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It highlights a new interdisciplinary meeting structure, distributed leadership for shared ownership, and increased student agency through stakeholder involvement. The summary is based on interviews, session evaluations, and learning artifacts, detailing what participants viewed as SDB’s distinctive, research-grounded, systems-focused approach. It also outlines district context and assessment results for the 2022–23 academic year.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-ncees-system-design-benchmarking-experience-indiana-area-school-district-highlights/586123/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-ncees-system-design-benchmarking-experience-indiana-area-school-district-highlights/586123.png","ImageObject",300,407,{"name":92,"@type":93},"Taylor Morgan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What evidence sources were used to summarize the SDB experiences in this profile?","Question",{"text":112,"@type":113},"The summary draws on interviews with the superintendent, a district director, a teacher, and a school psychologist, along with review of session evaluation responses and analysis of learning artifacts produced during sessions.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},586123,1792208714,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":135,"read_time":136,"preview_page_count":4},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Understanding NCEE’s  \nSystem Design Benchmarking Experience  \nIndiana Area School District  \nHighlights  \nAfter participating in NCEE’s System Design Benchmarking, the Indiana Area School District has:  \nimplemented a new interdisciplinary meeting structure within and across schools to strengthen a culture of collaboration and a shared vision among staff;  \ndistributed leadership to empower individuals to lead and innovate with a shared sense of ownership and responsibility; and  \npromoted student agency by involving them as key stakeholders of education.  \nThe National Center on Education and the Economy (NCEE) has been in a multi-year partnership with the Pennsylvania Department of Education to provide principal leadership training through the PA Inspired Leadership (PIL) program. Over the years, the relationship has deepened and expanded to include direct partnerships with districts who are engaging in NCEE’s System Design Benchmarking (SDB) offering. This experience is focused on:  \n• studying the core principles and characteristics of the world’s top-performing education systems;  \n• analyzing the district system structures, processes, incentives, and supports; and  \n• determining what changes need to be made at the local level to transform, align, and bring coherence to the work of each district—and generate improved student outcomes.  \nUnfolding theSDB Journey  \nThis profile features the SDB experiences of the Indiana Area School District (IASD) . Identified as visionary and forward-leaning by NCEE facilitators, the district is demonstrating a systems approach with the overarching goal of ensuring the success of all students. The SDB program engaged participants in challenging conversations, facilitated shifts in the educational framework of the district, and fostered a transformation in the mindset of educators. Since the conclusion of the program, the district has continued to apply and adapt the learning by integrating a range of insights gained from the collaborative experience with education stakeholders.  \nWe conducted interviews with participants and NCEE facilitators, reviewed session evaluation responses, and analyzed learning artifacts generated in the sessions. The interviews involved the superintendent, a district director, a teacher, and a school psychologist.  \nThe following provides a summary of interview feedback around the question:  \nWhat distinguishes NCEE’sSDB from other programs?  \nThe content is grounded in research, supported by data with an evidence-based approach. A rigorous framework and system-focused approach reorient the perspectives and mindsets of the participants.  \nThe sessions are structured to engage participants in a discourse on systems design.  \nCollaboration across roles, positions, and schools leads to new relationships and networking.  \nFacilitators employ a Socratic method, guiding participants through questions and difficult conversations. Throughout the course, there is a balance between theories and practical applications reflecting each district’s context.  \nIndiana Area School District  \nIndiana Area School District (IASD) completed its inaugural cohort in 2023. However, the administrators had gone through PIL courses prior to participating in the SDB. The district is made up of four elementary schools, one middle school, and one high school. According to the  Future Ready PA Index, 1 in the 2022–23 academic year there were 2,858 enrolled students, with White students (86 . 1%) being the largest race/ethnicity. In the district, 50. 1% of students are economically disadvantaged and 15. 5% are receiving special education. The chart below shows state level and district data for the 2022–23 academic year. It is important to note that within the Economically Disadvantaged and Students with Disabilities groups, there was a higher number of students performing at Below Basic in both ELA and Mathematics, compared to the overall student population.  \n\n| Student Group | Below Basic ","cbCaitE0HBrXTlH6","https://ap.wps.com/l/cbCaitE0HBrXTlH6","pdf",633148,"English","# Highlights\n## What distinguishes NCEE’s SDB from other programs?\n# Unfolding the SDB Journey\n## Interview methodology\n# Indiana Area School District\n## District demographics and assessment context\n# Highlights of the SDB Experiences\n## International Education Benchmarking\n## Bright Red Line","[{\"question\":\"What evidence sources were used to summarize the SDB experiences in this profile?\",\"answer\":\"The summary draws on interviews with the superintendent, a district director, a teacher, and a school psychologist, along with review of session evaluation responses and analysis of learning artifacts produced during sessions.\"}]","Understanding NCEE’s System Design Benchmarking Experience - Indiana Area School District Highlights | PDF",1792057026,25]