HCS Community-Inspired Strategic Plan Annual Report | Year 3 by henrycountyschools

TAKING ACTION TO ADVANCE IN PURSUIT OF OPPORTUNITIES | ACCESS |

We believe

every student can be...

...ready for Kindergarten

...ready to read and write at or above grade level each year with a curriculum rich in literature and languages

...ready for life with strong soft skills, personal health, and well-being

...ready for advanced coursework and successful in it at every grade level

...ready for college, career, and post-secondary successes with industry certiﬁcations, competitive test scores, and scholarship awards

OUTCOMES

AMBITIOUS GOALS

We will help every student be exceptional by:

• Accelerating learning opportunities and experiences for students

• Supporting e ective school leaders and teachers

• Engaging the community and stakeholders so that all students, families, employees and partners feel welcome and valued

• Supporting student and employee health and wellness

• Maintaining a high-performing operational culture

Henry County Schools’ governance team (i.e., the Board of Education) collaboratively developed the following Core Beliefs and Commitments in 2018 to unify the Board and the actions of the Board:

From the Superintendent

Dr. Carl Knowlton, PhD, Interim Superintendent

I am honored to share our remarkable progress over the past year on the path to realizing the goals established under our 2021-2026 Community-Inspired Strategic Plan.

The Henry County Board of Education values the community's voice, and in 2019, made a determined e ort to capture their hopes, dreams, and aspirations for our public schools. Community members, including students, families, government leaders, businesses, and Henry County Schools employees, shared their ideas through various engagement opportunities, such as in-person forums, for ways the district can shape policy to beneﬁt the county.

This Strategic Plan emerged primarily from those community engagement e orts, informing how the school district can prepare students for success and enable the county to derive beneﬁts well into the future.

Our collective commitment to fostering a dynamic learning environment and journey toward educational excellence for all students lives within various Tactics. These Tactics outlined in the Strategic Plan fall under ﬁve distinct Strategic Actions, which seek to:

•Advance and accelerate learning opportunities and experiences for all students

•Advance e ective school leadership and classroom instruction

•Advance connectivity to value and engage all students, employees, families, and partners in our growing community

•Advance student and employee health, wellness, and support structures

•Advance a high-performing operational culture

The contributions of our diligent and dedicated sta have been invaluable from Year 1 of implementing work toward these 2026 Strategic Plan goals. Through their commitment to empowering every student, we have realized remarkable headway in Year 3 in:

•Promoting literacy proﬁciency at every grade

•Developing competencies in robotics and coding, and STEM for our youngest learners, and achieving signiﬁcant progress in preparations for the projected 2027 opening of our inaugural STEM high school

•Preparing students for college, career, and life with in-depth introductions to and immersion into career pathways

•Leader recruitment, training, and retention e orts to ensure HCS delivers on its promise of a high-quality, world-class education for every student

•Strengthening community partnerships and community outreach e orts

•Prioritizing student and employee health and wellness to ensure HCS provides the best learning and working environments

•Enhancing operational structures through technology upgrades and capacity planning to improve operational e ciency and meet the needs of a rapidly growing community

E orts under these Tactics reached di erent stages of the district’s Research, Design, Invest, Implement, or Complete timelines this year, with many initiatives already accomplished ahead of or on track to reach full implementation before the 2026 target.

One of the cornerstones of the progress highlighted in the report has been our forward-thinking Board of Education and the relentless districtwide focus on student outcomes. However, the unwavering support and dedication of our HCS and extended communities remain the bedrock of our achievements.

This report underscores a commitment to positioning Henry County Schools as a leader in public education. Consequently, we will continue to strive for excellence, innovate with purpose, and advocate for positive outcomes for students, sta , and our entire community.

Our Governance Team

Dedicated to Opportunities, Access, and Outcomes

In November 2023, the Henry County Board of Education was named 2023 Governance Team of the Year in the Large Systems Category by the Georgia School Boards Association. The state’s most coveted award for a Board of Education recognizes the board/superintendent team that exempliﬁes a deep commitment to advancing student achievement and bolstering community trust and support for public education.

The 2021-2026 Community-Inspired Strategic Plan resulted from a bold initiative by the board in 2019 to capture the community's hopes, dreams, and aspirations regarding the school system. This community-centric approach, prioritization of student success, and focus on uniﬁed governance, accountability, and transparency not only led to the Governance Team award but also resulted in the board’s fourth consecutive Exemplary Board recognition. This Year 3 report captures the board’s ongoing e orts to fully commit to students, sta , and families in the district to ensure every student experiences an exceptional education every day.

A letter from Mrs. Sophe Pope,

As we reﬂect on the past year, I am ﬁlled with pride and gratitude for our incredible progress in advancing the district’s objectives. The 2023-2024 school year once again highlighted our strengths, resilience, and shared commitment to excellence in education.

Beyond triumphs in student and teacher endeavors, leadership, and governance, our ability to navigate novel challenges made it an exceptional year for Henry County Schools.

All Strategic Action areas of our Community-Inspired Strategic Plan are geared toward providing every student with every opportunity to excel. This Year 3 report reﬂects our prioritization of student success and highlights impactful initiatives and transformative outcomes.

With a Board of Education committed to the belief that a high-performing board results in a high-performing school district, we have been extremely intentional regarding the Strategic Actions pursued. Our commitment to responsible stewardship of resources has allowed us to achieve signiﬁcant milestones while maintaining ﬁscal responsibility.

The district is already reaping clear beneﬁts from investments made since Year 1 of the Strategic Plan initiatives. Thanks to our hardworking teachers and sta , their passion for education, and commitment to student success, there were many reasons to celebrate.

Community engagement has also been at the heart of our progress, and this report encapsulates our collective e orts and commitment to the district’s mission.

This year, we also embraced new instructional strategies, advanced technologies, and professional development initiatives to deliver the best learning experiences districtwide. Additionally, we fostered inclusive and supportive environments where all students can thrive academically, socially, and emotionally.

The education landscape continues to evolve, and this report reﬂects our steadfast commitment to working diligently so every student across the district is guaranteed access to a high-quality, world-class education.

I look forward to all we will accomplish as we strive to ensure the continued success and growth of Henry County Schools. Thank you for your unwavering support and for being a vital partner in our ‘Pursuit of Exceptional.’

Mrs. Annette Edwards, Board Vice Chair

Board Member since 2015

“Realizing Henry County Schools' mission and vision requires more than the e orts of the Board of Education, which is why I am proud to be part of a school district that values the community’s voice. The work highlighted under the various Strategic Actions represents the hopes and aspirations of sta , students, and our wider community, and I am excited to witness our continued growth.”

Dr. Pam Nutt

Board Member since 1997

“Henry County Schools achieved signiﬁcant milestones in Year 3, and I am tremendously proud of our dedication to prioritizing student success. The Board of Education remains committed to valuing voices from every corner of the county to ensure we continue to respond e ectively to the needs of our growing community.”

Mrs. Holly Cobb

Board Member since 2017

“I am proud to be part of a highly e ective governance team that is so deeply invested in empowering every student. Our ﬁve-year Strategic Plan, in reﬂecting the voice of the community, has guided us, ensuring an unwavering commitment to student success and our continued ‘Pursuit of Exceptional.’”

District 5

Mr. Makenzie McDaniel

Board Member since 2021

“Each of our 6,000 employees, from support personnel to teachers and leaders, is vital to our mission to create exceptional opportunities for our students and ensure their success beyond Henry County Schools. The Strategic Plan enables us to advocate not only for our students, but also for our valued employees as we seek to provide an exceptional environment in which to learn and work.”

District 4

DISTRICT PROFILE

Provided by the Henry County Board of Education

At-A-Glance HENRY ? Who

Priority Outcomes

is

3,325 graduates across 11 commencement ceremonies in May 2024

$64.3 million scholarship dollars earned by Class of 2024

87% graduation rate, 59% of graduates are pathway completers*

Advancing Opportunities

43,299 students projected across 53 schools for 2024-2025 school year

49 Career, Technical & Agricultural Education (CTAE) Pathways

3,268 college credits earned through dual enrollment

2,889 students enrolled in Advanced Placement courses

100+ Class of 2024 student-athletes signed letters of intent; 23 received Division I scholarships

Ensuring Access

8th-largest district in Georgia, 124th-largest district in the nation

19,177 families served at the Henry County Schools Welcome Center since 2021

317 buses in service totaling 1,864,906 miles driven during the 2023-2024 school year

1:1 access to digital student learning devices

7,015 student-athletes competing across 28 middle and high school sports programs

414 events hosted at 2 Performing Arts Centers for a total of 108,858 patrons

1,546 acres maintained, including 88 acres of natural sports turf, 22.5 acres of artiﬁcial sports turf

Responsible Stewardship

$561.4 million budget: 50% from local taxpayers, 49.7% from state funding, and 0.3% federal funding

97% of funds aligned to teaching, learning environment maintenance, and direct student services

$46 million invested in the 2021-2026 Community-Inspired Strategic Plan (non-personnel)

Exceptional Workforce

5,189 full-time employees: 3,347 certified employees and 1,842 classified sta 1,926 certified employees hold advanced degrees

Uniﬁed Governance

Henry County BOE is reigning Georgia School Boards Association (GSBA) Large System Governance Team of the Year with 51 years of collective experience as a Board

*Graduation rate reﬂects Class of 2023, as Class of 2024 data was not available by publication date.

In Pursuit of

Management–

Investing

Priority Student Outcomes YEAR 3

Bringing the hopes and dreams of our community to life.

Henry County Schools follows three Priority Student Outcomes to guide the work of the ﬁve-year Strategic Plan. Each Priority Student Outcome contains goals and metrics, which will serve as targets for impact.

1 Priority Student Outcome #1

Literacy Proﬁciency: HCS will advance opportunities, access, and outcomes for every group in literacy proﬁciency at every grade.

The Priority Student Outcome of Literacy Proficiency establishes the charge that Henry County Schools will advance opportunities, access, and outcomes for every group in literacy proficiency at every grade level. To ensure HCS leaders, teachers, and students maintain a laser focus on literacy growth and proficiency, these goals shifted from three areas to two in January 2024. The two goals within this Priority Student Outcome are:

1. Reading Growth from Grade to Grade

2. Reading and Writing at or Above Grade Level

| PSO 1 GOAL

Reading Growth from Grade to Grade

Contributing Work

The goal of Reading Growth from Grade to Grade has one metric, which examines the reading growth of HCS students in grades 2-8. Speciﬁcally, this metric examines the proﬁciency of students’ reading skills and compares performance from the spring of one school year to the student’s reading score in the spring of the following academic year. The growth calculation reports on the percentage of students who demonstrate expected growth (a year’s worth in a year’s time). HCS administers the Northwest Evaluation Association's Measures of Academic Progress (MAP) assessment and utilizes the assessment’s associated spring-to-spring reading growth targets for this metric.

The district’s goal is for every student to be reading at or above grade level or to receive systematic intervention and acceleration if they are not. To this end, HCS seeks to advance PreK-12 learning opportunities and experiences for all students. During the 2023-2024 school year, the following occurred to help ensure students are meeting their annual growth targets in reading:

• The Learning team introduced and provided ongoing professional development around High Impact Reading Strategies, coupled with ongoing adjustment and alignment of core resources in the Henry Teaching and Learning Standards (HTLS) to allow for synthesis of learning with teaching actions throughout HCS.

• The Exceptional Student Education team provided professional development and promoted the implementation of Fastbridge for teachers of students with disabilities, providing crucial progress monitoring insights into students with disabilities and their progression towards mastery of learning goals

• The Before and After School Enrichment (BASE) team continued its partnership with the Henry County Library System and the Henry County Sheri ’s Department Outreach Division, securing volunteers to read to BASE program students in elementary schools.

• The Learning team introduced upcoming shifts in the English Language Arts standards, which will be implemented in the 2025-2026 school year, to build familiarity and promote alignment with High Impact Reading Strategies promoted through professional development and allowed for intentional connections to Science of Reading initiatives throughout the nation.

• The Learning team held the Summer Literacy Summit, a two-day professional learning opportunity that emphasized the Science of Literacy and likewise provided insights into highly e ective, engaging, and targeted literacy instruction in elementary and secondary teaching circles.

•The Information Services team continued to develop the district’s new data visualization dashboard, HenryInsights, using key stakeholder feedback on what methods and data subsets are needed to promote district and school leader insights into ongoing literacy performance in the district.

•The ESE team provided ongoing professional development around e ective collaboration models with general education teachers to enhance e ective co-teaching teams, and likewise provided resources developed by the ESE department related to reading as well as strategies for working with students with dyslexia as a component of the Science of Reading initiative.

• The Information Services team expanded the district’s e-library to allow access for students who attend Impact Academy, Excel Academy, and the Academy for Advanced Studies.

•The Information Services team developed district and school reports aligned with Priority Student Outcome (PSO) 1 and associated Key Performance Indicators (KPIs). The reports provide district and school leaders with information about 2026 targets and annual progress.

•The Early Learning team continued to build pathways with community Pre-K providers and held its second Early Learning Summit to engage in a collaborative discussion about Kindergarten readiness and share resources available through the HCS Wellness Center.

•The Leadership Services team, using previously identiﬁed key leadership actions that move schools forward and increase student achievement, worked with school leadership teams to ensure KPI goals aligned with literacy performance were incorporated into Continuous School Improvement Plans (CSIPs) throughout the district. School and district leaders utilized the KPI goals to track participation and performance in Common Formative Assessments (CFAs) in English Language Arts.

•The Learning team provided targeted professional development for district leaders and teachers, identifying strategies to maximize teacher impact on student reading growth, including the High Impact Reading Strategies and requirements within the Science of Reading called for in the Read Act of 2023, which includes teacher preparation, coaching, and assessment adjustments to meet program requirements.

•The Performance team committed to research and guideline development to ensure a dyslexia screening process occurs in HCS using Amira. Amira will utilize an already existing instructional resource to help identify students at risk of dyslexia and provide necessary interventions and support to promote reading growth among this subset of students throughout HCS.

Monitoring our Progress

METRIC OPERATIONAL DEFINITION

Reading Growth from Grade to Grade

Growth is deﬁned as the student's actual change in reading ability compared to the expected change in a student's reading ability based on Reading MAP Assessment spring-to-spring projected and observed growth.

Averaging three years’ worth of baseline data from 2019 to 2021, Henry County Schools had 51% of students achieving a year’s worth of growth in a year’s time. The governance team established a goal of 65% of students meeting the reading growth target by 2026.

Despite a decline in school year 2023, performance rose to 50% of students meeting their spring-to-spring reading growth targets. While the increase is encouraging, the district is still below the baseline year as e orts continue to meet the 65% 2026 goal.

To address this challenge and strive for improvement, the district's schools continue to maintain a school-level goal oriented around improving reading at grade level percentages in schools. This focused approach aims to target and elevate students' reading proﬁciency levels.

During the 2023-2024 school year, the district conducted deep analysis and research to determine the best approaches to providing continued literacy education development for HCS teachers. To promote structured literacy instruction across the district, LETRS training is being provided to ensure there are literacy leaders in district o ces and throughout HCS. Coupled with a reﬁned approach to literacy instruction is the development of Disciplinary Literacy, allowing for a detailed and speciﬁc application of literacy instruction across all curriculum areas, including science and social studies and even mathematics.

As the district moves forward, it will remain dedicated to the mission of improving reading outcomes and ensuring that a higher percentage of students achieve their reading growth targets in the coming years. By utilizing data-driven strategies and fostering a culture of continuous improvement, HCS aims to meet the ambitious goal of 65% of students reaching the reading growth target by 2026.

| PSO 1 GOAL

Reading At or Above Grade Level

The goal of Reading at or Above Grade Level has ﬁve metrics, a shift from the prior PSOs, which had three reading at or above grade level goals, one for elementary schools, one for middle schools, and one for high schools. While each metric reported the same measurement – the percentage of students reading at or above the grade level Lexile band – the metrics are reported for three di erent groups of students: 3rd graders, 6th through 8th graders, and 11th graders using MAP. This more narrow and earlier focus was determined as a need for crucial insights into the literacy development of HCS students.

In January 2024, a shift in the PSO category called for the analysis of ﬁve literacy indicators: Kindergarten, 1st-grade, 3rd-grade, middle school (grades 6-8), and 11th-grade. For Kindergarten and 1st-grade students, the metric will be determined using the Amira Reading Mastery Score, which arrives at student reading levels through data reporting systems. The measure allows teachers and leaders to see a student’s relative reading strength based on their year and month in school, to help determine if a student is below, approaching, at, or above reading levels based on developmental milestones determined for the two grade levels.

To gauge reading proﬁciency, Henry County Schools previously employed the spring Measures of Academic Performance (MAP) assessment results for students in grades 1-8. The assessment determined the percentage of students whose Lexile scores fell within the grade level stretch band established by the Georgia Department of Education. This stretch band aligned with the one utilized in the state's Milestones assessment and the state's accountability system (CCRPI), ensuring consistency across evaluations. The PSOs were reported for grades 1-5 in elementary and 6-8 in middle schools.

This past winter, the Board of Education determined a shift in the metrics used to inform this PSO was necessary. Based on data collected from prior MAP administrations that included rapidly guessing percentages from test administrations, along with seeing a discrepancy in reporting that showed reading levels were much higher on the Georgia Milestones Assessment System, it was determined that the GMAS Reading at Grade Level indicator would serve as a more reliable indicator for the PSO than the MAP. Additionally, the information from the GMAS End-of-Course (EOC) Assessment provides a much-needed indicator to inform the readiness and reading health of our secondary students in HCS.

Contributing Work

HCS is committed to ensuring every student excels in reading and writing, performing at or above grade level by 2026. For those who require additional support, systematic intervention and acceleration strategies will be in place to foster their progress. With this vision in mind, HCS is dedicated to advancing PreK-12 learning opportunities and experiences for all students.

During the 2023-2024 school year, HCS made signiﬁcant strides to ensure students meet their annual growth targets in reading.

• The ESE team collaborated with the Learning and Performance team to develop evidence-based progress monitoring tools and ELA strategies tailored to meet the needs of ESE students districtwide. Additionally, targeted professional development was provided, focusing on the implementation of specially designed instruction to enhance written expression for students with disabilities.

• The Assessment team worked with school and district leaders to deepen their understanding of the MAP Assessment system, which provides leading indicators and predictive analytics to anticipate possible Milestones outcomes. The science behind using MAP data points to indentify students who are reading below, at, or above grade level was shared, along with strategic opportunities to select students for remediation and enrichment practices.

• The BASE team played a crucial role in promoting literacy by continuing to train over 200 community instructors on e ective literacy strategies as new BASE instructors were added to the program.

• The Assessment team provided guidance and ongoing monitoring of PSAT 8 and PSAT 10 administrations, which allows for insights into ELA and math readiness indicators. These observations were used to build leader knowledge of data insights from both assessments to help with strategic grouping and identiﬁcation of students for support and advanced learning opportunities throughout HCS middle and high schools.

• The Early Learning team, along with the Assessment team, met with Amira representatives to build a deeper understanding of Amira science and reporting features, and made adjustments to the Early Literacy Model to be implemented in the 2024-2025 school year. While keeping the framework for cycles of data calls with school leadership teams intact, insights from the assessment system will guide school and teacher decision making to promote growth among the earliest learners in Henry County Schools.

• The Information Services team partnered with the Performance and Early Learning teams to determine visualization needs for HenryInsights that are aligned with Amira insights, making data access and strategy streamlined and responsive for district and school leadership teams.

• The Leadership team partnered with the Learning team to develop a scope and sequence of learning and development aligned with literacy endeavors, ensuring a common cadence and synchronization of learning for leaders regardless of learning session or audience attending the professional development sessions. A common language, training arc, and learning scope and sequence were shared across leadership stakeholder groups to promote this continuity of strategy and growth.

Through the collective e orts of dedicated teams and leaders, HCS is on a journey toward achieving its literacy goals. With a commitment to continuous improvement, collaboration, and data-driven practices, HCS is conﬁdent in realizing its vision of empowering every student to thrive in reading and writing, ensuring a bright future for each learner.

Monitoring our Progress

Reading at or above Grade Level (Amira)

Reading at or above Grade Level (GMAS)

Students' reading at grade level is determined by meeting or exceeding the CCRPI Stretch Band Lexile grade level score based on the Georgia Milestones Assessment System

Reading at or above Grade Level on State Assessments (GMAS)

Students' reading at grade level is determined by meeting or exceeding the CCRPI Stretch Band Lexile grade level score based on the Georgia Milestones Assessment System

Updated Metrics Clariﬁcation

HCS averaged three years' worth of baseline data from 2020-2021 through 2022-2023 utilizing Georgia Milestones performance for elementary, middle school, and high school indicators. The governance team, based on these baselines, re-established an ambitious target of 67% of students reading at or above grade level by 2026. Returns from the 2024 Georgia Milestones results revealed a gain in middle school performance by one percentage point from the baseline. Third-grade performance decreased by three

percentage points from the baseline, from 59% to 56%, while 11th-grade performance maintained the baseline level of 64%.

Data to inform the Kindergarten and 1st-grade baselines were collected during the spring 2024 end-of-year Amira assessment, with 2026 goals for both indicators set at 49%.

In response, HCS is taking proactive measures to address any potential gaps in reading foundations that may have been overlooked due to a focus on phonics in the ﬁrst iterations of the Early Literacy Model. To ensure a comprehensive approach to early literacy development, the Henry County Reading Model for early elementary teachers in the 2023-2024 school year reemphasized other critical reading foundation skills, including ﬂuency and comprehension skills. This holistic approach aims to foster the well-rounded development of early literacy in young learners.

High Impact Reading Strategies will be a primary focus of teacher professional development in the coming year. Additionally, HCS provided 2023 summer learning and enrichment opportunities, which included the introduction of the ﬁrst Early Kindergarten experience, providing expanded opportunities for students to receive essential literacy instruction.

By addressing the identiﬁed challenges and implementing targeted initiatives, HCS is determined to enhance reading proﬁciency among its students, ensuring a brighter future for every learner.

Priority Student Outcome #2

Readiness to Learn and Access to Learning

2

The Priority Student Outcome of Literacy Proﬁciency establishes the charge that HCS will advance opportunities, access, and outcomes for every group in readiness to learn at every level. There are four goals within this Priority Student Outcome:

1. Beginning Kindergarten Ready

2. Participation in Advanced Coursework

3. Participation in World Languages Programs

4. Student Connectivity

| PSO 2 GOAL

Beginning Kindergarten Ready

The goal related to the readiness levels of students who enter Kindergarten is informed by the GKIDS Readiness Assessment. Previous years’ performance data was used to establish a district baseline for GKIDS Readiness.

Contributing Work

• The Early Learning Birth-to-5 website was created and is available to the HCS community to provide vital insights into the needs of the district’s early learners, including comprehensive support resources and readiness activities geared toward future HCS learners.

• The Early Learning team continued exploring and researching resources, program designs, and materials for comprehensive evaluation and and acquisition of Birth-to-5 resources.

• Elementary schools continued the Kindergarten experience started in the summer of 2023, with a speciﬁc focus on providing a headstart on learning for students enrolling in Kindergarten for the 2024-2025 school year. This experience aimed to better prepare children for their upcoming Kindergarten journey.

Monitoring our Progress

Beginning Kindergarten Ready Kindergarten ready includes foundational skills such as emotional readiness, ﬁne motor skills, oral and receptive language skills, social skills, and basic literacy and math skills.

Based on two years’ worth of baseline data from 2019-2020 to 2020-2021, HCS observed that 34% of students entering Kindergarten were identiﬁed as "Kindergarten ready" according to Georgia's GKIDS Readiness Check. The state deﬁnes readiness as demonstrating skills in at least two of the three assessed domain areas: School Success, English Language Arts, and Math. The governance team set a goal of 44% of students beginning school Kindergarten ready by 2026.

During the 2023-2024 school year, 38% of HCS students started Kindergarten ready, reﬂecting an increase from the 2022-2023 performance of 36% while showing a four percentage point increase compared to the baseline average.

Looking ahead to the 2024-2025 school year, HCS will continue to strengthen and expand partnerships with community Pre-K providers to further improve Kindergarten readiness outcomes for students.

Recognizing the signiﬁcance of the ﬁrst six weeks of school in assessing readiness, summer programming was thoughtfully designed and o ered during the summer of 2023 and continued during the summer of 2024. This programming provided newly enrolled Kindergarten students with an opportunity to learn and practice essential Kindergarten readiness skills, empowering them to thrive as they embarked on their educational journey.

Through continuous growth, data-driven strategies, and a collaborative approach with community partners, Henry County Schools is dedicated to nurturing Kindergarten readiness in its youngest learners. By fostering a solid foundation of skills, knowledge, and motor development, HCS strives to ensure that every child starts their educational journey with the conﬁdence and readiness to succeed.

Participation in Advanced Coursework

The goal of increasing student participation in advanced coursework is measured through one key metric, which calculates the percentage of students enrolled in advanced courses that go beyond their current grade level designation or any course designated as accelerated, Advanced Placement (AP), Honors, or Dual Enrollment. This metric only includes students in grades 3-12. For accurate reporting, the percentage of students included in this metric reﬂects unique individuals enrolled in qualifying courses. In other words, students who are enrolled in multiple advanced courses are only counted once in the calculation. Additionally, to be considered in the metric, students must successfully complete at least one semester of a qualifying course and receive a ﬁnal grade for that semester.

By focusing on an advanced coursework metric, HCS aims to encourage more students to participate in challenging and advanced coursework opportunities, providing them with enriched educational experiences. Through such e orts, HCS strives to foster a culture of academic excellence and prepare our students for future success in higher education and beyond.

Contributing Work

• A team of district leaders implemented revised advanced math placement criteria, which was included in the recently developed Henry Solves programming that includes revised math standards from the Georgia Department of Education.

• An additional advanced coursework opportunity was o ered in every HCS elementary school by expanding the advanced math curriculum and course o erings to all 3rd graders for the ﬁrst time in the 2023-2024 school year.

• As a result, advanced coursework percentage participation grew in every HCS elementary school in the 2024 school year.

• Revisions to the Advanced Placement recruitment support materials and student advisement documents based on feedback from and in collaboration with the HCS Counseling O ce were utilized in identifying students for advanced coursework opportunities in schools.

• The Learning team worked with a committee to recommend best practices around universally screening students for gifted and talent services, with a promise that all elementary and middle school students will be screened utilizing a blend of already acquired assessments used within the typical operating plans of the school year (MAP, PSAT/NMSQT, Amira).

• The Human Resources and Learning teams provided gifted endorsement opportunities in Henry County Schools, increasing the number of gifted teachers across the district in 2023.

• Through the continued work of enhancing gifted identiﬁcation processes, the gifted population of HCS students has grown from roughly 2,500 students in school year 2023 to over 2,800 students in school year 2024, an increase of nearly 12%.

• The Career, Technical, and Agricultural Education team partnered with the Leadership team and developed plans to expand access to CTAE courses through the Henry County Online Academy.

• Similarly, additional honors course pathways were identiﬁed using the Henry County Online Academy course o erings for the 2024-2025 school year.

• The Learning, Counseling, and Leadership teams continued to partner and utilize the Get Ready for AP summer camps and AP Summer Institute to promote readiness and success in upcoming AP coursework participation.

• Resources and processes were designed for schools regarding the Equity Lab partnership, with one additional school being added for school year 2024. Resources and ongoing professional development were implemented for school counselors on the current processes for dual enrollment.

• PSAT 8/9 and PSAT 10 were universally o ered to 8th-grade students in all middle schools and all 9th- and 10th-grade students in high schools through HCS during the 2023-2024 school year, increasing participation in both areas in school year 2024.

•Professional learning was provided to middle school and high school stakeholders on the beneﬁts of PSAT 8/9, PSAT 10, and AP Potential to inform student advisement toward enrollment in advanced coursework.

• Secondary school administrators attended professional learning on the beneﬁts and implementation of the Honors Instructional framework. Additional professional learning was provided to secondary administrators and counselors on using AP Potential for student advisement. Finally, a review of AP courses currently o ered through HCS and the processes for inviting students into AP courses was conducted in consultation with counselors and content coordinators.

• The CTAE team partnered with students at AAS to create communication materials highlighting CTAE programs in HCS. In 2023-2024, CTAE launched Tomorrow’s Teachers Today in partnership with Southern Crescent Technical College and is preparing to launch Tomorrow’s Healthcare Today through Piedmont Henry Hospital and Gordon State College and University.

• As a result, dual enrollment increased by nearly 45% in HCS, with over 3,700 courses being a orded to HCS learners in 2024.

• A Comprehensive School Counseling Program (CSCP) framework was designed and a corresponding program assessment has been implemented. This will ensure consistency in the advisement process across HCS.

• A resource toolkit was created and shared with school counselors and is being integrated into HenryConnects. Professional development was provided to ensure consistency in the use of PSAT 8/9 and PSAT 10 data within the advisement practices within HCS to identify students for advanced coursework.

Monitoring our Progress

Participation in Advanced Coursework

Advanced coursework is any course beyond a student’s enrolled grade level designation and/or a course that is designated as Accelerated, Advanced Placement, Honors, or Dual Enrollment.

Averaging three years’ worth of baseline data from 2019-2020 to 2021-2022, Henry County Schools had 23% of students in grades 3-12 participating in advanced coursework, with on average 7% of elementary students, 10% of middle school students, and 42% of high school students participating in advanced coursework. The governance team established a goal of increasing that percentage to 34% of students participating in advanced coursework by 2026. As a result of the ambitious work of district and school leaders, HCS met the 2026 goal of participation in advanced coursework during the 2023-2024 school year.

| PSO 2 GOAL

Participation in World Languages

HCS calculated baseline data from three school years from 2018-2019 to 2020-2021, examining the percentage of students who completed one semester of a World Languages program, utilizing Georgia’s course catalog to deﬁne qualifying courses. Prior to the 2023-2024 school year, HCS World Languages courses were o ered primarily from 6th to 12th grade. Beginning in school year 2024-2025, every elementary school in HCS will have a World Languages program and teacher.

To establish a baseline for comparison, HCS calculated data from three school years from 2018-2019 to 2020-2021. Only students who successfully completed one semester of a World Languages program were included, and each student was counted only once per year (even if they participated in more than one World Languages course). Through this commitment, Henry County Schools is

Through this commitment, HCS is dedicated to ensuring that all students have the opportunity to engage with diverse content, literature, and resources, while also fostering linguistic and cultural proﬁciency through World Languages programs. By providing access to such enriching experiences, the district seeks to empower its students to thrive in an increasingly interconnected world.

Contributing Work

• The Student Services team continued implementing and enhancing advisement processes and procedures for students and families. This will ensure families are aware of World Languages opportunities within the district and the World Languages prerequisites for post-secondary options.

• The Data team continued to collect data on enrollment in World Languages programs during 2023-2024 and provided PSO dashboards, enabling school and district leadership teams to analyze baseline metrics for the PSO and to determine strategies for increasing opportunities and access at middle and high schools.

• Leadership team members provided insight into PSO outcomes with a focus on strategic scheduling and monitoring of course enrollment in World Languages as well as other access PSO metrics in the development and monitoring of School Improvement Plans.

• The district provided an elementary school allotment for a World Languages teacher to all elementary schools for hiring an instructor in the 2024-2025 school year.

• The district established and planned for World Languages advisory meetings and a timeline to build interest.

While the primary work of increasing access to World Languages programs will occur during the 2024-2025 school year with the inclusion of World Languages programs at the K-5 level, some processes were established during the 2022-2023 school year that will contribute to increasing access for every child to World Languages programs.

Monitoring our Progress

Participation in World Languages Programs

A variety of World Languages programs are available within each grade band, ES (K-5), MS, and HS, shown by % student participation in World Languages courses.

Averaging three years’ worth of baseline data from 2019-2020 to 2021-2022, 22% of HCS students in grades K-12 completed at least one semester of a World Languages course each year. The district established a goal of 70% of students participating in World Languages courses by 2026, with the governance team desiring 100% participation at the elementary level. During the 2023-2024 school year, World Languages access was maintained from the previous year’s performance of 24%.

While the 24% performance may be o the mark from the 2026 goal, a ording a World Languages opportunity to the nearly 25,000 elementary school students will push the district’s performance in this area closer to its goal at the completion of the 2024-2025 school year.

| PSO 2 GOAL Student Connectivity

The goal related to Student Connectivity is associated with two key questions from the Georgia Student Health Survey, administered yearly to students in grades 3-5 for the elementary survey and grades 6-12 for the high school survey. The questions selected focus on the percentage of students who responded favorably, a rming that they had a trusted adult in the building they could turn to when they needed help. This is tightly aligned with HenryCares e orts, which launched in the 2020-2021 school year.

Contributing Work

• In 2021-2022, HCS added a full-time Mental Health and Wellness Facilitator to every school to support sta and student wellness.

• HCS uses an internal HenryCares survey, administered outside of the Georgia Student Health Survey, to help monitor student and school health formatively with beginning and end of the year measurements. Data from the tool is used to provide targeted support to meet the needs of students and sta at each school.

• HCS developed a comprehensive health and wellness toolkit and aligned resources for all district employees.

• Trauma-informed practice, conditions for learning, and wellness training are provided to all sta through our Mental Health and Wellness Facilitators. MHWFs receive extensive train-the-trainer professional development and onboarding on trauma and mental health.

Priority Student Outcome #3

College, Career, and Life Ready

The Priority Student Outcome of College, Career, and Life Ready establishes the charge that Henry County Schools will advance opportunities, access, and outcomes for every student group in college, career, and life-ready skills post-graduation. There are three goals within this Priority Student Outcome:

1. Graduates Meeting Course Requirements for College Admission

2. Graduates Completing Industry Certiﬁcations or Career Pathways

3. Graduates Meeting College Readiness Benchmarks:

a.ACT/SAT Participation

b.ACT/SAT ELA Readiness

c.ACT/SAT Math Readiness

d.Participation and Performance on the PSAT 8 and PSAT 10

| PSO 3 GOAL Graduates Meeting Course Requirements for College Admission

As the district seeks to ensure graduates are college, career, and life-ready, HCS will increase the number of graduates who meet the acceptance requirements for post-secondary education opportunities based on the University System of Georgia’s college admission standards.

Contributing Work

• HCS used a 6-12 comprehensive college/career readiness management system to ensure students are on track to graduate with the option to pursue college, career, or military aspirations.

• The district used an Academic Plan tool embedded into the HCS student information system to monitor student progress toward graduation and ensure students completed courses needed to qualify for HOPE scholarships.

• The district universally administered the PSAT 8 and PSAT 10 to provide early feedback to students on areas of strength and need before taking the ACT or SAT college entrance exam in 11th and 12th grades.

• The district developed district and school reports aligned to PSO3. The reports provide district and school leaders with information about 2026 targets and annual progress.

Monitoring our Progress

Baseline performance for the percentage of HCS graduates who met the University System of Georgia’s college admission standards was established using the 2022-2023 school year’s data. Baseline performance data and national trends in college entrance exam participation are currently under review. The district target for this PSO metric was established in fall 2024.

| PSO 3 GOAL Graduates Meeting College and Career Readiness Benchmarks

The district’s goal is to increase the percentage of students who meet college readiness benchmarks in English Language Arts (ELA) and math using the college readiness scores established by the ACT and College Board (SAT suite of assessments). The ACT and College Board each establish performance metrics for students who are likely to be successful in college-level coursework. HCS evaluates the number of graduates who earn a 22 on the ACT reading subtest and those who are designated as college ready in reading by College Board (as measured by the SAT) to determine the number of graduates who are ready for college ELA coursework. The corresponding ACT and SAT math metrics are utilized to calculate the HCS graduates' math readiness. Additionally, to ensure more HCS students are a orded access and opportunities to demonstrate college readiness, an ACT/SAT participation PSO element was added in early 2024.

Contributing Work

• School counselors met regularly with students to complete the scope and sequence of college/career readiness and parent information sessions that were provided in spring 2024.

• School counselors and graduation coaches utilized a college access management system and students used the platform to complete Bridge Bill career and college readiness requirements and assessments.

• The Performance and Assessment teams worked to ensure increased opportunities for PSAT 8 and PSAT 10 in middle and high schools to build familiarity and exposure to the assessments to promote more participation and improved performance on the SAT/ACT.

Monitoring our Progress

Readiness Graduates who are ready for college level coursework in the area of math as deﬁned by meeting ACT or SAT college readiness

Baseline data for the percentage of HCS graduates who are ready for college-level ELA (54%) and math (30%) coursework was shared with the governance team during the summer of 2022, and district 2026 goals were established in both content areas. A goal of 70% was established for graduates who are ready for college-level coursework in the area of ELA, while a goal of 50% was established for the same indicator in mathematics.

Baseline measures for the ACT/SAT Participation percentage, by contrast, were established in 2024 using data from the 2023 graduating cohort to inform the metric. The board established a 2026 goal of 48% participation by 2026 based on the baseline measure of 38%.

In the 2023-2024 school year, 57% of graduates were identiﬁed as meeting reading college readiness benchmarks in ELA. The four percentage point increase from 2022-2023 marks a 16 percentage point increase since the 2021-2022 school year. The promising rise provides hope that the district goal of 70% is attainable in the remaining two years of the Strategic Plan’s lifespan.

While ELA performance increased, a 23% measure of graduates meeting college readiness benchmarks in math represents a two percentage point decline from the prior year. While the ACT/SAT participation rate decreased by two percentage points, increases in PSAT participation provides promise that increased exposure to the assessment and more student interest will yield improved results in these categories in years to come.

| PSO 3 GOAL

Participation in and Performance on PSAT®

HCS seeks to increase the percentage of eighth- and tenth-grade students who participate in PSAT 8 and PSAT 10, respectively, as well as the performance of students on the PSAT. Speciﬁcally, the PSAT 8 and PSAT 10 performance metrics provide information on the percentage of HCS students who meet at least one of the College and Career Readiness indicators (i.e., math, reading/writing, or both) to provide schools with data to design targeted interventions to ensure college readiness. The district team established 2026 goals for PSAT 10 metrics in the summer of 2022 and for PSAT 8 metrics in the summer of 2023.

Contributing Work

•The district universally administered the PSAT 8 to 8th graders and PSAT 10 to 10th graders.

•Ongoing professional learning for district and school leaders focused on leveraging PSAT 8 and PSAT 10 data to guide students’ instructional experiences and ensure they are ready for college and career options after graduating from HCS.

•The district created a school counselor resource toolkit that includes information about how to use PSAT 8 and PSAT 10 data during course selection guidance processes.

•The district provided professional learning for middle and high school test administrators on the logistics and beneﬁts of o ering PSAT access to 8th and 10th graders.

Monitoring our Progress

*2021-2022 was the ﬁrst year of universal implementation of PSAT 8 for 8th-grade students

The 2021-2022 school year was the ﬁrst year Henry County Schools o ered universal administration of the PSAT 8 to 8th graders: 84% of 8th-grade students participated, establishing a baseline level of performance for this metric. The governance team established a 2026 target of 90% participation. In 2022-2023, 90% of 8th-grade students participated in the PSAT 8, representing a six percentage point increase over baseline performance and meeting the 2026 participation goal. Growth continued in the 2024 school year as participation increased yet again by two percentage points to 92%.

In 2021-2022, 16% of 8th graders taking the PSAT 8 met the College Board's college-ready benchmarks. Student performance in the 2021-2022 school year determined the baseline for this metric. The governance team established a 2026 target of 22% of 8th-grade students meeting college-ready benchmarks on the PSAT 8. In 2022-2023, 17% of 8th graders met the college career benchmark, a one percentage point increase from baseline performance. However, compared to their 2023 counterparts, the 2024 8th-grade participants saw a three percentage point decline in performance to 14%.

Averaging three years’ worth of baseline data from 2019-2020 to 2021-2022, HCS had 62% of 10th-grade students participating in the PSAT 10 assessment. Participation decreased to 45% during the 2021-2022 school year. In the summer of 2022, the governance team set a 2026 goal of 85% participation. By streamlining communication with schools and families, improving test registration procedures, and aligning administrative procedures at each high school, HCS was able to signiﬁcantly improve participation in 2022-2023 to 80%, a 35 percentage point increase over the previous year. In school year 2023-2024, participation increased to 87%, which exceeded the 85% target by two percentage points.

Averaging three years’ worth of baseline data from 2019-2021, 24% of HCS students who met college readiness benchmarks took the PSAT 10. The percentage of students who met college readiness benchmarks decreased in 2021-2022 to 18%. In the summer of 2022, the governance team established a PSAT 10 performance 2026 goal of 38%. In 2022-2023, 15% of 10th-grade students met college readiness benchmarks, a three percentage point decrease from the previous year. In 2023-2024, performance increased by one percentage point to 16%.

| PSO 3 GOAL

Graduates Completing Industry Certiﬁcations

or Career Pathways

Contributing Work

The district seeks to examine the impact of the K-12 experience on Henry County Schools graduates. Speciﬁcally, HCS seeks to collect information from graduates to determine how many complete industry certiﬁcation, persist through post-secondary degree programs, or are eligible for high-skill workforce options within four years of graduating from high school.

• The district began research in preparation for the development of a district tool to measure this metric is in progress

• The district reﬁned the PSO deﬁnition and publication of the metric in HenryInsights for analysis and continued strategic action.

Monitoring our Progress

Baseline data for the percentage of HCS graduates who completed industry certifications or career pathways was collected in spring 2024, with baseline metrics and operational definitions being defined. While the board will set a district goal in fall 2024, this past school year yielded a one percentage point gain over the baseline in one year.

To achieve the Priority Student Outcomes that our Board of Education and community stakeholders have set as goals of our ﬁve-year plan, HCS has developed and is implementing ﬁve Strategic Actions designed to guide us and inform our work.

STRATEGIC Advance PreK-12 learning opportunities and experiences for all students.

ACTION

STRATEGIC Advance e ective school leadership and classroom instruction.

ACTION

STRATEGIC Advance connectivity to value and engage all students, employees, families, and partners in our growing community.

ACTION

STRATEGIC Advance student and employee health, wellness, and support structures.

ACTION

STRATEGIC Advance a high-performing operational culture.

ACTION 1

STRATEGIC Advance PreK-12 learning opportunities and experiences for all students.

for EVERY Kid

When Strategic Action 1 is fully realized over the remaining two years, every student in Henry County Schools will be reading at or above grade level or receiving systematic intervention and acceleration. Students will be able to write proﬁciently about what they read and successfully communicate through their writing. HCS students will enter school Kindergarten-ready and will have an enhanced K-12 experience with access to accelerated learning, STEM educational opportunities, and Fine Arts programming.

To accomplish the community-inspired goals set forth under this Strategic Action, the following statements were developed and are being realized through a multitude of Initiatives and Tactics:

Initiative 1:

Initiative 2:

Initiative 3:

Initiative 4:

Initiative 5:

Create a community of powerful readers and writers.

Increase exploration of, access to, and participation in advanced content coursework and experiences.

Expand Science, Technology, Engineering, & Mathematics (STEM) opportunities at every school and across the district.

Expand Fine Arts at every school, and across the district.

Expand student knowledge and skills around wellness, well-being, and real-world connections along with access to the Academy for Advanced Studies, other academic academies, and World Languages programs.

Initiative 6:

Establish ﬁrm partnerships with Henry County early childcare providers and other community partners.

HENRY READS

Henry County Schools is deeply invested in developing policies that promote literacy and create a community of powerful readers and writers. This school year, in alignment with the district’s 2021-2026 Community-Inspired Strategic Plan, HCS implemented initiatives speciﬁcally targeting professional learning opportunities and the integration of high-quality instructional resources into the curriculum for all grade levels.

HCS employed a three-pronged strategy to advance literacy and cultivate a powerful community of readers and writers.

EMPOWERING EDUCATORS

DESTINATION 2026 TACTIC TRACKER

Tactic 1.1.1 | DESIGN to IMPLEMENT Create a community of powerful readers and writers.

The Henry County Board of Education recognized the need for core instructional literacy tools, and in a collaborative e ort, HCS educators and administrators identiﬁed resources designed to enrich literacy instruction across the district. The joint e ort to optimize academic advancement resulted in the district investing in and maximizing the use of core standards-aligned resources, such as the Houghton Mi in Harcourt suite of instructional materials.

Speciﬁc to English Language Arts, HCS acquired the “HMH Into Reading” curriculum, a unique and specially designed literacy program for Kindergarten to third-grade students. This comprehensive program ensures educators have access to a substantial collection of diverse materials that cater to students’ unique needs. These tools further equip teachers to design learning experiences that deliver robust instruction and foster strong student outcomes in reading and writing.

EMPOWERING LEADERS

To support the e ective implementation of new resources, HCS’ English Language Arts Department hosted professional learning opportunities for district leaders, administrators, teachers, and instructional coaches. The comprehensive sessions held throughout the school year targeted high-impact instructional reading strategies that included coaching on read-aloud, shared reading events, close reading, writing about reading, and vocabulary development.

The professional learning experiences also promoted the Paired Texts strategy – pairing two written works that share common themes, topics, or literary elements. Readers analyze the selected pieces, comparing and contrasting the texts to deepen their understanding and critical-thinking skills.

SA1

EMPOWERING STUDENTS

Ensuring a high-quality, world-class education for every student includes providing all HCS students with opportunities to become strong readers and writers. Through the yearlong series of professional learning opportunities and the development of instructional guidance resources, HCS developed e ective and uniform practices in literacy instruction aligned with the district’s Henry Teaching and Learning Standards. The lesson progressions outline how to e ectively leverage district-provided resources and curriculum guidelines to build a community of powerful readers and writers according to grade level.

“In Henry, we believe every student should have the opportunity to become a strong reader and writer,” Dr. Akbar added. “That vision will come to fruition when teachers integrate reading and language as part of literacy instructional practices and ensure students read and write daily.”

CELEBRATING SUCCESS

“The professional learning experiences ensured all HCS teachers have access to a robust collection of rigorous and diverse resources and empowered them to utilize these resources e ectively. These tools ensure consistent and high-quality literacy instruction across the district and enable our teachers to design rich learning experiences to produce strong student outcomes in reading and writing.”

Developing standards-based instruction enables the district to assess the impact of literacy strategies implemented. This year, more than 40 HCS students qualiﬁed for regional competitions and earned top awards. From the Spelling Bee to Literacy Days events and the Young Georgia Authors Competition, HCS students embodied the district’s 2023-2024 mantra of “Winning for Kids” with “More Learning, More Growing, and More Celebrating.”

Among the numerous top three finishes in this past year’s Gri n RESA Regional Literacy Days Competition, HCS secured five first-place honors, with two students winning first place in Poetry Recitation, two in Ready Writing, and Austin Road Elementary winning first place in Drama.

Kindergartener Kyleigh Gardner from Red Oak Elementary and sixth-grader Allyson Green from Impact Academy were the winners for Henry County at the Regional Young Georgia Authors Writing Competition. The competition among the eight-district Gri n RESA recognizes student achievement in arts and academics and encourages enthusiasm for and expertise in writing.

Dr. Shaakira Akbar Asst. Superintendent, Instruction and Learning

SA1

These successes are just a few examples of the exceptional literacy talent emerging throughout the district. HCS will continue to build on these achievements by leveraging standards-based resources, providing continuous professional development, and aligning these e orts to optimize instructional practices.

District-speciﬁc events further spotlight the board’s focus on literacy. Students in Kindergarten through eighth grade compete in recitation, writing, and drama categories in the annual Literacy Days competition.

District leaders also had two opportunities this school year to participate in Read Across Henry during the spring and fall semesters. Administrators, board members, and other special guests visited elementary schools across HCS to inspire children to read. The March event represented the district’s observance of Read Across America Week.

The district’s literacy-focused initiatives, which include a planned reading campaign called Henry Reads, beginning at the start of the 2024-2025 school year, are rooted in the philosophy that fostering a culture that inspires passionate readers and writers will cultivate a community of powerful readers and writers.

“The continued alignment of board policy with Strategic Action 1 Tactics positions HCS to deliver high-quality literacy instruction in every classroom and to build upon the prior investment of the Henry County Board of Education,” said Chief Learning and Performance O cer Termerion McCrary.

EXCEPTIONAL STUDENT EDUCATION SA1

Henry County Schools remains committed to providing exceptional educational opportunities for all students, as evidenced by signiﬁcant gains in Year 3 in advancing learning opportunities and support for students with disabilities.

Aligning evidence-based solutions with the needs of students with disabilities was instrumental to accomplishing the goals established under Strategic Action 2. Professional development for Exceptional Student Education (ESE) teachers and the acquisition of resources enabled signiﬁcant progress in equipping ESE students for success beyond HCS.

Tactic 1.1.1a | INVEST to IMPLEMENT

Identify and embed evidence-based strategies aligned with the reading and writing model to support ESE teachers with implementation aligned with the needs of students with disabilities.

COLLABORATIVE DEVELOPMENT MILESTONES

The ESE Department collaborated cross-divisionally to provide training and instructional resources for ESE teachers in adapted and general curriculum classrooms. These collaborations facilitated the sharing of expertise and tools to enhance the quality of instruction for students with disabilities.

The ESE Department introduced the Collaborative Planning Outline to support ESE teachers with implementing specially designed instruction during the collaborative planning process. This structured approach encourages active participation by ESE teachers and recognizes the ESE teacher’s role in collaborating with general education teachers to ensure the success of students with disabilities.

Collaborations extended beyond the classroom, to include synergies with the Special Education Parent Advisory Council and other community stakeholders. These partnerships aim to keep parents informed and engaged in supporting the educational journey of students with disabilities.

DESTINATION 2026

TACTIC TRACKER

SA1

“The Henry County Special Education Parent Advisory Council is a critical partner in advising the ESE Department of the needs of students receiving ESE services within the district,” said ESE Instruction Coordinator Yetta Smith. “Through this partnership, parents provide invaluable input to assist our department in improving programs and services for students with disabilities to increase positive outcomes.”

A highlight this year was the annual SEPAC-sponsored Family Empowerment and Transition Fair that o ered parents and families of students with disabilities the opportunity to learn about various community services and available support. During the fair, non-proﬁt organizations, local service agencies, and members of the ESE Department facilitated informational sessions. Vendors and local higher education institutions provided vital information to ESE parents and community members.

HCS’ inclusive approach to educating ESE students underscores the district’s focus on providing every student with opportunities for success. Approaching the design of instruction for ESE students from a general education perspective – but with an additional layer of support – substantially enhances teaching and learning.

INVESTMENTS AND RESOURCE ALLOCATION

During Year 3, ESE teachers received technical assistance with enhancing instructional practices to supplement the district’s ongoing drive to meet the varying needs of ESE students. For instance, Student Support Facilitators (SSFs) beneﬁtted from the development of the E ective Questioning Guide. This resource equips them with tools to facilitate collaborative planning sessions and provide targeted support to their ESE departments. SSFs also received training and support to ensure the successful delivery of specially designed instructional practices and resources.

Board investment of approximately $53,000 in Individuals with Disabilities Education Act funds for the FastBridge progress monitoring tool demonstrates a commitment to providing the resources necessary to increase students’ chances of success. The ESE Department started the implementation of FastBridge for students with disabilities this school year, enabling a consistent process for monitoring and collecting data and helping teachers formulate their Individualized Education Program goals and objectives.

Additionally, ESE teachers and sta received a suite of valuable resources, including Multi-Sensory Reading

SA1

Strategies, Writing Strategies Banks, Strategies for Dyslexic Learners Banks, 6-8 and 9-12 English Language Arts Supplemental Resources, the ESE Collaborative Planning Outline, and a Guide for Specially Designed Instruction. These tools enrich instructional practices and help teachers better meet the diverse needs of students with disabilities.

Furthermore, signiﬁcant investments in instructional resources such as TeachTown and the Attainment and Unique Learning systems underscore the district’s dedication to meeting the speciﬁc needs of students with disabilities. TeachTown, a special education curriculum software, o ers tailored educational solutions designed to meet the diverse needs of students with disabilities. Attainment and Unique Learning are leading educational platforms focused on personalized, inclusive learning experiences for students of all abilities and o er tailored curriculum resources and teaching tools to support individualized learning paths.

As HCS advances into Year 4, the district will focus on deepening professional learning opportunities, providing targeted support through teacher mentoring initiatives, and enhancing collaborative practices, particularly in co-teaching environments.

“Henry County Schools is committed to continuously improving outcomes for students with disabilities and ensuring their full participation and success.”

Antonio Mattox Chief O cer, Family and Student Support Services

SA1

As part of Henry County Schools’ ongoing commitment to student success, the district has implemented several strategic initiatives to enhance literacy proﬁciency and promote STEM education. The Before and After School Enrichment (BASE) program, now in its third year under the 2021-2026 Community-Inspired Strategic Plan, has emerged as a cornerstone of these e orts. Designed to engage students beyond regular school hours, BASE provides a structured environment where young learners can develop foundational academic skills and explore their interests in STEM subjects.

Board investment in early childhood education targets resources that e ectively supplement classroom learning. Through the BASE program, young learners enjoy rich educational experiences that use novel methods to impart valuable knowledge and skills.

Tactic 1.1.1b | INVEST to IMPLEMENT

Acquire reading and writing resources to use during after-school hours to help maximize school-day instruction.

The recent evolution of the Afterschool Enrichment Program (ASEP) to BASE reﬂects HCS’ dedication to meeting the diverse needs of its students. Initially approved for elementary schools in 1990, ASEP has expanded to include middle schoolers, serving 2,667 students across the district. BASE’s comprehensive curriculum integrates literacy and STEM programs, aligning with the district’s vision to empower every student with exceptional opportunities.

LITERACY ADVANCEMENT

HCS has prioritized acquiring reading and writing resources for BASE to create a community of powerful readers and writers. During the 2023-2024 school year, a targeted investment of nearly $9,000 from the program’s tuition-supported budget facilitated the procurement of picture books, kits, and other materials. These resources, complemented by innovative teaching techniques, have contributed to improvements in students’ reading comprehension and fostered a love for reading among participants.

HCS o ers a fully developed literacy program daily in the BASE programs at all 28 elementary schools.

“Many people look at literacy in isolation, but what’s beautiful about literacy is that it is such a powerful umbrella, it covers everything. It impacts students’ ability to do well in social studies, math, STEM – all classes.

So, witnessing children’s literacy growth since being in the program is meaningful in many ways.”

Gaelon Farquharson BASE Facilitator

SA1

DESTINATION 2026 TACTIC TRACKER

Tactic 1.3.1a | INVEST to IMPLEMENT

ASEP extension in ﬁve years; all programs interested in robotics/coding programs will be o ered for students.

Community partnerships are integral to the board’s system of governance, and HCS has incorporated this approach into its literacy drive. Trained community members and 11th- and 12th-grade HCS Work-Based Learning students volunteer for various activities, including tutoring, discussions, and Q&A sessions, in cultivating children’s love for reading.

This school year, a partnership emerged between HCS and the Henry County Library System, beneﬁting BASE programs across the district. Library volunteers actively participate, conducting daily read-aloud sessions, which encourage participation and enable students to develop active listening skills.

Library volunteers also engage students in robotics, coding, and arts and crafts activities that support the reading sessions. This partnership exempliﬁes the district’s commitment to enhancing educational experiences through community engagement and resource sharing.

ROBOTICS AND CODING

The introduction of robotics and coding programs within BASE represents a signiﬁcant milestone in HCS’ e orts to promote STEM. Eight schools o er coding in BASE programs, and by Year 4, the program will be fully functional in all 29 elementary schools, including Birch Creek Elementary, which opens its doors in August 2024.

Robotics was introduced in 11 elementary school programs this school year, and plans are underway to expand to all BASE programs by Year 4 in yet another powerful example of advancing opportunities, access, and outcomes for all students. Students in the program acquire technical skills and develop strengths in critical thinking, problem-solving, and collaboration through hands-on learning experiences.

STEM INTEGRATION

In alignment with the district’s goal to be a leader in providing STEM educational opportunities, BASE expanded in Year 3 to provide students with opportunities to participate in STEM-related projects and experiments twice per month. A $20,000 investment in STEM materials for each school facilitated this growth, putting the district on track to establishing designated STEM clubs or classes twice weekly in each school for the upcoming school year, well ahead of the 2026 goal set forth in the Community-Inspired Strategic Plan.

The program received a $40,000 grant this year from Congressman David Scott (GA-13), which will be used to purchase STEM kits, supplies, and promotional materials for STEM clubs in the 2024-2025 school year.

1.3.3a | INVEST to IMPLEMENT

ASEP extension in ﬁve years; all elementary after-school programs will have a designated STEM club/class twice weekly.

“With HCS on track to open a state-of-the-art STEM high school in 2027, the evolution of the BASE program to expose children to STEM has tremendous potential to fuel interest in STEM courses at the high school level and further the district’s goal to be a leader in

“Preparing

students for

success requires a comprehensive approach that focuses on the early development of academic, social, and practical skills. The BASE program provides that foundation.”

STEM education in the region.” said Chief Learning and Performance O cer Termerion McCrary.

A signiﬁcant measure of success for BASE is that other districts are now looking to HCS as a model for before- and after-school enrichment. As the board continues to prioritize student outcomes and access to high-quality education, BASE facilitates that goal by empowering students and setting them up to thrive beyond HCS.

BASE cultivates essential life skills, inspires exploration, teaches collaboration, and nurtures a genuine interest in learning in a safe and supportive environment. Parents, students, and sta feedback conﬁrms the program’s positive impact. In a year dedicated to ‘Winning for Kids,’ the program has met the district’s mandate by building on instruction from the school day to advance opportunities and experiences for young learners.

Cindy Greene BASE Director

SA1 CAREER PATHWAYS

Henry County Schools is dedicated to empowering all students with exceptional opportunities and access that lead to success in a global society. This goal is evident in the pathways, apprenticeships, internships, and career-learning options available across the district. Through strategic investments, innovative programs, and community partnerships, HCS continues to equip students with college, career, and life-ready skills.

STEM PROMOTION: FROM CRADLE TO CAREER

The district actively promotes STEM education across all levels. This goal is embodied in many areas of the Strategic Plan and demonstrates the board’s unwavering dedication to priority student outcomes and its vision of providing exceptional learning opportunities and STEM for all.

Districtwide, schools established STEM-related clubs that educate students about college and career options available through STEM ﬁelds. HCS increased elementary and middle school access to STEM, robotics, and coding this year through various initiatives, including the Before and After School Enrichment program. Also, in Year 3, HCS o ered more opportunities for tours geared toward sensitizing students to STEM at the middle and elementary levels.

Elementary and middle school tours of the Academy for Advanced Studies (AAS) helped increase awareness of pathway o erings at the Academy to ensure students have early exposure to career exploration opportunities. A new collaboration between AAS and Impact Academy provided elementary students at Impact with hands-on experiences as they navigated AAS pathway-speciﬁc learning stations.

Pathway fairs and other events engaged students in science, technology, engineering, and mathematics and helped to promote pathway options. The annual Career, Technical, and Agricultural Education (CTAE) Fall Festival saw increased attendance, with approximately 2,000 community members attending the November 2023 event. The festival included live demonstrations by students and enabled the community to learn about the various pathway o erings at AAS and how they align with local industry.

DESTINATION 2026 TACTIC TRACKER

TACTIC 1.2.6c | DESIGN to IMPLEMENT Increase access to and participation in career pathways.

PROMOTING CAREER READINESS

Strategic investments by the Board of Education have improved opportunities for college and career exploration and access by introducing students to various pathways. A lucrative CTAE partnership has enabled HCS to immerse students in experiential opportunities that build workplace-ready skills.

Completing the CTAE pathway guide during this school year marks a signiﬁcant milestone in providing students, parents, counselors, and teachers with valuable resources to navigate career pathways within HCS. This comprehensive guide serves as a roadmap for students as they make informed decisions about their future careers.

Students enrolled in the graphic design pathway at AAS have leveraged their creativity and skills to begin the development of a CTAE fast fact infographic card showcasing the diverse pathways available across the district. This initiative will promote CTAE awareness internally and serve as an e ective tool for external promotion to highlight the district’s commitment to providing world-class educational opportunities.

“When I was younger, I had big dreams, but I couldn't visualize myself beyond being a student. With AAS, my achievements go beyond report cards and diplomas, as I'm crafting a future for myself that will resonate throughout my career as a graphic designer.”

Lailah

Metallo AAS Student Designer

AAS student Lailah Metallo is a powerful example of the district’s dedication to advancing opportunities, access, and outcomes for all students.

Metallo was recognized in December 2023 by the Henry County Police Department for her outstanding work redesigning the department’s o cial seal. She received a framed replica of the new logo signed by Chief Mike Ireland and Deputy Chief of Police Maj. Jason Bolton. At HCPD’s request, Metallo autographed an additional framed copy now prominently displayed in the precinct’s lobby.

Metallo’s impressive work led to a similar collaboration with the New York Police Department. In April, Metallo was praised for her outstanding design of the challenge coin for The City of New York’s Transportation Bureau, and contribution to the design of other city assets.

HCS has expanded dual enrollment opportunities at AAS to include new pathways in welding and Certiﬁed Nursing Assistant courses. These additions further enrich students’

Lailah Metallo Challenge Coin Design New York City Transportation Bureau

SA1

educational experiences and prepare them for success beyond graduation by providing access to post-secondary options and opportunities to earn valuable industry-recognized credentials.

The second annual Work-Based Learning Success Seminar in February reﬂected Henry County Schools' ongoing e orts to provide students with critical skills to enhance their job readiness. The district’s apprenticeship, internship, and career-learning opportunities continue to ﬂourish, as proven by the upsurge in the number of Work-Based Learning students from 563 last school year, to 799 this year, as well as a marked increase in the number of students in the Youth Apprenticeship Program.

“The Work-Based Learning program is designed to equip students with career-ready skills, and the increase in participation reﬂects the district's ability to provide and promote relevant real-world experiences and workforce connections that students value,” said Chief Learning and Performance O cer Termerion McCrary.

INVESTMENTS IN STEM AND ROBOTICS

Board investment in STEM and robotics equipment has yielded impressive results, with students achieving top honors and recognition at state and national competitions. The district's commitment to enhancing course delivery and learning experiences through equipment upgrades underscores its dedication to providing students with cutting-edge resources and opportunities for success.

During the 2023-2024 school year, HCS purchased equipment and supplies to support engineering pathways at schools throughout the district.

Investments also included professional development opportunities to empower educators to deliver highly e ective STEM instruction. Teachers across HCS beneﬁted from targeted training and other learning opportunities, including monthly Professional

“HCS prioritizes investing in resources that equip teachers with tools and knowledge to integrate innovative practices into their curriculum. These opportunities also enable teachers to expand learning beyond school day instruction to various afterschool activities, providing students with every opportunity to receive a world-class education.”

INDUSTRY TOURS

Increase

internships, and career-learning opportunities.

Beyond inter-campus visits, e orts to promote college and career pathways extended to industry tours this year. New partnerships with local organizations provided students with valuable industry and career insight into real-world applications of classroom concepts. A total of 214 Allied Health and Medicine students from all 10 traditional high schools had their ﬁrst clinical visit to Piedmont Henry Hospital.

HCS partnered with the Henry County Development Authority to arrange transportation for industry tours. Through this collaboration, the Henry County Development Authority also provided transportation for the Work-Based Learning team, CTAE teachers, and district leaders to participate in the Established Industry Day in February, which included tours of Tory Burch women’s apparel brand, ALPLA global packaging solutions, and Southern Crescent Technical College.

Building a Community

The board continues to prioritize student outcomes and access to high-quality education and remains committed to fostering a culture of excellence, innovation, and collaboration that sets them up for success in life. Through ongoing investments, partnerships, and initiatives, HCS is empowering students to reach their full potential and become highly e ective practitioners and leaders in their chosen ﬁelds.

Learning Community sessions. Middle and high school teachers received training to introduce or optimize the implementation of various programs and resources such as VEX Robotics and EarSketch.

Termerion McCrary, Chief Learning & Performance O cer

STEM HIGH SCHOOL

The journey toward establishing Henry County Schools’ ﬁrst STEM specialty high school began with a Strategic Plan goal that emerged from community conversations around furthering PreK-12 learning opportunities and experiences for students. The planned 2027 opening of the STEM high school has inspired the Board of Education to promote several strategic measures to meet that objective.

In responding to the community’s voice, the Board of Education embarked on a transformative mission to advance STEM education across the district. Plans for the STEM high school took shape under the diligent stewardship of the board and cross-divisional collaboration among HCS personnel. Following a series of advisory meetings and surveys, which included input from community members, Henry County’s largest city, Stockbridge, emerged as the home of the new school to serve students throughout the district.

Building a Community

HCS established frameworks under Strategic Action 1 to prepare students to graduate high school with distinct competencies in science, technology, engineering, and mathematics. Over the last three years, HCS pursued several foundational measures, including developing a talent pool of highly qualiﬁed STEM teachers and administrators.

Under the 2021-2026 Community-Inspired Strategic Plan, Education Special Purpose Local Option Sales Tax (E-SPLOST) funds supported various STEM initiatives, including $303,000 to develop robotics curricula and K-5 activities. Funding sources also supported STEM lab upgrades and purchases of digital microscopes, hydroponic tower garden kits, and other resources.

PROMOTING STEM EXCELLENCE

Every elementary school has a dedicated STEM lab and teacher to expose students to real-world learning experiences across various technical and scientiﬁc disciplines. Robotics equipment in every school distinguishes HCS as a forward-thinking district dedicated to providing exceptional learning opportunities for all.

STEM and robotics have also been integrated into the Before and After School Enrichment (BASE) curriculum for elementary and middle school students. During the school year, the district increased opportunities in BASE for students to participate in STEM-related activities with a

SA1

$20,000 investment in STEM materials, facilitating programs twice monthly in each school. A $40,000 grant this year from Congressman David Scott (GA-13) will also fund STEM supplies for the 2024-2025 school year.

Robotics programs were introduced in 11 elementary school BASE programs this year, with plans for more elementary schools to feature robotics in Year 4. Similarly, e orts are underway to o er coding in all 29 elementary schools during the next school year, a signiﬁcant increase over the eight schools currently o ering coding in BASE programs.

The district’s pursuit of STEM excellence also included $343,510 of American Rescue Plan Act (ARPA) funds spent on engineering-related purchases for middle schools and $174,000 on high school computer science purchases during the 2023-2024 school year.

Year 3 investment of $5.9 million in equipment, resources, supplies, and personnel related to STEM, arts education, and academics lays the groundwork for a dynamic learning environment that fosters curiosity, critical-thinking, and innovation. From in-class activities to STEM clubs, HCS provides numerous opportunities to introduce students to options available through STEM.

The results of these investments are seen in student opportunities and outcomes, such as Ola High School’s 5203G Robotics Team placing eighth in the world out of 13,769 teams representing 820 schools and 49 countries at the April 2024 VEX World Championship in Dallas, Texas. The team qualiﬁed for the event after winning the 2024 Georgia VEX State Championship.

Year 3 also saw the introduction of “STEM-A-Versary,” which celebrates milestone advancements in STEM education during the previous year. Elementary schools marked the day with several STEM-based activities.

By increasing options for STEM, the board is staying true to its mission to empower students with exceptional opportunities and access that lead to success in a global society. Board-inspired initiatives aimed at championing STEM for all are also designed to prepare a ready stream of students for the STEM high school.

SA1

CURRICULUM INNOVATION AND SPECIALIZED PATHWAYS

STEM high school students will gain a high-quality STEM experience in advanced coursework tailored to their preferred paths. A specially appointed advisory committee comprising subject-matter experts and other key stakeholders was instrumental in determining areas of focus. Committee members included:

• Regional higher education educators and administrators representing the University of Georgia, Kennesaw State University, and the Georgia Institute of Technology

• Local community leaders, including Mayor of Stockbridge Anthony Ford, Henry County Development Authority Executive Director Josh Fenn, and Henry County Development Authority Established Industry Manager Sharon Hill

• Relevant industry representatives from the Federal Aviation Administration, Moore Bass Consulting (civil engineering), Metamorphasis Powerhouse Company (education nonproﬁt), Hewlett Packard, and Live Oak Computer Science

• Community members, including Gewel Richardson (engineer and HCS graduate), Sonia Doshi (Georgia Tech Institute of Technology student and HCS graduate), and parents teachers, and principals from HCS elementary, middle, and high schools

The advisory committee took a methodical approach to assessing recommendations from Henry County community members in determining coursework that would beneﬁt students and the region. During the 2023-2024 school year, the advisory committee developed themes for the STEM high school. All students will complete Artiﬁcial Intelligence and Engineering pathways and specialize in one of the following subject matter areas; Aerospace, Biotechnology and Medical Science, or Sustainability & Green Energy.

“The district’s planned STEM high school embodies our Community-Inspired Strategic Plan, o ering a pivotal avenue for students to develop vital competencies and skills. Students who attend the school will be fully immersed in engineering and artificial intelligence coursework, ensuring our community benefits from future leaders equipped to supply Henry County with graduates qualified to serve in and advance local agricultural, medical, and aerospace sectors.”

Dr. Rabieh J. Hafza, Director of STEM Innovative Practice

The STEM high school promises a well-rounded education and hands-on experiences to prepare students for college coursework and success in STEM ﬁelds. The district has established strategic partnerships with STEM industries and Tier 1 research institutions like Georgia Tech to enhance course delivery and expand learning opportunities. Electives in the ﬁne arts, including orchestra, band, chorus, and visual arts, will complement the required STEM courses.

The board’s intentional investment in elementary and middle school STEM pathways will ensure students have a solid foundation to make informed choices about their high school and post-secondary options.

The idea of the cutting-edge STEM high school began with a vision rooted in the relentless pursuit of excellence and innovation, reﬂecting the desires, hopes, and dreams of the community. Advancing STEM education and building a standalone STEM specialty school will increase opportunities, access, and outcomes for Henry County students and position the district as a leader in STEM education.

Henry County Board

DESTINATION 2026 Strategic Action 1

YEAR 3 PROGRESS DASHBOARD

IMPLEMENTATION

HIGHLIGHTS

RESEARCH & DESIGN

• SA 1.2.5a – Advisement Processes

The district is designing the Family/Student, Leader, and School Counseling Advisement Guides.

• SA 1.3.5b – STEM School Programming/Partnerships

Henry County Schools is making significant progress toward the planned August 2027 opening of a non-traditional STEM high school. Internal and external advisory planning committees are meeting to finalize student profiles, academic course sequences, and overall building and equipment needs. STEM high school students will specialize in aerospace engineering, biotechnology and medical science, or sustainability and green energy.

• SA 1.3.5c – STEM High School Sta ng

The district is continuing nationwide research into various sta ng models for STEM high schools.

• SA 1.4.4 – High School Orchestra

HCS obtained quotes from instrument and equipment vendors to ensure an orchestra program is available at every high school.

• SA 1.4.5 – High School Theater

A new partnership will enable every high school theater program to work with a teaching artist as part of a new residency program. Ninety percent of HCS high schools participated in the Georgia High School Association One-Act Play Competition.

• SA 1.4.6 – Elementary & Middle Drama Clubs HCS conﬁrmed elementary and middle schools with established drama clubs or performances via survey.

• SA 1.6.2 – Early Care Summit

Preparations are underway for the Annual Early Care Provider Summit, which aims to foster greater engagement within the community of early care providers.

INVEST & IMPLEMENT

• SA 1.1.1 - High Impact Reading HCS began implementing High Impact Reading Instruction during the 2023-2024 school year as part of the reading model rollout.

• SA 1.2.3 – Talent Development Talent Development programs have been in full implementation for two years and have increased the percentage of students identified as gifted. Talent development programs were implemented in all elementary schools for the first time during the 2023 school year. There was a significant jump in the number of gifted students identified from school year 2022 to school year 2023, directly correlating with talent development delivery. HCS also saw an 11.7% increase in the K-12 HCS gifted population, from 2,510 students in the 2023 school year to 2,804 students in the 2024 school year.

• SA 1.2.5 – High School Courses in Middle School District and school leaders implemented a multi-tiered plan to increase opportunity and access for middle school students to earn high school credit in Career, Technical, and Agricultural Education (CTAE) courses. The Henry County Online Academy coordinator and the Advanced Learning coordinator collaborated on initial plans to increase access and opportunity through virtual course o erings for middle school Honors courses.

• SA 1.2.6a - Advanced Placement School and district leaders, including the Director of Counseling and Advisement and Leadership Services, collaborated to increase access to Advanced Placement courses by using multiple data points to identify and recruit students. District and school leaders are utilizing data to increase opportunities by identifying new AP courses for the 2024-2025 school year, resulting in schools requesting more new AP courses.

• SA 1.2.6.c – Career Pathways

Cross-divisional collaborations continue across the district in developing the CTAE Pathway Guide.

• SA 1.3.1 – Robotics & Coding

The Henry County Public Library partnered with the district’s Before and After School Enrichment (BASE) program to o er coding classes to students. The library engagement specialist for the Henry County Public Library visits programs and provides students with instructions on how to code using a program called "Scratch.”

• SA 1.3.3 – STEM Program in All Schools

HCS created teacher guides for Unit 1 (K-5) and updated instructional frameworks to reﬂect feedback from teacher leaders through HenryConnects and revised math standards. STEM Lab teachers also beneﬁted from professional development opportunities focused on integrating literacy in the STEM Lab.

• SA 1.3.4 - Middle School Engineering

Note: Highlights represent accomplishments related to various components of a Tactic. Tactics are not moved into a new phase until all components reﬂect that level of progress.

Collaborations continue with STEM teachers to create an engineering pathway at all HCS middle schools. Professional learning opportunities continue for all middle and high school engineering teachers.

COMPLETE

• SA 1.1.2 – E ective Reading & Writing Instruction

The district provided professional learning opportunities for teachers and leaders to identify explicit instruction and demonstration of high-impact reading instructional strategies to all teachers, instructional coaches, and district leaders. Training focused on implementation with intentional connections to the science of reading.

• SA 1.2.7 – Advanced Coursework

HCS has implemented a universal screening initiative to identify middle school students with the potential to succeed in advanced coursework and enrich their academic experiences. Consequently, schools are witnessing a more dynamic and engaged learning environment, laying the foundation for a future generation of well-rounded, high-achieving individuals.

• SA 1.3.1 - Robotics & Coding

HCS provided targeted high school professional learning focused on integrating VEX robotics resources in the classroom, including implementing robotics and coding in lessons and making online coding platforms and curriculum resources accessible.

HCS staged its ﬁrst robotics showcase this school year, which allowed elementary and middle school robotics teams and clubs to display their skills and learn through scrimmages.

• SA 1.3.2 – Computer Science

HCS provided computer science-focused professional development for middle and high school teachers aligned with course standards and focused on increasing student engagement.

• SA 1.3.3 – Elementary STEM Labs

HCS provided monthly professional learning opportunities for all elementary STEM teachers. Topics included tower garden and hydroponics implementation, robotics and coding, and other relevant applications and connections.

• SA 1.4.1 – Chorus

The annual HCS Middle School Honor Chorus was held last fall, and the HCS Elementary School Honor Chorus in March. More than 100 middle school students and more than 130 elementary school students participated in these events.

• SA 1.4.7 – Annual Art Exhibition

The Annual Kaleidoscope District Art Exhibition, held at The Gallery at Hood Street in March, showcased all elementary and secondary schools, including Impact and Excel Academies. The exhibition featured more than 800 pieces of art.

• SA 1.5.5 – AAS Courses for Middle School STEM Camp during the ﬁrst two weeks of June included Career, Technical, and Agricultural Education (CTAE) pathways o ered at the Academy for Advanced Studies and other schools. The camp has been enhanced by incorporating the newly introduced elementary CTAE standards for engineering and agricultural science.

DESTINATION 2026 Strategic Action 1

IMPLEMENTATION

HIGHLIGHTS

In Pursuit of

YEAR 3 PROGRESS DASHBOARD

Reporting on the status of current work phases towards this strategic initiative.

RESEARCH & DESIGN

INVEST & IMPLEMENT

• SA 1.3.5a – STEM School

The design of the district’s ﬁrst STEM high school progressed toward completion in May, followed over the summer by a bid advertisement, pre-bid meeting, and bid date leading up to board approval.

• SA 1.4.3 – Middle School Orchestra

An additional middle school implemented an afterschool orchestra club, with more than 20 students participating.

• SA 1.5.3 – World Languages

The 2023-2024 school year began with three elementary World Languages program proof-of-concept sites. Professional development and training sessions were designed to ensure teachers e ectively utilize resources provided and engage in best practices to support student achievement. A mid-year expansion included three additional programs, which allowed the district to further implement this strategic initiative to provide a world language experience for elementary students. Elementary and middle school Spanish teachers participated in a training session on e ective assessments at the district’s professional learning day in January. Teachers also collaborated on reviewing and updating elementary and middle school assessments aligned to standards. The World Languages Department is working on identifying additional instructional resources for Spanish K-5 and Spanish Connections for 2024-2025.

• SA 1.5.7 – Industry Advisory

HCS held an advisory council meeting with community business leaders to outline current work, needs, the e ectiveness of current partnerships and gain insight into industry trends.

• SA 1.5.7 – Career Learning Opportunities

The Before and After School Enrichment (BASE) program will employ 36 work-based students from district high schools who have received comprehensive training to work in elementary after-school programs. The high school students gain relevant workplace experience and skills while teaching in BASE program areas such as coding and play-based movement.

• SA 1.6.4 – Early Learning Resources

The Early Learning Birth-to-5 website o ers comprehensive support resources and readiness activities to support Henry's youngest learners. The platform provides valuable information for all community stakeholders. The district will continue to enhance the website with additional learning engagement activities to ensure the best start for every HCS student.

COMPLETE

• SA 1.6.1 – Childcare Provider Engagement

HCS utilized the state’s database to determine feeder elementary schools for each community-based childcare provider. Preparations are underway for the annual Early Care Provider Summit to enhance community engagement among care providers.

• SA 1.6.5—Kindergarten Readiness

The district implemented its ﬁrst Early Kindergarten program in June 2023, designed to o er early access to Kindergarten readiness skills to prepare children and help increase their conﬁdence when entering Kindergarten. The program also exposes students to core curriculum areas in English Language Arts and math and engages them in hands-on learning opportunities.

Note: Highlights represent accomplishments related to various components of a Tactic. Tactics are not moved into a new phase until all components reﬂect that level of progress.

ACTION 2 STRATEGIC Advance e ective school leadership and classroom instruction.

When Strategic Action 2 is fully realized over the remaining two years, Henry County Schools will equip school leaders and enhance classroom instruction with the support tools necessary to produce exceptional outcomes for all students. School leaders will have the necessary tools to implement e ective instructional practices and have access to a pipeline intended to recruit, develop, and retain highly e ective employees for all job families. In addition, HCS will develop a cluster community of schools that engage the community, enhance the parent-student family experience, and increase opportunities, access, and outcomes for all students.

To accomplish the community-inspired goals set forth under this Strategic Action, the following statements were developed and are being carried out through a multitude of Initiatives and Tactics:

Initiative 1:

Establish aligned frameworks for highly e ective schools, classrooms, leaders, teachers, and support professionals with a focus on positive culture and climate.

Initiative 2:

Advance school leadership capacity to lead instruction, data teaming, collaborative planning, school improvement, and community engagement.

Initiative 3:

Create a pipeline for district leaders, school leaders, certiﬁed positions, and classiﬁed job families.

Initiative 4:

Build out clusters for the purpose of vertical articulation of academics, student and family experience, community engagement and outreach, and shared civic leadership.

SA2 WINNING LEADERSHIP

HIGHLY EFFECTIVE SCHOOL LEADER

Henry County Schools remains steadfast in its commitment to fostering a culture of leadership excellence that empowers all students to achieve their full potential. Guided by its vision, mission, and core beliefs, HCS embarked on a journey to cultivate highly e ective leaders who drive positive outcomes for all learners.

In alignment with the Community-Inspired Strategic Plan goals for 2021-2026, HCS made signiﬁcant strides in developing a framework for leadership excellence, providing targeted professional development, and aligning e orts to advocate for school and district leaders.

Establish a framework for the highly e ective leader.

Much of the work around advancing e ective school leadership focused on supporting schools and principals uniformly and creating processes to ensure clarity and a common voice around the district’s core beliefs and objectives.

THE HIGHLY EFFECTIVE LEADER FRAMEWORK

Henry County Schools’ July 2023 Summer Leadership Conference served as the platform for introducing the Highly E ective Leader (HEL) framework to school and district leaders. The framework was developed from extensive research and the invaluable insights of the school community. Through meticulous analysis, professional development sessions, and collaboration, leaders delved into the key characteristics and behaviors that deﬁne highly e ective leaders.

DESTINATION

TACTIC TRACKER TACTIC 2.1.2c DESIGN to IMPLEMENT

This framework consists of four leadership levers and 14 key behaviors. Each meticulously crafted lever forms the cornerstone of the district’s leadership development e orts to drive results and foster a culture of excellence. The following are the leadership levers and key behaviors prioritized during Year 3:

•A Learning-Focused Culture Driven by Results: Creating a culture of continuous improvement to maximize sta and student performance

•A Positive School Climate Driven by Connectivity: Creating a safe and orderly learning environment

•E ective Instructional Infrastructure: Designing and cultivating a data-driven instructional culture and developing the capacity of sta by providing consistent feedback, coaching, and di erentiated professional learning to respond to observation data

•Strategic Management of Resources and Development of Personnel

The Leadership Services Division spearheaded the design and implementation of professional development activities, aligning them with these four leadership priorities. This strategic alignment ensured that HCS leaders received tailored support and guidance to enhance their e ectiveness in driving positive outcomes.

SA2

FROM THE BOARDROOM TO THE CLASSROOM

The focus on developing a data-driven culture is also embedded in other Year 3 Tactics that focus on data upgrades, including optimizing the HenryInsights platform to revolutionize leaders’ use and management of data to enhance learning. This year's rollout of the Highly E ective Leader framework marked a pivotal moment in the district’s pursuit of leadership excellence.

“We believe e ective teachers and leaders produce excellent results,” said Director of Leadership Development Kristen McRae. “So, if we build the capacity of our leaders, we’re, in turn, building capacity for teachers who can then deliver e ective instruction to our students.”

Integrating the HEL framework into the district’s leadership practices has yielded tangible beneﬁts across HCS. From site visits to professional learning communities, every aspect of work under this Tactic is infused with the principles of leadership excellence.

The framework serves as a compass, guiding leaders’ interactions, decisions, and priorities. Furthermore, alignment with the Georgia Leader Keys Evaluation System ensures leadership development is seamlessly woven into the evaluation processes, providing a clear pathway for growth and improvement.

E orts to develop highly e ective leaders are deeply rooted in the district’s core beliefs and strategic priorities. The HEL and other highly e ective frameworks in various stages of development also have implications for recruitment strategies to ensure HCS continues to deliver on its promise of providing a high-quality, world-class education for every student.

“Targeted training and development e orts produce leaders who can e ectively support teachers in the classroom. By investing in leadership excellence, we are investing in the future of every HCS student.”

Mary Ann Suddeth Chief School Leadership O cer

HCS’ leadership pipeline development extends from the boardroom to the classroom, where school leaders, as the conduit, must ultimately embody the board’s commitment to e ective governance. Through ongoing professional development, coaching, and support, HCS will continue to nurture highly e ective leaders who inspire excellence and drive positive change in its schools and communities.

As we reﬂect on the past year’s accomplishments, HCS continues to demonstrate a steadfast commitment to amplifying the e ectiveness of its school leaders. Looking ahead, the district will deepen its focus on leadership competencies, aligning its professional development scope and sequence with the evolving

SA2

needs of students and its leaders.

During the 2023-2024 school year, Henry County Schools made signiﬁcant progress in fortifying its data infrastructure, governance procedures, and reporting capabilities. Enhancement e orts focused on modernizing systems, establishing clear standards, and promoting a data-driven culture to improve operational e ciency and facilitate informed decision-making.

In Year 3, the foundational work of data governance and framework development reached key milestones. Central to the district’s data governance strategy is the Data Operating Model, which represents a culmination of collaborative e orts to establish clear roles, responsibilities, and processes for data management.

CUSTOMIZED DATA MANAGEMENT SOLUTIONS

Data discovery interviews and surveys helped identify data owners and ensure accountability and integrity throughout the data lifecycle. Completing the Data Operating Model allowed the district to shift its focus to continuous training and maintenance, ensuring sustained e ectiveness and alignment with evolving needs.

Migrating to a cloud environment is pivotal to enhancing data agility and scalability. This transition underscores HCS’ commitment to leveraging innovative technologies to improve data management processes. Furthermore, the deployment of HenryInsights, a centralized data platform, represents a milestone achievement in facilitating data accessibility for all sta members. By consolidating data resources into a uniﬁed platform, HCS is streamlining access to accurate and reliable information, fostering e ciency, and enhancing decision-making.

The completion of HenryInsights’ comprehensive visual data landscape, diligently crafted by the data team, Data Council, and other stakeholders, has been a cornerstone achievement this year. This improved structure o ers a comprehensive view of HCS’ data utilization across systems supporting students, sta , and operational functions. As a vital component of the district’s larger Data Operating Model, this landscape ensures consistent monitoring of data sources and compliance with standardized practices.

SA2

EMPOWERING LEADERS THROUGH STRATEGIC DATA MANAGEMENT

Establishing a reporting operating model has set clear standards for reporting practices and data ownership, ensuring the availability of reliable information across the district. Another key objective was to deﬁne a data reporting hierarchy to establish reporting priority levels and reporting frequency. Stakeholder collaborations also enabled the development of a priority matrix to guide decision-making on reporting priorities. This matrix integrates seamlessly with HenryInsights and empowers stakeholders to identify and prioritize critical data elements, aligning reporting e orts with strategic objectives and operational needs.

The advancements in data governance, framework development, and modernization e orts have far-reaching implications for HCS, as the district takes pride in advancing a high-performing operational culture. Elevating access to and use of data will enable leaders at all levels to make more strategic decisions that will ensure HCS continues ‘Winning for Kids.’

HENRYINSIGHTS

Empowering principals through a robust data infrastructure is critical to the ‘Pursuit of Exceptional’ in every elementary, middle, and high school. In 2021, HCS embarked on a transformative journey to revolutionize its approach to data management and analysis by creating specialized tools for all district leaders. This year, HCS made remarkable progress in that pursuit by fortifying its data infrastructure, governance procedures, and reporting capabilities and giving district leaders access to the platform. That capability came through HenryInsights, the district’s new data analytic platform, which enables users to analyze student, school, and district performance across various parameters for reporting and decision-making.

Cross-divisional stakeholder analysis and input enabled progress toward a soft launch of the dashboard in April, in full compliance with the board’s mandates. Stakeholder feedback and data validation were vital components of a targeted approach aimed at fully customizing HenryInsights based on users’ needs.

Training on the use of the dashboard began in December for district leaders and continued throughout the spring. Training sessions for school leaders began in May and will continue throughout the 2024-2025 school year.

ENHANCED DATA ACCESS

Full implementation in May gave all leaders and support sta access to the platform, allowing them to easily discover actionable insights through data visualizations and reports and envision ways to improve student outcomes. By Year 4, teachers will also have access to the platform to enhance classroom instruction.

As a vital component of the district’s larger Data Operating Model, developing the dashboard addresses common challenges and needs identiﬁed across the district and enables data warehousing, records management, and data visualization to support students, sta , and operational objectives.

The dashboard simpliﬁes data generation and processing and will enable principals, who are the key levers of student success, to act on data and supplement school improvement planning and instruction in alignment with district priorities. Among the dashboard’s capabilities, users can generate demographic data such as gender and ethnicity and other pertinent statistics, including the number of active students, grade level, and programs, with options to ﬁlter the data in various ways.

“HenryInsights has allowed our leadership team to quickly and e ciently review our student performance and our school trends. Seeing our data in charts and graphs that are immediately ready for us helps us identify areas for potential growth and monitor growth towards our goals. I am excited to see how HenryInsights continues to grow and how this tool can continue to assist our leadership team in growing our students and school.”

Removing barriers to accessing and using data was essential to the design process. There was signiﬁcant emphasis on user experience to guarantee that despite its reliance on data and being data-driven, the platform remains user-friendly and accessible to all individuals without requiring technical expertise. An intuitive, easy-to-use interface allows users to respond quickly to data requests and helps leaders make timely decisions.

With HenryInsights, HCS leaders can access organized dashboard and roster views that provide essential metrics at their ﬁngertips. This enables users to make educated decisions, identify areas for improvement, and take proactive steps to support student achievement.

DATA INTEGRITY AND RELIABILITY

Determining a districtwide language was critical to the dashboard's design and ensuring a seamless and straightforward experience for all users. Stakeholder feedback was also essential to developing and incorporating a data dictionary and dashboard standards within HenryInsights. Cross-divisional collaborations were instrumental in establishing data ownership and deﬁning and maintaining data visualization within the platform.

- Dr. Irvin Clark, President. Southern Crescent Technical College

Andy Pike, Mt. Pleasant Elementary School Principal

“Having a common vocabulary or deﬁnitions, embedding these within the dashboard, and training around implications for the platform will further enhance reporting capabilities and prevent the misinterpretation and misapplication of data,” said Chief School Leadership O cer Mary Ann Suddeth. “These standards will ensure consistency and clarity in data deﬁnitions and visualization, laying the groundwork for improved understanding and utilization of data across the organization.”

HenryInsights was also designed to be a centralized, consolidated source of all student and district data to facilitate e cient storage of and access to information. Connected data sources provide a one-stop-shop to inform strategies using best practices enabled by a modern infrastructure. This new platform provides a solid foundation for how the district will use data.

Clear guidelines promote data integrity and reliability, empowering stakeholders to make the right decisions with conﬁdence. Besides establishing a data culture, the new platform also inspires critical thinking regarding the application of data to advance the district’s objectives and ensure every decision is grounded in evidence and guided by a collective vision for student success. Overall, streamlining the various processes and optimizing user experience will increase the level of trust people have in the data.

ESTABLISHING A DATA CULTURE

Beyond its practical applications, HenryInsights serves as a catalyst for cultivating a data-driven culture within HCS and steering how it can become more mature in analytics. By providing educators and administrators with access to relevant and accurate data and analytics, HCS is fostering a spirit of curiosity and critical thinking throughout every aspect of its educational ecosystem.

As the district strives to inspire every leader to visualize best-use cases and apply data judiciously in facilitating the district’s ‘Pursuit of Exceptional,’ the focus remains on leveraging HenryInsights to its full potential.

What began as a vision for a comprehensive data management solution has evolved into a sophisticated platform with predictive analytics capabilities that will empower stakeholders at all levels to make decisions that drive positive outcomes for students, sta , and the community and position HCS as a leader in data-driven education.

IMPLEMENTATION

DESTINATION 2026 Strategic Action 2 HIGHLIGHTS

YEAR 3 PROGRESS DASHBOARD

Reporting on the status of current work phases towards this strategic initiative.

RESEARCH & DESIGN

• SA 2.1.2b – Highly E ective Classroom Teacher

The Highly E ective Classroom remains the cornerstone of classroom expectations and strategies in Henry County Schools, guiding all professional learning and exemplifying excellent instruction.

• 2.2.5a – Parent Engagement

HCS collaborated with district and school teams to provide families with rich monthly sessions designed to equip them with the necessary tools to assist students with literacy needs. Hybrid learning opportunities include support for English Language Learner families, assistance navigating HCS resources, and emphasis on the importance of early intervention in promoting literacy.

• SA 2.3.1 – Leadership Development

The district’s Leadership Academy, encompassing two cohorts for aspiring leaders and two cohorts of newly appointed leaders, established a purpose, program goals, and leadership competencies. A scope and sequence was created that is aligned to the district's Core Beliefs, policies, and the Highly E ective Leader Framework. HCS is researching how districts throughout the state and nation utilize high-leverage leadership practices.

Leadership Services remains committed to amplifying the e ectiveness of school leaders and developing a strong leadership pipeline in Henry County Schools. As the district develops the APIP, LEAD, ASPIRE, and MODEL cohorts, it continues to deepen its focus on leadership competencies, aligning the professional development scope and sequence with the evolving needs of students and leaders. The district will continue gathering ideas and experiences for the programs through brainstorming and networking sessions.

• SA 2.3.2 – Expanded Recruitment

The district continues to expand recruitment e orts, partnering with international agencies to employ virtual teachers for advanced courses with the aid of an in-class facilitator. A partnership started earlier this year with ESS has improved substitute teacher ﬁll rates, doubling them in some cases. The partnership also serves as a pipeline for new paraprofessionals and teachers. HCS held a Certiﬁed Educator Job Fair in March at Dutchtown High School.

• SA 2.3.3 - Strategic Sta ng

The district designed strategic sta ng models, including models for improving substitute teacher ﬁll rates, partnering with international sta ng agencies, receiving support from virtual instructional partners, and utilizing contract agencies for critical vacancies.

INVEST & IMPLEMENT COMPLETE

• SA 2.3.4 - Henry Future Educators

During the Future Educator Signing Day in May, close to 30 students committed to entering the ﬁeld of education by enrolling in teacher certiﬁcation programs at partner universities. Most indicated a desire to return to HCS. The district will continue to embrace any opportunity to inform current students about employment opportunities in education.

• SA 2.1.3c – Highly E ective Leaders

The district launched an updated Highly E ective Leader Framework, including a scope and sequence of professional development around four priority leadership behaviors in the 2023-2024 school year. Principals have developed a professional growth goal based on one of the four priorities.

• SA 2.4.1 – Parent Engagement

The district created and shared cluster improvement plans at Cluster Community Conversations, which take place in each cluster twice annually to facilitate community feedback and input.

• SA 2.1.4a - Accountability System

HCS has established an aligned system of accountability that cascades through the organization from the superintendent through divisions to schools and classrooms. There is a process and cadence for identifying priority outcomes, developing improvement plans, and monitoring impact. Additionally, there is an established cadence and system for planning, implementing, monitoring, and reporting Strategic Plan progress and results to the community. HCS continues to develop data tools to support the accountability system.

• SA 2.1.4b - HenryInsights

The district’s new data analytic platform, HenryInsights, provides organized dashboards and roster views for school and district leaders. It displays key metrics in a simple, intuitive user interface that includes color-coded notiﬁcations and highlights information that requires urgent leader and teacher action. Upon full implementation, all educators will have access to the platform to quickly discover actionable insights through data visualizations and reports to improve student outcomes.

During the initial launch, district leaders gained access to HenryInsights, allowing them to view master dashboards and Priority Student Outcome metrics such as behavior and enrollment.

Note: Highlights represent accomplishments related to various components of a Tactic. Tactics are not moved into a new phase until all components reﬂect that level of progress.

STRATEGIC

ACTION 3

Advance connectivity to value and engage all students, employees, families, and partners in our growing community.

WINNING PARTNERSHIPS

When this initiative is fully realized over the remaining two years, Henry County Schools will have a shared community commitment and partnership in preparing every student to become highly successful in a global society. HCS will ensure every student has access to a trained mentor, and schools will have access to a network of support from trained volunteers. Every student will have access to an enriching and engaging experience when enrolling in school, and every family will have the opportunity to be actively engaged in the school community. HCS will develop a funding arm through the development of a foundation to provide teacher grants, student scholarships, and ﬁnancial support for family services. HCS will increase meaningful communication and access to school programs, curriculum, activities, and educational opportunities. In addition, HCS is committed to planning for future growth through collaboration with the county, cities within the district, chamber of commerce, and the Atlanta Regional Commission. This initiative also supports adult education and will serve as a springboard for higher education, better-paying jobs, and rewarding career paths.

To accomplish the community-inspired goals set forth under this Strategic Action, the following statements were developed and will be carried out through a multitude of Initiatives and Tactics:

Expand the Partners in Education Program ensuring that every school has (at least) a faith-based partner, a small business partner, and a civic organization partner, in addition to involved families and school sta .

Establish a comprehensive volunteer and mentoring program.

Establish a Henry County Schools “Welcome Center” for students and families new to HCS.

Design a Culturally Responsive Teaching course to be made available to all sta in HCS and to propose to the Professional Standards Commission for consideration as a PSC-approved endorsement.

Create and incorporate a 501(c)(3)-approved Henry County Schools Foundation.

Elevate systematic language services.

Elevate community partnerships with local and state intergovernmental agencies.

Build out adult education programming for HCS families to provide learning and skill development opportunities.

SA3

THE WELCOME CENTER

Henry County Schools is committed to fostering a performance culture that leads to more learning, more growing, and more celebrating. That dedication to achieving results for students isn’t limited to the traditional classroom experience but extends outside of school facilities to encompass a wide range of services tailored to supporting families, employees, and the larger Henry County community.

HCS remains deeply invested in staying in tune with the community’s voice and pursuing initiatives to address pressing needs and concerns. Consequently, Year 3 of the 2021-2026 Community-Inspired Strategic Plan has been marked by signiﬁcant achievements and ongoing e orts to advance connectivity and engagement across the district.

SUPPORTING FAMILIES

Create a systematic set of instructional, advisement, extracurricular, and communication connections for students and families.

Stakeholder feedback prompted the Strategic Plan and led to the district establishing the Welcome Center to help new students and families experience a seamless transition into the district.

Now in its third year of operation, the Welcome Center, located at 166 Holly Smith Drive in McDonough, continues to serve as a cornerstone of support for families in the community, assisting nearly 4,000 families during the summer months leading up to the start of the 2023- 2024 school year. This total does not include families that received support in other areas of the Henry County Learning and Support Center.

As of April 30, 2024, more than 18,492 visitors have been served, underscoring this resource hub’s vital role in connecting families with enrollment, registration, and wraparound support services. The Welcome Center remains families’ entry point into HCS, providing essential connections and resources virtually, in person, and by phone.

“The Welcome Center is an asset to the school system,” said parent Tisha Lawson. “When I reached out to get information to resolve an issue, they were responsive and authentic. I mostly appreciated their empathy for my children and alternative proposals to resolve the situation.

I am wholeheartedly grateful for the Welcome Center because the sta genuinely helped turn an unfortunate situation into a much-needed new beginning that I am so happy about every day. Their patience and helpfulness made a better educational experience for my children a reality.”

Tisha Lawson, Parent

DESTINATION 2026 TACTIC TRACKER TACTIC 3.3.4 DESIGN to IMPLEMENT

SA3

MEDICAL SERVICES

Incorporating medical care into the services available through the Welcome Center has been a signiﬁcant accomplishment for HCS in Year 3.

The district launched a site-based telehealth service for students in partnership with Southside Medical Center in January 2024. As a result of this collaboration, HCS ensures students have convenient access to reliable medical care.

Southside Medical Center is the first Federally Qualified Health Center for Henry County. While families can self-pay, as a Federally Qualified Health Center, Southside Medical Center accepts Medicaid, PeachCare® for Kids, and most major insurance plans.

ENHANCING DATA MANAGEMENT

In March 2023, HCS’ Family and Student Support Services Division partnered with the Information Services Division to streamline processes to improve spring 2024 registration for Kindergarten. Cross-divisional collaboration was also critical for managing immunization records as the teams worked together to incorporate immunization data into the district’s student information system. This year, the Welcome Center beneﬁted from districtwide data system upgrades that improved data access and processing.

Improved data management enabled schools to enhance the use and management of student information, allowing alerts and notiﬁcations regarding students’ immunization status to be sent to parents/guardians. Overall enhancements allowed Family and Student Support Services to complete immunization audits more e ciently and generate accurate and timely reports to ensure compliance and prevent disruptions in student enrollment.

The district’s partnership with Southside Medical Center enables a straightforward, e cient compliance process, as families who have not met immunization requirements can obtain the required vaccinations through the new site-based telehealth clinic.

RESIDENCY VERIFICATION

Residency veriﬁcation for enrollment in HCS has evolved into one of the primary functions of the Welcome Center. Family and Student Support Services completed more than 100 residency veriﬁcation requests by mid-March. The Welcome Center also helps families complete a davits to ensure compliance with enrollment requirements.

SA3

“The Board of Education is deeply vested in all aspects of the school district’s operations, and ensuring students in every corner of the county have every chance to succeed remains a top priority.”

MORE LEARNING OPPORTUNITIES

HCS is committed to serving the wider community, and the Department of Adult Education and Extended Learning allows the district to o er another layer of support to community members. Adult learners beneﬁt from resources and classes, while K-5 students experiencing conduct-related challenges can access specialized educational opportunities.

Extended Learning also includes the Henry County School of Scholars, which provides behavioral, academic, and social-emotional learning assistance to students in grades K-5. HCS is actively expanding e orts to o er this therapeutic support to students in grades K-8 districtwide. This program aims to ensure students learn coping skills and other strategies that will prepare them to return to their home schools.

Through adult education initiatives, such as English Language Learning programs, as well as partnerships with organizations like Southern Crescent Technical College and Connecting Henry, HCS empowers parents and community members to pursue educational and vocational opportunities. The district is exploring options to increase English Language Learning classes for families following increased demand for the service.

Proactive leadership and responsiveness to the community’s voice characterize the board’s approach to governance, and it has been similarly responsive to growing requests for General Education Diploma classes. Beyond recognizing the demand for additional adult learning opportunities, HCS also considers accessibility. At the start of the school year, the district established a GED learning site at Stockbridge High School, which, based on stakeholder feedback, was determined to be the ideal location.

The district is pursuing a partnership with Youth Challenge Academy to help students who are 16 years and older recover credits in order to graduate, providing more students with opportunities to succeed.

“HCS helps individuals of all ages attain their educational and vocational goals by providing innovative programs and strategic community partnerships.” Antonio Mattox

ADVANCING CONNECTIVITY

HCS ﬁrst launched the Family Connections Resource Library in 2022. A relaunch of the website in fall 2023 exempliﬁes the board’s dedication to continuous improvement and commitment to providing the information Henry County families seek.

This on-demand resource o ers valuable information and tools, ranging from Kindergarten readiness to fostering math skills at home, empowering families to engage in their children's education journey. The relaunch and plans for integration with the HenryConnects platform demonstrate the district’s commitment to enhancing family engagement and support and optimizing tools to facilitate student success.

HCS continues to prioritize access and commits to safeguarding the well-being of every student. Through programs like the Hospital Homebound Program, HCS ensures educational continuity and support for enrolled students who are temporarily unable to attend school due to illness or injury. By mid-March of the 2023-2024 school year, the program had served 65 general education students.

Antonio Mattox, Chief O cer of Family and Student Support Services

SA3

ON-SITE COMMUNITY PARTNERS

In addition to Southside Medical Center and Southern Crescent Technical College, Communities in Schools and Connecting Henry provide services such as assistance with utilities and job preparation through the Welcome Center. The Center also houses the Shaquille O'Neal Boys & Girls Club of Henry County, which hosts an average of more than 160 kids each day – the highest average daily attendance of Boys & Girls Clubs in Metro Atlanta.

“Strategic partnerships are instrumental to the Welcome Center’s operations and the district’s ability to deliver essential services to families in Henry County,” said Mattox. “Accomplishments throughout the 2023-2024 school year are a testament to the collective e orts of dedicated sta , engaged families, and supportive community partners.”

HCS remains dedicated to meeting the diverse needs of all stakeholders. Expanding adult education programs, streamlining family engagement e orts, and enhancing data management systems reﬂect a ﬁrm commitment to advancing the desires, hopes, and dreams of the community in creating a more inclusive and thriving educational ecosystem.

WRAPAROUND SERVICES

The unique experience Henry County Schools’ Welcome Center o ers is further enriched by wraparound services designed to empower students, strengthen families, and build a thriving community.

The School Social Work Services Division within the Welcome Center has been instrumental in facilitating the Board of Education’s goal to provide holistic support to the Henry County community. Almost 2,000 students received referrals to community agencies for supplemental support this school year. These services, which range from counseling to basic needs assistance, are available to families at no or minimal cost due to the district’s extensive partner network.

Through wraparound services, HCS identiﬁed families who did not meet immunization requirements and provided targeted support to ensure compliance. The district’s partnership with Southside Medical Center enables families to access required immunizations and resolve potential enrollment challenges.

provide immediate access to

PARTNERING FOR IMPACTFUL GIVING

The board recognizes that factors beyond academics impact student success. Seeking to support the whole child inevitably requires a holistic approach that incorporates the family and wider community. In its quest to empower every student with exceptional opportunities, HCS embraces connectivity, reaching beyond the classroom to further opportunities, access, and outcomes.

In alignment with the district’s 2021-2026 Community-Inspired Strategic Plan, the board embraces the signiﬁcance of community partnerships in helping students succeed. The generous support of several sponsors in Year 3 profoundly impacted the lives of students across the district. Donations from partners this school year alone have helped HCS provide ﬁnancial and in-kind aid to students and families in need, including:

•A $15,000 donation to help students pay senior and athletic fees

• Collaborations with Connecting Henry, Operation Lunch Box, and other organizations helped more than 1,000 children experience the joy of the holiday season

•Mt. Olive Baptist Church generously contributed $3,000 to support families facing homelessness

• Reco McCambry, a 1999 graduate of Henry County High School, helped 50 local families secure housing

• A collaboration among Delta Dental, K12 Governmental Consulting Group, and VSP Eyes of Hope provided bookbags, hygiene products, and vision vouchers to support students’ wellness needs

•Walmart donated 100 hygiene kits to the Welcome Center

• A partnership with Southside Medical Center enabled more than 300 McKinney-Vento students to receive vital immunizations

“Community support has been critical to the district’s goal to provide much-needed wraparound services to its stakeholders,” said Chief O cer of Family and Student Support Services Antonio Mattox. “We believe every individual should have access to essential resources and opportunities and remain committed to furthering connectivity and community engagement in realizing the desires, hopes, and dreams of our community.”

DESTINATION

IMPLEMENTATION

Strategic Action 3 HIGHLIGHTS

YEAR 3 PROGRESS DASHBOARD

Reporting on the status of current work phases towards this strategic initiative.

RESEARCH & DESIGN

• SA 3.1.1a – HenryPartners

The working team continues to update the resource list and distinguish faith-based support and the services they provide to students and families.

• SA 3.1.4 – HenryPartners Communication Partners in Education materials (rebranded as HenryPartners) have been drafted for the district website, including a description of the program, FAQs, types of partnerships, contribution types, systems of support, and information on how to join. These web pages are still awaiting approval from the HenryPartners planning team. Plans to expand this information to school proﬁles and websites are on hold until district webpages are approved.

• SA 3.2.1a – Mentoring

The district combined mentoring and volunteering to provide a comprehensive approach to volunteering in Henry County, with plans to pilot the program in six schools this spring.

• SA 3.2.2 - Engaging Community Partners

The district identiﬁed essential components of an e ective school district volunteering program through an audit of current processes and procedures and a study of benchmark districts to inform the design of HCS’ volunteer program.

• SA 3.6.1 - Translated Communications

Henry County Schools is researching mass communication tools that will improve communication for our international families when paired with the current student information system.

• SA 3.8.1 - Community Partnerships

The work to partner with colleges and community agencies to provide high school equivalency diplomas has expanded to include overaged, under-credited students. Research has begun on the top 25 schools, and HCS has started selecting committee members.

INVEST & IMPLEMENT COMPLETE

• SA 3.1.1 – Partners in Education

Each school has compiled a comprehensive list of school-based partners who will be automatically eligible to participate in the HenryPartners framework for o cial “Partners in Education” status. The district will update and review these school-based comprehensive lists annually as it makes ﬁnal preparations for the systemwide unveiling of its HenryPartners design.

• SA 3.3.4 – Family Connections Resource

After the initial launch in 2022, HCS relaunched the Family Connections Resource Library in fall 2023 to provide additional support and resources to Henry County families. The on-demand online resource includes information about topics such as preparing children for Kindergarten and helping to make math matter at home. HCS updates the Family Connections Resource Library regularly as new resources become available. Information Services is exploring opportunities to integrate the Family Connections library with HenryConnects to improve accessibility.

• SA 3.3.5 – Wraparound Services

The working team, social workers, counselors, and mental health and wellness facilitators update displayed community resources monthly. The social work team stocks the Clothing Closet and food pantry, and McKinney Vento liaisons complete McKinney Vento assessments if families meet any homeless qualiﬁers during enrollment.

• SA 3.8.3—Expanding English Proﬁciency

The district’s English proﬁciency course for non-English-speaking families has grown to include more than 30 students.

• SA 3.1.2 – HenryPartners Structure

HCS completed the HenryPartners structure, which deﬁnes partners in education and includes mentor and volunteer programs.

• SA 3.3.1 – Streamline Processes

HCS established processes that improved its immunization audit score with the Henry County Health Department from 91.9% to 99.1% for Pre-K, Kindergarten, seventh-grade, and 11th-grade students.

The immunization status for 90.7% of students has been entered into the district’s student information system. Family and Student Support Services will continue communicating with families and providing health check opportunities through a partnership with Southside Medical Center. HCS has served 769 families through telehealth and the on-site health care provider service at the Learning and Support Center.

• SA 3.3.2—Accessible Enrollment

HCS has an established process for assisting families with Online Registration (OLR).

• SA 3.3.3 – International Enrollees

HCS opened the Welcome Center in June 2021, and as of April 30, 2024, assisted 18,492 visitors. The Welcome Center provides valuable support to families, including enrollment and registration assistance and other wraparound needs.

HCS actively seeks feedback from visitors to drive continuous improvement. According to survey results, 94% of respondents were “satisfied or very satisfied” with the assistance Welcome Center sta members provided; 93% felt “satisfied or very satisfied” that sta answered their questions and resolved their issues during their visit, and 94% of respondents “agreed or strongly agreed” that Welcome Center sta members were knowledgeable.

Language Services served over 500 families by March 2024.

• SA 3.7.1—Collaborative Planning

A process is in place to collaborate with all four cities and the county on existing and future planning.

• SA 3.7.2. – Monitoring Growth

A process is in place to review quarterly residential zoning and permits, including single and phased developments.

• SA 3.7.4 – Enrollment Forecasting

The district is in the early phase of using new software as a forecasting model, with data entry and implementation expected to be complete by the end of the current school year.

• SA 3.8.1 – Equivalency Diplomas from Higher Education Partners

HCS continues to partner with Southern Crescent Technical College and is working toward developing a new dual-enrollment site in the Stockbridge area.

• SA 3.8.5 – HenryConnects

Note: Highlights represent accomplishments related to various components of a Tactic. Tactics are not moved into a new phase until all components reﬂect that level of progress.

The district completed a soft launch of the Assignment Center tool, which includes engaging, interactive learner tools, two-way communications capabilities between teachers, students, and families, a language translation tool, and seamless integration with the Georgia Department of Education. These features will be available for all users in the coming school year.

4 STRATEGIC

ACTION

Advance student and employee health, wellness, and support structures.

WINNING THROUGH WELLNESS

When this initiative is fully realized over the remaining two years, Henry County Schools will ensure students acquire skills and knowledge for college and career readiness and become civically minded members of society. HCS is committed to providing comprehensive counseling services to every student and providing community health and wellness partnerships. In addition, HCS will ensure employees will experience a working environment that models and actionizes the value of wellness and will ensure every student is learning in a safe and healthy environment.

To accomplish the community-inspired goals set forth under this Strategic Action, the following statements were developed and will be carried out through a multitude of Initiatives and Tactics:

Initiative 1:

Initiative 2:

Initiative 3:

Initiative 4:

Establish a comprehensive school-wide counseling, academic, and career coaching and advisement program.

Establish a community health and wellness collaborative to invest in physical, emotional, academic, and mental health services, care, and resources for students.

Establish an employee wellness framework and wellness commitment.

Develop a continuum of services to ensure that every student is learning in a safe and healthy environment.

SA4 STUDENT MENTAL HEALTH AND WELLNESS

Fostering a culture of care and connection is paramount to Henry County Schools’ ‘Pursuit of Exceptional,’ and the Board of Education has continued to advocate for programs that elevate student wellness. During Year 3 of the Community-Inspired Strategic Plan, strategic initiatives and collaborative e orts with community partners enabled HCS to implement innovative solutions in advancing student health, wellness, and support structures.

BUDDY BENCHES

HCS launched Buddy Benches in a ribbon-cutting ceremony at Timber Ridge Elementary in May 2023, reinforcing the concept of HCS students serving as “buddies” to their peers. The planned installation of the new, high-quality Buddy Benches across the district’s 28 elementary schools was a pivotal step in the board’s e orts to promote positive school climates and inclusivity. The initiative is now fully implemented as HCS completed installations of the bright blue benches at every elementary school playground this past school year.

“Many kids don’t have the social skills to build and engage in new friendships and often have anxiety about not having friends at school. Research shows that loneliness increases the risk of certain long-term mental health problems, including depression, anxiety, low self-esteem, sleep problems, and increased stress. The Buddy Bench and our schools’ student wellness ambassadors help to alleviate the anxiety and pressures students feel from not being able to connect with peers.”

Fred Latschar, Director of Student Services

“Each elementary school now has at least two safe places for students to learn the importance of empathy, building relationships, and being connected here in Henry County Schools,” said Director of Student Services Fred Latschar.

The outdoor benches are tangible symbols of the board’s commitment to the community’s voice, enabling students to build positive relationships and fostering a sense of belonging among young learners. Their bold color and strategic placement make them easily identiﬁable and welcoming to students and encourage them to connect with and support each other.

Teachers and wellness ambassadors monitor the benches during recess and facilitate interaction once a student sits on the bench. By fostering a culture of empathy, understanding, and proactive support, HCS addresses the

immediate needs of the school community and lays the foundation for wellness and success.

Ensuring the success of Buddy Benches as an e ective social interaction tool involves training sessions to sensitize teachers and student wellness ambassadors about their use and purpose. Teachers also receive resources to help them educate students about the beneﬁts of Buddy Benches.

“The Buddy Benches are helping kids learn how to make friends. After only a year, we can already see the positive impact,” Latschar added. “We have trained our teachers to ensure they have the skills to help students. The district is investing in teachers so that they can invest in kids.”

Through the compassionate e orts of student wellness ambassadors and dedicated educators, students who might have felt isolated or excluded will ﬁnd it easier to connect with their peers. By fostering a culture of empathy and friendship, HCS addresses feelings of loneliness and isolation and accommodates students’ social and emotional growth.

EMPOWERING EDUCATORS AND BUILDING RESILIENT CLASSROOMS

HCS empowers teachers by providing training modules to improve support for students facing emotional challenges. By equipping teachers with the skills and knowledge needed to create nurturing learning environments, HCS fosters resilient classrooms where every student feels supported and valued. Additionally, teachers beneﬁt from fewer classroom incidents and from having the conﬁdence to adequately manage those that arise.

Investing in teachers enables them to be compassionate mentors and advocates for students’ well-being. Through ongoing professional development and collaboration with the district’s Mental Health and Wellness Facilitators, HCS is committed to creating healthier and more resilient learning environments.

MENTAL HEALTH AND WELLNESS FACILITATORS

Central to the district’s e orts to support the whole child is the dedicated team of Mental Health and Wellness Facilitators who provide critical support for students in need. The school system added this specialized role during the 2021-2022 school year, allocating $5.8 million to provide one facilitator per school, which equates to an investment of approximately $90 per student per year.

In ensuring early intervention in personal crises and establishing a safety net for students, Mental Health and Wellness Facilitators have transformed how HCS supports students. The facilitators also provide emotional support assistance to teachers and sta . Mental Health and Wellness Facilitators also provide referrals to mental health providers. They lead school Cares teams, which are teams of student support personnel at each school.

HCS Cares teams work together to identify and provide interventions for students’ academic, social, emotional, and attendance-related needs. At each school, the team includes the Mental Health and Wellness Facilitator, school counselor, school social worker, student data clerk, graduation coach, and school administrators. Other personnel may be invited to participate based on their level of involvement with the student body.

Mental Health and Wellness Facilitators use data from various sources to track attendance, health records, and disciplinary actions. The Georgia Student Health Survey is one external tool that helps schools identify behavioral, academic, or attendance trends for each student. HenryCares Check-Ins are an additional internal data source, providing school counselors with a comprehensive view of potential factors inﬂuencing student behavior and academic performance.

HENRYCARES CHECK-INS

HenryCares Check-Ins enable wellness teams to measure and monitor the health and well-being of HCS students, teachers, and sta . The online tool provides invaluable insights into the emotional landscape of the school community using comprehensive surveys that include open-ended questions. Qualitative analysis provides a deeper understanding of stakeholders' challenges and enables HCS to tailor intervention and support services accordingly.

“We know all aspects of our students’ health are critical to their development and success. When a child’s wellness needs are addressed, they feel connected, more secure, safe, calm, and conﬁdent. From Buddy Benches to Check-Ins, these programs help to build connectedness and a sense of stability for our students.”

Angela Guy, Wellness Specialist

HCS wellness sta administer HenryCares Check-Ins twice a year. Surveys administered from September 2023-October 2023 and February 2024-March 2024 captured responses from 10,000 teachers, 3,000 sta , and more than 56,000 students in grades three through 12. Completing three years of HenryCares Check-Ins has enabled HCS to deepen its understanding of the needs and circumstances of both students and employees.

Mental Health and Wellness Facilitators analyze the data with their Cares teams to identify respondents needing immediate assistance and ensure all students feel connected to a caring adult in their building. Survey responses also determine the level and type of support students receive, whether one-on-one counseling, group counseling, or a referral to an outside agency. Facilitators collaborate

In Pursuit of

SA4

with school administrators to develop targeted intervention plans.

Beyond counseling services, Cares teams are pivotal in supporting students in various aspects of their academic journey. From addressing attendance issues to promoting positive behavior, these dedicated professionals work tirelessly to ensure every student feels seen, heard, and valued.

TELEHEALTH

PHYSICAL HEALTH AND WELLNESS

In October 2023, HCS announced its partnership with Southside Medical Center to provide a site-based telehealth service at the Henry County Learning and Support Center in early 2024. Measures to fortify privacy and security infrastructure and ensure the virtual platform was fully optimized brieﬂy delayed the launch of the full suite of telehealth services to the end of April.

The collaboration underscores the district’s dedication to holistic student support. This pioneering initiative further represents a transformational shift in health care delivery to HCS students. By leveraging telemedicine technology, HCS aims to bridge gaps in access to medical care and enhance the overall well-being of the school community.

The telehealth clinic o ers a broad spectrum of in-person medical services, including wellness exams, sports physicals, and testing for respiratory illness. This hybrid approach combines virtual consultations delivered by a licensed Southside Medical Center medical provider with on-site nursing support, ensuring seamless delivery of medical services to students. Virtual services include behavioral health therapy, lab results review, and specialty referrals.

While the telehealth nurse performs several duties, including preliminary assessments, only the on-site Southside Medical Center provider writes prescriptions and administers vaccines and immunizations. This partnership exempliﬁes a forward-thinking approach to integrating technology and health care services to support students' well-being and improve their educational experiences.

The clinic operates by appointment only, from 8:30 a.m. to 3:30 p.m., and follows the school district’s calendar. The Southside Medical Center provider sees students on Tuesdays at the Welcome Center for in-person services, excluding urgent care, injuries, and medical emergencies.

Routine services, including immunizations and others pertaining to enrollment, have positively impacted administrative processes. By providing immunizations, the clinic prevented just over 900 students from being withdrawn from school for failing to meet enrollment requirements. More than 1,000 students visited the Southside Medical Center this school year.

The clinic is the first Federally Qualified Health Center in Henry County. As a Federally Qualified Health Center, Southside Medical Center accepts Medicaid, PeachCare® for Kids, and most major insurance plans, although families can self-pay. Operating as a Federally Qualified Health Center ensures financial constraints do not hinder access to essential health services.

Currently, the telehealth clinic only serves HCS students. However, the district plans to extend services to sta by 2025.

COMPREHENSIVE HEALTH CARE

Telehealth is just one facet of the care HCS provides to ensure every member of the school community thrives, learns, and grows. From clinic aides in every school to cluster nurses responding to needs in speciﬁc school locations, the district ensures skilled health care personnel are available for students’ health needs.

Next year, HCS will pilot a school-based health center at Oakland Elementary School to provide behavioral health and primary care. The district will also pursue partnerships to add dental and vision services.

The district’s health care initiatives align with its core belief that all learning environments should be supportive, safe, and secure. Prioritizing the school community's physical, emotional, and social well-being empowers every student and teacher to achieve their full potential, both inside and outside the classroom.

HCS holds steadfast to the belief that advancing student health, wellness, and support structures leads to highly e ective classrooms by optimizing conditions for learning. The district’s holistic approach to education, therefore, considers physical, mental, and emotional well-being as integral to academic achievement. Through strategic investments, collaborative partnerships, and proactive interventions, HCS will continue its pursuit of strategic actions that create a safe, nurturing, and inclusive learning environment for all.

County Board

SA4

EMPLOYEE MENTAL HEALTH AND WELLNESS

Henry County Schools’ investment in employee health, wellness, and support structures is designed to promote a winning culture that yields comprehensive beneﬁts. The Board of Education has implemented proactive measures to create a supportive environment where sta feel recognized and valued.

Launch wellness campaigns targeting employee participation in physical activity, health, and wellness.

Employee well-being directly impacts the district’s vision of ensuring a high-quality, world-class education for every student. High-performing employees are critical to the district’s success; therefore, the board has invested in dedicated support structures to address the diverse needs of its 6,000 sta members.

ON-SITE CLINICAL SUPPORT

In Year 3, the district’s work under Tactic 4.3.3 saw the creation of the clinical therapist role to provide on-site support to sta . This important milestone has enabled the district to institute a vital resource for sta members facing personal challenges. This move has set a standard of excellence across HCS and the region, showcasing the value the district places in the holistic well-being of its employees.

Through this initiative, employees receive timely and conﬁdential support, fostering a culture of trust and wellness. In addition to providing crisis intervention, the district’s focus extends to preventive measures. From educational presentations on emotional regulation to proactive check-ins with principals to identify sta needing support, HCS strives to equip employees with practical tools and resources to navigate challenges.

A COLLABORATIVE APPROACH

The importance of employee wellness is further underscored by the district’s commitment to establishing a robust network of community partnerships and resources. As a result of collaborations with local organizations, HCS is able to o er various support services, including ﬁnancial assistance and access to essential resources such as food and housing in times of crisis.

Collaborations between HCS social workers, counselors, and Mental Health and Wellness Facilitators have been vital in connecting employees with relevant services, such as the Employee Assistance Program. The Employee Assistance Program o ers a range of counseling and online resources and programs to full-time/beneﬁt-eligible employees and their families. Support sta also provide referrals and help employees access assistance through community organizations.

Additionally, Mental Health and Wellness Facilitators are assigned to each school facility and provide wellness activities and wellness toolkits as an added layer of proactive health and wellness monitoring.

ADDITIONAL SUPPORT STRUCTURES AND BENEFITS

As part of ongoing e orts to promote ﬁnancial literacy and preparedness among sta , HCS has successfully implemented programs to equip employees with the knowledge and tools to make informed ﬁnancial decisions.

From informative webinars on identity theft protection and monthly budgeting to comprehensive retirement planning events, such as the Teachers Retirement System Pre-Retirement event in March, HCS continues to examine options that help employees achieve ﬁnancial security and stability.

PHYSICAL FITNESS AND WELLNESS CHALLENGES

HEALTH CARE ACCESS AND PREVENTIVE SERVICES

Ensuring access to quality health care is paramount to ensure sta members are at their most productive.

In partnership with organizations such as Screen Atlanta and Northside Hospital, HCS has facilitated opportunities for employees to receive essential healthcare screenings and vaccination services conveniently on-site.

From 3D mammography screenings during Women’s History Month to annual biometric screenings aimed at evaluating health risks and promoting early detection, HCS is dedicated to prioritizing the health and wellness of all sta members.

Recognizing the importance of physical activity in promoting overall wellness, HCS has implemented initiatives to encourage employees to lead active lifestyles. This year’s “Walk for Wellness” built on the success of past events, with enthusiastic employees signing up for a four-week walking challenge designed to promote healthy lifestyles.

“HCS remains committed to expanding and enhancing wellness and support structures to ensure every sta member feels valued, supported, and empowered to ﬂourish professionally and personally. As the district grows and evolves, its dedication to employees’ overall wellness will foster an inclusive environment where every employee can thrive and have greater conﬁdence in their role in promoting a high-performing district.”

Dr. Anissa Johnson Acting Chief Human Resources O cer

DESTINATION 2026 Strategic Action 4

IMPLEMENTATION

HIGHLIGHTS

YEAR 3 PROGRESS DASHBOARD

Reporting on the status of current work phases towards this strategic initiative.

RESEARCH & DESIGN

• SA 4.3.1 – Health & Wellness Partnerships

Qualiﬁed employees and community members with any major medical plan covering 3D breast cancer screenings were eligible for 3D mobile mammography services during Women’s History Month. Additionally, Henry County Schools o ered a Financial Preparedness webinar to all employees in February, highlighting identity theft protection and monthly budgeting. A Teacher’s Retirement System (TRS) pre-retirement event, held in March, targeted retirement preparation for employees who were within two to ﬁve years of retiring.

During Educator Launch Choice Sessions in July, Employee Beneﬁts and Support and Acentra Health o ered presentations highlighting the district’s Employee Assistance Program (EAP) and internal services available through the Employee Assistance platform.

Employee Beneﬁts hosted a Beneﬁts Fair for new 2024-2025 hires and principals during Launch, engaging with more than 30 vendors o ering insurance programs and services, employee perks, and memberships in professional educational associations.

HCS hosted live virtual ﬁnancial webinars in partnership with Georgia United Credit Union. In August, HCS will host additional sessions providing tips for employees on home ownership and automobile purchasing.

• SA 4.4.1 - Code of Conduct Process

HCS is developing regulations to create a clear and consistent process for returning students to the learning environment following violations of the Code of Conduct. This regulation will lead to steps for implementation at the school level.

• SA 4.4.3 – Behavior Intervention

Training modules are in various phases of implementation and design to create clear and consistent processes and supports for therapeutic behavior interventions and behavior replacement strategies.

INVEST & IMPLEMENT

• SA 4.1.1 – Counseling Framework

HCS hosted professional development sessions on comprehensive school counseling programs and the role of the school counselor for school counselors and administrators. The HCS Comprehensive School Counseling Model, delivered through ongoing professional development, focuses on engaging families through webinars on the role and responsibilities of school counselors and how families can partner with school counselors to impact student achievement, student wellness, and college and career readiness.

• SA 4.1.3 - Counselor Resources

The Advisement and Counseling Toolkit, which serves as a one-stop resource for school counselors and college and career readiness specialists, underwent ongoing revisions and updates, including linking to The Essential Companion Guide.

• SA 4.1.4 - College Access

HCS introduced middle and high school students to the Naviance platform, which is aligned with a college - and career-ready culture. Students in grades 6-12 completed career assessments to enhance their knowledge of colleges and careers that pique their interests and passions.

• SA 4.2.2 - Recess & Exercise

HCS provided professional development opportunities and identiﬁed schools for a pilot program that uses quick exercise patterns and brain break activities once per day during unstructured break time. The pilot ran through late April.

• SA 4.2.5 - Telehealth Program

HCS completed the launch of its telehealth program in partnership with Southside Medical Center. The program o ers a seamless blend of health support through cutting-edge technology and underscores the Board of Education’s commitment to investing in the well-being of students and sta .

• SA 4.3.3 – Wellness Campaigns

HCS encourages employees to participate in biometric screenings throughout the year. The district provides monthly wellness reminders, tips, and information about partnerships and initiatives to keep employees healthy.

Human Resources launched its third annual “Walk for Wellness” during spring following a successful four-week walking challenge piloted in May 2022. The challenge has seen consistent participation each year since its initial launch. It marked the beginning of many employees adopting a healthier lifestyle and a renewed awareness of the physical and emotional beneﬁts of moving during the routine workday.

COMPLETE

• SA 4.2.1 - Movement & Health Programming

HCS’ partnership with Henry County Parks and Recreation enabled weekly pickleball instruction in more than 20 schools with the aid of volunteers.

• SA 4.2.4 - Health & Wellness Perceptions

The district completed a three-year data analysis for all schools, along with the development of fall/spring implementation and monitoring systems.

• SA 4.4.2 - Health & Wellness

Mental Health and Wellness Facilitators trained more than 200 teachers and sta in implementing the Trauma Informed Care (TIC) framework in highly e ective classroom practices to ensure HCS educators are well-equipped to create safe, supportive, and nurturing classroom settings that promote resilience, enhance student engagement, and improve academic outcomes.

• SA 4.4.4 – Single Entry Buzzer System

The district installed single-point entry buzzer systems in all schools.

• SA 4.4.5 – Elementary School Gym HVAC HCS installed HVAC systems in all elementary school gymnasiums.

Note: Highlights represent accomplishments related to various components of a Tactic. Tactics are not moved into a new phase until all components reﬂect that level of progress.

ACTION 5 STRATEGIC

Advance a high-performing operational culture.

When this initiative is fully realized over the remaining two years, Henry County Schools will have acquired and implemented an enterprise management system that integrates processes of ﬁnance, human resources, procurement, and document storage. HCS is committed to developing and implementing a system of reporting performance for the district and every school, establishing a growth and replacement plan for resources, evaluating and updating the district's compensation and classiﬁcation infrastructure, and expanding the energy management plan. All these systems, processes, and outcomes will ensure Henry County Schools has a high-performing operational culture.

To accomplish the community-inspired goals set forth under this Strategic Action, the following statements were developed and will be carried out through a multitude of Initiatives and Tactics:

Initiative 1:

Acquire and implement an enterprise resource management system with the capability to integrate the processes of ﬁnance, human resources, procurement, and document storage.

Initiative 2:

Develop and implement a comprehensive data strategy and data support structure.

Initiative 3:

Establish a basic equipment list and growth and replacement plan of resources and basic equipment for every classroom, school common space, and o ce space.

Initiative 4:

Evaluate and update compensation and classiﬁcation infrastructure and address position controls, internal accountability processes, and job family career ladders.

Initiative 5:

Expand the energy management plan across the district.

SA5

WINNING THROUGH PROACTIVE GOVERNANCE

The Board of Education, through proactive governance, prioritizes investments that modernize systems and processes to improve e ciency across the district. Enhancing operational e ectiveness and productivity is critical to the board’s goal of establishing and sustaining a high-performance culture.

During Year 3 of the Community-Inspired Strategic Plan, the district continued assessing and upgrading its data landscapes to improve accessibility, functionality, and user experience. A signiﬁcant outcome of these system upgrades was the ability to streamline processes to enable consistency in information shared between departments.

Functions that relied on the alignment of data among ﬁnance, human resources, and procurement, in particular, beneﬁted from the system enhancements and ensured uniformity of data across the district.

PHASE 1 OF NEW ENTERPRISE RESOURCE PLATFORM IMPLEMENTATION

Henry County Schools has invested in a new Enterprise Resource Platform to replace several antiquated systems, some of which have been in use for more than 40 years. Over a period of 10 months, teams worked to implement Phase 1 of the new platform, AccessHCS, to improve the e ciency of practices related to ﬁnance, procurement, and business document management.

to IMPLEMENT Update process/systems documentation as processes migrate to the acquired ERP and deliver new systems.

Beginning in February 2024, all schools, programs, and district o ces began to utilize budget, purchasing, cash management, and related processes within AccessHCS. The investment in the new platform has enabled signiﬁcant e ciencies, such as eliminating paper-based purchase requests and supporting daily cash balance reconciliation enabled by direct integrations with banking platforms.

A unified platform across all school sites provides access to a broader and more consistently managed vendor landscape for school-level purchasing. Completing Phase 1 of the new platform has also improved transparency regarding process workflow, enabling identification of bottlenecks and improving

SA5

accountability. Another beneﬁt of the new platform is the ability to store documents within the system, vastly reducing printing and maintenance of physical ﬁle storage.

PHASE 2 OF NEW ENTERPRISE RESOURCE PLATFORM IMPLEMENTATION

Investment in AccessHCS has already proven worthwhile, and implementation e orts continue to transform human resources and personnel document management practices.

“AccessHCS represents a signiﬁcant step in the district’s e orts to restructure and modernize employee processes,” said Acting Chief of Human Resources Dr. Anissa Johnson. “By providing sta with an intuitive and user-friendly interface, the platform will increase e ciency and reduce administrative workload.”

Targeted for launch in January 2025, the implementation of the human resource modules will unlock significant e ciencies for the workforce. Most notably, the employee self-service capability will transform and restructure workflows to remove redundancies in tasks and simplify functions. AccessHCS will provide a one-stop-shop for HCS employees to easily take action on employment and finance-related matters, such as viewing pay subs, updating contact information, modifying withholding information, and enrolling in benefits.

When Phase 2 is fully implemented, school leaders will have improved visibility into hiring processes via system workﬂow reports. Introducing digital time capture will eliminate the need for manual paper timesheets, now required for approximately 1,500 employees. The centralized platform will improve data accessibility and accuracy, as well as streamline shared processes across human resource and ﬁnance functions.

“By implementing modern systems and processes, HCS is realizing its goal of advancing a high-performing operational culture. Embracing innovation and continuous improvement inspires compliance with best practices and lays the foundation for improved operating standards districtwide.”

Shanika Clay, Chief Financial O cer

ATHLETICS

GROWTH & REPLACEMENT

TACTIC 5.3 | IMPLEMENT to COMPLETE Growth and replacement plan of basic equipment for every classroom, school common space, and o ce space.

The district’s vision of ensuring a high-quality, world-class education for every student depends on its ability to foster productive learning environments. Equipping schools with essential resources that are in optimal condition beneﬁts students and teachers but also serves to advance the district’s goals.

The board commissioned a growth and replacement plan for districtwide upgrades, demonstrating its propensity for proactive governance. The plan comprises two distinct initiatives designed to enable preemptive action to meet the needs of a growing school district and address the natural replacement needs that arise with furniture and ﬁxtures.

During the 2023-2024 school year, HCS made signiﬁcant strides in advancing a high-performing operational culture through a concerted e ort to replace equipment across the district. From athletic equipment to band instruments, board investments have ensured that every student has access to high-quality tools for learning and growth.

There were signiﬁcant investments in athletic equipment, with seven high schools unveiling new scoreboards and updated facilities. Additionally, the board's approval of additional equipment purchases for baseball, basketball, bass ﬁshing, dance, golf, lacrosse, soccer, tennis, and other athletic gear underscores a wholehearted dedication to supporting the growth and development of all student-athletes.

A banner year for athletics saw the Stockbridge Tigers making a historic appearance in the Georgia High School Association Football State Championship in December. In April, Ola High School’s wrestling team was named the 2024 Georgia High School Association (GHSA) Traditional Wrestling State Champions, as well as state runner-up in the State Wrestling Duals held in January 2024. Additionally, Wrestling coach Joey Dinino was named Georgia's Wrestling Coach of the Year by the National Wrestling Association. In May, four HCS student-athletes were crowned state champions in ﬁve events at the GHSA Track and Field Championships.

Districtwide, athletes made their schools and the entire community proud with impressive performances, highlighting the value of supporting athletic programs at all levels.

SA5

THE ARTS

Growth and replacement initiatives also extended to the arts, and the district’s commitment to these programs was evident in various targeted expenditures. Middle and high schools beneﬁted from a $750,000 investment to replace old band instruments.

A $140,000 investment also enabled McDonough High School and Eagle’s Landing High School to purchase new marching band uniforms. The uniform purchases are the ﬁrst for McDonough High since years before the school was renamed in 2019 and the ﬁrst for Eagles Landing High in two decades.

Additionally, there were $400,000 in upgrades for middle and high school choral equipment.

Music and art programs across HCS moved the needle forward on the board’s vision of HCS as a destination for the ﬁne arts. A total of 40 middle and high school bands, choirs, and orchestras representing HCS received Superior and Excellent ratings after participating in the recent Georgia Music Educators Association Large Group Performance Evaluations.

HCS bands also delivered on the investments with exceptional performances, leading to invitations to appear in prestigious national and international parades, including the Cherry Blossom Parade in Washington, D.C., and events commemorating the 79th anniversary of D-Day in Normandy, France.

The board's unanimous approval of the purchase of standard art equipment for K-12 visual arts classrooms, music technology pathways at the Academy for Advanced Studies, and equipment for the Career, Technical, and Agricultural Education Health Science pathway also reﬂects a commitment to providing comprehensive arts education opportunities. Additionally, investments in equipment for each high school further enrich students' creative learning experiences.

Beyond supporting creative and athletic endeavors, the board made major asset and inventory enhancements. There was substantial progress in advancing the growth and replacement process for classroom furniture and equipment in district schools and buildings.

FURNITURE

The ﬁrst phase of furniture replacements occurred during the summer of 2023. Oakland Elementary, Locust Grove Elementary, and Fairview Elementary started the year with new furniture for classrooms and media centers as a part of the board’s growth and replacement initiative. Media Center upgrades included upgrading tables, shelving, chairs, and seating.

Over this past summer, Hampton Elementary School, Wesley Lakes Elementary School, Stockbridge Middle School, and Eagle’s Landing High School received over $5 million in new furniture.

Furniture upgrade assessments factored the unique needs of each school, o ce, and classroom while striving for uniformity across the district. For instance, some schools received new choral seating, with a similar goal of ensuring consistency and conformity to districtwide standards.

OTHER REPLACEMENTS

Elsewhere, the board applied Elementary and Secondary School Emergency Relief funds to upgrade HVAC systems at all elementary schools in the ongoing e ort to improve indoor air quality. Investments also supported central data center equipment upgrades and the implementation of safety measures across elementary schools. These e orts align with the district’s commitment to providing safe and conducive learning environments for students and sta .

“The board's incredible foresight and generous investments in establishing a cycle of growth and replacement, along with surplus creation, will facilitate timely replacements and responsiveness to emerging needs,” said Executive Director of Planning and Asset Accountability Mitchell Stephens.

Through the board’s unwavering commitment to excellence and responsible stewardship in prioritizing equipment growth and replacement, HCS will continue strengthening its operational culture and enhancing student outcomes.

SA5

BIRCH CREEK

ELEMENTARY SCHOOL

In October 2023, Henry County Schools reached a signiﬁcant milestone in its ‘Pursuit of Exceptional’ with the topping-out ceremony for Birch Creek Elementary School on Willow Lane in McDonough. District and community leaders gathered to sign a beam that would become HCS’ 53rd school, 29th elementary school, and its ﬁrst new school community prompting revised attendance zones in over a decade.

The Oct. 31 ceremony signaled progress toward the scheduled August 2024 opening, with the installation of the beam bearing dignitaries’ signatures symbolizing the reliable foundation of governance and leadership supporting the new campus.

RESEARCH-DRIVEN PLANNING

A comprehensive student growth study conducted in October 2020 fueled the decision to establish the elementary school. The Education Special Purpose Local Option Sales Tax (E-SPLOST) VI referendum, approved by 68% of Henry County voters in March 2021, provided the funding necessary to allow the district to demonstrate its steadfast commitment to embracing community feedback. This landmark E-SPLOST VI project is the culmination of extensive planning and community engagement e orts.

The planning for Birch Creek Elementary began with a partnership between the district and a research ﬁrm with proven experience conducting similar needs-based studies for school districts nationwide. The organization’s expertise includes developing enhanced statics and forecasts about population growth in a school district. It also conducts capacity studies to predict which areas will meet their capacities over ﬁveand 10-year periods.

The 2020 study revealed that Westley Lakes Elementary, Oakland Elementary, Unity Grove Elementary, and Locust Grove Elementary would be the ﬁrst HCS elementary schools to exceed capacity.

Multiple tools facilitate forecasting and the development of future schools, and these ﬁndings inform E-SPLOST allotments based on the district’s needs. The Board of Education’s proactive leadership calls for ongoing capacity studies, with the next scheduled for fall 2024 to examine projected growth for the district over another ﬁve to 10 years.

HCS also conducts annual capacity studies and enrollment projections. The synergy between the internal work of the district and insights of outside consultants enables HCS to leverage results e ectively in anticipating needs.

PROACTIVE GOVERNANCE

Opening Birch Creek Elementary in one of the county’s fastest-growing areas advances the district’s goal of providing opportunities, access, and outcomes for all students. The aforementioned strategic zoning e orts, underscored by the board’s visionary leadership, will alleviate overcrowded classrooms at Oakland Elementary and Wesley Lakes Elementary and contribute to balanced enrollments by shifting a small population of students to nearby Bethlehem Elementary.

By proactively addressing infrastructure needs and enhancing access to quality education, HCS provides students with environments conducive to learning and a rms its pledge to meet the evolving needs of a growing population.

SHAPING HISTORY

The board approved Quavious Wright as the school’s founding principal in November 2023. Wright, a native of Hampton, has deep connections to the two schools from which Birch Creek will receive students. He attended Oakland Elementary and served as an assistant principal at Wesley Lakes Elementary.

“I am from Henry County and a product of Henry County Schools,” Wright said. “Becoming principal is one of many goals I’ve accomplished, and I want the students I serve to realize their dreams also. As a founding principal, I have several objectives, but ultimately, I want to inspire sta to understand this is a school and nothing else. However, it is also everything else. So, my hope is for Birch Creek to be what I consider a ‘community school,’ ultimately providing the access and opportunities kids need.”

Wright brings a wealth of experience, dedication to student success, and a deep understanding of the district’s values and educational philosophy. His appointment will play a pivotal role in shaping the school's culture and fostering a supportive learning environment where every student can thrive.

“There is so much more to Birch Creek than being a new building. The students, teachers, and I will be able to establish traditions. We'll all have input in a unique way compared to existing schools. I want students to be heavily involved in setting that foundation, and I have many plans for how we will do this. As the inaugural group, we are creating a legacy, and that is signiﬁcant. This is a historic occasion, and being at the forefront of the school’s evolution is what is unique about starting as Birch Creek Elementary’s new principal.”

Quavious

Launching a new school aligns seamlessly with the district’s overarching goals of advancing a high-performing operational culture and providing a high-quality, world-class education for every student.

Wright, Inuagural Principal Birch Creek Elementary

As Birch Creek Elementary prepares to welcome its ﬁrst cohort of students, the district’s e orts through Strategic Action 5 have laid the groundwork for the positive impact it will have on the community and the promise of that impact being multiplied throughout the county with several other E-SPLOST construction projects on the horizon.

A new STEM high school in Stockbridge, new transportation facility, new elementary school in Locust Grove, and additions to Ola Middle School, Dutchtown Middle School, and Ola High School are all planned by 2026.

Lorem ipsum orem ipsum

Lorem ipsum

SA5 NEW TRANSPORTATION HUB

In furthering its e orts to advance a high-performing operational culture, the Board of Education voted unanimously in favor of funding a new transportation hub during its June 2023 meeting. The district broke ground on the 32,770-square-foot facility in September 2023 as part of ongoing e orts to enhance e ciency and support the evolving needs of the district.

“Reliable transportation is a crucial aspect of the school day, and the district not only considers its impact on student attendance but also the tone it sets for the school day and the subsequent impact on students’ academic success.”

Strategic board decisions reflective of the community’s voice led to significant and systematic progress following the groundbreaking ceremony to ensure the facility will meet its scheduled February 2025 opening date. The state-of-the-art transportation hub is part of a $19.4 million project funded by Education Special Purpose Local Option Sales Tax (E-SPLOST) VI, approved by Henry County voters in March 2021. This investment reflects the board’s commitment to responsible stewardship and the prudent use of funding to support the needs of the community.

The new transportation hub will allow Henry County Schools to provide more timely service by splitting routes into east and west operations. The new hub, located near Oakland Elementary School on Nail Drive in McDonough, will support transportation operations on the west side of Interstate 75 and primarily serve the Dutchtown, Eagle’s Landing, Hampton, and Luella school clusters, as well as a portion of the Exceptional Student Education (ESE) program.

Transportation Facility West will provide relief to the existing transportation facility, which has been operating beyond maximum capacity, serving nearly 60% of the HCS student population – more than 25,000 students daily. Board investments also extend to enhancements to the existing transportation facility, which has not had any substantial upgrades since 1999 despite the student population doubling since that time.

These transportation upgrades serve as a testament to the board’s foresight in overseeing student learning in one of the fastest-growing counties in the Metro Atlanta region. The new facility will accommodate 218 air-conditioned, clean-fuel buses and 150 drivers, along with administrative sta , mechanics, and other shop personnel. Its extensive layout will also provide ample room for various services and facilities, including maintenance, bus driver training, and propane fueling stations.

Construction of the enhanced infrastructure is especially noteworthy, with the scheduled August 2024 opening of Birch Elementary School on Willow Lane in McDonough – marking the district’s ﬁrst brand-new school community in over a decade. Through strategic investments and proactive governance, the board continues to demonstrate responsiveness to the needs of the growing student population. HCS leaders eagerly anticipate the transportation facility's positive impact on students, sta , and the entirety of the Henry County community.

Josh Malcom, Chief Operations O cer

DESTINATION 2026

IMPLEMENTATION

Action 5 HIGHLIGHTS

YEAR 3 PROGRESS DASHBOARD

Reporting on the status of current work phases towards this strategic initiative.

RESEARCH & DESIGN

• SA 5.4.2 - Compensation Study

HCS is researching other school districts that use compensation studies to deﬁne long-term planning requirements to address identiﬁed opportunities.

• SA 5.4.3—Career Pathways

Research of other school districts is underway related to leveraging compensation studies and organizational assessments to design and formalize career pathways.

INVEST & IMPLEMENT COMPLETE

• SA - 5.1.6 - ERP System Implementation

The Finance module of the new ERP system, AccessHCS, went live in February. HCS has succeeded in completing ﬁnancial transactions and monthly ﬁnancial reporting to the board within the new ERP system. The HCS Finance team and the district’s implementation partner are still working through open issues and the transition to Extended Cloud Service support.

HCS’ Human Resource team is migrating HR data to AccessHCS's HCM module. User and Employee training began in July 2024, with the HCM module's anticipated go-live date in September 2024.

• SA - 5.2.3 - Data Reporting

The data Council and district data teams worked to create a priority matrix with key variables to assist in determining reporting priorities. HCS is implementing this matrix along with HenryInsights, the data reporting solution.

• SA 5.3.3 – Basic Equipment Standardization

During the school year, HCS began developing manuals outlining the equipment needed in all middle and high schools.

• SA 5.3.4—Growth and Replacement

The board approved investments in growth and replacement for lacrosse, dance, golf, tennis, and swim equipment.

• SA 5.1.1 Maintenance & Workﬂow ERP

HCS established maintenance and document/workﬂow management as part of implementing the new ERP system.

• SA 5.1.4 - ERP System Acquired

HCS acquired a cloud-based ERP system and selected an implementation partner following a Request for Proposal (RFP). Finance and HR teams established the scope and timelines with this partner.

• SA - 5.2.4 - Data Owners

Establishing a reporting operating model has set clear standards for reporting practices and data ownership, improving the availability of reliable information across the district. Another key objective was to deﬁne a data reporting hierarchy to establish reporting priority levels and frequency. Stakeholder collaborations also enabled the development of a priority matrix to guide decision-making on reporting priorities. This matrix integrates seamlessly with HenryInsights and empowers stakeholders to identify and prioritize critical data elements, aligning reporting e orts with strategic objectives and operational needs.

• SA 5.3.1 – Property Management

HCS benchmarked property management practices of high-performing school districts, including reviewing internal practices.

• SA 5.3.4 – Growth and Replacement Growth and replacement work has been completed for athletic equipment related to basketball, baseball, and soccer.

• SA 5.5.1 – Energy Management

The district purchased energy management software/hardware for all facilities.

• SA 5.5.2 – Water Monitoring HCS set up water ﬂow monitoring equipment across district facilities.

Note: Highlights represent accomplishments related to various components of a Tactic. Tactics are not moved into a new phase until all components reﬂect that level of progress.

Implementing the Plan YEAR 3

Communication

Henry County Schools recognized the need to develop structures to provide regular communication with stakeholders on Strategic Plan work, including plan management and progress monitoring.

HCS is committed to using cycles of continuous improvement to review progress toward realizing our Priority Student Outcomes, implementation of our Strategic Action Tactics, and the impact of our work, to realign strategies and resources to meet the district’s goals as needed.

District sta have designed several processes to monitor and publicly report on the implementation of the Strategic Plan, including quarterly and annual reports and consistent communication with community stakeholder groups. The Superintendent’s Community Advisory Council is composed of members representing the broader Henry County community, including local business leaders, civic leaders, faith-based leaders, intergovernmental agencies, and other individuals who contribute to the ongoing study and review of the Community-Inspired Strategic Plan. As the Strategic Plan is implemented over the next two years, this committee will meet monthly during the school year, serving as the “eyes and ears” of the community, as well as a team supporting the ﬁnancial monitoring and reporting structures to ensure board-developed budgets support the work of the Strategic Plan.

In addition to engaging community stakeholders through the Superintendent’s Community Advisory Council, HCS has developed a cascading communication approach to engage school stakeholders and ensure they are aware of the work and outcomes of the Strategic Plan. District sta facilitated detailed stakeholder workshops through faculty and school council meetings to orient school leaders, school sta , and school councils to the components and goals of the Strategic Plan and to the Priority Student Outcomes, the district’s metrics of success. These workshops are designed to allow for rich dialogue among stakeholders to yield a deep understanding of these important initiatives. In addition to face-to-face sessions to provide participants with information on the implementation and outcomes of the district’s Strategic Plan Initiatives, HCS developed several publications to disseminate information to the community. Quarterly, stakeholders have access to a report that outlines the Tactics completed during the quarter. This quarterly report is shared publicly at a Board of Education meeting and is published on the district’s website for easy access.

Henry County Board

Management

HCS recognized the need to develop internal structures to plan, monitor, and engage cross-divisional teams in the work of the Strategic Plan. A project management tool, HenryPlans, was developed to provide an e cient and sustainable method to collect and monitor progress on the Strategic Plan.

2021 2026 HENRYPLANS

STRATEGIC PLAN MONITORING & REPORTING

HenryPlans is a custom project management solution developed by HCS sta to track the implementation of the Strategic Plan, monitor project progress, and collaborate on work tasks. It consists of tools to collect data and calculate metrics. Data collection is shared across the district, with Tactic teams and district leaders contributing to all publicly reported project metrics. Each quarter, Tactic teams submit implementation highlights telling the story of the work accomplished. Additionally, as Tactics progress through the Phases of Implementation, HenryPlans streamlines the process to document and approve phase progress.

Clear, concise, and visually appealing dashboards present the Strategic Plan in a simple-to-understand format, allowing for quick monitoring of timelines and metrics. This supports ongoing collaboration across divisions and enables district leaders to monitor the progress of work for each Tactic.

As part of this system, each Tactic team works during the “research” and “design” phases to develop an implementation plan. Before a Tactic moves into the “implement” phase, Tactic leaders share the implementation plan with district leaders to get their feedback. This allows district leaders to inﬂuence work before it is launched, to ensure the implementation plan best aligns with the desired outcomes. District leaders decide when each implementation plan is ready and when each Tactic can be launched.

Finally, district leaders meet frequently to report on actions related to the Tactics of focus for the academic year. These updates provide the intentionally designed, cross-divisional teams with the opportunity to seek input into speciﬁc needs or current challenges, and for teams to receive ideas on how to connect, enhance, or expand the work. This ensures district leaders stay abreast of and inﬂuence current e orts across the organization, rather than just within divisions, to facilitate cross-divisional coordination and ensure district goals and outcomes are realized.

Recognizing that the adoption of Henry County Schools’ Strategic Plan means other district systems and processes need to adjust to align with the district’s vision for 2026, a team of district leaders worked to align School Improvement Plans with the district’s Strategic Plan. In the 2021-2022 school year, a cross-divisional team created a newly designed version of the Henry County Schools Continuous School Improvement Plan. The Continuous School Improvement Plan was modiﬁed to ensure school alignment with the district’s Strategic Plan Tactics and outcome measures. This plan streamlines the improvement process to ensure additions to

YEAR 3

2021-2026 Strategic Plan Implementing the Plan

our school system that promote opportunities, access, and outcomes for our students will be realized at the local school level and allow our school leaders to plan more e ciently for implementation of new resources, programs, and course o erings.

• Foundation: Ensuring a stable founding through policy regulations

• State Accountability: Tracking and goal setting around CCRPI metrics

• Local Accountability: Tracking and goal setting around Priority Student Outcomes

• Comprehensive Needs Assessment: Deep examination of school-level data to identify needs and determine steps needed for improvement

• Prioritization of Needs, Desired Outcomes and Root Cause Analysis: Identiﬁcation of the schools' overarching priorities and deepest underlying challenges, that if resolved, would result in signiﬁcant improvement

• 90-Day Action Plan #1 and #2: Outline the actions a school needs to take to address the problem of practice to reach desired outcomes

• Leading Data: Progress monitoring of data throughout the school year (Key Performance Indicators)

• Assurances: Ensure that best practices and Title I processes, such as leader, school, and improvement planning, are completed with ﬁdelity

With Title I planning incorporated into the Continuous School Improvement Plan, school leaders no longer need to complete a separate Title I Plan, streamlining these two documents into one comprehensive plan and format. The CSIP is an electronic and shareable document. This allows district leaders to view the CSIP and provide necessary support across all district divisions.

HenryPlans is the source of all project metrics provided to the Board or published within our quarterly and annual reports. This includes a Financial Services dashboard to monitor funds planned and committed for personnel and non-personnel investments within the Strategic Plan. The dashboard allows views of the total of approved funds and the percentage amount of those approved funds that have been allocated for strategic initiatives. The dashboard will allow close monitoring of the ﬁve-year anticipated spending by source.

Reporting

QUARTERLY REPORTS

2021-2026 Strategic Plan | Year 3

Each Quarterly Report Provides an overview of work completed within each Strategic Action as well as highlights of work within Phases of Implementation. The progress meter on the left side of each page provides a summary of the percentage of Tactics for each Strategic Action that are in each phase of implementation. By the end of 2026, all progress meters for each Strategic Action shall report that 100% of Tactics have been researched, designed, and implemented, as all work should be completed.

Each quarterly report also provides an overview of the board-established Priority Student Outcomes, and where available, the district’s baseline performance regarding these goals. This annual report will be available for public review through the district’s website and will be shared at a Board of Education meeting.

•$2.3 million invested in updating career and technical learning environments and increasing access to engineering pathways

•$1.2 million invested to prepare for the physical build and design of a STEM high school

•$1.0 million invested in resources for media centers

•$0.4 million invested in equipment to continue launch of an orchestra program at every middle school

•Additionally, $8.5 million committed annually for personnel advancing access to elementary STEM, elementary World Languages, and secondary orchestra

. Notable investments include:

•$0.5 million invested to align data systems in support of increased accountability for student outcomes

•$0.3 million invested in the professional development of teachers, leaders, and sta

•Additionally, $2.2 million committed annually for data clerks to ensure each school has capacity to monitor student registration, matriculation, and outcomes

•$0.3 million invested in wraparound and connectivity services to ensure a system of instructional, advisement, and communication support for students and families

•$0.1 million invested in systems and translation services to advance access to publicly communicated messages for Henry County families

•$1.5 million invested to provide consistent processes and supports for therapeutic behavior interventions and behavior replacement strategies

•$1.2 million invested to complete installation of single-point entry buzzer systems across the district

•$0.2 million invested to advance students’ post-secondary opportunities and advisement through implementation of a robust data management system

•Additionally, $5.8 million committed annually for a Mental Health and Wellness Facilitator for each school to support student and employee health and wellness

a high-performing operational culture.

Year 3 Strategic Plan investments totaled $10.8M. Notable investments include:

•$6.2 million invested to support growth and replacement of school furniture, band uniforms, choral supplies, and athletic equipment

•$4.1 million invested in the implementation of a new enterprise resource planning (ERP) system to advance and streamline ﬁnancial, procurement, and human resources practices

•$0.5 million invested to continue maintenance and upgrade of energy management and water ﬂow monitoring equipment across all facilities

2021-2026 Strategic Plan Looking Ahead YEAR 3

As a result of the board’s budget priorities and continued investment and the work that occurred during the previous three years to research, study, and design initiatives, Henry County Schools will continue to implement work at the school level during the 2024-2025 school year. In addition to the increased opportunities, access, and outcomes for students documented in this Year 3 Annual Report, HCS families can expect the following enhancements by school level:

Elementary Schools

Increase Opportunities and Access:

•Every K-5 student experiences robotics and coding instructional activities and a STEM special

•Every school has a thriving extracurricular choral program

•Implementation of a World Languages special using one of the district models

•Implementation of Henry Futures to include ﬁnancial literacy, digital and informational literacy, personal health and wellness/academic success skills, and college and career readiness skills, as well as a capstone project and community service as required by graduation policy

•Administration of universal screener for gifted services for all elementary students

Improve Outcomes:

•All Kindergarten students assessed during the GKIDS Readiness window utilizing the Gross Motor Assessment

•Increase in gifted certiﬁcation and/or gifted-endorsed teachers

•Implementation of the district's Partners in Education deﬁnition, standards, and processes

Implement E ective Systems and Processes:

•All schools Increase the number of teachers able to support advanced learners

•All schools incorporate recess for every grade level into the master schedule

•All schools develop school-level accountability structures that include monitoring and feedback to ensure the e ective implementation of all new initiatives

Middle Schools

Increase Opportunities and Access:

•All schools increase the number of students participating in high school classes

•Every school has a thriving National Honor Society, Beta Club, and choral program

•All students enrolled in engineering and computer science courses receive instruction in robotics and coding

•Implementation of Henry Futures to include ﬁnancial literacy, digital and informational literacy, personal health and wellness/academic success skills, and college and career readiness skills, as well as capstone and community service as required by graduation policy

•Administration of universal screener for gifted services for all middle school students

Improve Outcomes:

•Increase gifted certiﬁcation and/or gifted-endorsed teachers

•Implementation of the district's Partners in Education deﬁnition, standards, and processes

2021-2026 Strategic Plan Looking Ahead YEAR 3

Implement E ective Systems and Processes:

•All schools incorporate exercise opportunities for every grade level into the master schedule

•All middle schools utilize Henry Futures platform to explore and develop post-secondary plans

•All schools develop school-level accountability structures that include monitoring and feedback to ensure the e ective implementation of all new initiatives

High Schools

Increase Opportunities and Access:

•Every ninth- through 12th-grade student experiences and participates in writing benchmarks that will guide their learning within the classroom

•All schools increase the number of students participating in AP and dual enrollment and the number of CTAE Pathway completers

•All students actively engage in learning because teachers embedded Highly E ective Classroom strategies into lessons

•Every school has a thriving National Honor Society, Beta Club, Chorus, and Scholar Athlete Council

•Every high school student has access to a computer science course at each high school

Improve Outcomes:

•Every school increases the success of students in transition grades through transition programming

•Increase gifted certiﬁcation and/or gifted-endorsed teachers

•Implementation of the district's Partners in Education deﬁnition, standards, and processes

Implement E ective Systems and Processes:

•All schools incorporate exercise opportunities for every grade level into the master schedule

•All high schools utilize Henry Futures platform to explore and develop post-secondary plans

•All schools increase participation in advanced coursework by e ectively using PSAT 8 and PSAT 10 and leveraging opportunities at the Academy for Advanced Studies

•All schools develop school-level accountability structures that include monitoring and feedback to ensure the e ective implementation of all new initiatives

•Expansion of schools' Partners in Education programs to encourage school and community partnerships