montgomery county public schools, maryland who we are 144,000 students 22,000 employees 23.5 million...
TRANSCRIPT
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Success For Every Student2011
Montgomery County Public Schools, Maryland
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Who We Are
•144,000 Students
•22,000 employees
•23.5 million ft2 of building space
•13 million meals served each year•Our buses travel two and a half times around the equator every day
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WHO WE ARE
• Students from 164 countries speaking 134 languages
• 17,000 students with special needs• 18,000 students participate in ESOL• $2.1 billion operating budget• 16th largest school system in the U.S.
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Baldrige in Education Initiative►The National Alliance of Businesses (NAB)
► American Productivity and Quality Center
► Partnership with twenty-six leading business and education organizations
► Reform education based on quality principles
► Goals 2000 Grants awarded to states who applied
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Expectations
YOU WANT ME TO DO WHAT BY
WHEN?
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How Do We Do It?
• People• Plan• Processes• Persistence
© 2011 Montgomery County Public Schools
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• What do the data tell us?
• Where are we missing the mark?
• What do we need to do about it?
Key Questions
© 2011 Montgomery County Public Schools
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0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
1970 1975 1980 1985 1990 1995 2000 2005
White 37.2%
African American 23.4%
Asian American 15.7%
Hispanic 23.3%
Our demographics are shifting
2010
What Do the Data Tell Us?
© 2011 Montgomery County Public Schools
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A tale of two counties
MOBILITYESOL
FARMSFewer students
Average
Most students
What Do the Data Tell Us?
© 2011 Montgomery County Public Schools
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Outcomes are predictable
0
25
50
75
100
What Do the Data Tell Us?
© 2011 Montgomery County Public Schools
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Baldrige is a Systematic
Process for Making
Systemic Change
© 2011 Montgomery County Public Schools
Baldrige Basics
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Alignment
Aim of the Organization
Goals and Measures
Random Acts of Improvement
Adapted from The Management Compass
by Michelle Bechtell
Baldrige Basics
© 2011 Montgomery County Public Schools
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Baldrige Basics
Aim of the Organization
Goals and Measures
Aligned Acts of Improvement
Adapted from The Management Compass
by Michelle Bechtell
Alignment
© 2011 Montgomery County Public Schools
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Alignment of Actions
MCPS Vision, Mission, Core Values, Goals and Board of Education’s Academic Priorities
Our Call to Action: Pursuit of Excellence
No Child Left Behind and Bridge
to Excellence
Five-Year Comprehensive
Master Plan
Office Strategic Plans
Department Plans
Division Plans
Individual Plans
School Strategic Plans
Classroom Plans
PDP’s
Individual Student Plans
What Do We Need to Do About It?
© 2011 Montgomery County Public Schools
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Performance Improvement System
Informs the identification of the strategic challenges and advantages and
verifies the core competencies that
need to be developed to meet the strategic
challenges and student and system
needs.
Informs planning for addressing new or existing challenges, and identifying
additional core competencies and
advantages
Addresses the strategic challenges, developing the core competencies, and capitalizing on the
strategic advantages
Implements the processes to address the challenges by capitalizing
on core competencies and strategic advantages
PDSA
HIGH STUDENT PERFORMANCE
PLAN STUDYDO
ACT
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Performance Improvement System
Organizational Profile
Implement monitoring processes:
•Analyze levels, trends, benchmarks of
formative and summative process
measures and student achievement
outcomes, including local, state, and
national measures
•M-Stat
•ELT
•OSP monitoring calendar
•Surveys of School Environment
•Inputs, Guides, Outputs, and Enablers
(IGOE)
•Charters
•Impact analyses
•LEAN and Six Sigma
•Review outcomes for office,
department, and division plans
•Review SIP outcomes
•Program evaluation and applied
research findings
•Accuracy of prediction models for
student achievement
•Action plan results
•Project results
•Transfer and share knowledge
•Refine or redesign work systems
•Refine or redesign key processes
•Refine or redesign strategic plans
•Refine or redesign strategic planning process
•OCA strategic planning process
•Listening and learning methods
•Process Management and Knowledge
Transfer
•Aligned office, department, and division
strategic plans
•School improvement plans
•Action planning, e.g., human resource
action plans
•Internal applied research and program
evaluation results
•External research knowledge transfer
•Professional development
•Budget planning and resource allocation
•Design work systems
•Systematic and systemic implementation and
integration of approaches, deployment, and
learning for all key processes
•Systematic and systemic engagement of the
workforce
•Aligned actions at all levels of the organization
•Data collection of levels, trends, comparisons,
benchmarks, and integration of formative and
summative measures for key processes and OCA
data points
PDSAExamples
HIGH STUDENT PERFORMANCE
PLANSTUDY
DO
ACT
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Strategic Planning Process
Step 1: PLAN
Step 2: DO
Step 3: STUDY
Step 4: ACT
Evaluate the Process, Make Adjustments, Repeat the Cycle
Validate the Need for Improvement and Clarify Purpose
Continuous Improvement
Analyze Formative and Summative Results
Align Action at all Levels of the Organization
Proc
ess
Impr
ovem
ent
Red
esig
nRe
fine
Rede
ploy
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Strategic Planning ProcessStep 1: PLAN
Step 2: DO
Step 3: STUDY
Step 4: ACT
Evaluate the Process, Make Adjustments, Repeat the Cycle
•ASSESS ORGANIZATIONAL PERFORMANCE•REVIEW/REFINE VISION, MISSION, CORE VALUES, PRIORITIES•DEVELOP GOALS, MEASURES, STRATEGIC OBJECTIVES•OFFICE, DEPARTMENT, DIVISIONS, SCHOOLS, DEVELOP STRATEGIC PLANS AND ACTION PLANS ALIGNED WITH THE SYSTEM’S PLAN
•FOCUS ON OPPORTUNITIES FOR IMPROVEMENT BASED ON ASSESSMENTS•REDEFINE AND REDESIGN SYSTEM, OFFICE, DEPARTMENT AND SCHOOL GOALS AND ACTION PLANS•REDIRECT AND REDEPLOY RESOURCES TO ADDRESS OPPORTUNITIES FOR IMPROVEMENT
•BOARD, ELT, CENTRAL LEADERS, PRINCIPALS, TEACHERS - MONITOR , REVIEW, EVALUATE PROGRESS; RECOMMEND COURSE CORRECTIONS AS NEEDED
•STRATEGIC AND ACTION PLANS ARE DEPLOYED
Proc
ess
Impr
ovem
ent
Red
esig
nRe
fine
Rede
ploy
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Our Strategic Plan
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Compliance vs. Commitment
Baldrige Guided School Improvement Planning
Process
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BALDRIGE CRITERIA
Leadership
Customer Focus
Strategic PlanningGoals & Measures
WorkforceFocus
Process Management
Baldrige Criteria for Performance Excellence
Measurement, Analysis, and Knowledge Management
Results
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Baldrige Quality Academies►Three academies, two at the elementary level and one at the secondary level, were developed
►The purpose of the academies was to help teachers understand how to use quality principles with students
►Approximately 7,000 teachers visited an academy during a four year period of time
►Attendees rated their satisfaction level at 98%.
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Building a Classroom Learning System
My Job, Your Job, Our Job
A Handbook for Teachers
© 2011 Montgomery County Public Schools
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Goals
Accountability and Improvement System
Accountability System
Outcomes
Measures•Test Scores•Graduation Rates•Achievement gap•AYP•Attendance
Improvement System
Processes
Measures•Cost•Time•Value Added•Quality•Productivity•Customer Satisfaction•Waste
Results
Stakeholders/Customers
•Students•Parents•Faculty•Administrators•School Board•State and federal•Community•Taxpayers•Employers
© 2011 Montgomery County Public Schools
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MCPS Recognition
“Montgomery County’s distinction as a Broad Prize finalist demonstrates its unwavering focus on strong, sustainable student achievement”
MCPS was a finalist for the $2 million Broad Prize for Urban Education
“It is our hope that school districts around the country will learn from the practices Montgomery County and other finalists are employing that are leading to impressive academic gains.”
Eli BroadFounder, The Broad Foundation
© 2011 Montgomery County Public Schools
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MCPS is a 2010 Malcolm Baldrige National Quality Award Recipient
MCPS Recognition
© 2011 Montgomery County Public Schools
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SO WHAT?
SHOW ME THE DATA
HOW DO YOU KNOW?
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PROCESS IMPROVEMENT
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Note: Only 39 percent of Kindergarteners could read at Text Level 3 in 2001.
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MSA Grade 3 ReadingGap Shrinks by 29 Percentage Points
Percent Proficient or Higher
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MSA Grade 3 MathGap Shrinks by 16 Percentage Points
71%77%
77%
64%56%
69%70%67%
95%
94%
95%
93%92%89%88%94%
95%91%
93%89%
93%
94%
79%
57%
65%
73% 73% 74%
40%
60%
80%
100%
2003 2004 2005 2006 2007 2008 2009
African American Students Asian American StudentsWhite Students Hispanic Students
Percent Proficient or Higher
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MSA Grade 5 ReadingGap Shrinks 24 Percentage Points
85%88%
96%
85%
60%58%
72%71%65%
96%91%90%88%85%
81%
98%97%90% 91%89%
94%93%
88%
53% 56%64%
69%70%
40%
60%
80%
100%
2003 2004 2005 2006 2007 2008 2009
African American Students Asian American StudentsWhite Students Hispanic Students
Percent Proficient or Higher
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MSA Grade 5 MathGap Shrinks 17 Percentage Points
75%72%
52%43%
69%
63%59%
96%96%95%93%91%
88%84% 94%94%88%
91%
82%
94%92%76%77%
48%55%
63%
69%74%
40%
60%
80%
100%
2003 2004 2005 2006 2007 2008 2009
African American Students Asian American StudentsWhite Students Hispanic Students
Percent Proficient or Higher
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SAT Participation and Performance
MCPS Class of 2010 Sets District Record
37%
58%
71%
0%
40%
80%
Nation Maryland MCPS(2010)
1509 15021653
0
900
1800
Nation Maryland MCPS
Percent Taking the SAT Mean Combined SAT Score
(2010) (2010)(2010)(2010)(2009)
© 2011 Montgomery County Public Schools
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SAT Participation and Performance
MCPS Hispanic Students—Class of 2010
14101452
1200
2006 2010
Mean Combined SAT Score
© 2011 Montgomery County Public Schools
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SAT Participation and Performance
MCPS African American Students—Class of 2010
13601405
1200
2006 2010
Mean Combined SAT Score
© 2011 Montgomery County Public Schools
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College Ready: A Decade of AP Growth Number of AP Exams Taken by
All MCPS Students
1999 2006 2007 2008 2009 20100
15,000
30,000
8,542
22,40624,208
25,921
28,57529,854
Up 4.4% since
last year
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College Ready: A Decade of AP Growth Number of AP Exams
Scoring 3 or Higher
1999 2006 2007 2008 2009 20100
12,000
24,000
7,090
16,78117,849 18,306
20,64821,419
Up 3.7% since
last year
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Nation Maryland MCPS0%
40%
80%
28.3%
43.4%
66.1%
Public School Students, Class of 2010
Nation Maryland MCPS0%
40%
80%
16.9%26.4%
50.0%
Percent Taking an AP Exam
Percent of AP Exams with Score of 3 or
Higher
Public School Students, Class of 2010
AP Participation and PerformanceNational, Maryland, and MCPS Class of 2010
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Percentage of AP Exams Scoring 3 or Higher
All Students - 2010
All African American
Asian American
Hispanic White0%
30%
60%
90%
56%
25%
65%
41%
62%60%
28%
72%
52%
67%72%
46%
77%
55%
78%
Nation Maryland MCPS
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1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 20100
45
11.7 12.4
16.9
19.223.7
26.2
29.227.4
34.2
37.6
41.0
44.2
8.3 9.110.5 10.7
13.4
16.517.2
15.818.2
19.6 20.922.6
MCPS AA ParticipationMCPS AA Performance (3 or Higher)
Perc
en
t
AP Participation and PerformanceMCPS African American Graduates
2010 National
Performance All Students
16.9%2010
National Performance
African American Students
4.5%
2010 National
Participation All Students
28.3%
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1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 20100
45
10.3 9.912.5
14.5 15.617.2
22.820.1
29.0 30.0
35.5
39.7
7.0 7.5 8.1 8.7 8.811.5
14.712.0
16.0 15.118.3
20.2
MCPS AA ParticipationMCPS AA Performance (3 or Higher)
Perc
en
t
2010 National Performance
African American Students
4.5%
AP Participation and PerformanceMCPS African American Male Graduates
2010 National Performance All Students
16.9%
2010 National
Participation All
Students 28.3%
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1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 20100
30
60
16.718.8
21.4
25.9 28.4
32.5
38.241.5
47.4 46.3
51.4 52.3
15.417.4 17.5
19.123.0
25.5
32.8 32.734.1
32.235.1 35.6
MCPS H ParticipationMCPS H Performance (3 or Higher)
AP Participation and PerformanceMCPS Hispanic Graduates
2010 National
Performance
All Students 16.9%
Hispanic Students
14.7%
2010 National
Participation All Students
28.3%PERC
ENT
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1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 20100
30
60
13.715.2
17.0
22.7
20.9
27.5
31.1
35.4
42.038.6
43.545.6
12.514.1 14.0
17.716.5
22.0
26.2 27.229.8
26.0
30.6 31.1
MCPS HM ParticipationMCPS HM Performance (3 or Higher)
2010 National
Performance
All Students
16.9%
Hispanic Students
14.7%
AP Participation and PerformanceMCPS Hispanic Male Graduates
2010 National
Participation All
Students 28.3%
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MCPS Graduates Who Earned a 4-Year College Degree 2001-2004
All Students African Am. Asian Am. Hispanic White0
20
40
60
80
100
24.7
17.924.4
10.4
34.8
59.453.3 54.8
40.4
66.4
76.1
64.4
78.1
48.0
79.6
No AP Exam AP Exam Below 3 AP Exam 3 or Higher
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Process Improvement
►100% of 2 year-old children who qualify for special education must have an IEP by their third birthday – 2009-95%, 2010-100%
►Secondary transition for special education students who turn 14 – 2006 & 2007 – 99%, 2008, 2009, 2010 – 100%
►Decrease suspensions for students with disabilities – MCPS has the lowest rate in the state (3.8%) – state average is 15.3%
►Initial evaluation of special education students must occur within 60 days of identification – 2007 – 56%, 2009, 91% - 2010, 94.2%
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Process Improvement
►Enrollment Projections goal is 99.5% - since 2004, MCPS has achieved an average of 99.02% accuracy
►In-House Copier Repair Program – Outside vendor costs average $2.7 million/yr. MCPS does it for $1.2 million/yr. – cost savings of $1.5 million/yr.
►Copy Plus Program – MCPS produced 99 million copies centrally for teachers saving 40,000 hours of planning and instructional time. Projections for 2010 is 125 million copies saving 50,000 hours of planning and instructional time
►Response to Emergency Work Orders in 1 day –80% in 1 day in 2005, 90% in 2009
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Process Improvement
►Increase the percentage of work orders completed – Maintenance receives 60,000 work orders/yr. Completion rate in 2005 was 85% and 90% in 2009
►Increase in energy cost avoidance from 632,000 in 2006 to $2.5 million in 2009
►Increase in Kilowatt Hour Avoidance from 6.4 million in 2006 to 18.6 million in 2009
►Decrease in solid waste disposal from 13.5 thousand tons in 2005 to 9.6 thousand tons in 2009 – cost savings of $171 thousand
►Increase in recycling rates from 27% in 2007 to 38% in 2009
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Process Improvement►Planned Life Cycle Asset Replacement – MCPS has maintained its goal of 95% project completion rate within budget
►Construction Projects completed within budget – Increased from 87% in 2007 to 100% in 2009
►Maintenance Costs for Overtime – From 2005-2009 averaged 88% of budgeted costs
►Maintain food costs below industry standard of 45% - Since 2007 food costs averaged 35% of expenditures, 10% below industry standard
►Buses out of service for more than 24 hours – from 2004-2009 no buses were pulled from service for more than 24 hours from a fleet of 1250 buses
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Scholarships► The class of 2010 earned $234 million dollars in scholarships which was an increase of $49 million dollars from 2009
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Things to Do► Have someone become your PITA
► Show Me the Data and investigate the root cause
► Develop a Strategic Direction and Ensure System Alignment
► Build Staff Capacity
► Ask and Answer the So Whats? And How Do You Knows?
► Download the Baldrige Criteria and Provide Opportunities for Personal and Organizational Learning
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Things to Do► Use Are We Making Progress? and Are We Making Progress as Leaders? to learn about the seven Baldrige Criteria Categories and quickly identify strengths and opportunities for improvement. ►Use easyInsight: Take a First Step Toward a Baldrige Self-Assessment to identify gaps in your understanding of your organization and compare your organization with others. ►Complete the Organizational Profile as the first step in a full self-assessment. ►Answer the 18 Baldrige Criteria Item title questions for a fuller understanding of the Criteria and your organization’s performance. ►Finally, conduct a full self-assessment using the seven Baldrige Criteria Categories.
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Things to Do► Begin your Process Performance and Management Journey As Soon As Possible
► Study Beyond Reengineering by Michael Hammer
►Study the Baldrige Criteria for Performance Excellence
► Study Your Organization
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Foot Prints orAre your footprints headed in the right direction? – OR…
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Butt Prints
Are you leaving Butt prints in the sand?