AdvancED Timeline Due Date AdvancED Accreditation Milestones August 2016 Administered Stakeholder Surveys Sep. – Oct. 2016 Schools Completed Self Assessment Oct. – Nov. 2016 District Completed Self Assessment Nov. – Dec. 2016 Uploaded Documentation to ASSIST January 2017 Final Preparations made for External Review February 5 - 8, 2017 Host External Review

Student Performance Diagnostic The system utilizes student achievement and growth data from a variety of sources to make instructional decisions. Diagnostic Score = 4

Evaluative Criteria Rating 1 Assessment Quality 4 2 Test Administration 3 Quality of Learning Equity of Learning

Strengths College and Career Ready Performance Index Graduation Rate 87.8 (2012), 89.4 (2013), 90.1 (2014) 91.8 (2015 – highest district score in state), 92.5 (2016) Graduation Rate District average over 90% for last three years Increase of 4.9% since 2012 Georgia Milestones End of Grade Assessments Growth in Developing and Proficient in all areas Increases in Distinguished for math, science, and social studies Average Lexile score increase in grades 3-6 and 8 Percent of students scoring Distinguished is within the top two in the state for all grades in Math and ELA and at least two grades in both Social Studies and Science

Strengths Georgia Milestones End of Course Assessments SAT Growth in Developing Strong increases in Proficient and Distinguished Average Lexile score increase Percent of students scoring Distinguished is within the top five in the state for seven out of eight EOCs SAT Highest SAT score in metro-Atlanta Top score in GA for large districts (≥500) Above state (38-49 pts) and national (12-27 pts) averages Two high schools scored in the top 25 of the state Special Populations WIDA Average proficiency levels increased from 3.9 (2014) to 4.1 (2016) Subgroup performance

Opportunities Georgia Milestones End of Grade Assessments ELA – Students scoring at the Distinguished level Science – Growth evident, continue to push our students English Language Learners and Native American/Alaskan Native 7th grade Lexile performance Georgia Milestones End of Course Assessments Physical Science – Growth evident, continue to push our students English Language Learners WIDA ACCESS for ELLs 2.0 Consistent growth in upper grades

Stakeholder Feedback Diagnostic Forsyth County Schools administered the AdvancED surveys available to all stakeholders with complete fidelity. Diagnostic Score = 3.5

Evaluative Criteria Evaluative Criteria Rating 1 Questionnaire Administration 4 2 Stakeholder Feedback Results and Analysis 3

Overall Response Rates Student Surveys Parent Surveys Staff Surveys Overall Score: 4.29 Overall Score: 4.15 Overall Score: 4.36 Standard # Score 1 4.43 4 4.21 4.45 2 4.30 4.17 4.44 4.29 4.13 4.39 3 4.28 5 4.08 4.32 4.05 4.24 Response Rate % 49% 23% 89%

Survey Participation Demographics FCS Population Parent Survey Student ES Survey Student MS-HS Survey Female 48.51% 75.30% 51.36% 49.40% Male 51.49% 24.70% 48.64% 50.60% American Indian or Alaska Native 0.41% 0.64% 7.31% 1.79% Asian 17.32% 17.20% 16.54% 13.91% Black or African American 3.51% 2.61% 4.95% 3.69% Hispanic 13.22% 6.46% 13.70% 12.70% Native Hawaiian or Other Pacific Islander 0.06% 0.15% 0.83% 0.66% Two or more races 2.88% 2.53% 8.72% 6.98% White 62.59% 76.88% 61.65% 72.97%

Strengths Elementary Students Middle/High Students Staff Parents Teachers want me to do my best work (4.96) Principal and teachers want every student to learn (4.93) Middle/High Students High quality education is offered (4.34) Principal and teachers have high expectations of me (4.31) Staff School purpose is clearly focused on student success (4.59) Leaders expect staff members to hold all students to high academic standards (4.57) Parents Safe learning environment (4.43) High expectations for students in all classes (4.36)

Opportunities Elementary Students Middle/High Students Staff Parents My teachers ask my family to come to school activities (4.09) Principal and teachers ask me what I think about school (3.81) Middle/High Students All of their teachers change their teaching to meet individual needs (3.46) All students are treated with respect (3.43) Staff Staff data training (4.09) Parents Relevance of what is being taught with everyday life (3.87) Individualizing instruction (3.82)

Standard 1: Purpose and Direction Standard Score = 3.75 The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvements that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Standard Score = 3.75

Indicators & Ratings Indicator Rating 1.1 The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide purpose for student success. 4 1.2 The system ensures that each school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. 1.3 The school leadership and staff at all levels of the system commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills. 3 1.4 Leadership at all levels of the system implement a continuous improvement process that provides a clear direction for improving conditions that support student learning.

Strengths Vision and beliefs, strategic plan, Learner Profile, and continuous improvement process clearly document and communicate a systemic purpose Learner Profile provides a collective focus; guides work of the system Strategic plan supports vision; provides direction, clarity, and focus Systematic, comprehensive, and inclusive processes of continuous improvement utilized at all levels Leaders share beliefs and values; foster a culture of high expectations and learning “Whole child” perspective (Learner Profile) addresses social/emotional, academic, cognitive, and physical needs System maintains a multitude of purposeful improvement processes providing a clear direction for improving learning conditions     he system’s purpose is clearly stated in “living” documents that are embraced

Opportunities     he system’s purpose is clearly stated in “living” documents that are embraced Continue to strive for rigor and equity in all educational programs, experiences, and initiatives

Governance and Leadership Standard 2: Governance and Leadership The system operates under governance and leadership that promote and support student performance and system effectiveness. Standard Score = 3.33

Indicators & Ratings Indicator Rating 2.1 The governing body establishes policies and supports practices that ensure effective administration of the system and its schools. 3 2.2 The governing body operates responsibly and functions effectively. 4 2.3 The governing body ensures that the leadership at all levels has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. 2.4 Leadership and staff at all levels of the system foster a culture consistent with the system’s purpose and direction. 2.5 Leadership engages stakeholders effectively in support of the system’s purpose and direction. 2.6 Leadership and staff supervision and evaluation processes result in improved professional practice in all areas of the system and improved student success.

Strengths Responsible operational mechanisms that promote and support staff and student performance and expectations Autonomous leadership at all levels that is purpose-driven and consensus-driven shared and distributed Intentional focus on a high-performance culture that engages stakeholders commendably Research-based processes for monitoring and evaluating staff in a manner that impacts student success

Opportunities Analyzing policies and practices to guide direction for the professional growth of all staff including classified personnel and central office members Sustaining a high-performance culture while remaining consistent with the system's purpose and direction amidst continued growth and change

Teaching and Assessing Standard 3: Teaching and Assessing for Learning The system‘s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses. Standard Score = 3.25

Indicators & Ratings Indicator Rating 3.1 The system’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level. 3 3.2 Curriculum, instruction, and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. 4 3.3 Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectations. 3.4 System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success. 3.5 The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels.

Indicators & Ratings Indicator Rating 3.6 Teachers implement the system’s instructional process in support of student learning. 3 3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the system’s values and beliefs about teaching and learning. 3.8 The system and all of its schools engage families in meaningful ways in their children’s education and keep them informed of their children’s learning progress. 3.9 The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the student’s school who supports that student’s educational experience. 3.10 Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.

Indicators & Ratings Indicator Rating 3.11 All staff members participate in a continuous program of professional learning. 4 3.12 The system and its schools provide and coordinate learning support services to meet the unique learning needs of students. 3

Strengths Strengthened ability to meet the curriculum, instruction, and assessment needs of students throughout their K-12 experience through the implementation of Vertical PLCs Determination of instructional adjustments to increase student achievement through analysis of district wide assessment data TKES/LKES process used not only as an evaluation but as a tool to guide growth and improvement District modeling of job-embedded professional learning for leaders leads to continuous learning opportunities for teachers at the local school level

Opportunities Creation of consistent training and implementation expectations across all schools for mentoring, coaching, and induction programs due to rapid growth Implementation of grading and reporting is an ongoing and continuous effort

Resources and Support Systems Standard 4: Resources and Support Systems The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students. Standard Score = 3.125

Indicators & Ratings Indicator Rating 4.1 The system engages in a systematic process to recruit, employ, and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities and support the purpose and direction of the system, individual schools, and educational programs. 3 4.2 Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the system, individual schools, educational programs, and system operations. 4.3 The system maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff. 4.4 The system demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system. 4.5 The system provides, coordinates, and evaluates the effectiveness of information resources and related personnel to support educational programs throughout the system.

Indicators & Ratings Indicator Rating 4.6 The system provides a technology infrastructure and equipment to support the system’s teaching, learning, and operational needs. 3 4.7 The system provides, coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population being served. 4.8 The system provides, coordinates, and evaluates the effectiveness of services that support the counseling, assessment, referral, educational, and career planning needs of all students. 4

Strengths Financial Efficiency 5 Star rating Successful attainment of highly qualified staff Strategic planning process and focused pursuit of student achievement drives the district's resource planning Evaluation of learning resources and instructional media seeking new and more engaging learning resources regularly Systemic approach to technology encompassing infrastructure, devices, software, and staff Attention to the physical, social, and emotional needs of students through school nurses, counselors, and student support staff

Opportunities With about 4.2% growth in enrollment per year demand for engaging and highly effective education programs recruiting and funding staff positions Continued need of visionary facilities planning as more classrooms and programs are needed Further investment and transformation to continually provide the most effective services possible with student support and instructional needs increasing proportionately with enrollment

Continuous Improvement Standard 5: Using Results for Continuous Improvement The system implements a comprehensive assessment system that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement. Standard Score = 3.4

Indicators & Ratings Indicator Rating 5.1 The system establishes and maintains a clearly defined and comprehensive student assessment system. 3 5.2 Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions that support learning. 5.3 Throughout the system professional and support staff are trained in the interpretation and use of data. 5.4 The system engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level. 4 5.5 System and school leaders monitor and communicate comprehensive information about student learning, school performance, and the achievement of system and school improvement goals to stakeholders.

Strengths Data Teams process implemented at all levels impacting decisions made by schools and system FCS’s Strategic Plan, School/Department Continuous Improvement Plan process, Comprehensive LEA Implementation Plan (CLIP), GAPSS Analyses, and RTI process encompass data-driven needs Extensive communication of achievement and progress to all stakeholders; various methods include paper, electronic, and face-to-face presentations

Opportunities Continue to seek opportunities for international comparison Assist professional and support staff in the transition from data teaming to authentic professional learning communities Increase time/opportunity for professional and support staff, both at the school and district level, to evaluate, interpret, and use data when making decisions