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College and career readiness
Board of Elementary & Secondary EducationSpecial meeting: March 21, 2011
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Agenda – March 29th Leadership MeetingRace to the Top College and Career Delivery Plan
What’s New for Connecting Activities:- New “Work and Learning Program Elements”- Collaboration with Mass. School Counseling Model and other school-wide initiatives- Opportunity to integrate a range of new and existing high quality “work and learning” and career development experiences into school-wide programming
Preview of RFR and FY12 Measurement
How to start thinking about FY12 goals
Regional Training Teams and the FY12 RFR
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The College and Career Readiness Team
C&CR Goal Leader
Jeff Nellhaus
C&CR Team
John Bynoe
Julia Phelps
Keith Westrich
Nyal Fuentes
Jenny Curtin
Karen DeCoster
Rob Curtin
Delivery Unit
Carrie Conaway
Matt Deninger
Anna Gazos
Kenya Avant-Ransome
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College and Career Readiness: Definition
Being college and career ready means that an individual has the knowledge and skills necessary for success in postsecondary
education and economically viable career pathways in a 21st century economy
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Short-Term Measures (Present – 2014)
College & Career Ready
5-Year GraduationRate
MassCore Completion Rate
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Leading Indicators & Measures
Career Readiness
LEADING INDICATORS: Decrease number of students in higher risk categories in 8th grade
MEASURES: Graduation rate, dropout rate, recovered students
College Readiness
Dropout Recovery
LEADING INDICATORS: Students scoring P/A on STE, math, ELA MCAS by end of G10 SAT participation and achievement Students taking postsecondary coursework AP class enrollment Students completing Algebra II or above Students completing mathematics in the senior year AP Exam 3+
MEASURES: MassCore completion Students enrolling and persisting in 2 and 4 year colleges Students requiring remediation in public colleges Eventually, PARCC assessments
LEADING INDICATOR: Number of Work-based Learning Plans completed
MEASURES: MassCore completion Eventually, PARCC assessments
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School toCareer
ConnectingActivities
Mass Modelfor SchoolCounseling
MassCorePolicy &
Implementation
HighSchool
Turnaround
High School
GraduationInitiative
EarlyWarningIndicatorSystem
AcademicSupportGrants
College and Career
Ready
Seven strategi
c initiativ
es
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Strategic Initiatives
Calendar Year
2010 2011 2012 2013 2014I II III IV I II III I
VI II III IV I II III I
VI II III I
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Academic Support *Early Warning Index System *High School Graduation Initiative *High School Turnaround *MassCore Policy & Implementation *Mass Model for School Counseling *School to Career Connecting Activities *
Moving the college and career ready needle
Gray Bars = beginning and end of strategic initiative (Beginning = team begins work; End = “business as usual”)* = start of impact
Other strategies that will have a greater impact after 2014:• Pre-AP training for teachers• STEM Early College High Schools• Online courses and modules for at-risk students • Certificate of Occupational Proficiency
• Educational proficiency plans• State strategies to achieve graduation for all (NGA)• Early college designs policy initiative• School improvement grants
• Innovation school development• Charter school development• Enhancing STEM instruction• Yourplanforcollege.org• Alternative Education State Grants
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5-Year Graduation Goal
Graduating Cohort OfOverall Impact
No. Strategic Initiatives 2011 2012 2013 2014
1 Academic Support 0 65 130 195 390
2 Early Warning Indicator System 0 0 0 660 660
3 High School Graduation Initiative 233 433 649 865 2,180
4 High School Turnaround 2 6 14 21 43
5 Mass Model for School Counseling 0 122 121 427 670
6 School to Career Connecting Activities
0 75 283 454 812NOTE: The additional 5-year graduates resulting from these initiatives have not been reduced to account for duplicated student participation.
If we’re successful, we project an 88.3%
5-year graduation rate in 2014, up from 84.0%
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NOTE: Due to its small N size, High School Turnaround is not represented in this chart.Baseline assumes that all other agency activities supporting this goal continue unchanged.
5-Year Graduation Interim Benchmarks
and 2014 Target
82%
83%
84%
85%
86%
87%
88%
89%
2006 2007 2008 2009 2010 2011 2012 2013 2014
5-y
ear
Gra
duat
ion R
ate
High School Graduation Initiative Connecting ActivitiesMass Model Academic SupportEarly Warning Indicator System
85%85.4%
85.8%86.2%
86.6%85.6%
86.3%
87%
88.3%
84% 84.2% 84.0%
82.7%
Cohort Year
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*Results based on projected impact of delivery plan. Change is relative to 2009.
By 2014, high needs students will show a faster increase in 5-year cohort graduation rates than
students overall5-Year Graduation Goal: Percent Point Change by Subgroup
3.4%
2.4%
4.5%
6.6%
2.9%
4.1%
5.4%
8.1%
2.5%
3.6%
4.7%
7.0%
1.5%2.2%
3.0%
4.3%
0%
1%
2%
3%
4%
5%
6%
7%
8%
9%
10%
2011 2012 2013 2014
Perc
ent
Poin
t Cha
nge
in G
radu
atio
n Rat
e
All Students
Low-IncomeSPED
LEP
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If we’re successful, we project an 82.5% MassCore completion rate in 2014, up
from 70.3%
MassCore Completion Goal
Graduating Class OfOverall Impact
No. Strategic Initiatives 2011 2012 2013 2014
1 Academic Support 0 0 270 270 540
2 Early Warning Indicator System 0 0 0 528 528
3 High School Turnaround 0 10 16 32 58
4 MassCore Policy and Implementation
0 654 5,934 7,430 14,018
5 Mass Model for School Counseling 15 484 749 1,026 2,274NOTE: The additional MassCore completers resulting from these initiatives have not been reduced to account for duplicated student participation.
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MassCore Completion Interim Benchmarks and 2014 Target
NOTE: Due to its small N size, High School Turnaround is not represented in this chart.Baseline assumes that all other agency activities supporting this goal continue unchanged.
68%
70%
72%
74%
76%
78%
80%
82%
84%
2009 2010 2011 2012 2013 2014
Perc
enta
ge o
f St
uden
ts G
radu
atin
g w
ith
Mas
sCor
e
MassCore Implementation Mass Model Academic Support Early Warning Indicator System
82.5%
70.0%70.0%70.0%70.0%70.3%
73%
71.4%
79.8%
Graduating Class Year
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By 2014, high needs students will show a faster increase in MassCore completion than students
overall
*Results based on projected impact of delivery plan. Change is relative to 2010.
MassCore Completion Goal: Percent Point Change by Subgroup
12.2%
3.2%
16.6%
21.4%
15.5%
19.9%
10.8%
13.9%
9.5%
1.1%0%
5%
10%
15%
20%
25%
2011 2012 2013 2014
Perc
ent
Poin
t Cha
nge
in M
assC
ore
Com
plet
ion
Rat
e
All Students
SPED
LEP
Low-Income
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Strategic Initiative
Risks along the Delivery ChainExample of a
Major RiskBoard ESE
ExternalPartners
Supt./Central
Staff
Principals/
School Leaders
Teachers/Counselors
MA Model for Comprehensive
School Counseling Programs
X X X
MASCA’s limited leadership capacity to provide implementation support for all interested districts/schools
Common Risks Across All Projects • Lack of resources—both human and financial—in what will be an
extremely challenging FY12 budget
• Lack of communication, both with external partners and with internal staff
• Lack of buy-in, both with external partners and with internal staff
One Example of Risks Along the Delivery Chain
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Our delivery plan has helped us to integrate our
C&CR agenda and provide a broader policy context for proposed programmatic
changes84.0%
88.3%
82.5%
70.3%
65%
70%
75%
80%
85%
90%
2009 2014 2010 20145-Year Graduation Goal
(Cohort Measure)
MassCore Goal
(Class Measure)
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Delivery
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What is delivery?
• “Delivery” is a systematic process through which system leaders can drive results
• It will enable a system to answer the following questions rigorously:
1. What is our system trying to do?2. How are we planning to do it?3. At any given moment, how will we know if we are on
track?4. If not, what are we going to do about it?5. How can we help?
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The U.S. Education Delivery Institute has built a comprehensive framework of the elements of
delivery
A. Evaluate past and present performance
B. Understand drivers of performance and relevant activities
A. Determine your reform strategy
B. Set targets and establish trajectories
C. Produce delivery plans
A. Establish routines to drive and monitor performance
B. Solve problems early and rigorously
C. Sustain and continually build momentum
A. Define your aspiration
B. Review the current state of delivery
C. Build the delivery unit
D. Establish a “guiding coalition”
2 3 41
Create an irreversible delivery culture
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A. Build system capacity all the timeB. Communicate the delivery messageC. Develop high-quality relationships
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ESE’s delivery planning is focused on six outcome
indicators• Grade 3 reading performance• Grade 8 mathematics performance• College & career readiness• Educator effectiveness• Turning around low performing schools• Data systems to improve instruction
These will serve as key measures of progress for the Board’s and agency’s priorities.
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What does delivery look like?
• For each major agency goal, we will establish a delivery plan that will include:– Measures and trajectories of anticipated
progress
– Activities (with owners) and timelines
– Plans to address weak links in the delivery chain
• Each will be vetted by internal and external stakeholders
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Routines are critical for driving implementation
• Each delivery goal will have a stocktake with the commissioner twice per year
• Focus on quality of implementation and results
• Independent assessment on progress, done by OPRCPG
• Opportunity to troubleshoot obstacles
• In between, the commissioner will receive bimonthly notes on progress
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Closing proficiency gaps are a core focus of all delivery plans
Examples:
• College & career readiness: Targeted activities will result in closing the gaps in high school graduation and college readiness
• Grade 3 reading / grade 8 mathematics: A primary goal is to accelerate the improvement of high needs students
• Educator effectiveness: Educator quality and equitable distribution will be key considerations
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What’s coming next?
• Currently working on plans for grade 3 reading, grade 8 mathematics, and educator effectiveness
• Goal: Complete all six plans by early summer
• Meanwhile, monitor implementation on established plans
• Summer/fall: Extend plans past 2014 to include long-range activities
