Agenda – March 29 th Leadership Meeting

1. College and career readinessBoard of Elementary & Secondary EducationSpecial meeting: March 21, 2011

2. Race 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 Agenda – March 29th Leadership Meeting

3. 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

4. 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

5. Short-Term Measures (Present – 2014)

6. Leading Indicators & Measures LEADING INDICATORS: Decrease number of students in higher risk categories in 8th grade MEASURES: Graduation rate, dropout rate, recovered students 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 College Readiness LEADING INDICATOR: Number of Work-based Learning Plans completed MEASURES: MassCore completion Eventually, PARCC assessments Career Readiness

7. Seven strategic initiatives

8. 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

9. If we’re successful, we project an 88.3% 5-year graduation rate in 2014, up from 84.0% NOTE: The additional 5-year graduates resulting from these initiatives have not been reduced to account for duplicated student participation.

10. 5-Year Graduation 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.

11. By 2014, high needs students will show a faster increase in 5-year cohort graduation rates than students overall *Results based on projected impact of delivery plan. Change is relative to 2009.

12. If we’re successful, we project an 82.5% MassCore completion rate in 2014, up from 70.3% NOTE: The additional MassCore completers resulting from these initiatives have not been reduced to account for duplicated student participation.

13. 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.

14. 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.

15. 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

16. Our delivery plan has helped us to integrate our C&CR agenda and provide a broader policy context for proposed programmatic changes

17. Delivery

18. 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: • What is our system trying to do? • How are we planning to do it? • At any given moment, how will we know if we are on track? • If not, what are we going to do about it? • How can we help?

19. The U.S. Education Delivery Institute has built a comprehensive framework of the elements of delivery Develop a foundation for delivery Understand the delivery challenge Plan for delivery Drive delivery 1 2 3 4 • Define your aspiration • Review the current state of delivery • Build the delivery unit • Establish a “guiding coalition” • Evaluate past and present performance • Understand drivers of performance and relevant activities • Determine your reform strategy • Set targets and establish trajectories • Produce delivery plans • Establish routines to drive and monitor performance • Solve problems early and rigorously • Sustain and continually build momentum 5 Create an irreversible delivery culture A. Build system capacity all the time B. Communicate the delivery message C. Develop high-quality relationships

20. 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.

21. 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

22. 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

23. 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

24. 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