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SGS Indicators Project

SGS Indicators Project

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SGS Indicators Project

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  1. SGS Indicators Project Cynthia Cappello, Board of Trustees Mo Copeland, Head of School

  2. Genesis of Project Dick Chait, Harvard University Graduate School of Education Task Force Model Dashboard Indicators Board Chair interest and support

  3. Goals Develop a set of metrics used to measure the health and sustainability of the school Use these data points consistently over time to evaluate the school Set targets, triggers or benchmarks

  4. Digital Dashboards Dashboard indicators Scorecards

  5. Aims Visual presentation of performance measures Ability to identify and correct negative trends Measure efficiencies/inefficiencies Ability to trend information Align strategies and organizational goals Efficient way to report information

  6. What is an Indicator? • Key Performance Indicators (KPI) • Quantifiable measurements • Represent critical success factors • Must reflect organizational goals • Do not change frequently over time

  7. What it Won’t Do Not intended to measure the effectiveness of the strategic plan Not intended to measure every aspect of the school Not intended to monitor administrative functions of the Head of School

  8. Project Time Line • 2 + years • Year 1: Determine what to measure • Year 2: Build metrics

  9. Starting the Process • Organization must have clearly stated goals • Strategic Plan • Mission • Vision

  10. Selecting the Task Force • Select working group reflective of organization (Or insure that key people are incorporated into the process) • Administration • Board members • CFO/Financial advisor • Educators • Admissions Director

  11. Selecting the Indicators • Selecting Indicators • Definable • Measurable • Achievable • Key to the organization’s success • Reflect organizational goals • Limited number

  12. Starting the Process • Using the Strategic plan as the starting point • Brainstormed ways to measure the goals • Developed questions

  13. Is SGS providing a rigorous academic and experiential learning program that prepares students to assume an active role in the local and global community? What significant achievements or advancements has SGS made in the arts, athletics and academics?

  14. What significant events can be measured to evaluate performance in these areas?

  15. Selecting the Indicators • Interviewed key individuals • Head of Admissions • Marketing director • Division Heads • College Counselor, etc • Is indicator appropriate/useful • What is a meaningful way to measure it

  16. Selecting the Indicators Sifted through all of the information Determined what was in the realm of administration versus the Board Reviewed reports historically given to the Board Set a goal of selecting 10 key indicators

  17. Selecting the Winners • For each indicator selected • The question(s) is posed • The indicator is defined • Rules are set • Importance of indicator is discussed

  18. Setting Targets and Triggers Historical school data NAIS/PNAIS data Determining our peer schools

  19. Displaying the Results • How to display the information • Easy to interpret • Bar graphs • Pie charts • Easily identifiable time line • Easily identifiable targets, triggers • Use of a computer program that interfaced with current programs in use • Excel

  20. Assigning Responsibility When will measurements take place Who is responsible for obtaining information Who will maintain the spreadsheet How will information be reported

  21. Determining Our Peer Schools • Select similar schools based on • Enrollment • K-12 • Not education or religious specific • Mission is college preparatory • School budget • Regional economics • Regional population

  22. Determining Our Peer Schools • Include schools that we are similar to • Include schools that we would like to stretch to be like • Try to include schools from the pacific northwest • Select 12-15 schools • Understanding that these schools may change over time

  23. Determining Our Peer Schools • Review how information was to be obtained • NAIS stats • Request participation from schools selected as our peers

  24. Determining Our Peer Schools There were 2 schools that fit all criteria There were 11 schools that fit 6 of the 7 criteria

  25. Overview of Indicators • Marketing • #events/quarter • Annual Fund Raising • Trend of giving • Total $/Year • Parents • Board • Alum • Other groups • Admissions • New applications • Net new enrollment • Yield • Revenue • Amount of money generated per student • Tuition and Fees • Annual Fund Raising • Students • Total Enrollment • Total Capacity • Resources • Unrestricted Cash Reserves • Spending off the Endowment • Expenses • Cost per student • Tuition Assistance • Unrestricted operating expenses • Attrition • Total Attrition • 8th-9th • Tuition Assistance • % of students receiving assistance • % of budget spent on assistance • Program • Student / Faculty Ratio • Average SAT Scores • AP Pass Rate • College Admissions • Alumni • % graduate in 6 years

  26. An Example - SGS Attrition Overall attrition is measured against our peer group. The average SGS attrition rate is 8%.

  27. An Example - SGS Attrition • Questions • What is the overall attrition rate at SGS? • Is this consistent with our Peer schools and NAIS? • What is the attrition rate between 8th and 9th grades?

  28. An Example - SGS Attrition • The indicator is defined • This indicator looks at overall attrition at SGS. SGS’s overall attrition rate is 8% • The average NAIS attrition rate is 10% and our peer school rate is approximately 11% • Attrition is measured between 8th and 9th grade. • The average attrition rate between 8th and 9th grades is 16%.

  29. An Example - SGS Attrition • Rules for gathering information • Statistics are gathered September 1 • The triggers are set at 40% (2 standard deviations) above and below the average attrition rate.

  30. An Example - SGS Attrition • Importance of Indicator • There are numerous reasons that students/families decide not to return. For some SGS is not a good fit. • There should be a healthy mix of returning students and new students • 8th-9th grade attrition is used as a measure of satisfaction

  31. Challenges • Getting information from our peer schools • Measuring marketing efforts

  32. Response • Overwhelmingly positive • Some skepticism • Were indicators all inclusive • Why weren’t certain things included • Why were certain groups excluded

  33. Added Benefits • Developed an alumni survey • Provides valuable feedback • Meeting goals of college prep • Students’ perception of education they received • Connects alumni back to school

  34. Questions?