Professional Learning Communities
- About
- Pillars
- Collaborative Teams
- Focus on Learning
- Continuous Improvement
- Focus on Results
- Resources
About
Professional Learning Communities (PLCs) are collaborative groups of educators who work together to improve teaching practices and student learning outcomes. PLCs meet regularly and are guided by shared values, norms, and protocols. PLCs can take various forms, ranging from grade-level or subject-area teams within a school to interdisciplinary groups spanning multiple schools. PLCs demonstrate six essential characteristics:
- A Focus on Learning
- A Collaborative Culture with a Focus on Learning for All
- Collective Inquiry into Best Practices and Current Reality
- Action Orientation: Learning by Doing
- A Commitment to Continuous Improvement
- A Results Orientation
Pillars
Mission Statements
Bartley Elementary
We are ONE on a quest for excellence at Bartley School!
Bush Elementary
Excellence is our plan, by learning all we can.
McIntire Elementary
High Levels of Learning for ALL.
Fulton Early Childhood Center
Every child. Every day. Whatever it takes.
Fulton Middle School
Promoting growth and high achievement for ALL learners!
Fulton High School
Preparing and Educating for Success.
Vision Statements
Bartley Elementary
The vision of Bartley Elementary is for all students to strive for excellence in a safe and positive learning environment that has high expectations for the individual success of all. We will engage students as we prepare them for future endeavors through progressive instructional strategies and collaboration with our families and community.
Bush Elementary
At Bush Elementary School we commit ourselves to creating and maintaining a school that educates all learners by building on the strength of our students, staff, parents, and community members. This will be accomplished through a unified focus on Learning, Pride, and Commun
McIntire Elementary
The vision of McIntire School is to promote high levels of learning for all in a safe, positive, engaging environment. Families, staff, students, and the community will collaborate to support one another and ensure we meet the needs of all learners.
Fulton Early Childhood Center
The Fulton Early Childhood Center is a school filled with exploration, discovery, and authentic hands-on learning experiences. We partner with families to develop confident learners by embracing the unique abilities of all children.
Fulton Middle School
Our vision is to create a learning environment through partnerships with families and the community that strives to meet students’ individual needs to help them grow and learn at FMS.
Fulton High School
Fulton High School
• Provides a POSITIVE and SAFE community for students and staff.
• Engages students to ACHIEVE their goals.
• Values professional DEVELOPMENT and community CONNECTIONS.
Collective Commitments
Bartley Elementary
- Commit to observing, sharing, and collaborating with one another.
- Have trust and presume positive intentions of others.
- Try new things.
- Hold myself accountable in a timely manner.
- Focus on the right work (4 corollary questions).
Bush Elementary
- We are committed to using student data to drive our instructional decisions as we differentiate instructional strategies to optimize student learning.
- We are committed to providing a safe and caring learning environment for all.
- We will encourage students, parents, and community members to be active participants in our students' learning.
McIntire Elementary
- We make decisions based on data.
- We differentiate instruction for each student.
- We create an environment where we ALL belong.
- We foster an environment for positive relationships.
- We collaborate with ALL.
- We promote a safe, respectful, and responsible environment for ALL.
- We use research based materials and practices.
Fulton Early Childhood Center
As a school family we will…
- ensure every child feels safe, loved, and nurtured.
- ensure that students feel safe to take risks and know that mistakes are opportunities for learning.
- foster independence, and allow students to be who they want to be. *build meaningful relationships within and among our school family through trust, guidance, and connections.
- recognize the unique gifts and abilities of every child.
- utilize a high quality curriculum with fidelity to ensure success and create a love of learning through developmentally appropriate practice.
Fulton Middle School
- We are committed to establishing an emotionally and physically safe, trusting and positive environment so that students can learn at high levels.
- We are committed to effective communication regarding student progress and positive relationships with all stakeholders.
- We are committed to creating assessment capable learners utilizing the data teaming process and student goal setting.
Fulton High School
We are committed to the success and well-being of every student, recognizing all students as our students.
- We are committed to high expectations for behavior and citizenship. Through our own actions, we will model kindness, understanding, integrity, and respect for our students.
- We are committed to providing a welcoming and safe environment for all students, parents, staff, and community members.
- We are committed to providing a challenging, rigorous, and developmentally appropriate curriculum.
- We are committed to professional growth based on best practices and current research.
- We are committed to weekly collaboration with our teams to support each other in data-driven decision making to develop instructional strategies and design methods of assessment.
- We are committed to promoting a supportive environment through positive referrals, parent contacts, and social media communication.
- We are committed to upholding the building expectations (grades, hall passes, supervision, etc.) for both students and staff.
SMART Goals
Bartley Elementary
- Academic Goals
- The end-of-year iReady Reading Diagnostic will increase from 66% (2024-2025) of students on or above grade level to 70% (2025-2026) of students on or above grade level.
- The end-of-year iReady Math Diagnostic will increase from 54% (2024-2025) of students on or above grade level to 60% (2025-2026) of students on or above grade level.
- The percentage of students scoring advanced and proficient on the MAP will increase by 5% from the 2025 MAP assessment to the 2026 MAP assessment.
- The number of students receiving office discipline referrals will be maintained at 257 or will be reduced for the 2025-2026 school year.
- 90% of students will attend school 90% (or more) of the time.
- Climate & Culture Goals
- The percentage of staff members selecting a 4 or 5 for questions 16, 17, and 18, as measured by our Staff Climate and Culture Survey, will be averaged to 4.7.
- Bartley will maintain the teacher absence rate. Teachers will maintain 5 days or fewer per certified staff member.
Bush Elementary
- Academic Goals
- The percentage of students scoring on or above grade level on the iReady Reading Assessment will increase by an average of 25% from the beginning of the year diagnostic assessment to the end of the year diagnostic assessment.
- The percentage of students scoring on or above grade level on the iReady Math Assessment will increase by an average of 30% from the beginning of the year diagnostic assessment to the end of the year diagnostic assessment.
- Attendance Goals
- 90% of students will attend school 90% (or more) of the time.
- Climate & Culture Goals
- The percentage of employees indicating “agree” or “strongly agree” that the school teaches and reinforces student self-discipline and responsibility (question 5 on the 2025 spring climate and culture survey) will increase from 80% to 85%.
McIntire Elementary
- Academic Goals
- The percentage of students at McIntire scoring on or above grade level on the iReady Reading Diagnostic will increase from 53% to 63% by the end of the 2025-2026 school year.
- The percentage of students at McIntire scoring on or above grade level on the iReady Math Diagnostic will increase from 51% to 61% percent by the end of the 2025-2026 school year.
- The percentage of students at McIntire Elementary scoring proficient or advanced on the MAP Assessment will increase by 10% in both Reading and Math by May 2026.
- Attendance Goals
- 90% of students will attend school 90% or more in the 2025-2026 school year.
- 80% of students at McIntire will have 0-1 office discipline referrals by the end of the 2025-2026 school year.
- Climate & Culture Goals
- The percentage of staff members selecting Agree or Strongly Agree (4 or 5 on the rating scale) on the staff survey for “belonging” in our building will increase from our spring survey result of 3.9 to 4.68.
- McIntire will maintain last year's teacher absence average. Teachers will maintain an average of 5.71 or fewer days absent per certified staff member.
Fulton Early Childhood Center
- Academic Goals
- 80% of Pre K students will identify 15 upper or lowercase letters by March 2026.
- 80% of Pre K students will count with 1-1 correspondence from 1-15 by March 2026.
- 80% of Pre K students will rote count to 15 by March 2026.
- 70% of Kindergarten students will score on-grade level on all domains of i-ready.
- Each classroom will meet 70% of progress towards the annual typical growth on iReady.
- 70% of Kindergarten students will be at or above grade level on the iReady Math Diagnostic by March 2026.
- Attendance Goals
- 90% of students will attend school 90% or more in the 2025-2026 school year.
- Office referrals will decrease from the 2024-25 school year by 50%.
- Climate & Culture Goals
- The percentage of staff members selecting Agree or Strongly Agree (4 or 5) for questions 16, 17, and 18 as measured by our Staff Climate and Culture Survey will be 80% in the fall and spring.
- FECC will lower teacher absences. Teachers will maintain 6 or fewer absent days per certified staff member.
Fulton Middle School
- Academic Goals
- The percentage of students receiving proficient or advanced on the ELA MAP test will increase by 8% for our 6th grade cohort, 9% for our 7th grade cohort, and 12% for our 8th grade cohort.
- The percentage of students at Fulton Middle School receiving proficient or advanced on the Mathematics MAP test will increase by 15% for our 6th grade cohort, 9% for our 7th grade cohort, and 13% for our 8th grade cohort.
- The percentage of students at Fulton Middle School receiving proficient or advanced on the Science MAP test will remain above the state average.
- Attendance Goals
- 82% of students will attend school 90% or more in 2024-2025.
- Climate & Culture Goals
- Staff perception of morale will improve, with the average rating on Question 14 of the 2025–2026 Staff Climate and Culture Survey (“I usually look forward to each working day”) increasing from 4.3 to 4.5.
- FMS will decrease teacher absences by 0.68 days during the 2025–26 school year, decreasing the average from 7.18 to 6.5 days per certified staff member.
Fulton High School
- Academic Goals
- We will achieve an 87% success rate as measured by the percentage of students with ALL passing grades at the end of each semester (Fall 2025 & Spring 2026) as compared to 85.8% Spring semester of 2025.
- We will achieve a 95% success rate as measured by the percentage of passing grades at the end of each semester (Fall 2025 & Spring 2026 as compared to 97.1% Spring semester 2025.
- Attendance Goals
- The percentage of Fulton High School students attending school 90% of the time, as indicated by the 90%-by-90% attendance report, will increase from 80.23% as measured in May 2025 to 83% by May 2026.
- Climate & Culture Goals
- We will increase the parent participation from 82 in the Spring of 2025 to 100 parents in the Fall of 2025.
- We will increase the student participation from 302 in the Fall of 2024 to 400 students in the Fall of 2025.
- We will strive to have 85% of our staff rate us with a 3, 4, or 5 for question 14. (I usually look forward to each working day) and question 17. (I feel like I belong at this school) in the Staff Climate/Culture survey.
Collaborative Teams
Meeting Norms
Bartley Elementary
- Respect other’s time
- Presume positive intentions
- Be present and contribute
- Come prepared with materials
- Student-centered
- We are ONE
Bush Elementary
- Use devices respectfully
- Begin/End on time
- Everyone engaged
- Be prepared/positive
- Make sure all voices are heard
- Assume/Have positive intentions
- Side bars to a minimum
McIntire Elementary
- Begin and end on time
- Respect and listen to others/tone check
- Take care of your needs, clean up after yourself
- Keep sidebar conversations and distractions to a minimum
- Be reflective educators
- Come to meetings prepared
Fulton Early Childhood Center
- I will ensure all voices are heard.
- I will utilize turn and talk time to verbally process.
- I will be mindful of my actions and distractions.
- I will be on time, prepared, and ready to learn.
- I will find my one thing and focus on it.
- I will presume positive intent.
- I will hold myself and others accountable.
Fulton Middle School
- Begin and end on time
- Presume POSITIVE intentions with an open mind
- Speak and act professionally with respect
- Be constructive and goal-oriented
- Actively participate and focus on agenda
- Be engaged, empower others, and educate yourself!
Fulton High School
- Begin and end on time
- Limit "What if" questions
- Be professional (tech, comments, etc.)
- Limit sidebar conversations
- Maintain a positive attitude
Leadership
Bartley Elementary
Our Leadership team is composed of the principal, four teachers, and our PDC representative. The team meets twice a month on Friday mornings at 7:15 AM to plan and discuss building/staff concerns which may impede the success of our PLCs and to discuss ways we can offer support to remedy those concerns. We plan for building PD needs and offer training and support for all teachers by utilizing staff members with experience in areas of need.
Leadership Team
- Serina Anthony (PDC)
- Chancie Azdell
- Damon Hamilton
- Johnna Spence
- Nikki White
Bush Elementary
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Our leadership team is composed of the principal, four teachers, and our PDC representative. The leadership team meets monthly to review data, SMART goals, and action steps from the building improvement plan. We celebrate successes and help develop action steps for areas of concern. Our team also provides input into building PD activities. Leadership Team
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McIntire Elementary
Our leadership team is comprised of the principal, assistant principal, four teachers, and our PDC representative. We plan for building PD needs, upcoming Focus Team meetings, and PBIS Team Meetings. Leadership team members facilitate data team meetings to ensure fidelity of the data teaming process. We will be utilizing the fourth edition Learning by Doing text to evaluate and improve our PLC practices this school year.
Leadership Team
- Laura Dooley-Wilder
- Maggie Purdy
- Travis Reger
- Melissa Speer (PDC)
- Rachel Webb
Fulton Early Childhood Center
Our leadership team is composed of our principal, representatives from each content area, and our PDC representative. Our lead team meets every Tuesday before school starts, from 7:15 - 7:45. Our lead team provides input and works collaboratively to lead staff through PD, based on our needs assessments, monitors the work of our focus teams, and leads our staff through review of building SMART goals and data. We develop and review our building improvement plan.
Leadership Team
Leadership Team
- Shannon Fisher (PDC)
- Libby Hrabovsky
- Sarah Kasubke
- Emily Knipe
- Jordyn Simmons
Fulton Middle School
The FMS leadership team is comprised of our principal, five teachers, and our PDC representative. Team members meet every two weeks to address needs and concerns of our building, as well as help develop building PD day needs.
Leadership Team
- Erinn Bohannon
- Emily Cathey
- Kristin Clark (PDC)
- Elizabeth Harris
- Jeremiah Hoskins
- Chelsea Jacobs
- Megan Youse
Fulton High School
The Fulton High School Leadership Team includes the principal, a counselor, five teachers, and our PDC representative. The team has historically met once every two weeks, but is currently meeting weekly. We oversee the fundamentals of the PLC process, including the creation and monitoring of the school’s mission, vision, collective commitments, and data teams.
Leadership Team
- Jason Boedecker
- Christopher Elliott
- Jim Hall (PDC)
- Anne Langendoerfer
- Kelly Neudecker
- Adam Raines
- Liz Schwab
Focus on Learning
- Question 1 - What do we want students to learn?
- Question 2 - How will we know if students have learned?
- Question 3 - What will we do if they don't learn it?
- Question 4 - What will we do if they already know it?
Question 1 - What do we want students to learn?
Fulton Public School curriculum is aligned to the Missouri Learning Standards and Priority Standards. State standards have been reviewed by the Missouri Department of Elementary and Secondary Education and approved by the State Board of Education. Teacher leaders in Fulton are involved in the curriculum development process each year. Updated curriculum is submitted to the Fulton Board of Education for final approval once it has been reviewed by instructional staff and administration. Approved curriculum can be reviewed at the FPS Curriculum page on the district website. Additional information about curriculum review, development, implementation, and evaluation can be found in the FPS Curriculum Handbook.
Question 2 - How will we know if students have learned?
Early Childhood
We progress monitor students and collect data based on our SMART goals. Our data teams and lead team look at this data to determine what our students have learned.
Elementary School
I-Ready Screenings are used as a tool to give yearly baseline, mid-year, and end of the year data. Reading Interventionists meet with classroom teachers to discuss the data.
Middle School
At FMS our data teams meet monthly to analyze students' scores on both classroom common assessments as well as standardized tests (NWEA, IXL, MAP). After analyzing these scores and finding both the successes and areas for improvement, we then determine what next steps are needed in order to ensure the success of all of our students in the classroom.
High School
Our data teams and lead team progress monitor students using different methods: formative and summative assessments, Mastery Connect, and SMART goal data. These tools allow us to see which students are prepared for additional learning or those that are in need of interventions.
Question 3 - What will we do if they don't learn it?
Fulton Early Childhood Center
In early childhood, interventions are put in place by the classroom teacher. We do not have the staff to implement RTI, but it is appropriate for the classroom teacher to implement interventions, with the way that our classrooms run. We now have a counselor, who will be running small group interventions in regards to social skills.
Bartley Elementary
Our interventions occur both in and out of the classroom. RTI (Blitz) is daily and available faculty and staff are utilized to work with students for a 30 minute segment to meet their instructional needs, whether it be remediation, continued instruction, or enrichment. We have two building tutors and one volunteer who provide individual or small group academic support.
Bush Elementary
After benchmarking students at the beginning of the year, reading interventionists meet in two-hour blocks with each grade level. The team breaks students into four to six groups based on their most pressing need. Every day, each grade level is assigned a 30-minute hornet time during which these groups of students meet with a teacher to receive instruction. Typically one classroom teacher services our enrichment students, while others have groups working on comprehension, phonics, writing, test prep, etc. Reading interventionists meet with small groups of students who are struggling the most. Each week teachers conduct progress monitoring so that students can move fluidly between groups as needed.
McIntire Elementary
After benchmarking students at the beginning of the year, reading interventionists meet in two-hour blocks with each grade level. The team breaks students into four to six groups based on their most pressing need. Every day, each grade level is assigned a 30-minute Hornet time during which these groups of students meet with a teacher to receive instruction. Typically one classroom teacher services enrichment students, while others have groups working on comprehension, phonics, writing, test prep, etc. Reading interventionists meet with small groups of students who are struggling the most. Each week teachers conduct progress monitoring so that students can move fluidly between groups as needed.
Fulton Middle School
Students at FMS are provided intervention in two main ways. First, students receive intervention in the classroom on grade level curriculum throughout each unit. Also, students take the NWEA assessment three times a year. This data, along with other academic and behavioral data, is used to place students into proper intervention needs during the intervention block at the end of the day.
Fulton High School
FHS has a designated seminar time in which we have built in several interventions. Four days per week, students have a thirty-five minute period during which time they may visit any one teacher on their schedule. They may use this time to work independently on their homework, seek help from that teacher, or prepare for or retake assessments. During this time, teachers can also request a student attend his or her seminar in order to make up missing assignments or receive additional instruction. On-Track Tuesdays are the days set aside for students to attend their assigned seminar teacher, who typically keeps the same students each year and serves as an adviser/mentor. During On-Track Tuesday seminar time, teachers and students check grades, look for and complete missing assignments, discuss strategies for success, set goals, and complete grade-level lessons designed by our counselors. Another intervention built into FHS is the Intensive Care Unit database, or ICU. ICU is a school-wide system for reporting missing assignments. When teachers input the missing work, parents receive a notification. Students have twenty-four hours to submit missing assignments before being pulled into the ICU room for supervised completion of their work. In 2018-19, our school implemented the ICU program with our freshmen; in 2019-20 we added sophomores to the ICU program. ICU has been proven effective in our building for recovering the practice necessary for success and in increasing the number of students who earn credit and remain on track to graduate with their cohort. Our PBIS team and Problem Solving team will continue to monitor students' needs and implement additional interventions (assigned Seminar time, Check and Connect, mentoring, etc.).
Question 4 - What will we do if they already know it?
Fulton Early Childhood Center
Our Pre K data team meets weekly to determine which students already know the objective. Teachers collaborate and plan learning activities for students who are ready to move forward. These activities are embedded into our daily work time, small group, and large group sections of the day.
Bartley Elementary
We have two building tutors and one volunteer who provide individual or small group academic support by offering enrichment instruction/activities. If students have mastered on level tasks, enrichment is provided by building tutors during RTI. Classroom teachers work together to provide instruction within the classroom to meet their instructional needs.
Bush Elementary
During Hornet time, one classroom teacher is responsible for planning enrichment activities for the group of students who have mastered their learning targets.
McIntire Elementary
During our RTI time, one classroom teacher plans for enrichment activities for the groups of students who have met benchmark goals.
Fulton Middle School
Classroom teachers work together to provide instruction within the classroom to meet the instructional needs of each student. If students have mastered on level tasks, enrichment is provided during the intervention block at the end of the day as well.
Fulton High School
FHS uses our iSucceed program, Academic Week, and National Honor Society to identify and reward students for their academic achievement. Students who excel in academics are recognized through these programs and earn time to explore Makerspace activities or play higher-level thinking games during seminar, celebrate their success through week-long Academic Week recognition including attending an educational field trip, and/or expand their service learning through NHS. In addition to these programs, our academically talented students have an opportunity to expand their learning through Scholar Bowl. The district Gifted teacher is also scheduling opportunities throughout the year where she can come to meet with her previous students as an added support. We have many AP and Honors level courses that are available for our students to take.
FPS provides Planbook to all classroom teachers as a lesson planning tool. Two links are provided below to support instructional practice. The model of instruction focuses attention on evidence-based elements of an instructional lesson plan. An instructional lesson plan template outlines the foundational components that should be included in every lesson plan. Depending on the grade level or instructional content, teachers may include additional elements to meet the needs of their students.
Continuous Improvement
Building Improvement Plans (2025-26)
Data Teaming Practices
Bartley Elementary
Grade Level teams meet bi-weekly during their common plan with the principal. The teams analyze data, review current assessments, discuss student progress, adjust intervention groups.
Bush Elementary
Grade level data teams meet on a weekly basis during a protected 60 min common plan time. The weekly meeting topics alternate between math data analysis, reading data analysis, SMART goal progress and learning rounds. Math weeks focus on creating assessments that align with math priority standards, reviewing those pretests to determine common student misconceptions and patterns of error, creating instructional plans, and reviewing formative assessments and student progress. During reading weeks, the grade level teachers are joined by our reading interventionists to review reading progress monitoring, current Hornet Time groupings, and instructional practices. SMART goal weeks focus on the collection of data toward our quarterly SMART goals and analyzing that data to plan for future instruction. Learning round weeks provide a collaborative opportunity for instructional staff to observe their peers, reflect on effective teaching strategies that they observe and provide positive feedback to their colleagues.
McIntire Elementary
Grade level data teams meet bi-weekly after school with a leadership team facilitator and/or reading or special education specialist. Teams also meet as needed during common plan time to analyze data, create instructional plans, review current assessments, evaluate student progress, and adjust interventions as needed based on student performance. Data teams will follow the Data Based Decision Making process from the DCI Framework.
Fulton Early Childhood Center
Grade level data teams meet weekly on Mondays during a protected 60 minute common plan. Grade level teachers, ECSE teachers, and admin are invited. Progress monitoring data based on building SMART goals is reviewed to determine areas of need. Our team operates with norms, an agenda, and data analysis protocol. The 4 Corollary questions drive all actions. Interventions are determined based on student need, instructional practices are reviewed, and instructional strategies are shared.
Fulton Middle School
Data teams are formed within departments and grade levels. Teaching partners meet at least twice a week during their common plan time to collaborate on lesson plans, common assessments, and review any necessary data. Grade level data teams are composed of all content areas and meet monthly with the building Principal. During these monthly meetings grade level teams review common assessment data as well as standardized testing data. The agendas for these meetings are created ahead of time so teachers are aware of what data they need to have ready to discuss. During data team meetings items such as formative assessment strategies, the Missouri priority standards, creating engaging and interactive lessons, and teacher's progress on their professional development plans are also discussed.
Fulton High School
Data teams are formed within our departments and are centered around common courses. Our teams meet regularly and document their work on a Data Cycle Report; most of our teams have a common plan time, those that do not meet before or after school. Some of our teams consist of members who teach single-section courses; these teams share their individual data for feedback and focus on improving instructional practices. Teams' priority standards are linked on our school's PLC website, which serves as our work space. Our school's Mission and Vision statements, Collective Commitments, and SMART Goals are all posted on this site. Additionally, there is a link on this site to all the Data Cycle Reports for our teams and all Leadership Team, Faculty Meeting, and PD Day agendas/minutes; the site also has a Resources page. Teams or individuals are expected to complete and submit a formal data cycle 1st quarter and 3rd quarter. They schedule times to review these data cycles with the FHS BLT during 2nd quarter and 4th quarter. Our Leadership Team also posts suggestions for PD Plans on this page, which allows teams to adopt plans that are consistent with our instructional goals, streamlining the work for our faculty members.
Data Teaming Resources
Focus on Results
Local Assessment Data
MAP & EOC Results
MAP & EOC Results
In 2025, students completed MAP Grade Level Assessments for English Language Arts and Mathematics in grades 3-8. Students in grades 5 and 8 completed MAP Grade Level Assessments in Science. Students in grades 9-12 completed End-of-Course Exams over Algebra 1, Biology, English 2, and Government. A summary of results is linked below by grade level and school.
APR Results
Resources
Our Journey
Fulton Public Schools has been implementing the PLC model for nearly 20 years. Our schools have been active participants in this work and have received several awards in recognition of exemplary implementation.
Fulton Early Childhood Center
- National Promising Practices Award in 2023
Bartley Elementary School
- National Model PLC School Award in 2019
- DESE Sustaining Exemplary PLC School Award in 2018
- DESE Exemplary PLC Award in 2015
Bush Elementary School
- National Model PLC School Award in 2020
- DESE Sustaining Exemplary PLC School Award in 2018
- DESE Exemplary PLC Award in 2015
McIntire Elementary School
- DESE Exemplary PLC Award in 2016
- DESE Sustaining Exemplary PLC School Award in 2019
Fulton Middle School
- National Model PLC School Award in 2019
- DESE Exemplary PLC Award in 2019
Fulton High School
- National Model PLC School Award in 2019