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 who 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 redesign that align 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 learning.
- 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.