PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
EXECUTIVE SUMMARY
PROPEL Initiative
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Forsyth County high schools had graduation rates of 85.8 percent in 2008, 87.5 percent in 2009, and 89.7 percent in 2010, all
significantly higher than the 2010 Georgia average of 80.8 percent. Although Forsyth County high schools have steadily increased the
graduation rate, opportunities for improvement still exist. In 2010, 10.3 percent of Forsyth County students did not graduate with a
diploma and on time. This equates to 205 students who entered the workforce ill prepared. The goal of the Forsyth County School
System is to lead the nation in the percent of students who graduate from high school. As an economic development issue, Forsyth
County must have an educated workforce to compete nationally and to attract and retain business and industry.
THE PLAN
In early 2010, the Cumming-Forsyth County Chamber of Commerce and the Forsyth County School System embarked on a joint effort
with a goal of leading the nation in the percentage of students who graduate from high school. The Chamber and the school system
created the initiative, PROPEL, Pathways for Reaching Opportunities in Preparing for Excellence in Life. The PROPEL Steering
Committee was charged with examining the obstacles and devising a plan to remove those obstacles and achieve the goal of leading
the nation in the percent of students who graduate from high school.
The Steering Committee reviewed research, gathered data, surveyed students and teachers, and interviewed middle and high school
educators. The Steering Committee also conducted an Education Summit with more than 140 community leaders who discussed the
issues and made recommendations. Additionally, the Steering Committee appointed Action Teams that benchmarked school districts
in the nation that had at least a 95 percent graduation rate and had an enrollment of more than 20,000 students. Based on all data
collected and the results of the benchmarking process, the Steering Committee devised a multi-year plan to significantly increase the
graduation rate. The key components of the plan are:
 Relate the Curriculum to Postsecondary Education and Careers
 Identify Potential Dropouts
 Establish Caring, Respectful School Cultures with High Expectations for All Students
 Use School Time and Physical Space Efficiently
 Expand Community Resources to Ensure Young Children Enter School with the Skills and Knowledge Needed to be
Successful
See Attachment A for the Action Plan Goal, Objectives, and Strategies.
BENCHMARKING PROCESS
In implementing the benchmark strategies identified in the Action Plan, Action Teams were appointed to create and conduct the
protocol for benchmarking process described below:
Select Benchmark School Systems
Select States to Consider – Texas, Louisiana, Mississippi, Alabama, Florida, North Carolina, South Carolina, Virginia,
Tennessee, Arkansas, and Colorado
Identify School Systems that have 95+ Graduation Rate and Have an Enrollment of at Least 20,000 Students
Determine Recommendations on School Systems that Meet the Criteria
Submit to Steering Committee
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PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Steering Committee Selects Benchmark school systems
Create Interview Protocol
Establish Interview Procedures
Determine Essential Components of Comparison Categories (i.e. CTAE Courses, On-line Learning)
Craft Questions for Each Essential Component
Submit to Steering Committee for Approval
Implement Protocol in Selected School Systems
Contact Each School System
Determine Contact Persons in the Benchmark School Systems
Plan Interview Process with Contact Person
Interview Educators Selected by the Benchmark School Systems
Analyze Data and Information
Formulate Recommendations
RECOMMENDATIONS
The recommendations from the Action Teams were based on the data collection efforts for more than one year, including school
district and community data, outcomes of the Education Summit, and findings resulting from the benchmarking process. Formulated by
the Action Teams, the recommendations were prioritized and sent to the Steering Committee. See Attachment B.
COMMUNICATION
The PROPEL initiative has, and continues to be, communicated to Forsyth County citizens in a number of ways. Local media have
provided several communiqués of PROPEL activities and meetings. A first-ever Forsyth County Education Summit was held on
September 10, 2010, and more than 140 participants discussed ways to increase the graduation rate. The Chamber of Commerce and
the Forsyth County School System have published information on their websites, and they have included information on PROPEL in
publications, videos, and presentations. A variety of community organizations and agencies have participated in PROPEL activities and
communications, as well.
In an effort to maintain the positive dialogue around increasing the graduation rate, the school system has created a PROPEL page on
the website www.forsyth.k12.ga.us – Search “PROPEL” blog. The PROPEL Steering Committee will continue to communicate
progress of action steps to the community. Additionally, PROPEL will lead celebrations of the successes of the initiative and
improvement in the graduation rate.
EVALUATION
The PROPEL Steering Committee will measure progress as action steps are implemented and completed. The R4 Digital Dashboard
(www.forsyth.k12.ga.us) of the Forsyth County School System and other instruments will be used to collect data needed by the
Steering Committee to determine success of the implementation of recommendations and whether they should be modified to ensure
the goal is met. Indicators of success include but are not limited to:
 Graduation Rate by School and by Student
 Evaluations Results of Professional Learning
Demographics
Activities
 Classroom Observations
 Number of At-Risk Students Who Are Identified and
Who Graduate
 Teacher and Administrator Annual Evaluations

Number of Students Who Are Provided Community
 Annual Student Survey
Services
 Annual Educator Survey

Number of Adults and Students Involved in the
 Annual Community Survey
Mentoring Program
CONCLUSION
In a cutting-edge process, the Forsyth County Schools partnered with the Cumming-Forsyth Chamber of Commerce to include the
community in conversations focused on the graduation rate. The process garnered a great deal of local involvement and support.
Additionally, the initiative went beyond the confines of the community to excellent school systems in the nation that were
demographically similar to Forsyth County and had graduation rates of at least 95 percent. The process itself was beneficial. Now,
with the resulting recommendations, Forsyth County is poised to dramatically increase its graduation rate.
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Pathways for Reaching Opportunities in Preparing for Excellence in Life
Attachment A
ACTION PLAN: GOAL, OBJECTIVES, & STRATEGIES
GOAL: The Forsyth County Schools Will Lead The Nation In The Percent Of Students Graduating From High School
OBJECTIVE I: To communicate to students, pre-kindergarten – twelfth grade, how the curriculum standards are relevant to
postsecondary education and to future careers.
Strategies:
1a. To ensure that teachers communicate through instructional strategies how the curriculum is important to future career
goals and postsecondary educational plans.
1b. To compare career, technical, and agricultural education (CTAE) courses to those of school systems in the nation that are
similar in demographics to Forsyth County and have at least a 95 percent graduation rate and to design and implement a
plan to improve these courses.
1c. To compare science, technology, engineering, and mathematics (STEM) courses to those of school systems in the nation
that are similar in demographics to Forsyth County and have at least a 95 percent graduation rate and to design and
implement a plan to improve these courses.
1d. To compare the Student Advisement Program of Forsyth County schools to that of school systems in the nation that are
similar in demographics and have at least a 95 percent graduation rate and to design and implement a plan to improve
this program.
1e. To compare the Counseling Program of Forsyth County Schools to that of school systems in the nation that are similar in
demographics and have at least a 95 percent graduation rate and to design and implement a plan to improve the
program.
OBJECTIVE II: To identify students who are most likely to drop out of school and provide educational and community programs and
services to them.
Strategies:
2a. To examine, plan, and modify the Student Information System to identify students who may drop out of school including
researching school systems in the nation that are similar in demographics to Forsyth County and have at least a 95
percent graduation rate.
2b. To compare Forsyth County School System’s programs and services for students who may drop out of school to those of
school systems in the nation that are similar in demographics and have at least a 95 percent graduation rate and to
design and implement a plan to improve the programs and services.
2c. To research and document community programs and services for students who are at-risk of dropping out of school, prekindergarten through twelfth grade.
OBJECTIVE III: To ensure that all schools and school personnel demonstrate genuine respect and care for all students and hold high
expectations for them personally and academically.
Strategies:
3a. To research, plan, and implement mentoring programs that focus on students who may drop out of school including
researching school systems in the nation that are similar in demographics to Forsyth County Schools and have at least a
95 percent graduation rate.
3b. Modify the Students Advisement Program and the Counseling Program to include caring respectful school cultures with
high expectations for all students, personally and academically.
3c. To encourage students to participate in extracurricular activities, clubs, and other school events.
OBJECTIVE IV: To ensure the effective use of school time and the efficient use of classrooms and other physical spaces.
Strategies:
4a. To analyze the current use of school time and physical space in Forsyth County schools and compare them to school
systems in the nation that are similar demographically and have at least a 95 percent graduation rate and to design and
implement a plan to improve the use of time and physical space.
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Pathways for Reaching Opportunities in Preparing for Excellence in Life
4b. To research, plan, and implement, if feasible, additional school days for students who may drop out of school including
researching school systems in the nation that are similar in demographics to Forsyth County schools and have at least a
95 percent graduation rate.
4c. To analyze the current on-line learning opportunities in Forsyth County schools and compare to school systems in the
nation that are similar in demographics and have at least a 95 percent graduation rate and to design and implement a
plan to improve and increase on-line learning.
OBJECTIVE V: To expand community resources to ensure young children enter school with skills and knowledge needed to be
successful.
Strategies:
5a. To research and document community programs and services for students, birth through pre- kindergarten.
5b. Create and implement a plan for the community that brings awareness of the issues of children, birth through four years of
age, and stresses the importance of activities that are appropriate for these children.
5c. To research and make recommendations regarding additional programs and services needed for children, birth through
age four, including researching communities in the nation that are similar in demographics and have exceptional programs
and services for these children.
FOR ALL OBJECTIVES
1.
2.
3.
Remove any obstacles that may interfere with the goal.
Provide resources educators need to implement the goal.
Communicate the goal, objectives, and strategies to the community.
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Pathways for Reaching Opportunities in Preparing for Excellence in Life
Attachment B
RECOMMENDATIONS PRIORITIZED
[Note: Numbering is for ease of reference only]
Short Term Implementation, High Impact
Long Term Implementation, High Impact
Short Term Implementation, Medium Impact
Long Term Implementation, Medium Impact
Currently Implemented, Evaluate Impact
SHORT TERM IMPLEMENTATION, HIGH IMPACT
Careers And Relevance Team Recommendations
1)
2)
Through collaboration with the Cumming-Forsyth County Chamber of Commerce, create a workforce investment board
comprised of community, business, and educational leaders with on-going discussions about economic and workforce
initiatives
Organize Professional Learning Communities by high school clusters that include feeder elementary and middle schools to
focus on improving student achievement
Professional Learning Team Recommendations
3)
4)
Include in the A+ Improvement Model (AIM) specific, measureable learning goals for identified at-risk students and/or targeted
subgroups
Provide additional professional learning focused on specific intervention strategies to support at-risk learners
Early Learning Team Recommendations
5)
6)
Focus the preschool curriculum on Georgia Early Learning Standards
Provide training to area daycare and church preschool parents on the transition to kindergarten
Communications Team Recommendations
7)
8)
Partner with the Chamber of Commerce to hold a second Educational Summit larger than the previous one to inform more
stakeholders
Design a one-page print piece and short video to communicate the graduation rate recalculation
LONG TERM IMPLEMENTATION, HIGH IMPACT
Careers And Relevance Team Recommendations
9)
Develop a CTAE Center/Career Academy closely aligned with technical, two-year, and four-year colleges
Programs And Interventions Team Recommendations
10) Provide a student-to-school connection plan from the point of enrollment to graduation with all of the “at-risk” indicators flagged
11) Identify transportation options for students in order for them to expand opportunities outside of school
12) Provide a 5.5 and 8.5 grade level and curriculum for students who are not meeting academic standards
Professional Learning Team Recommendations
13) Embed professional learning in a significant part of educators’ work-weeks to include learning and collaboration with
colleagues and addressing curriculum, assessment, instruction, and technology
14) Create authentic Professional Learning Communities to meet regularly to plan for instruction
15) Assign an individual to monitor the progress of each child and develop a graduation plan for students beginning in sixth grade
16) Develop a middle school dropout prevention committee to train middle school teachers and administrators in current best
practices and to share interventions
17) Provide professional learning strategies for maximizing the school day
18) Conduct vertical teaming activities, especially about at-risk students – primary to elementary schools, elementary to middle
schools, and middle to high schools
19) Collaborate about at-risk students – counselors, administrators, and teachers
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Pathways for Reaching Opportunities in Preparing for Excellence in Life
20) Use the Instructional Focus program as a means of monitoring students’ academic progress and advising them on
postsecondary options
Advisement And Counseling Team Recommendations
21) Create a peer-to-peer mentoring program that allows for at-risk students to work with successful peers
Early Learning Team Recommendations
22)
23)
24)
25)
Provide developmental preschool programs to serve children who are identified as at-risk and/or special needs learners
Provide transportation for preschool students from home-school location
Target at-risk learners at kindergarten registration and offer camps, literacy, and developmental packets for the family
Continue to develop strategic community partnerships that support effective parental engagement and family literacy
Learning Time And Physical Space Team Recommendations
26) Build into school schedules time for remediation during the school day
27) Revise grading and reporting policy to allow for 0.5 credits to be posted at the end of each semester
28) Explore the possibility of offering college classes in collaboration with nearby technical and/or liberal arts colleges
Policy Team Recommendations
29) Continue to refine policies and procedures at the system-level to provide flexibility for the schools
30) Local school leaders continue to use the flexibility from system-level authorities to take creative and differentiated approaches
to district challenges
SHORT TERM IMPLEMENTATION, MEDIUM IMPACT
Careers And Relevance Team Recommendations
31) Develop a marketing plan for CTAE and STEM courses to begin targeting students during their middle school years
Programs And Interventions Team Recommendations
32)
33)
34)
35)
Include school climate and culture discussions during Leadership Appraisal Cycle (LAC) team leaders’ meetings
Provide transition and readiness packets for parents at each major transition period
Identify a parent liaison at each school to identify family needs and supports
Provide newly enrolling students and their parents a handbook of resources and a library card to welcome them to the
community and encourage them to access community resources and supports
36) Encourage service learning opportunities at each high school
Professional Learning Team Recommendations
37) Utilize GaCollege 411 and Teachers as Advisors as a tool for education and career planning
38) Identify key leaders to train school-based personnel in the Student Information System (SIS)
39) Incorporate an annual Leadership Appraisal Cycle goal that specifically focuses on increasing the graduation rate and
reducing the dropout rate
40) Annually inform middle school leaders of former students who did not graduate/dropped out
41) Develop an efficient method to track the progress of former middle school students in high school
42) Develop a “graduation rate” for middle schools
Advisement And Counseling Team Recommendations
43) Increase student co-curricular and extracurricular participation by conducting an “open house” as part of students’ first day of
school
44) Publicize school clubs, organizations and extracurricular activities at sporting events
45) Use social media applications, such as Facebook and Twitter, as an effective and free method of communication with all
stakeholders
46) Include contact information for all clubs and organizations on the schools’ websites
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PROPEL
Pathways for Reaching Opportunities in Preparing for Excellence in Life
Early Learning Team Recommendations
47) Explore state and local grants to secure additional funding
48) Implement Early Childhood Coalition for County and Families to develop partnerships and initiatives
Technology Team Recommendations
49) Streamline and provide training regarding various responsibilities with the SIS
Learning Time And Physical Space Team Recommendations
50) Consider the effectiveness of virtual offerings that are facilitated by a content specialist and those that are not
Communications Team Recommendations
51) Update PROPEL website to include 2011-12 information and provide opportunities for stakeholders to get involved
52) Revise PROPEL video to include 2011-12 work
53) Create and deliver PROPEL presentations to school staff, local school councils, parents, student groups and other
stakeholders; place on website to reach additional people
54) Continue PROPEL updates throughout the year using existing Forsyth County School System print and electronic tools, as
well as the local media and Chamber of Commerce
LONG TERM IMPLEMENTATION, MEDIUM IMPACT
Careers And Relevance Team Recommendations
55) Obtain resources for Career, Technical, and Agricultural Education courses (CTAE) and Science, Technology, Engineering,
and Mathematics (STEM) courses through grant writing and creating community partnerships that provide resources through a
clear and systematic process of seeking outside resources, both financial and in-kind donations
56) Schedule a half-day professional development focus at the end of the first nine weeks of both first and second semesters to
review high school students’ grades and assign all failing students to an Instructional Focus group which could include peer
tutoring
Programs And Interventions Team Recommendations
57) Develop a list of programs and interventions that includes the target skills, fidelity requirements, fidelity checklist, personnel
who are trained at each school, and number of programs at each school
58) Incorporate Special Education Career Technical Instruction Specialists at each high school
Professional Learning Team Recommendations
59) Modify the advisement system to focus on postsecondary options and career planning
60) Develop “Ready for Kindergarten” and “Ready for Middle School” guidelines and provide professional learning for use at the
preschool, kindergarten, and fifth grade levels
61) Include dropout prevention in middle school AIM and professional learning plans
62) Review the results of implemented interventions
63) Target remedial resources for high school students, especially in mathematics
64) Develop specific, directed resources to address remediation in mathematics, reading and writing skills using technology-based
learning management systems
Advisement And Counseling Team Recommendations
65) Modify the current format of IF to one that provides a diverse enrichment program and an effective remedial program for
struggling students
66) Adapt school schedules in which co-curricular and extracurricular activities meet during the academic day
67) Implement a process for creating student-driven clubs and organizations
68) Create partnerships between families and schools, specifically targeting relationships with less involved families through
training and workshops
Early Learning Team Recommendations
69) Partner with the health department to add vision and dental screenings to Child Find efforts
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Pathways for Reaching Opportunities in Preparing for Excellence in Life
Technology Team Recommendations
70) Provide additional training to all staff on the warning signs of at-risk students
71) Monitor the progress of each student, providing additional training to the personnel involved
CURRENTLY IMPLEMENTED, EVALUATE IMPACT
Note: Many of the following items recommended by teams may be in place currently in Forsyth County Schools. These may be
evaluated for the level of impact and continued, improved, or removed, as appropriate.
Programs And Interventions Team Recommendations
72) Identify personnel to assist with the student-to-school connection opportunities
73) Utilize the key components of the Forsyth Academy Performance Learning Center in an effort to address student and family
needs
Early Learning Team Recommendations
74)
75)
76)
77)
78)
79)
80)
Continue to lobby for regulations to monitor and support preschool initiatives
Provide self-contained preschool and inclusion classrooms
Offer half-day preschool programs, morning and afternoon sessions
Continue partnership with ninth district and federal Head Start programs to track children
Continue Child Find efforts which target and track children from birth to age three, especially those considered at-risk
Continue Born Learning Initiative with United Way
Provide needed services to preschoolers including speech pathology specialists, occupational therapists, physical therapists,
and social workers
Professional Learning Team Recommendations
81) Improve the preparedness of students for postsecondary education and careers
82) Review the AIM plans and the professional learning plans at the end of each school year
Programs And Interventions Team Recommendations
83)
84)
85)
86)
Provide support for at-risk students in research-based programs
Use professional learning to include relevance of student-to-school connection strategies
Identify personnel to assist with the student-to-school connection opportunities
Utilize the key components of the Forsyth Academy Performance Learning Center in an effort to address student and family
needs
Learning Time And Physical Space Team Recommendations
87) Evaluate the effectiveness and funding of Instructional Extension
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