Q&A District I Area Board and Town Hall Meeting

After careful consideration, we will not adopt a specific theme but will continue to provide the comprehensive programming that aligns with other schools in our feeder pattern. This ensures educational continuity for students as they progress through the district while maintaining our commitment to academic excellence across all core subjects. Our approach allows us to maintain strong articulation with neighboring schools while preserving flexibility to meet diverse student needs.​​​​​​​​​

As a part of our Computer Science for All initiative it includes not only Computer Science specials, but also includes our STEM specials. At this time each of our elementary schools offers at least one of these programs.

A host of programs, initiatives, and strategies in Gwinnett schools are aimed at ensuring school safety. Included in this extensive list are the building of vestibules in the lobbies of each of our schools, an investment in the Centegix incident response system, and the upcoming installation of Evolv weapons detection systems at our middle schools and high schools. Additionally, GCPS employs School Resource Officers (SROs), has partnered with the Gwinnett County government to make security upgrades on school campuses, and works with community partners to ensure that our schools are safe places. e-SPLOST funding has provided for the installation of new video camera systems to enhance security in the common areas of all schools, and every school conducts emergency drills throughout the year so that students and staff are aware of the most effective and safe emergency responses. Each GCPS school must develop its own Emergency Management Plan, making sure that each building’s unique needs are met and that help staff and our public safety partners respond swiftly should a crisis occur.

According to the GaDOE CCRPI Report, our overall CCRPI score is 82.5. This is higher than the state's overall CCRPI score of 78.9.  While the 84.1% of graduates in the Class of 2024 was the highest graduation rate in GCPS in a decade, we know we have work to do. The Board presentation outlined the steps the district teams and high schools are taking to address the gap.

B&F: FY26 Budget (tentatively adopted) includes a $2000 retention supplement (for employees earning $50K and below), a step increase and a 1% cost of living (COLA)

HR : Paraprofessionals earn an additional $3,000 in the following categories: Autism Level 1` (Severe), Level 2 Moderate, EBD, MOID, PID and OI.

Yes. At the Board's request, a new investment in the FY25 budget included the allotment that was revised to provide per pupil allotments for elementary, middle and high school, based on percentages of poverty. Details can be found on page 29 of the FY26 Budget book.  Other budget allotments that use poverty as a factor include the assistant principal allotment using both enrollment and poverty levels to award higher points to schools with higher poverty levels, and the middle and high school intervention formulas provides discretionary funds for schools based on poverty.  These are all sustained formulas in the budget that are funded by the general fund using local property tax revenue.  Additionally, the federal funds from Title I Part A, under the budget special revenue provides over $40million in additional funds for economically disadvantaged students in 113 of our Title I designated schools.

Currently, the FY26 Budget tentatively adopted, includes an increases in compensation across the board for all eligible staff including a step increase, salary increase, cost of living percentage increase and retention supplements. For details please visit the budget webpage to view the "investments".

HR is conducting salary/compensation studies. Differentiated is part of the review.

If this is a prioritized need and funding is available.

The following is a link to high level transitional actions items used as guiding principles for financial and operational efficiency. This does not reflect all of the operational benchmarking activities that are measured by each division, monthly and annually, for financial metrics, academic performance, operational metrics, human resources indicators, community engagement, technology, performance reviews and audits and much more.

BF: We agree that investment in our schools is paramount. This is why the budget process starts with school staffing needs first. Only after school allotments are set can the district determine if additional revenue is available to add new investments to the budget, based on the priorities, mandatory costs, and needs as identified by all stakeholders. Additional SROs for elementary schools are included as a new investments for FY2026, as well investments in special education, multilingual, and other student supports. This can also be seen when you look at the highlights of each year's past budgets. The majority of the district's budget is for schools. Please view the FY2026 Superintendents Budget book online from the budget information page. https://resources.finalsite.net/images/v1743799898/gcpsk12org/uzuqjnlejp3x2iu5x3dn/FY2026SuperintendentsRecommendedBudget-WEBVersion.pdf

CCRPI is a GaDOE governed accountability system. Here is the link to the calculation guide for the CCRPI metrics for high school.

CCRPI scores are heavily based on Georgia Milestones Assessment System (GMAS) performance. Our Academic Knowledge and Skills (AKS) are learning standards that are aligned with standards assessed on GMAS. All of our financial and initiative investments are for the goal of our students performing well on state and federal accountability measures. Our investments in K-3 literacy are one example.

Currently, there are no plans to provide dedicated transportation for MLL students to the International Transition Center. GCPS continues to evaluate how best to meet the needs of multilingual learners while navigating logistical and operational constraints. The district remains focused on supporting students at their home schools through available resources and will continue to monitor and assess potential options moving forward.

District assessments are aligned with the pacing guide, curriculum and instructional materials that the district provides. Teaching & Learning (Curriculum Office) develops the pacing guides and order of AKS covered in the classroom. The assessment team then develops the DAs based on those inputs from Teaching & Learning, with the Assessment Leadership Team (ALT) which is made up of teacher leaders who help review the data and feedback from the DAs to help improve them and strengthen alignment.

Dr. Taylor and Ms. Stone responded to this question during the event, listen and watch here.

Dr. Taylor and Ms. Stone responded to this question during the event, listen and watch here.

Dr. Taylor and Ms. Stone responded to this question during the event, listen and watch here.

Due to the number of students we serve, school zones must be in place. Each building has a capacity that must be honored in order to allow the school to operate safely and for learning opportunities to be maximized.

Each of these areas undergo external audits for program efficiency. We review any recommendations that may be made to improve upon processes in these areas. In addition, each program areas is responsible for assessing and monitoring key performance objectives as part of the division goals that are aligned to the strategic plans.

Goal 3.C - Educational Return on Investment provides Baseline and Target Goals for some of these areas.

Effective communication with the school community is one of the professional standards to which our principals are held accountable. Schools utilize multiple mediums to communicate information home, including their website, social media outlets, and Parent Square. If you feel that you are lacking communication, please reach out to your local school. You may also reach out to the cluster superintendent of your school for further support.

Effective communication with the school community is one of the professional standards to which our principals are held accountable. Schools utilize multiple mediums to communicate information home, including their website, social media outlets, and Parent Square. If you feel that you are lacking communication, please reach out to your local school. You may also reach out to the cluster superintendent of your school for further support.

Facilities & Operations staff have met with the City of Dacula and Gwinnett DOT officials, who are currently assessing the issue and developing an improvement plan. F&O will continue working with the DOT to ensure the school’s needs are addressed.

GCPS is committed to creating a safe, positive environment for all of our students, staff, parents, stakeholders, and community partners. We evaluate our processes and practices on a continual basis to ensure that all students and staff are well-motivated, fully aware of their potential, and dedicated to pursue excellence in academic knowledge, skills, and behavior. Student behavior and accountability are key components of this approach. GCPS believes that all children can thrive in a safe learning environment and utilizes a range of activities to recognize, celebrate, and reward positive behavior at the classroom, school, and district levels. For more information, please access the GCPS Student Conduct Behavior Code.

GCPS is committed to maintaining safe, clean, and welcoming schools. Maintenance and facility improvements are carried out year-round based on need, safety, and available resources.

GCPS recognizes that a connected student is an engaged student, and it places immense value on ensuring a high level of accessibility to its athletics programs to all students. Gwinnett County has long been a leader in its support of its student athletes. GCPS’ student athletes graduate from our schools at high levels and are consistently recognized as recipients of well-deserved athletic and academic scholarships at the collegiate level. Across the spectrum of professional sports, Gwinnett County Public School graduates are well-represented. GCPS continues to grow its athletic opportunities for its students and has expanded its sports program into its middle schools. This year, our middle school students had the opportunity to take part in school basketball, cheerleading, track and field, volleyball, and soccer.

Integrating essential life skills into the GCPS curriculum aligns perfectly with our existing commitment to preparing students for future success. We introduce these crucial concepts at the middle school level through our partnership with Junior Achievement. Our 6th and 8th graders have the opportunity to engage in JA programs that build early awareness and understanding of financial literacy and basic economic principles.

Also, we offer valuable pathways through our CTAE program in Financial Services and Business Accounting, which provide students with foundational knowledge in areas like financial principles and business operations.

Ms. Stone and Dr. Taylor responded to this question during the meeting, you can watch and listen here.

No. The tool for the event is interactive and allows participants to "up vote" questions that resonate with them. Questions submitted with profanity are not being accepted. As shared during the meeting, all questions are being answered either in the meeting or responses are being posted on the district website.

Please work with your HR Director if you believe you are being retaliated against. It is also difficult to know where we need to work if we don't know who is reporting an issue.

Principals have a principal supervisor who is their rater.

Schools may continue to offer ESOL II and III as elective courses to support English learning needs. Students who were utilizing ESOL II and III for English Language Arts (ELA) credit will instead enroll in the appropriate ELA course and will receive additional support from teachers trained to support their learning needs and from our Multilingual Learner (ML) office. Since the University System of Georgia no longer accepts ESOL II and III for credit, this change offers MLs greater opportunity for access to higher education and future success.

SROs are armed. Contracted security guards in our elementary schools will be unarmed.

Summer is the only available time to be able to have all building leaders and district leaders at the same time.

Teacher planning periods are critical if meaningful, successful teaching is to occur. These periods allow teachers to ready their lessons, access necessary resources and materials, and examine student achievement data. Common planning time is the most effective professional development that a school can provide its teachers, as it allows them the opportunity to lesson plan, look at student work, and ensure that best practices are used across classrooms.

The College and Career Ready Performance Index (CCRPI) is Georgia's accountability tool for every school and district in the state. CCRPI includes five main components, each scored on a scale of 0 to 100: Content Mastery, Progress, Closing Gaps, Readiness, and Graduation Rate. The CCRPI also reports other information, such as the performance of student groups, school climate, and financial efficiency status.​ Use this link to review the GaDOE CCRPI Reports.

The district continues to add SROs to its roster; hiring efforts are ongoing as we seek to grow our SRO ranks with the best possible applicants. Our goal is to have SRO presence in every GCPS school.

The district employs the use of school support plans to help bolster the level of instruction and student achievement at identified schools. These plans provided cross-divisional support to these buildings. These supports included increased coaching opportunities for staff, partnership in the curriculum learning team planning process, an increased focus on best practices and feedback to teachers, and increased monitoring of student achievement data and its use in decision-making.

The district receives the majority of federal funds from the Georgia Department of Education. We have been actively monitoring and engaging with relevant offices and do not anticipate any funding implications at this time. No. There are no plans to raise the millage rate.

The interactive panels will replace the existing projectors as part of the technology retrofit.  They provide not only the same projection and casting ability as their classroom projectors, but functionality that allows for interactivity, engagement, differentiated learning, collaboration, and real-time feedback.  Teachers can save their sessions and post in their Google classrooms, so students do not miss instruction even if not present in class that day.  The decision to pilot this was made through advisory groups that included teachers, ITI Coaches, principals, and district leaders.  The pilot will be evaluated through stakeholder feedback at the pilot school.

The process for vendor selections depends on various factors such type and dollar amount of purchase and required method in accordance with state, federal and local policy. Details of process for vendors and the purchasing policy and procedures can be found on the GCPS Purchasing webpage.

The role of security guards in our elementary schools is a temporary one, in place until each elementary school is staffed with its own SRO.

There was a cross divisional team which did the work to support Special Education allotment. This team was comprised of HR, Business and Finance, Teaching and Learning and Principals.

To ensure students with IEPs served in general education classrooms receive individualized instruction, several measures are in place:

• Through the Co-taught/Collaborative Model, there are two teachers planning and instructing together in a classroom. This approach reduces teacher-student ratios so that each student with an IEP receives appropriate individualized instruction and support.  Both teachers ensure student accommodations and other supports specified in the IEP are provided.

• Small group instruction within the general education classroom allows teachers to tailor their instruction to meet the diverse needs of all learners. By working with smaller groups, teachers can provide more focused and individualized attention, addressing specific learning styles and needs.

• The use of assistive technology  and specially designed instruction for students with IEPs provides access to learning for all students and supports personalized learning experiences.

Unarmed security guards in our elementary schools will be provided with appropriate trainings. They will work in partnership with school personnel and the GCPS Department of Safety and Security to enhance the security of the buildings in which they're housed.

Unarmed security guards in our elementary schools will be provided with appropriate trainings. They will work in partnership with school personnel and the GCPS Department of Safety and Security to enhance the security of the buildings in which they're housed.

We continually provide professional learning and supports to staff who support students with specific behavioral needs.

We strive to provide staff and schools ample preparation time. We are committed to ensuring that meetings during the 25-26 school year are planned and executed with ample preparation and notice.

We strive to provide staff and schools ample preparation time. We are committed to ensuring that meetings during the 25-26 school year are planned and executed with ample preparation and notice.

We will continue to monitor graduation rates for our multilingual learner (ML) graduation rates and achievement closely and provide increased support for all schools and teachers to meet their needs. Schools may continue to offer ESOL II and III as elective courses to support English learning needs. Students who were utilizing ESOL II and III for English Language Arts (ELA) credit will instead enroll in the appropriate ELA course and will receive additional support from teachers trained to support their learning needs and from our Multilingual Learner (ML) office. Since the University System of Georgia no longer accepts ESOL II and III for credit, this change offers MLs greater opportunity for access to higher education and future success.

When a new school is opened, school zones must be considered. To populate a new school, its new students must naturally come from other local schools.

When analyzing the return on investment from any source of programming, we look at its impact on student outcomes. Specific to PBIS, a decrease in discipline referrals, in-school suspension, out of school suspension, and discipline tribunals has occurred, indicating its effective implementation. This does not minimize, however, the importance of school counselors. The positive impact of both PBIS and school counselors on students and the student experience is not a question of which is more valuable; rather, it is a question of how we can most effectively leverage both as we work to better student outcomes.

While clear backpacks are not being considered for district implementation in the 25-26 school year, a host of programs, initiatives, and strategies in Gwinnett schools are aimed at ensuring school safety. Included in this extensive list are the building of vestibules in the lobbies of each of our schools, an investment in the Centegix incident response system, and the upcoming installation of Evolv weapons detection systems at our middle schools and high schools. Additionally, GCPS employs School Resource Officers (SROs), has partnered with the Gwinnett County government to make security upgrades on school campuses, and works with community partners to ensure that our schools are safe places. e-SPLOST funding has provided for the installation of new video camera systems to enhance security in the common areas of all schools, and every school conducts emergency drills throughout the year so that students and staff are aware of the most effective and safe emergency responses. Each GCPS school must develop its own Emergency Management Plan, making sure that each building’s unique needs are met and that help staff and our public safety partners respond swiftly should a crisis occur.

While the Gwinnett County BOE does not have authority over residential or commercial development decisions, we understand the significant impact community growth has on our schools. To support planning efforts, the GCPS Planning Department provides the Board of Commissioners with monthly student yield estimates for each proposed rezoning. These projections are also shared on the district website and made available to municipalities upon request.

Within Gwinnett County Public Schools we offer 60 different CTAE Pathways for our students. We utilize the Career Academy Model in seven of its high schools. Additionally, Grayson Technical Program and Maxwell High School of Technology offer specialized and distinct CTAE programs.

As of May 1, 2025, I remain steadfast in my commitment to the promises I made during my campaign. Since joining the Gwinnett County Board of Education in January 2025, I’ve been fully engaged in understanding the unique needs of our schools and working collaboratively to strengthen our district through a number of key initiatives, including:

• Advocating for increased bus safety protocols, particularly in the event of an active shooter.

• Supporting special education teachers and staff—especially in Title I schools—by advocating for differential pay, protected planning time, and reduced non-instructional duties.

• Completing a cross-district tour of all District 1 schools to better understand the unique needs of our learning communities.

• Participating in governance team training to strengthen my leadership and deepen my understanding of board responsibilities and policies.

• Prioritizing student rights in long-term suspensions and ensuring due process is upheld.

• Protecting the rights of students with disabilities, including those with IEPs and 504 plans, through advocacy.

• Championing multilingual learner needs through data-informed strategies and research-based practices, including the use of WestEd classroom observations.

• Contributing to the national superintendent search, with a focus on stakeholder engagement.

• Uplifting research-based programs, including literacy initiatives, Dual Language Immersion (DLI), and STEM education.

• Advocating for student-athletes by celebrating their achievements and ensuring their needs are supported both on and off the field.

• Promoting mental health supports for students and staff—particularly in times of grief following the loss of a student, teacher, or family member.

• Supporting homeless youth in Gwinnett by exploring expanded wraparound services and strengthening community partnerships.

Regarding class sizes: Reducing class sizes continues to be a top priority for me. My vote to opt out of HB 581 aligns with the district’s plan to reinvest those funds into teacher compensation and efforts to lower student-to-teacher and student-to-counselor ratios.

I am currently reviewing the Strategic Waivers School System (SWSS) contract, approved by the previous board in 2024. The SWSS framework allows the GCPS district (the district) flexibility—such as in hiring and class size policies—if academic performance standards are met. I support hiring flexibility when it can help bring high-quality, non-traditional professionals (e.g., an engineering expert teaching Algebra) into our schools. I recognize that large class sizes contribute to teacher burnout and reduced instructional bandwidth.

Once my review of the SWSS contract is complete, I plan to work with the district to understand and evaluate their long-term vision for class size reduction—and to ensure that flexibility does not come at the cost of meaningful support for students and staff.

In the meantime, I’m advocating for a some form of a forensic audit (see, January 2025 Business Meeting where I seconded the motion for a forensic audit). I also remain committed to building strong relationships with local leaders (ie., commissioners) and state leaders— (eg., Gwinnett legislative delegation)— to collaboratively address the broader issues impacting our school communities, such as overcrowding.

To stay connected and follow my journey, you can find me on Facebook at Rachel Stone or on Instagram at @boardmember_rachelstone.

Mental health support for students, teachers, and staff is a core issue I campaigned on—and it remains one of my top priorities. As a former GCPS teacher, I’ve witnessed firsthand how we all bring our full selves into the classroom. The emotional well-being of everyone in our school communities is essential to creating safe, supportive, and thriving learning environments.

Just last week, I attended a Celebration of Life ceremony at Oakland Meadow School, where we mourned the loss of five students and one teacher. These moments of collective grief deeply affect our schools. Ensuring that educators, staff, and students have access to the resources they need—not only to process these losses but to support their overall mental health—is critical. To that end, I am actively collaborating with the district to explore sustainable solutions. I recently identified a grant opportunity that, if secured, would provide specialized training and resources aimed at strengthening our schools’ ability to respond to grief, trauma, and emotional challenges. This initiative is still in development, and I look forward to sharing more as the work progresses.
 

The Board recognizes that a child’s education is a responsibility shared by the school and family. To educate students effectively, the school and parents must work together as equal partners. We know families and communities play an integral role in the education of children, and we want to encourage and support active involvement in our schools. Our district receives Title I, Part A funds to help meet the needs of all students. The funds are used to hire additional teachers in our Title I schools, purchase technology and resources, and train school personnel to serve as ambassadors for families and the school community. All schools receiving funds from the Title I grant are required to have a Family and Community Engagement Plan that meets the guidelines established by the Every Student Succeeds Act of 2015. The Office of Federal Programs provides ongoing support, guidance, and monitoring to ensure that Title I schools are working in partnership with families.

As an elected official and former GCPS teacher, I care deeply about the well-being of our educators and the success of our students.
I want to provide some context about the realities of my board of education service. The compensation I receive as a board member is a small fraction of a GCPS teacher’s salary and falls well below a livable wage. Despite that, I remain fully committed to serving this community. I dedicate over 40 hours per month to school board responsibilities—including monthly meetings that typically begin at 1:30 p.m. and end around 9:45 p.m.—in addition to nearly 36 hours of preparation, as well as time spent visiting schools, engaging with stakeholders, and participating in professional development.
The reality is that elected office has historically not been designed to accommodate individuals from backgrounds like mine—working-class recent educators. And yet, I believe those voices are not only necessary, but powerful.
I bring a unique and valuable perspective to the board: I’m a former GCPS English and Special Education teacher, a licensed Georgia educator, a trained education advocate with a law degree specializing in Child, Family, and Education Law from Emory University, and Educational Leadership program completion from the University of Georgia. I’ve recently served in the GCPS classroom. I’ve navigated the challenges our staff face daily, and I continue to advocate for them at the board level.
Donating my compensation would not meaningfully move the needle. What does make a difference is my ongoing support for teacher and staff pay increases, including paraprofessionals, clerks, bus drivers, and nurses—and my continued advocacy for differential pay for special education teachers, whose work is both highly specialized and critically needed.
Representation matters—especially those who understand the classroom because they were just in it.
To follow my journey and stay engaged in real time, you can find me on Facebook at Rachel Stone or on Instagram @boardmember_rachelstone.

I understand and respect the community’s desire for transparency—particularly regarding matters as important as the superintendent’s contract.
The decision to terminate Dr. Watts’ contract was made by the board. Much of the discussion took place during Executive Session, and after thoughtful deliberation, the board determined that moving in a different direction was in the best interest of the district.
Over the course of seven months, I participated in comprehensive new board member training—locally through GCPS and at the state level in partnership with the Georgia Department of Education and the Georgia School Boards Association. This training deepened my understanding of school governance and school law, including the requirements outlined in Georgia’s Open Meetings Act (O.C.G.A. § 50-14-1). Under this act, personnel discussions—such as those involving the superintendent—must be discussed in Executive Session, which is not open to the public.
While I understand the desire for more information, I hope it’s clear that my limited public commentary is not a lack of transparency, but a reflection of my obligation to respect the law.

GCPS entered our first Strategic Waivers School System (SWSS/IE2) contract in 2009. That contract included a waiver for class size. Enrollment in our schools fluctuates throughout the year. In some cases, this fluctuation could cause a class to go over the maximum allowed by the state. For every section that is over by a single student, we would have to hire an additional teacher and create a new section, or we would lose funding for that class. Hiring a new teacher mid-year, or even after the school year has started, can be extremely difficult. Having this waiver allows us to keep the funding in the event a class or classes go over the maximum number. Also, having this waiver allows us to hire staff who support teachers and students, i.e., instructional coaches, additional counselors, etc. 

GCPS does not have any plans to increase class size.  Our focus remains on keeping class sizes at manageable levels and decreasing classes wherever and whenever possible. Click on this Class Size Rules and Regulations link for more information on class size.

Yes—we’re definitely on the same team. As a GCPS Board of Education member, I work alongside district leadership with a shared goal: making sure each and every student has access to a high-quality education. That said, our roles are intentionally different to ensure strong, transparent decision-making.

My job as a board member includes approving the district’s multimillion-dollar budget, hiring and evaluating the superintendent, setting policy, and helping to shape the overall vision for the district (see O.C.G.A. § 20-2-49). To do that well, I ask thoughtful, and sometimes tough, questions. That’s not to challenge the expertise of our district leaders—they are the subject matter experts—but to make sure I fully understand their recommendations and can make informed decisions that reflect both the data and what I’m hearing from the community.

When we each do our part—district leaders managing day-to-day operations and the board providing oversight and setting direction—it helps us stay grounded in what matters most: our students.

As a GCPS Board of Education member, I work alongside district leadership with a shared goal: making sure each and every student has access to a high-quality education. That said, our roles are intentionally different to ensure strong, transparent decision-making.

My job as a board member includes approving the district’s multimillion-dollar budget, hiring and evaluating the superintendent, setting policy, and helping to shape the overall vision for the district (see O.C.G.A. § 20-2-49). To do that well, I ask thoughtful, and sometimes tough, questions. That’s not to challenge the expertise of our district leaders—they are the subject matter experts—but to make sure I fully understand their recommendations and can make informed decisions that reflect both the data and what I’m hearing from the community.

When we each do our part—district leaders managing day-to-day operations and the board providing oversight and setting direction—it helps us stay grounded in what matters most: our students.

As we seek to improve a school's CCRPI score, there must be an increased focus on enhancing student achievement, progress, and closing achievement gaps. Additionally, a focus on ensuring student readiness for post-secondary education and careers. More specifically, cross-divisional work aimed at supporting these schools’ academic and supportive community measures via school support plans will be critical towards these efforts. A concentration on our schools’ curriculum teams’ effectiveness, use of data, and use of district resources are benchmarks of these support plans. This partnership allows us to place focus on improving student performance on standardized tests (Content Mastery), demonstrating student growth (Progress), and ensuring all groups of students are meeting their improvement targets (Closing Gaps). 

The 2024 CCRPI score according to Geaorgia state's CCRPI dashboard (https://ccrpi.gadoe.org/Reports/Views/Shared/_Layout.html#) is 75.4, not 13.4. As an organization whose management philosophy is one of continuous quality improvement, we seek to be better, no matter a school's results. For every school, we begin with a look at school data and use that data to drive decision making around the improvement process and how we will best support and resource a school to meet its improvement goals. The school itself will craft a Local School Plan for Improvement that narrates its goals and action steps for the year.