Noun

the degree to which something is successful in producing a desired result; success.

Every system is perfectly designed to get the results that it gets. – W. Edwards Deming

This well-known adage is so simple yet profound. GCPS has a legacy of results and recognition that has cemented its reputation as an effective school system. In this new era, the district’s challenge is to sustain this legacy of performance while responding to the diverse needs of a growing community. GCPS must continue to build organizational capacity to define our desired results and be able to execute to achieve those results. Effectiveness is a strategic priority to ensure that we maintain and accelerate our collective efficacy and impact for the benefit of children and families.

To build effective practices in GCPS, we will set and measure the goals that follow.  

Goal 3.A—Results-Based Evaluation System.

Redefine the inputs, behaviors, and outcomes that determine the standards for student success as measured by the Results-Based Evaluation System (RBES) to support school improvement and student growth.

"The Results-Based Evaluation System (RBES) is used to measure performance in the achievement of system goals and to define accountability at the district, division, school, and classroom levels. As applied to schools through annual Weighted School Assessments, RBES promotes continuous improvement by identifying strengths and weaknesses and acts as a vehicle to communicate the school’s performance." – Policy BAA Board’s Theory of Action for Change to Improve Student Achievement, Policy BAAB Academic Accountability.

Objectives

• Evaluate the historical results of the Weighted School Assessment (WSA) to determine the ability of the current model to drive continuous improvement and reflect world-class standards as defined in the current Board policy. 

• Plan and complete a redesign process that utilizes the evaluation of WSA to address gaps and misalignment with strategic goals and direction as outlined in the Blueprint.

  • Consider metrics that focus on improvement, growth, and achievement status.

  • Consider metrics that reflect non-academic leading indicators of school performance.

  • Determine criterion-referenced performance standards versus a model that is stack-ranked, using relative performance to other district schools.

• Develop and propose any updates to Board policies to reflect proposed changes to RBES and WSA.

• Update the Local School Plan of Improvement (LSPI) framework to reflect expectations of both academic press and supportive community for schools.

• Revise and implement updated systems, structures, and processes for progress monitoring of LSPI implementation, with proactive opportunities to course-correct with additional resources and support within the academic year.

 

	SY2022	SY2023	SY2024	SY2025	SY2026	SY2027
Indicator	Baseline	Target	Target	Target	Target	Target
Improvement Progress – Benchmark Assessments	N/A	TBD	TBD	TBD	TBD	TBD
CCRPI Progress - Milestones/ACCESS Growth (SY2019 = 102)*	102	102	105	110	118	130
"Beating the Odds" Schools (SY2019 = 47)*	47	47	49	52	56	61
District Support for Improvement – Staff Survey	82.5%	83.0%	84.0%	85.5%	87.5%	90.0%

 

Goal 3.B—Talent management.

Transform the human resources function into a strategic talent management organization that supports educators and staff to achieve district goals.

Objectives

• Audit all systems, structures, and processes designed to recruit, select, retain, and reward employees as a response to tight labor markets and to better compete for talent.

• Evaluate current professional development (PD) efforts to identify strengths and opportunities and develop an improvement plan.

  • Consider offerings available and measurable impact on practice for teachers across the entire continuum of experience, grade band, and content specialties.

  • Deepen professional development (PD) support for shifts outlined in the Blueprint, including cultural competence, equity, and SEL.

  • Clarify expectations and requirements for 20 hours of PD to align with the strategic plan and district.

  • Examine training needs for existing human resources staff to build deep expertise in talent management and HR.

• Reimagine Gwinnett Teacher & Leader Evaluation Systems to facilitate professional growth and job-embedded professional development, with a stronger connection to coaching and mentoring supports.

  • Consider coherence and alignment between Q-Plus teaching strategies, new teacher observations, and the teacher evaluation model.

• Expand talent pipeline support for classified, certified, and professional positions to increase opportunities for Grow Your Own, apprenticeships, internships, etc.

• Formalize teacher leadership and career ladder opportunities to create pathways to increased pay and responsibility while remaining in a classroom teaching position.

Key Performance Indicators for the Talent Management Goal

 

	SY2022	SY2023	SY2024	SY2025	SY2026	SY2027
Indicator	Baseline	Target	Target	Target	Target	Target
Human Resources Expertise – SHRM/HRCI Certified	9.0%	15.0%	25.0%	35.0%	45.0%	60.0%
Teacher Leadership Roles	969	977	1177	1477	1777	2177
Pipeline Development – “Grow Your Own”	22.3%	24.5%	27.7%	32.1%	37.5%	44.0%
Teacher Retention – Early Career	84.3%	85.3%	86.4%	87.5%	88.7%	90.0%
Teacher Retention – Experienced	89.5%	91.2%	92.0%	92.9%	93.9%	95.0%

 

Goal 3.C—Educational return on investment.

Measure and report educational return on investment to inform budget and resource allocation decisions, as well as drive continuous improvement.

Objectives

• Design and conduct program evaluation and action research for significant instructional initiatives and pilot programs.

  • Create program evaluation plans before implementation starts with agreed-upon input and outcome metrics.

  • Include implementation monitoring and data review cycles in program evaluation plans.

  • Create a process for requesting program evaluation supports and expectations for measurable outcomes across schools, departments, and divisions.

• Maintain historically strong fiscal management practices and develop a decision matrix to evaluate the trade-offs between investing in student needs and prioritizing fund balance growth.

• Evaluate operational spending and contracted services to maximize productivity and efficiency towards reallocating cost savings to support students and teachers.

• Create systems to rate the quality and condition of physical learning environments to ensure they are conducive to teaching and learning.

Key Performance Indicators for the Educational ROI Goal.

 

	SY2022	SY2023	SY2024	SY2025	SY2026	SY2027
Indicator	Baseline	Target	Target	Target	Target	Target
Financial Efficiency* (SY2019 = 4.5 of 5.0 possible)	4.5	4.0	4.0	4.0	4.0	4.0
Bus Safety – Miles between Accidents	127,256	131,000	135,000	139,000	143,000	147,000
Efficient Facilities Maintenance – Days to Complete Work Orders	8.8	8.4	8.1	7.7	7.4	7.0
Nutrition Services Utilization – Lunch Participation	64.9%	64.0%	65.3%	67.9%	71.8%	77.1%
Program Evaluation	N/A	TBD	TBD	TBD	TBD	TBD