Montgomery County Public Schools, Maryland Who We Are 144,000 Students 22,000 employees 23.5 million ft 2 of building space 13 million meals served each

Success For Every Student2011

Montgomery County Public Schools, Maryland

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

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.

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

Expectations

YOU WANT ME TO DO WHAT BY

WHEN?

How Do We Do It?

• People• Plan• Processes• Persistence

© 2011 Montgomery County Public Schools

• What do the data tell us?

• Where are we missing the mark?

• What do we need to do about it?

Key Questions


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?


A tale of two counties

MOBILITYESOL

FARMSFewer students

Average

Most students



Outcomes are predictable

0

25

50

75

100



Baldrige is a Systematic

Process for Making

Systemic Change


Baldrige Basics

Alignment

Aim of the Organization

Goals and Measures

Random Acts of Improvement

Adapted from The Management Compass

by Michelle Bechtell

Baldrige Basics


Baldrige Basics

Aim of the Organization

Goals and Measures

Aligned Acts of Improvement

Adapted from The Management Compass

by Michelle Bechtell

Alignment


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?


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

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

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

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

Our Strategic Plan

Compliance vs. Commitment

Baldrige Guided School Improvement Planning

Process

21

BALDRIGE CRITERIA

Leadership

Customer Focus

Strategic PlanningGoals & Measures

WorkforceFocus

Process Management

Baldrige Criteria for Performance Excellence

Measurement, Analysis, and Knowledge Management

Results

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%.

Building a Classroom Learning System

My Job, Your Job, Our Job

A Handbook for Teachers


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


25

26

27

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


MCPS is a 2010 Malcolm Baldrige National Quality Award Recipient

MCPS Recognition


SO WHAT?

SHOW ME THE DATA

HOW DO YOU KNOW?

PROCESS IMPROVEMENT

Note: Only 39 percent of Kindergarteners could read at Text Level 3 in 2001.

MSA Grade 3 ReadingGap Shrinks by 29 Percentage Points

Percent Proficient or Higher

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


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



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



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)



MCPS Hispanic Students—Class of 2010

14101452

1200

2006 2010

Mean Combined SAT Score



MCPS African American Students—Class of 2010

13601405

1200

2006 2010

Mean Combined SAT Score


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

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

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

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

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%

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%

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

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%

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

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%

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

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

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

Scholarships► The class of 2010 earned $234 million dollars in scholarships which was an increase of $49 million dollars from 2009

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

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.

http://www.nist.gov/baldrige/publications/progress.cfm

http://www.nist.gov/baldrige/publications/progress_leaders.cfm

http://www.nist.gov/baldrige/publications/easy_insight.cfm




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

Foot Prints orAre your footprints headed in the right direction? – OR…

Butt Prints

Are you leaving Butt prints in the sand?

Documents

Montgomery County Public Schools, Maryland Who We Are 144,000 Students 22,000 employees 23.5 million ft 2 of building space 13 million meals served each