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.

• 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)

• 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%.

• 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)

• 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.

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.

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  

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.

• 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

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.

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.

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.

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.