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Gwinnett County Public Schools

Appendix B: Learning 2025

AASA’s Vision of Systemic Redesign

 

GCPS is part of AASA’s Learning 2025 network of demonstration districts aspiring to become more Student-Centered, Equity-Focused, and Future-Driven.

AASA is the School Superintendent’s Association, including leaders from across the nation. As members of the Learning 2025 network of educational systems, our district leaders are part of a community of practice, collaborating with and learning from school systems that are committed to supporting the whole learner, ensuring that no learner is marginalized, and adopting future-driven practices.

Our district will explore other key components of AASA’s vision of systemic redesign. The Blueprint incorporates those areas of the vision for a redesign that aligns with our strategic priorities and initiatives.

Culture

  • Whole Learner Focused: The entire system must attend to the social, emotional, cognitive, mental health, and trauma-based needs of ALL learners.
  • No Learner Marginalized: ALL children, families, and staff must be embraced, valued equally, and served with equity - regardless of race, ethnicity, religion, sexual orientation, gender, socioeconomic circumstance, or disability.
  • Future Driven: Schools must routinely anticipate forthcoming changes in the career landscape to inform all decisions today.

Social, Emotional, Cognitive & Academic Growth Model

  • Redefining Proficiency: A growth perspective signifies a transition away from a single snapshot-in-time measure of “proficiency” to a “multiple measures” model, in which “proficiency” is viewed as the floor and not the ceiling.
  • A Life-Span View of Learner Growth: We must adopt a life-span view of growth for every learner so that we recognize that collecting growth data at every age and grade level is critical.
  • Broad Adoption of Growth-Accelerating and Adaptive Learning Technologies: We must integrate e-learning systems that leverage artificial intelligence, adapt to an individual learner’s progress, and accelerate growth.
  • Actionable Assessment Data and Feedback: Optimally, data is collected from daily classroom activities, formative assessments, and summative assessments to help teachers personalize instruction.

Resources

  • Learning Accelerators: Broadband must be deemed a public utility so that ALL learners have access to the technologies necessary to access and accelerate.
  • Aligned Community Resources: To meet Whole Learner needs, educators, learners, and learners’ families must have access to a robust, multi-tiered system of supports.
  • High-Quality Early Learning for ALL Children: ALL children must engage in high-impact early learning to prepare them to function as co-authors of learning in their K-12 journey.
  • Diverse Educator Pipeline: Educators and staff must represent the learners, families, and communities they serve, so that true culturally responsive learning is possible.