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

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

4. Evaluative Criteria Rating1
Assessment Quality 4 2
Test Administration 3
Quality of Learning
Equity of Learning

5. 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

6. 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

7. 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

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

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

10. 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%

11. 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%

12. 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)

13. 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)

14. 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

15. 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.

16. 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

17. 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

18. 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

19. 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.

20. 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

21. 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

22. 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

23. 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.

24. 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.

25. 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

26. 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

27. 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

28. 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

29. 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.

30. 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

31. 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

32. 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

33. 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

34. 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.

35. 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

36. 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