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Forsyth County student services outlines MTSS, special‑education supports and ESOL progress
Summary
District student‑services staff presented MTSS‑aligned instruction and intervention strategies, reported program metrics (ESOL exit rate 17.8%; 3,266 students in ESOL; 951 psychology referrals) and described evidence‑based literacy, math and SEL interventions and monitoring plans.
Forsyth County student‑services leaders gave the board a detailed update on April 14 about how the district deploys multi‑tiered supports, special‑education services and federal funding to support student achievement and engagement.
Sarah Taylor introduced the department’s focus on the district strategic plan and the MTSS framework that aligns academics, social‑emotional supports and behavior interventions. Lori Regowski (assistant director, student services) described the district’s early intervention work using I‑Ready data to identify gaps and said targeted interventions aim to accelerate progress before gaps widen.
Staff presented outcome and program counts: 951 referrals to school psychologists (initial evaluations and re‑evaluations), roughly 2,996 students in Early Intervention Program (EIP), about 3,266 students served in ESOL, and 114 students receiving supplemental ESOL tutoring. The ESOL exit rate was reported as 17.8% compared with a stated state average of 9.9%; graduation rates for English learners were reported rising from 80% in 2023 to more than 85% in 2025.
Special‑education staff described rising caseloads, compliance work and supports for IEP meetings; they noted more than 3,000 students on 504 plans and substantial staff time supporting IEPs. Kristen Dabonis reviewed literacy and intervention programs (MindPlay, Spire, I‑Ready, DreamBox, Wilson) and cited district average and school‑level growth metrics, including Pools Mill Elementary’s 1.8 grade‑level average growth on MindPlay and Johns Creek Elementary’s notable diagnostic gains.
Speakers also described math interventions (I‑Ready Math, MindPlay Math, BMath) and social‑emotional/executive‑functioning supports (Axiom Learning, Everyday Speech). The team said they continuously review interventions through cost‑and‑performance analyses and monitor progress via universal benchmarks K–8 administered three times a year, quarterly district reviews, and IEP progress reports.
Board members asked clarifying questions about staffing and program monitoring; staff emphasized that decisions are student‑outcome driven and that teacher capacity building is a priority.
