Over the past ten years, we have attempted to standardize our enrollment and staffing models across our schools while having various iterations of both during this time. After facing enrollment challenges, we spent last year nailing down our enrollment targets by school to ensure we can build staffing models that support our financial model. The first part of this project was to figure out funding aligned with enrollment and build a staffing model at the school and regional level. To ensure our organization is built to last, we must step back and reevaluate our schedules now that we are clear on our revenue numbers.

Previously, we operated with separate scheduling approaches for Primary (K-4), Middle (5-8), and High School. Transitioning to a K-8 model, where our primary and middle schools often share facilities, necessitates innovative scheduling solutions to optimize funding, space, and innovation that benefit our scholars and team members. Furthermore, limited research has been conducted on high school master scheduling, and there is a need to identify innovative and tangible solutions that align with our enrollment and staffing models to best maximize funding, space, and course offerings to benefit our stakeholders.

We started this work by looking at our scheduling practices ¿ and how those influence staffing ¿ as it relates to special education. We want to build upon the learnings from that work and expand our audit and redesign to the complete K-12 general education master schedule. It is important to note that we would want our partners to take into account recommendations from the KIPP Foundation, leveraging their Instructional Blueprint, and adhere to guidelines provided by the Georgia State Department, focusing on those from Atlanta Public Schools and Fulton County Schools.

It is important to note that we would want our partners to take into account recommendation