Academics

FCS continued its districtwide implementation of Magnetic Literacy, supported by academic interventionists, literacy coaching, MTSS practices, and focused professional learning. Through the district’s 35n READ Innovation Grant, FCS received $187,000 to strengthen reading intervention and instructional support, with a focus on orthographic mapping, vocabulary, morphology, fluency, and comprehension.

This work helped students grow from simply decoding words to making meaning from text. Staff reported strong growth in high-frequency words and vocabulary at the K–2 level, while students in grades 3–5 showed important growth in vocabulary, morphology, comprehension, and fluency.

Student data also showed encouraging academic progress. FCS continued to use i-Ready diagnostic and growth data to identify student needs, provide targeted support, and monitor progress throughout the year. Spring 2024 data showed strong early literacy performance, including 92% of kindergarten students and 71% of first-grade students performing on, at, or above grade level. After typical fall regression, mid-year data in 2024–25 showed accelerated growth in several grade levels, reflecting the impact of focused instruction, intervention, and ongoing progress monitoring.

FCS adopted i-Ready Classroom Mathematics as part of the district’s continued effort to strengthen K–8 math instruction. This adoption supports a more consistent instructional model, stronger student discourse, intentional vocabulary development, and clearer alignment between classroom instruction and i-Ready assessment data.

Teachers and academic support staff used i-Ready data, classroom evidence, and MTSS meetings to identify student needs, adjust instruction, and provide Tier 2 and Tier 3 supports. This work helped create a more connected system between classroom learning, intervention, and student progress monitoring.

FCS continued to invest in high-quality science instruction through professional development focused on the Next Generation Science Standards, phenomena-based instruction, and student discourse. This work supports the district’s long-term plan to strengthen science learning through inquiry, discussion, collaboration, and real-world problem solving.

By focusing on how students ask questions, investigate ideas, and explain their thinking, FCS is continuing to build a stronger foundation for science learning across grade levels.

Grant funding played an important role in expanding academic opportunities and student support across the district. Key investments included:

35n READ Innovation Grant provided $187,000 to strengthen literacy intervention, professional learning, and instructional support.

Section 31a At-Risk Funding supported academic intervention, MTSS services, and direct student supports for students with identified needs.

Section 41 English Learner Funding supported multilingual learners and professional learning for staff.

Title II Funding supported staff professional development aligned to district academic priorities.

61v CTE Funding helped launch new Junior High career-connected learning opportunities, including Python programming and planning for drone aviation pathways.

Together, these funds allowed FCS to provide targeted academic support, strengthen instruction, and expand opportunities for students.

FCS also expanded opportunities for students to explore future-ready learning. Junior High students gained access to new career-connected coursework that builds early connections to robotics, STEM, agriculture, aviation, and future high school CTE programming.

These opportunities help students explore interests earlier, develop technical and problem-solving skills, and strengthen readiness for advanced coursework and career pathways.

Together, these efforts reflect the district’s ongoing commitment to continuous improvement. Through curriculum adoption, instructional coaching, academic intervention, professional development, grant-funded innovation, summer learning, and strong MTSS practices, Fowlerville Community Schools remains focused on helping every student grow, achieve, and prepare for future success.

35n READ Innovation Grant provided $187,000 to strengthen literacy intervention, professional learning, and instructional support.

Section 31a At-Risk Funding supported academic intervention, MTSS services, and direct student supports for students with identified needs.

Section 41 English Learner Funding supported multilingual learners and professional learning for staff.

Title II Funding supported staff professional development aligned to district academic priorities.

61v CTE Funding helped launch new Junior High career-connected learning opportunities, including Python programming and planning for drone aviation pathways.

Together, these funds allowed FCS to provide targeted academic support, strengthen instruction, and expand opportunities for students.

Michigan's Read by Grade 3 Law requires that we test all students within the first 30 days of school. Fowlerville uses the iReady Reading Assessment. All students who score below the 20th percentile qualify for an Individualized Reading Intervention Plan (I-RIP) in grades K-3.

Students who qualify receive 30 minutes of small group instruction daily during "What I Need" (WIN) time. The small group instruction focuses on Phonemic Awareness, Phonics, High-frequency Words, Vocabulary, and Comprehension. 

Fowlerville Community Schools also provides small group Tier 2 intervention for grades 3-5 during WIN time, 30 minutes daily. 

Parents are notified if their student qualifies for Tier 2 or Tier 3 support at the beginning of the semester, after assessments are completed.