Innovative K-12 Learning Models in Georgia: District Application, Cohort 2

Innovative K-12 Learning Models in Georgia: District Application, Cohort 2
Across the United States, public schools have lost more than 1.2 million students since the COVID-19 pandemic. Georgia's public school enrollment reflects this national trend and is projected to continue declining in the coming years. This decline is driven by demographic factors, including lower birth rates, as well as changes in how families access educational opportunities. In response, the Georgia Department of Education (GaDOE) has partnered with the Institute for Self-Directed Learning (ISDL) to launch the Innovative K–12 Learning Models initiative.

Through this initiative, selected districts will design, pilot, and launch learner-centered public school models intended to strengthen student engagement, deepen community connections, and expand access to district options. Participating teams will also develop a repeatable process for identifying unmet student and family needs, designing responsive models, testing assumptions, and building long-term district capacity for innovation.

GaDOE and ISDL invite applications from districts interested in developing a new learning model that complements existing district offerings while providing a meaningfully different educational experience. The proposed model should respond to the needs of students and families who are not currently enrolled in the district. Competitive applications will demonstrate meaningful engagement with students, parents, and caregivers; commitment from senior district leadership; dedicated staff time; the ability to build and sustain a broad coalition; and readiness to reconsider or discontinue existing practices when necessary to support the new model.

Applications can only be submitted using this online form; however, a PDF copy of the application is available here for your reference. You can print and review the PDF and then return to this page to begin the online application.

Applications must be submitted by January 8, 2027. Questions may be directed to Susan Walker at susan.walker@doe.k12.ga.us or Caleb Collier at caleb@selfdirect.school.

Click the button below to begin the application.

Part II: District Information & Project Team
District
Superintendent Name

PrefixFirst NameLast Name
Superintendent Email
example@example.com
Superintendent Phone Number
Format: (000) 000-0000.
Project Lead Name

PrefixFirst NameLast Name
Project Lead Title
Project Lead Email
example@example.com
Project Lead Phone Number
Please enter a valid phone number.Format: (000) 000-0000.
Protected hours per week for project lead
Enter one number rather than a range.
Backup Project Lead Name (Identify the individual who will assume responsibility if the projectlead is no longer available)

PrefixFirst NameLast Name
Backup Project Lead Title
Project Team Roster

List four to eight people. Teams may include principals, assistant principals, teachers, board members, students, parents or caregivers, community partners, funders, and central office staff. At least one classroom teacher andat least one parent, caregiver, or student are required. "To be determined" is an acceptable answer for up to two people if you commit to filling them within 14 days of your district’s selection for Cohort 2.
Project Team Member 1 Name

PrefixFirst NameLast Name
Project Team Member 1 Title/Role
Project Team Member 1 Email
example@example.com
Project Team Member 1 Reason for Inclusion on the Project Team
Project Team Member 2 Full Name

PrefixFirst NameLast Name
Project Team Member 2 Title/Role
Project Team Member 2 Email
example@example.com
Project Team Member 2 Reason for Inclusion on the Project Team
Project Team Member 3 Name

PrefixFirst NameLast Name
Project Team Member 3 Title/Role
Project Team Member 3 Email
example@example.com
Project Team Member 3 Reason for Inclusion on the Project Team
Project Team Member 4 Full Name

PrefixFirst NameLast Name
Project Team Member 4 Title/Role
Project Team Member 4 Email
example@example.com
Project Team Member 4 Reason for Inclusion
Project Team Member 5 Full Name

PrefixFirst NameLast Name
Project Team Member 5 Title/Role
Project Team Member 5 Email
example@example.com
Project Team Member 5 Reason for Inclusion on the Project Team
Project Team Member 6 Name

PrefixFirst NameLast Name
Project Team Member 6 Title/Role
Project Team Member 6 Email
example@example.com
Project Team Member 6 Reason for Inclusion on Project Team
Project Team Member 7 Full Name

PrefixFirst NameLast Name
Project Team Member 7 Title/Role
Project Team Member 7 Email
example@example.com
Project Team Member 7 Reason for Inclusion on Project Team
Project Team Member 8 Name

PrefixFirst NameLast Name
Project Team Member 8 Title/Role
Project Team Member 8 Email
example@example.com
Project Team Member 8 Reason for Inclusion on Project Team

Part III: Community Input & Context
What have you heard from families your district does not currently serve? Describe who these families are, what they are seeking, and how you know (e.g., surveys, conversations, enrollment inquiries, or community engagement activities).
Recommended length: approximately 200 words. Identify the specific groups of families consulted, the needs or requests they expressed, and the source of the information.
What are the most important things your district does not yet know about the students, families, or community members it hopes to serve?
Recommended length: approximately 150 words. Clearly identify information the district does not yet have.
What enrollment trends has your district experienced over the last five years? If enrollment has decreased, what factors have contributed to the decline, and where are students enrolling after leaving the district?
Recommended length: approximately 150 plus data. Summarize whatever data you have. Withdrawals to homeschool, private school, virtual programs, and neighboring districts are all useful.
Link to enrollment data (optional)
Optional: Provide a shareable link to supporting enrollment data.

Part IV: District Beliefs About Learning & Innovation
What does your district believe about how children learn?
Recommended length: approximately 200 words. Clearly state the district’s core beliefs about how students learn.
What is the most ambitious vision your district could pursue using the authority and flexibility it already has? What, if anything, is standing in the way of moving forward?
Recommended length: approximately 200 words. Consider the authority you already hold over scheduling, staffing, course design, credit, location, calendar, etc.
Optional: What is your starting hypothesis?
If you already have an idea of what you would build ,describe it in 100 words or less. We expect, and invite you to expect, that this hypothesis will emerge and evolve as you listen to students and families, test assumptions, and move through the design process. This question is not scored, and leaving it blank will not affect your application.
What would a new learning model require your district to stop doing? Describe at least one current practice, program, or structure that would need to be replaced or discontinued, and explain the tradeoffs involved.
Recommended length: approximately 200 words. Identify an existing practice, program, or structure the district would discontinue or replace, and describe the operational, financial, or organizational implications.

Part V: Stakeholder Support & District Culture
What do you expect this process will require of the adults on your team as they reach beyond the families you currently serve, listen deeply, challenge assumptions, and design something meaningfully new? What kinds of learning, unlearning, mindset shifts, or changes in practice do you anticipate?
Recommended length: approximately 200 words.
Name three stakeholders (individuals or groups) who could champion this project or create obstacles to its success. For each one, explain what is needed to maintain their support and engagement.
Recommended length: approximately 200 words.
List up to three community partners that are currently partnering with you in this work. For each partner, briefly describe the role they play and how they support your efforts today. Do not include prospective or desired partners. Only list active, existing partnerships. If you do not have any current partners, leave this section blank.
Recommended length: approximately 200 words.
Think about a recent district initiative that encountered significant public or stakeholder opposition, such as concerns raised at a board meeting, negative media coverage, organized parent feedback, or sustained staff resistance. How did the superintendent respond, and what were the key considerations, tradeoffs, or outcomes associated with that approach?
Recommended length: approximately 200 words.

Part VII: District Supports
The resources below are provided at no cost to selected districts. To help you determine which opportunities may be most valuable, we have outlined what each resource includes and the outcomes or support it is designed to provide.

ONE-ON-ONE COACHING. Recurring working sessions with an ISDL coach, scheduled around your calendar and your questions. Coaches help you sequence the work, pressure test the design, and prepare for board and staff conversations.

FACILITATION FOR COMMUNITY MEETINGS. An ISDL facilitator runs a listening session or design session with your families, so your team can participate instead of hosting.

SITE VISITS AND INSPIRATION VISITS. In-person visits to innovative schools, plus virtual sessions with national innovation leaders.

BLUEPRINT FEEDBACK SESSIONS. Structured critique of your design from ISDL, GaDOE, and peer districts, against a published set of standards. Produces sharper design questions, and an outside read on what your blueprint is missing.

FUNDING CONVERSATIONS. An introductory call about matching funds and philanthropic support for your model. Produces a realistic picture of what outside funding is available to you, and what it takes to get it.
Please identify the three supports you believe would have the greatest impact in your district and indicate whether you expect to take advantage of each opportunity if selected.

Before You Complete Your Application

Please review the following information before submitting your application.
All applicants will receive written feedback, whether or not they are selected for the program. Districts may use this feedback to revise and resubmit their application during the revision window.

The application period closes on January 8, 2027.

Selection decisions will be shared by January 29, 2027.

Important Dates

The dates for meetings and presentations for the Cohort 2 program year are included below. You may wish to make note of or save these dates now.

Kickoff Meeting – In-Person Convening (Trilith, GA)

March 15-17, 2027

Required Meetings – Virtual Design Studios (2 hours each, on Zoom)

April 16, 2027 (10:00 am–12:00 pm)

May 7, 2027 (10:00 am–12:00 pm)

August 27, 2027 (10:00 am–12:00 pm)

October 1, 2027 (10:00 am–12:00 pm)

Optional Virtual Inspiration Visits (1 hour each, dates subject to change)

April 30, 2027 (2:00–3:00 pm)

August 13, 2027 (1:00–2:00 pm)

September 3, 2027 (10:00-11:00am)

September 17, 2027 (10:00–11:00 am)

Blueprint Presentations – Final Convening (location TBD)

October 27, 2027 (9:00 am–3:00 pm)
Ready to Submit your District's Application?

To print a copy of this application, click "Print." To save the application and return to it later, click "Save." To finalize and submit the appication, click "Submit."
Should be Empty:

Rows	1 (not yet in place)	2	3	4	5 (well established)
Conviction — the courage to reimagine school
Clarity — shared vision, goals, and non-negotiables
Capacity — time, people, and skills to design and test
Coalition — engagement from families, educators, and community partners
Culture — trust, curiosity, and openness to learn and iterate

Innovative K-12 Learning Models in Georgia: District Application, Cohort 2

Part I: Commitments & Superintendent Signature

Superintendent Signature

Part II: District Information & Project Team

Project Team Roster

Part III: Community Input & Context

Part IV: District Beliefs About Learning & Innovation

Part V: Stakeholder Support & District Culture

Part VI: Conditions for Innovation

Part VII: District Supports

Before You Complete Your Application

Ready to Submit your District's Application?