common assessment framework by prioritizing cross-departmental collaboration and elevating our core testing practices. This shared effort enabled us to design more effective assessments, ultimately generating the assessment data needed to drive continuous academic improvement.

Key Achievements & Implementation Updates:

• Refined Exam Administration: By actively incorporating robust stakeholder feedback from the midterms, we significantly improved both the assessment format and the overall administration process.
• Successful Middle School Rollout: Building on these midterm refinements, we successfully administered common final exams to all middle school students. While some logistical challenges remain, the execution was noticeably smoother at both the school and district level.
• Expanded System Capacity: Our ongoing partnership with district technology leadership and school-based ETCs greatly enhanced our capacity to create, administer, and evaluate common assessments within SchoolCity.
• Data-Driven Action Planning: Although post-exam data analysis remains complex and resource-intensive, middle schools are actively leveraging this data to monitor progress, evaluate outcomes, and shape their SY 26-27 AIM Plans.
• Instructional Impact: Content specialists, school administrators, and PLCs are using the assessment data to impact instruction. Data analysis has led to professional learning opportunities for school teams to calibrate pacing, instructional strategies, and further unpack standards to improve student outcomes.

Throughout this academic year, we successfully created a system-wide common assessment framework through extensive cross-departmental collaboration. By actively analyzing midterm data and incorporating robust stakeholder feedback, we continuously refined assessment formats and processes to achieve a smoother final exam administration for approximately 13,000 middle school students. Engaging educators directly in the assessment building process has significantly built teacher capacity and expanded our ability to administer rigorous, standards-based assessments. Consequently, we have observed a marked increase in teacher data literacy, which is now directly driving targeted instructional planning and enriching data-focused conversations during their PLC meetings. School leaders are actively leveraging this new source of student data to monitor progress, evaluate action steps, and shape goal adjustments for their SY 26-27 AIM Plans.

Post-exam item analysis and data verification remain a resource-intensive and highly complex process at the system level. Final exam data (student grades) turnaround was much quicker for final exams; however, the room for error is present when expeditiously processing this volume of information across all assessment versions. Cross-departmental collaboration remains a top priority as we refine our current exams over the summer and into the coming school year. The success of this initiative is directly linked to the teamwork and dedicated collaboration of hundreds of teachers, ETCs, administrators, and system leaders.

Key steps have been completed toward strengthening grading consistency and reporting practices across K–12. Collaboration with Student Information Systems led to a detailed analysis that identified grading disparities and irregularities, highlighting trends and areas needing further review and leader action. Grading and reporting data was presented to K–12 principals to build awareness and promote transparency, prompting school-level reflection and early conversations about improving systemic grading and reporting practices. District expectations for more aligned grading practices were reinforced as leaders considered next steps within their schools.

Collaboration with school leaders and departments also began to outline the structure of an FCS Gradebook Audit process focused on evaluating consistency of grading practices, alignment to expectations, and reporting accuracy. However, progress has been somewhat stalled due to the staffing transition of the Assessment Coordinator, which paused deeper analysis and formal development of audit tools.

This year, we made significant strides toward strengthening K-12 grading consistency and reporting practices, navigating and overcoming early delays caused by an Assessment Coordinator staffing transition. Through ongoing collaboration with Student Information Systems, we conducted detailed analyses to identify grading irregularities and developed a comprehensive plan to address systemic disparities. By transparently sharing this data with K-12 principals, we successfully built awareness, reinforced district expectations, and prompted critical school-level reflections on reporting accuracy. Utilizing these insights during the second half of the year, we provided individualized, targeted support to help schools resolve specific grading concerns identified through initial gradebook reviews and informal audits. Ultimately, continued cross-departmental collaboration enabled us to establish a more sustainable framework to evaluate and ensure equitable grading practices for all students moving forward.

Reflecting on this academic year, our central focus has been establishing equitable and consistent K-12 grading and reporting practices across the district. Although initial development of formal audit tools was temporarily delayed by a staffing transition, we maintained momentum by partnering with Student Information Systems to uncover systemic grading disparities. By transparently sharing these data insights with K-12 principals, we successfully built district-wide awareness, reinforced expectations, and prompted critical school-level reflections on reporting accuracy. Building on these early conversations, we provided individualized, targeted support in the second half of the year to help schools address specific concerns identified during preliminary grade book reviews. By collaborating across departments, we successfully navigated early challenges to lay the groundwork for the FCS grade book Audit process. Through these concerted efforts, we have established an improved foundation for evaluating and ensuring fair, aligned grading practices for all students moving forward.

At a mid-point of the year, the total % of technology related behavior incidences compared to all incidences entered into Infinite Campus increased significantly, up 26%, from 10% to 36%.  This prominent increase is directly related to the district’s Distraction Free Learning policy.  After a warning, students were now held accountable for additional infractions which is what caused the spike in events.  However, positives were found across the levels in other areas.

Bullying was down across all levels.  With limited access to phones, students were less likely to commit offenses.  Inappropriate use was also down at the elementary and middle levels.  The largest standouts for this first semester were in Cheating and Classroom Usage.  AI remains a top factor in students being disciplined for cheating.  Classroom Usage is the driving force behind the extreme data changes.  What normally accounts for 20% of all technology related discipline events has increased to 87%.  FCS did see downward trending as the year went on so the semester 2 data will truly encompass the yearlong patterns of behavior.

Because the numbers are so skewed due to the distraction free policy, the 2025-26 school year will become a new baseline for evaluating progress in this area.

For the full, year-end numbers, technology related behavior incidences accounted for 34% of the total number of discipline events entered into Infinite Campus.  This is a slight drop from the mid-year numbers but a significant increase of 24% from last year’s final numbers*.  The overall breakdown across all grade levels for technology-related behavior events consisted of approximately 80% for Classroom Use (using technology when not allowed or for off-task usage), 12% for Cheating, 8% for Inappropriate Usage, and less than 1% each for Bullying and intentional Damaging of equipment. Regarding the distribution of technology-related behavior events, ES saw the lowest percentage at 2%, followed by MS at 8% and HS at 90%.

The year-end reflection on results to analyze data between years should be prefaced with an understanding that many variables changed this year which makes comparing year-to-year difficult.  This year the district implemented restrictions on personal devices, implemented a 1:1 Chromebook program at MS & HS, and saw the acceleration of Artificial Intelligence (AI) throughout all grade levels.

For year 4 data at the high school level, Cheating dropped to  12% of the discipline referrals due to the influx of referrals for the Classroom Usage category.  When looking at raw numbers, the number of Cheating incidents almost doubled from last year.  As with previous years, a majority of the incidents involved AI generated work and submitting work from peers. The majority of the technology-related behavior incidents were for Classroom Usage (using technology when not allowed or for off-task usage) at 84%.  This is a direct correlation to the new Distracted Learning policy change.  Although the numbers decreased from semester 1 to semester 2, it is still a prominent area of concern.

Middle schools saw Classroom Usage as their highest category at 47%, which is connected to the distracted learning policy. There was a distinct decrease in the Inappropriate Use category with a corresponding decrease in raw numbers from last year.  Cheating continues to be a growing concern, primarily focusing on AI events.  As for other categories, there were slight decreases in Bullying and Damage.

Elementary schools continued to see Inappropriate Use as the highest category, at 51%, a prominent decrease of 21% from last year.  However, Classroom Usage events increased by a large margin as well as Cheating.  The data shows that students utilizing unauthorized AI in their assignments is creeping into the lower grades.  9% of the ES technology-behavior events involved cheating.

Although a four-part AI Best Practices training series was rolled out this year for teachers, the district still has some work to do around changing instructional practices. The focus will continue to be on empowering teachers to engage students in AI usage.  The intent is to allow appropriate AI usage and work with students to document and disclose when and where AI was used to assist in the learning process.  For the 2026-27 school year, strategic AI lessons will be taught at the ES and MS levels, and the Ed Tech team will offer training and support to schools on AI instructional strategies.

Through the mid-point of the 2025-26 school year, 12 of the 43 schools (28%) offered a face-to-face and virtual event for their families that had informational sessions around topics of internet safety and digital citizenship.  Some of the events were combined within vertical teams, representing multiple schools, while others were individual schools.  This number is a decrease from last year’s mid-point.  However, there are still many more second-semester family engagement evenings planned or in the works.  Some schools are taking advantage of podcasts, alignments with Title 1 events and “rising” student nights.  One high point is that the overall attendance for the semester 1 events more than doubled to approximately 2,700 attendees.

36 schools (84%) provided information around internet safety, digital citizenship, or technology awareness through social media posts, school and class newsletters, Campus Messenger, and the school website.  Some schools shared information monthly while others were more random.  Total number of overall communication pieces shared were approximately 245 times.  It appears a greater emphasis was placed on school to home communication than face to face options, in part, due to the difficult time getting parents to attend school events in the evenings.  At the district level, our Communications department posted a monthly series of activities that corresponded to the classroom lessons. These posts went to all school social media pages and included at-home activities for parents to engage with their children on relevant topics.

Regarding baseline data for year 2 of Neptune Navigate, FCS has seen significant improvement compared to semester 1 of last year. Halfway through the year, schools should have been on target to complete at least 3 of the 4 digital citizenship lessons.  To this date, 30 schools have 75% or more students met that goal, an increase from 17 schools last year at this time.  The overall average target completion increased from 62% of the schools last year to 82% of the schools this year.    

By the end of the school year, the parent information nights focused on technology awareness for children saw a significant increase in participation this year, rising from 2,300 attendees to over 3,500.  The highest attendance in numbers comes from collaborative efforts between schools to multi-site events. Out of 43 schools, only 14 participated in parent engagement events focusing on technology awareness and digital citizenship. The majority are placing their efforts into digital communication which will be discussed next.

36 schools (84%) provided information around internet safety, digital citizenship, or technology awareness through social media posts, school and class newsletters, Campus Messenger, and the school website.  Some schools shared information monthly while others were more random.  Total number of overall communication pieces shared were approximately 483 times.

Engagement with Digital Citizenship lessons saw a much higher adoption rate than previous years.  This year, approximately 93% of students logged into the Neptune Navigate platform which contains the technology-rich lessons.  For lesson completion, 32 schools recorded delivery of 75% of the lessons (6 of 8).  This was a slight increase from last year.

A similar conversation with schools continues around a greater emphasis on school-to-home communication than face-to-face options, in part, due to the difficult time getting parents to attend school events in the evenings.  At the district level, our Communications department worked with our Ed Tech department to offer support to families in the area of digital citizenship. These posts went to all school social media pages and included at-home activities for parents to engage with their children on relevant topics. This year the district rolled out an online safety website in conjunction with our partner Linewize.  This site will provide educational awareness to families around the dangers of online activities, app vetting and cyber tips for families.  In addition, the Technology Department introduced Qustodio to families which offered parental controls to Chromebooks and personal devices free of charge.  This was well received by families.

Digital Citizenship lesson delivery and completion still has some improvement in both follow-through and logging sessions.  The department is working with schools to properly log student lesson completion.  Some schools continue to do whole class activities while forgetting to log student activity.  This negatively impacts the data showing student and school progress toward 75% completion goals. 

Overall, the 2025-26 school year saw positive progress in areas of home-school communication and also with respect to digital citizenship lessons.  With the increased efforts from the Technology Department supporting these initiatives, we are excited to see where the 2026-27 school year lands.