Q&A District IV Area Board and Town Hall Meeting

Our goal is to have a literacy specialist in each school to help students improve their literacy skills. Right now, we do not have a district structure that can train all teachers at the district level without leveraging a train-the-trainer model. A literacy specialist at each identified can help staff with quality implementation every day. They will model, support data reviews, coach, plan, and give other support to improve reading.

Offering higher supplements to lower compensated employees can be justified through the lenses of equity, retention and recruitment and adjusting for market conditions. The supplement structure considers sensitivity to inflation and ensuring that the impact of the supplement combined with the step increase, plus a $1,000 for employees paid on the teacher scale, or 1% for employees not paid on the teacher scale, should receive at least a 3% increase to combat inflation. The average employee will receive approximately 5.7%, with the highest percentages going the majority (approx. 94% )of our employees.

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 College Board, the college readiness SAT benchmarks 480 for the SAT Reading and Writing section and 530 for the SAT Math section. Students who score below the benchmark in one or both sections can still succeed in college, with some extra support and perseverance. 

As enrollment grows, GCPS evaluates strategies to manage overcrowding—such as utilizing space at nearby schools, placing trailers, expanding existing facilities, or building new schools. Each option is considered based on available funding and its potential to ease capacity issues. Ongoing plans to support future growth are being shared during the Area Board Meeting presentations.

Credit recovery is a necessary support for students who, for any of a variety of reasons, may need additional opportunities for instruction and to pass a course(s). However, credit recovery should only be used to help students in need of it. Emphasis inside our buildings is instead placed on high-quality, tier one instruction. Beyond tier one instruction, tier two and tier three scaffolds and interventions are in place to help provide our students with necessary supports.

District IV elementary schools all feature STEM and/or Computer Science Specials. Moving into middle school, every MS provides Computer Science and Engineering offerings. At the high school level, each HS includes CS and Engineering programs, and Parkview HS offers a specialized business and marketing program known as 3DE. Furthermore, our students have access to the resources and programs at Grayson Tech and Maxwell High School of Technology.

Dr. Simmons and Dr. Taylor responded during the event as part of another question, you can watch and listen here.

Dr. Simmons and Dr. Taylor responded during the event as part of another question, you can watch and listen here.

Dr. Simmons and Dr. Taylor responded during the event as part of another question, you can watch and listen here.

Dr. Simmons and Dr. Taylor responded during the event as part of another question, you can watch and listen here.

Dr. Simmons and Dr. Taylor responded during the event, you can watch and listen here.

Dr. Simmons and Dr. Taylor responded during the event, you can watch and listen here.

Dr. Simmons and Dr. Taylor responded during the event, you can watch and listen here.

Dr. Simmons and Dr. Taylor responded during the event, you can watch and listen here.

Dr. Simmons responded during the event, you can watch and listen here.

Dr. Simmons responded during the event, you can watch and listen here.

Dr. Taylor and Dr. Simmons responded to this question during the event, you can watch and listen here.

Dr. Taylor and Dr. Simmons responded to this question during the event, you can watch and listen here.

Dr. Taylor and Dr. Simmons responded to this question during the event, you can watch and listen here.

Dr. Taylor responded during the event, you can watch and listen here.

Dr. Taylor responded during the event, you can watch and listen here.

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

Due to state legislation GCPS must share ESPLOST with City of Buford Schools. Currently Buford City schools receives around 2.8% of the E-SPLOST funds.

Each school has an Instructional Technology & Innovation Coach (ITI Coach) whose main role is to support teachers in implementing technology in their classrooms to support teaching and learning. This involves offering professional learning opportunities as well as walking alongside teachers as they plan and implement technology to ensure efficacy. The Instructional Technology Services Office supports the ITI Coaches and teachers by offering professional learning opportunities throughout the year.

Federal laws govern processes for students with IEPs and Section 504 plans. There are no anticipated changes to these processes.

For more information on our GCPS' approach to school safety and security, you may utilize either of the following sites: https://www.gcpsk12.org/schools/safety-and-security/safe-and-secure-schools-in-gcps or https://www.gcpsk12.org/schools/safety-and-security

GCPS (Gwinnett County Public Schools) has a 1:1 device initiative that provides all students with a device for academic purposes throughout the school day. The BYOD network is turned off, so no personal devices (cell phones, tablets, personal laptops, AirPods, etc.) are needed or used at school1. Generally, the use of personal cell phones and personal communication devices is prohibited during instructional time and in instructional settings. GCPS will also align itself and is in compliance with any legislation that drives efforts to remove distractions (such as student devices). To matriculate through high school, students must pass state approved courses of study and, to graduate, must earn a minimum of 23 credits (also called units).

GCPS employs multiple strategies to retain special education teachers including providing mentorship and specialized support to them through our Department of Special Education, building capacity with appropriate, specific professional development, including these teachers on professional learning teams, and creating positive school climates with shared responsibility for our special education students. The principal is responsible for helping to ensure these professional development opportunities and learning teams in their school. Additionally, the development of a positive school is an expectation of each GCPS principal.

GCPS follows the state guidelines for promotion criteria for promoting students from one grade level to the next. Additionally, we recognize that some students enter middle school not reading on grade level which impacts their learning and needs to be addressed with urgency. We continue to work on this challenge through our Multi-Level Prevention System structure where we examine the universal screener information, GA Milestones results, grades, and other assessments to identify students in need of additional intervention as soon as possible. Schools work to design schedules that allow students to receive these additional interventions during a Connections class period or another time of day. Our goal is to accelerate students to be reading on grade level as soon as possible.

GCPS is dedicated to providing support for our ML learners in all content areas (including Core, Enrichment, Special Education, CTAE and other areas of study). All teachers districtwide have been trained in the national WIDA best practices for delivering quality ML instruction. Additionally, we will launch training in the fall for our teachers to learn to write language goals for ML learners. This training will help teachers identify opportunities within each lesson where they can strengthen English development so that ML learners can access the content being taught.

GCPS utilizes an AI tool to ensure students names will be pronounced correctly when they walk the stage to graduate. The use of this tool also helps to make consistent the pace of graduation, ensuring that an equal amount of time is provided to each graduate as they walk across the stage. The tool prevents human error that may occur when school representatives call the names of our large senior classes. To ensure the appropriate pronunciations are used, students submit the pronunciation of their names for graduation and the tool uses AI software to generate the names spoken at the graduation ceremony. Ultimately, we use this tool to make the graduation experience more consistent and better for students.

Hiring certified teachers in every school is always our first option. We opened hiring for our most difficult building to staff ahead of hiring for all to give an opportunity for those schools to be able to select and hire first.

HR is conducting salary studies to be considered.

Human Resources reviews paraprofessional pay annually and continues to make this an area of focus in recruitment efforts. All pay recommendations have to be approved with the annual FY budget. We are always looking to glean what other districts in Metro Atlanta are doing.

I have always been a strong supporter of our special education staff and have a great deal of respect for what they do each and every day. I learned a great deal about the unique challenges and opportunities that teachers and staff in Adapted Curriculum courses experience. I also learned how they work hard to ensure that their students have access to high-quality educational experiences as well. As a Board, it is important for us to have a greater perspective as it relates to how to support these programs, and we will continue to explore ways we can further expand our support.

I ran for the Board, because I care incredibly deeply about the success of all students, particularly those from historically underserved student groups. I have consistently advocated for in-depth, comparative analyses of clusters like Shiloh versus more affluent clusters to ensure that resources are equitably allocated. I have also been a strong proponent of various strategies including differentiated pay to encourage recruitment and to promote retention of high quality staff in clusters like Shiloh. While many of the strategies I support are more operational in nature, I look forward to working collaboratively with the superintendent and staff to continue to push that work forward and will be continuing to hold them accountable to ensuring that outcomes for the Shiloh cluster improve.

In response to the high number of broken devices since implementing our 1:1 solution the district put in place a fee structure for damaged and lost devices. As a result, we have seen fewer damaged devices this school  year. The district does have in place an accidental damage program with a vendor who repairs our devices, which allows us to get more use out of the device, assuming it is not damaged beyond repair. The money collected through fees assessed for damage devices is used to support sustaining our 1:1 program.2

Jeans passes are used as a fundraiser for the approved organizations that GCPS partners with each year, this allows staff the opportunity to dress more casually wearing jeans to work while also supporting partner organizations including American Heart Association, Relay for Life - American Cancer Society, and United Way.

Laptops are used as an accelerator for learning. They allow teachers to provide personalized curricular/instructional paths to students and enable teachers to make timely, targeted feedback on student assignments. In addition, students have access to digital resources and information that support their learning 24/7, expanding learning beyond the classroom walls and school day. This model also allows students to learn digital skills that will prepare them for college and careers.

In GCPS, we have specific Academic Knowledge and Skills (AKS) for both spelling and writing, and our curriculum provides an explicit and systematic approach to ensure that students build a strong foundation in these essential areas.

For spelling, we begin with simple spelling rules in the early grades and progressively introduce more complex rules as students advance. Instruction includes a variety of activities designed to help students thoroughly understand these rules. Spelling is modeled and practiced daily, providing ample opportunities for students to master and apply what they have learned. This structured approach ensures a solid foundation in spelling. For students in upper grades who experience challenges with spelling, we offer targeted intervention resources to support their continued development.

Similarly, we teach writing in a clear and systematic way, with a step-by-step approach that builds students’ writing skills over time. Students have consistent opportunities to practice writing throughout the day. They start with foundational skills such as letter formation and sentence construction, and progress to more complex tasks like writing paragraphs and essays. This approach continues through 12th grade, ensuring students can create high-quality written work at every grade level.

Our cluster superintendents work to provide support and accountability to our schools. This support and accountability falls heavily onto the schools' efforts to provide high quality tier one instruction to all students and the necessary interventions to those who need them.

Our COLA is applied across GCPS. We do evaluate jobs from time to time and take into consideration what the market is dictating should happen.

Our strategic priorities are reflective of each and every student. This includes students who receive special education services. Schools prioritize the needs of their students through their Local School Plan for Improvements (LSPI) and the Individual Education Program (IEP) for each student.

Securly Classroom allows teachers to block specific sites and/or only allow access to specific sites.  This helps focus students' attention to sites that support their learning.  All schools' Technology and Innovation Coaches have been trained to provide professional learning and support to teachers in their schools.  The district will continue to support this resource next year, providing training and resource options.

Special education staffing is reviewed annually.

Staff Development is offered to all teachers, new and experienced in this area. Additionally, The Office of Behavior Support and Interventions works collaboratively within the Student Services department and across divisions to provide support and deliver services and programs that create positive learning environments and improve learning outcomes for all students. This Office uses its behavior coaches to support teachers as well. PBIS also provides teachers with a structure and training to help effectively manage their classrooms.

Students benefit significantly from access to a wide range of texts, including self-selected books from the library. The variety encourages students' to explore their own interests, enhances comprehension skills, and supports their different needs. While Language Arts books are essential for structured learning, encouraging students to explore different genres and topics will help strengthen students' literacy development. Please connect with your child's school to learn how and when your child has access to visit the library.

Teachers are paid a daily rate which covers the entire work day. We do ask leaders to consider planning time when tasks are being assigned.

Teachers will receive a full step increase, plus $1,000 salary increase and a $1500 supplement. The majority will receive a 5% increase. The lowest will see an increase of 3% and highest 5.7%.

Thank you for your comment.

Thank you for your comment.

The 1:1 initiative provides students with opportunities to collaborate, create, engage, and learn 24/7.  It extends connections to resources and supports beyond classroom walls.  Appropriate use of technology can personalize and accelerate learning for students.  We are working cross-divisionally to support teachers in knowing when and how to implement technology effectively in their classrooms to support the teaching and learning process.  

The approach would consider many factors such short and long term impacts. If short term, state and local funds may provide a "hold harmless" to prevent schools from losing a significant portion in a single year due to enrollment drops. Additionally the district may consider targeted support needs for schools and plan for persistent challenges. If considered long-term there should be alternative funding considerations, as well as programmatic reform going beyond just funding to stabilize and support such schools.

The Board and superintendent have very distinct and different roles in this process. While the Board ultimately votes on the approval of the process, the superintendent is responsible for the recommendations of the individual staff members. Our responsibility is to ensure that our HR policy is being followed appropriately and to hold the superintendent accountable to that end.

The Board has consistently prioritized support for students in poverty and has encouraged staff to consider differing ways to support these students. While there are often conversations about Title I schools and rethinking how they receive equitable and appropriate supports, it is equally important to consider that students qualifying for F/R lunch exist in every school across our district and also need additional support. We are exploring a number of strategies to better support these students.

The Climate Survey referenced is a state requirement. Calculations rules and results interpretation can be found: https://gadoe.org/whole-child-supports/school-climate-star-rating/

The Climate Survey referenced is a state requirement. Calculations rules and results interpretation can be found here.

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.

The Office of Behavior Support and Interventions works collaboratively within the Student Services department and across divisions to provide support and deliver services and programs that create positive learning environments and improve learning outcomes for all students. By working cross-divisionally, we are able to provide supports to each of our students. Additionally, age-appropriate programs address preventive measures for all students and interventions for those who have had discipline issues. At this time, there are no plans for additional GIVE Centers to be built.

The principal selection process is one of the most critical processes in GCPS. Candidates may come from within GCPS or, as the question notes, from outside areas. Principal searches are advertised nationally to help us ensure that we have a robust candidate pool and the opportunity to attract the best possible candidates. However, our preferred approach is to hire from within. Careful consideration is given to all applicants, including those who may have worked in the cluster where the principal opening exists. Ultimately, it is the best fit of the candidates qualified for a position that drives the selection process.

The principal selection process is one of the most critical processes in GCPS. Candidates may come from within GCPS or, as the question notes, from outside areas. Principal searches are advertised nationally to help us ensure that we have a robust candidate pool and the opportunity to attract the best possible candidates. However, our preferred approach is to hire from within. Ultimately, it is the best fit of the candidates qualified for a position that drives the selection process.

The time of day high school begins is determined by the bus schedule in that school cluster. While the start time for high schools is early, high school students get out earlier than other schools in the cluster, allowing students to participate in after-school sports and activities.

The use of Title I funds and equipment are protected by strict guidelines. These guidelines drive the usage of our Title I funds.

The WestED Program Review provided insight into strengths and growth opportunities in our support for ML learners districtwide. The gap in reported rigor and observed rigor highlighted our need to better train our leaders and teachers on the types of instruction that best meet the needs our ML learners. Based on the findings of the report we have plans in place to train all teachers in the 25-26 school year on writing ML-centered productive language goals to increase student language production, provide them access to rigorous curriculum, and increase their language proficiency growth. We are also increasing our professional development for both leaders and teachers to better define "rigorous practice" and to provide leaders with the skills to observe, support, and train teachers in these effective instructional practices.

The WestED Program Review provided insight into strengths and growth opportunities in our support for ML learners districtwide. The gap in reported rigor and observed rigor highlighted our need to better train our leaders and teachers on the types of instruction that best meet the needs our ML learners. Based on the findings of the report we have plans in place to train all teachers in the 25-26 school year on writing ML-centered productive language goals to increase student language production, provide them access to rigorous curriculum, and increase their language proficiency growth. We are also increasing our professional development for both leaders and teachers to better define "rigorous practice" and to provide leaders with the skills to observe, support, and train teachers in these effective instructional practices.

There are no student-level CCRPI score expectations or targets. However, CCRPI scores are heavily based upon Milestones performance. So students achieving proficient or better is always the goal. More information about CCRPI can be found here.

SAT score goals should be set based upon a student's individual college admission requirements. However, the College Board sets the college readiness SAT benchmarks at 480 for the SAT Reading and Writing section and 530 for the SAT Math section. Students who score below the benchmark in one or both sections can still succeed in college, with some extra support and perseverance. 

There have been questions over the years from various stakeholder groups regarding the validity of data we present. In order to address distrust or concerns with our data, we are working to improve transparency and accessibility to our data sources in all areas.

There is a retention supplement tentatively approved in the budget for FY2026. The supplement is structured to apply higher band rates to lower compensated employees, $2,000 for employees earning less than $50k, $1,500 for eligible employees earning $50k-$100k, and $500 for eligible employees earning above $100k.

This has been addressed at the district level on several different occasions. We will continue to look at viable options for flexible scheduling.

This has been addressed at the district level on several different occasions. We will continue to look at viable options for flexible scheduling.

This has been discussed in past years. We can always revisit and continue looking at what K-12 landscape is doing.

To earn promotion from one grade to the next, students must demonstrate proficiency of the current grade-level Academic Knowledge and Skills (AKS) standards. Readiness for the next grade will be determined by a student’s classroom grades, assessments, and possibly input from the school’s Student Support Team (SST). Specific to middle schools, students are required to pass five out of six subjects each semester. Language Arts and Mathematics must be two of the five subjects passed.

We are always looking for ways to support our local schools. We take all feedback into consideration as we plan and budget for the next SY.

We are still in the budgeting process. All pay recommendations have to be approved with the annual FY budget. We are always looking to glean what other districts in Metro Atlanta are doing.

We began our AI pilot just a few years ago. As a part of this work expansion has begun at GSMST and next year we will be adding access to the complete pathway at Maxwell HS of Technology. Maxwell offers transportation and access to the complete AI pathway for any student in the district. We have also created GCPS Guidance for Human Centered AI use and supporting resources for all GCPS stakeholders. We are currently in the midst of researching and planning to learn how and what parts of this pilot might be expanded.

We continue to work to strengthen the individualized support provided to schools from the Teaching and Learning division. This includes examining challenges schools face and providing support through professional learning sessions, collaborative planning meetings, modeling instruction, and providing coaching support for teachers. Additionally, our cluster superintendents work to provide support and accountability to our schools. This support and accountability falls heavily onto the schools' efforts to provide high quality tier one instruction to all students and the necessary interventions to those who need them.

We continue to work to strengthen the individualized support provided to schools from the Teaching and Learning division. This includes examining challenges schools face and providing support through professional learning sessions, collaborative planning meetings, modeling instruction, and providing coaching support for teachers. Additionally, our cluster superintendents work to provide support and accountability to our schools. This support and accountability falls heavily onto the schools' efforts to provide high quality tier one instruction to all students and the necessary interventions to those who need them.

We currently have Play 2 Learn at all elementary schools and 2 middle schools. Parents/caregivers bring their birth to age five child to engage in high-quality early learning for 90 min/week for the school year. This program is meant to not only teach children foundation skills, but to give the parents/caregivers tools they need to be their child's first and best teacher. Additionally, GCPS has 18 Pre-K classrooms for 4 year olds at 9 different schools. We also serve children with identified disabilities in our early childhood special education program. GCPS is also a major partner in the Gwinnett Building Babies' Brains community initiative supporting many events, activities and programs throughout the county. Information can be found on all GCPS early learning programming on the GCPS website and information about Building Babies' Brain at www.buildingbabiesbrains.com.

We feel very confident that the process we are currently undertaking to conduct a national search will net an rich slate of potential candidates. We look to engage the community at a deep level to learn more about what they believe are critical characteristics, experiences, and skills that the next superintendent should embody. We want this process to be more inclusive and reflective of the voices of our constituents.

We have reviewed substitute teacher pay and have made recommendations. We will continue to keep this item top of mind.

We have, historically, used a number of large, high-performing school districts to benchmark ourselves against. We believe that benchmarking process allows us to compare our performance and set expectations that meet "world-class" standards. However, if there are better ways to measure and context our performance, we are certainly open to including or completely revamping our current process.

We look at pay annually during the budget planning period. All Georgia districts have the same health and medical coverage as we are under a state plan. GCPS is unique in that we offer a second pension plan through GRS which also allow employees to take home close to 7 % more than those who are paying into Social Security. I encourage all staff to go into the portal and look at your total rewards statement how GCPS is investing you as an employee and what district contributions are made to you monthly with your benefits and pay.

We review pay annually in the budgeting process. GCPS teachers and staff have received at much at 12% over the last three years. We are not seeking to be at the top of the MRESA, but work to remain competitive in pay.

When assessing the need for additional classrooms, GCPS considers enrollment forecasts, development patterns, use of existing trailers, and available school capacity within the cluster and in nearby schools / clusters.  When construction of new classrooms is necessary, staff evaluates whether a new school or addition is the solution, based upon the enrollment forecast, ability to expand existing schools, required land, and available funding based upon all capital priorities.

While it does largely depend on how the actual candidate search and interview process goes, in general, search firms with experience conducting these types of national searches have suggested practices for how these matters are handled. We will work collaboratively as a Board and with the selected search firm to determine what the most appropriate course of action will be at that time. However, we are committed to ensuring that this process be as transparent as possible and will be providing regular updates to the community on our progress.

While it does largely depend on how the actual candidate search and interview process goes, in general, search firms with experience conducting these types of national searches have suggested practices for how these matters are handled. We will work collaboratively as a Board and with the selected search firm to determine what the most appropriate course of action will be at that time. However, we are committed to ensuring that this process be as transparent as possible and will be providing regular updates to the community on our progress.

While schools get more breaks than ISC staff, ISC staff accrue vacation time to allow you to take time when needed.

While there are many factors impacting a schools performance, we continue to work to strengthen the individualized support provided to schools from the Teaching and Learning division. This includes examining challenges schools face and providing support through professional learning sessions, collaborative planning meetings, modeling instruction, and providing coaching support for teachers.

Proficiency in reading and math is critically important to students' future success. We continue to work to strengthen the individualized support provided to schools from the Teaching and Learning division. This includes examining challenges schools face and providing support through professional learning sessions, collaborative planning meetings, modeling instruction, and providing coaching support for teachers.

Our partnership with Equal Opportunity Schools (EOS) plays a vital role in preparing students for college-level work by increasing equitable access to advanced coursework. This exposure not only builds academic confidence but also strengthens performance on standardized assessments such as the SAT. At Shiloh High School, we've seen real results. Since 2022, fall enrollment in advanced courses has grown from 24% to 34%. This increase reflects intentional efforts to identify students with untapped potential and connect them to rigorous learning opportunities. As we approach registration for the next school year, the school is using EOS data and College Board’s AP Potential reports to identify students who are likely to succeed in AP courses but have not yet enrolled. This strategic outreach helps close access gaps and ensures all students are supported in pursuing college-level work.

While AP exam scores are just one indicator of college readiness, low pass rates can raise concerns about preparation and alignment with college-level expectations. That’s why our partnership with EOS is critical—it helps schools not only expand access but also improve outcomes. Shiloh High School is a clear example. In 2022, 29% of AP exam takers scored a 3 or higher. By 2024, that number rose dramatically to 53%. This growth reflects the school’s commitment to identifying students with AP potential, supporting them with the resources they need to succeed, and cultivating a culture where all students feel they belong in advanced courses. By broadening the definition of college readiness and ensuring underrepresented students are included and supported, EOS helps us transform access into achievement.

Thank you for the reccomendation, district leaders will take this under consideration and see what is possible in provding Spaish language instruction for teachers and staff. 

GCPS recognizes the residential growth occurring in Area 4 and the impact it has on our schools. As part of the district’s long-range planning process, we regularly evaluate enrollment trends, residential development patterns, and school capacity to identify where additional facilities may be needed. While no new middle or high schools have been finalized for this area at this time, future projects will be prioritized based on projected enrollment, available funding, and the overall needs across the district.

GCPS is committed to creating supportive environments for all students. As part of our ongoing facilities planning, we are assessing playground needs across the district. Any additions or enhancements are planned within Capital Plan 2026-31. Input from school leaders and families will continue to help guide these improvements.

The GCPS School Nutrition Program continues to explore ways to reduce food waste through more accurate forecasting, improved portion control, and promoting student choice in meal selection. Several schools also participate in share table programs, allowing unopened and uneaten items to be safely reused or donated in accordance with health guidelines.

When determining capital projects and improvements for the 5-year capital plan, the district uses data on the age and condition of a school and the school's operating systems, and prioritizes projects based on available funding and areas of highest need. Roof replacements and HVAC replacements occur based on the age of the existing roof/unit and anticipated end-of-life. Improvements such as interior renovations, painting, carpet, ceilings, cabinetry, doors and paving are prioritized based on condition assessments performed by Facilites and Operations staff. The District IV Capital Plan for 2026-31 is in proposal phase and is still under consideration. The school projects listed in the presentation capture HVAC and Roofing projects only. All schools will benefit from the Capital Plan in areas such as safety and security, technology for students and staff, instructional materials, replacement of equipment / furniture, bus purchases, building renovations, instructional improvements to the facilities, building electrical / life safe systems, paving, PE/Athleitcs, playgrounds, etc. More information is provided during the District IV Area Board Meeting Presentation, which can be accessed at https://vimeo.com/showcase/gcps-boe, beginning at the 40:00 mark in the video. 

Every effort is made to locate these separate gym facilities as close to the main building as possible. However, in most cases, connecting them is not feasible due to fire code requirements that mandate specific distance separations between structures. Additionally, other logistical and cost-related factors make such connections particularly challenging and expensive to implement.

A response to this question will be posted on Friday, May 2. Thank you for your patience.

A response to this question will be posted on Friday, May 2. Thank you for your patience.

District-issued devices for investigations is configured with certified digital forensics and administrative toolsets that are required for proper evidence handling, documentation, and compliance with legal and educational standards. These toolsets—including auditing software, secure storage platforms, and communication logging systems, ensure any data collected during an investigation can be verified, preserved, and reviewed in accordance with applicable laws and board policy. The licensing for these toolsets prohibits the ability to provide devices at this scale.