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 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 16 th 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 © 2011 Montgomery County Public Schools

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

A tale of two counties MOBILITY ESOL FARMS Fewer students Average Most students What Do the Data Tell Us? © 2011 Montgomery County Public Schools

Outcomes are predictable What Do the Data Tell Us? © 2011 Montgomery County Public Schools

Baldrige is a Systematic Process for Making Systemic Change © 2011 Montgomery County Public Schools Baldrige Basics

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

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

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

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 STUDY DO 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 PDSA Examples HIGH STUDENT PERFORMANCE PLAN STUDY 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 Process Improvement Redesign Refine Redeploy

Strategic Planning Process Step 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 Process Improvement Redesign Refine Redeploy

Our Strategic Plan

Compliance vs. Commitment Baldrige Guided School Improvement Planning Process

21 BALDRIGE CRITERIA Leadership Customer Focus Strategic Planning Goals & Measures Workforce Focus 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 © 2011 Montgomery County Public Schools

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 Broad Founder, The Broad Foundation © 2011 Montgomery County Public Schools

MCPS is a 2010 Malcolm Baldrige National Quality Award Recipient MCPS Recognition © 2011 Montgomery County Public Schools

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 Reading Gap Shrinks by 29 Percentage Points Percent Proficient or Higher

MSA Grade 3 Math Gap Shrinks by 16 Percentage Points Percent Proficient or Higher

MSA Grade 5 Reading Gap Shrinks 24 Percentage Points Percent Proficient or Higher

MSA Grade 5 Math Gap Shrinks 17 Percentage Points Percent Proficient or Higher

SAT Participation and Performance MCPS Class of 2010 Sets District Record Percent Taking the SATMean Combined SAT Score (2010) (2009) © 2011 Montgomery County Public Schools

SAT Participation and Performance MCPS Hispanic Students—Class of 2010 Mean Combined SAT Score © 2011 Montgomery County Public Schools

SAT Participation and Performance MCPS African American Students—Class of 2010 Mean Combined SAT Score © 2011 Montgomery County Public Schools

College Ready: A Decade of AP Growth College Ready: A Decade of AP Growth Number of AP Exams Taken by All MCPS Students Up 4.4% since last year

College Ready: A Decade of AP Growth College Ready: A Decade of AP Growth Number of AP Exams Scoring 3 or Higher Up 3.7% since last year

Percent Taking an AP ExamPercent of AP Exams with Score of 3 or Higher Public School Students, Class of 2010 AP Participation and Performance National, Maryland, and MCPS Class of 2010

Percentage of AP Exams Scoring 3 or Higher All Students

AP Participation and Performance MCPS 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%

2010 National Performance African American Students 4.5% AP Participation and Performance MCPS African American Male Graduates 2010 National Performance All Students 16.9% 2010 National Participation All Students 28.3%

AP Participation and Performance MCPS Hispanic Graduates 2010 National Performance All Students 16.9% Hispanic Students 14.7% 2010 National Participation All Students 28.3% PERCENT

2010 National Performance All Students 16.9% Hispanic Students 14.7% AP Participation and Performance MCPS Hispanic Male Graduates 2010 National Participation All Students 28.3%

MCPS Graduates Who Earned a 4-Year College Degree

Process Improvement ►100% of 2 year-old children who qualify for special education must have an IEP by their third birthday – %, % ►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% , 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 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 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.Are We Making Progress?Are We Making Progress as Leaders? ► 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.easyInsight: Take a First Step Toward a Baldrige Self- Assessment ► 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.

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 or Are your footprints headed in the right direction? – OR…

Butt Prints Are you leaving Butt prints in the sand?