DESIGN

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Design decisions by using data

We have data and information about students, schools, and our district. Using it to make decisions about resources and supports for students, teachers, and schools will significantly accelerate our pace of improvement and make sure that we are approaching our work with a sense of purpose and fairness.

Objective 5: GIPS will employ data to continuously improve teaching and learning.

Progress Indicators

1. Improved central office supports as measured by principal survey.

2. Increased percentage of schools meeting performance measures.

3. Increased percentage of principals and teachers using data to inform instruction and service delivery as measured by data dashboard usage and district-determined observation tools.

Strategic Initiatives

1. Track and regularly communicate data related to all goals and progress indicators in this plan.

2. Create data dashboards at the classroom, school, and district levels that enable educators and administrators to assess student, school, and district progress across multiple dimensions (e.g., academic, school culture, instructional practice).

3. Review, analyze, and discuss school improvement progress regularly with principals using data dashboards.

4. Develop and implement action plans for improved central office supports and regularly track strategic plan implementation progress using a performance management process.

5. Support district and school staff in using data tools and dashboards individually and collaboratively to identify instructional improvements or interventions needed to meet all students’ learning needs.

Objective 6: GIPS’ central office will provide transparent and differentiated supports to schools, principals, and teachers to help them achieve their school improvement goals.

Progress Indicators

1. Increased percentage of school leaders who believe resources are equitably distributed as measured by principal survey.

2. Increased alignment of per pupil expenditures (PPEs) to school need (i.e. schools serving higher proportions of students who are eligible for Free and Reduced Price Lunch, English language learners, or have a disability).

3. Increased proportion of resources that are directed by principals.

4. Increased amount of time dedicated to building-specific professional learning.

5. Increased number of administrators and staff indicating that they understand the staffing allocation process as measured by principal survey.

Strategic Initiatives

1. Align financial resources to student and school need and district priorities by:

   • Working with budget stakeholders to code all costs, allocations, and purchases to building-level accounting codes to establish true per pupil expenditures.

   • Comparing existing allocation practices with alternative strategies (e.g., zero-based, weighted students) and determining an appropriate methodology for distributing resources to buildings.

   • Conducting district-wide class size and staffing analyses to identify opportunities to better allocate resources.

   • Providing additional professional development resources to schools with more intensive professional learning needs.

2. Establish transparency in budgeting and staffing processes by documenting and communicating staffing ratios, formulas, and other decisions that affect resource distribution to schools.

3. Support schools in improving school performance by:

• 1. Clearly defining and communicating school autonomies and a limited number of district mandates.

  2. Providing principals support in developing and implementing their buildings’ school improvement and professional development plans and budget.