PREPARING MIDDLE SCHOOL STUDENTS FOR SUCCESS IN HIGH SCHOOL AND BEYOND:

1. PREPARING MIDDLE SCHOOL STUDENTS FOR SUCCESS IN HIGH SCHOOL AND BEYOND: • Developing a Middle School Success Plan March 2008

2. Middle School Success Plan GOAL • Ensure that the right school-based practices and system-wide conditions are in place in the middle grades to prepare students to succeed in high school, graduate on time, and enter college OBJECTIVES • Develop a Middle School Success Plan • Informed by analysis of NYC student and school data to identify key levers and validate potential benefits of initiatives • Comprehensive, leveraging initiatives from broad range of units within NYCDOE that are consistent with Children First reform principles and aligned to Chancellor’s Goals • Limited number of priority initiatives (6-8) that each offer options for school leaders • Opportunity for “clean-sheet” design • Drawing on successful models from NYC, other school districts, and internationally • Accountable leadership for each initiative, with measurable goals going forward • Launch pilots this fall to be phased in during SY2008-09

3. Project Approach Execution Action planning Initial research • ~2 months • ~2 months • ~1 month and ongoing • Exploratory groups identify key hypotheses to guide diagnostic effort • Analysis of data to support hypotheses • Exploratory groups review • DOE student and school data • Current DOE practices • Promising external models • Identify wide range of potential initiatives • Make recommenda-tions to SLT/MS Strategy Group • Priority initiatives identified* • Exploratory groups reconfigure into Planning teams to develop action plans for identified initiatives • Goals and metrics • Key activities/owners • Organization • Budgets • Timelines • Strategic plan development – aggregates impact, cost, and timing across initiatives • Planning teams reconfigure into Execution teams to plan pilots in partnership with pilot schools (to be launched in fall and phased in over SY2008-09) SLT/MS Strategy Group sets priorities SLT/MS Strategy Group refines and approves action plans Note: some initiatives are already in progress (e.g., 8th grade promotion policy, toolkit for student promotion)

4. Program Leadership and Responsibilities Data-driven, not bound by preconceived notions • Review progress 1-2x per month • Prioritize initiatives and approve action plans Senior Leadership Team/MS Strategy Group • Define key questions and/or hypotheses to guide analyses of student data and qualitative reviews • Analyze DOE student (and school) performance data • Research DOE and external successful practices/models • Consider a wide range of options • Develop recommendations of priority initiatives (and their supporting rationale) for SLT/MS Strategy Group • Reconfigure into Planning Teams to develop action plans for prioritized initiatives • Reconfigure into Execution Teams to manage implementation of prioritized initiatives Work Groups* • NYCDOE teams (for discussion) • Instructional Excellence – T&L, OA, SSOs • Teacher/School Leader Quality – OS&HC, OA, T&L • Adolescent Development – OSYD, OFEA, Equality Office, OSP, T&L • School Organization – OPD, OSEPO, SSOs, ISCs • Family & Community Engagement – OFEA, OCR, T&L, OSP • Advise/assist work groups with analysis and research • Manage timeline • Synthesize information and coordinate communication across groups • Aggregate initiatives’ performance benefits and budgets • Coordinate and support regular progress reviews • Support development of initiative plans and overall strategic plan Program Management Team • Project Leader - Sabrina Hope King • Project Managers - Joanna Lack, Lori Bennett • McKinsey team support • Parthenon Group support *Note: these groups will periodically draw upon external partners to inform work

5. Exploratory Work Groups and Project Scope Academic rigor and instructional excellence Adolescent engagement and development Instructional systems Student expectations and interventions Student supports and guidance Student motivation • Rigorous curricula and integrated assessments across content areas • Professional develop-ment and training • Course requirements and promotion policies • Academic interventions for under-performing students • Guidance and/or mentoring services • Coordinated delivery of social services • Student incentives • Engaging co-curricular options School portfolio and organization Teacher and school leader quality Content knowledge Recruitment and retention School structures School models • Professional Learning Communities • Teacher and leader preparation • Teacher and leader incentives • Selection criteria • Grade configuration, small learning communities, advisories • Safe school environments • Themed or focused schools, “transfer” schools, new schools • Student choice and enrollment Family & Community Engagement Family Engagement Community Partnerships • Parents as partners • Multiple communication pathways • Focused partnerships with businesses, community organizations, and universities

6. Initial research phase Execution Action planning Initial research • ~2 months • ~2 months • ~1 month and ongoing • Exploratory groups identify key hypotheses to guide diagnostic effort • Analysis of data to support hypotheses • Exploratory groups review • DOE student and school data • Current DOE practices • Promising external models • Identify wide range of potential initiatives • Make recommenda-tions to SLT/MS Strategy Group • Priority initiatives identified* • Exploratory groups reconfigure into Planning teams to develop action plans for identified initiatives • Goals and metrics • Key activities/owners • Organization • Budgets • Timelines • Strategic plan development – aggregates impact, cost, and timing across initiatives • Planning teams reconfigure into Execution teams to plan pilots in partnership with pilot schools (to be launched in fall and phased in over SY2008-09) SLT/MS Strategy Group sets priorities SLT/MS Strategy Group refines and approves action plans Note: some initiatives are already in progress (e.g., 8th grade promotion policy, toolkit for student promotion)

7. Initial research phase – detail for each exploratory group Initial research ~ 2 months Identify initial issues Conduct analyses and synthesize findings Prioritize initiatives 1-2 weeks 4-5 weeks 1-2 weeks • Identify key issues and potential actions for each exploratory group • Develop hypotheses and identify key analyses to be performed • Begin analyses • Begin collecting data on current state • Perform key analyses, including: • Analyses of student data • Interviews (e.g. of principals) • Understanding of internal and external best practices • Synthesize data and iterate with initial issues and hypotheses • Understand current situation • Perform additional analyses as necessary • Articulate key issues to be addressed by the SLT • Identify wide range of potential initiatives • Prioritize issues

8. Initial research phase – detailed workplan Week 1 Mar 17- Mar 21 Week 2 Mar 24 - Mar 28 Week 3 Mar 31- Apr 4 Week 4 Apr 7- Apr 11 Week 5 Apr 14- Apr 18 Week 6 Apr 21- Apr 25 Week 7 Apr 28- May 2 Week 8 May 5- May 9 Key milestones for week of: Key meetings • Team lead kickoff meeting • Exploratory team kickoff meetings • SLT meetings • Weekly team lead meetings • Weekly exploratory team meetings SLT progress update SLT priority setting meeting Identify initial issues • Identify key issues and potential actions • Develop hypotheses and identify key analyses • Begin analyses (e.g., send data requests, set up interviews, begin research) • Collect data on current situation Conduct analyses and synthesize findings • Conduct analyses • Synthesize findings and iterate with issues and hypotheses • Perform additional analyses as necessary • Complete understanding of current situation Prioritize initiatives • Articulate key issues and findings • Identify potential initiatives • Prioritize issues • Prepare document for SLT meeting

9. Exploratory group norms Team members… • Ownthe work, process, and outcome • Make no excuses – teams are solution-oriented problem solvers throughout the process • Put in the time necessary to get the work done on schedule • Ask for help when they need it • Provide honest feedback to each other and to the Project Management Team

10. Next Steps • Finalize team members • Schedule exploratory group kickoff meetings today or tomorrow • Ask team members to prepare for kickoff meeting by thinking through key issues and possible actions • Schedule regular weekly meetings • Meet with assigned McKinsey member and discuss templates • Develop detailed workplans for each exploratory team

11. Sample templates

12. Issue Hypothesis Actions Analyses Problem solving methodology The most important set of problems, which, if solved, will make a large impact on middle school education (measured e.g. by test scores or graduation rates) What we need to believe to ensure that an issue is important Steps we would take to solve an issue Set of quantitative or qualitative answers that support or disprove a hypothesis

13. Issue Hypothesis Actions Analyses Problem solving methodology – example • Current number of counselors below minimum adequate levels for student success • Counselors do not receive formalized college guidance / planning training Students are not receiving enough guidance support for high school and college planning • Analysis of high school success and college data of schools with high vs. low counselor to student ratios • Interviews with principals and counselors at schools with most successful guidance and college planning programs • Research of external best practices for guidance training • Hire additional school counselors to ensure counselor to student ratio of 1:10 • Develop curriculum and training to prepare counselors to be better suited to guide students in college planning

14. Identifying issues TO BE COMPLETED IN INITIAL KICKOFF MEETING Issues Actions Hire additional school counselors to ensure counselor to student ratio of 1:10 1 A Students are not receiving enough guidance support for high school and college planning B Develop curriculum and training to prepare counselors to be better suited to guide students in college planning 2 3

15. Exploring issues, hypotheses, and analyses TO BE COMPLETED BY TEAM MEMBERS Issues Hypotheses Analyses Next steps/actions • Counselors do not receive formalized college guidance / planning training • Current number of counselors below minimum adequate levels for student success 1 1A.1 1A • Analysis of high school success and college data of schools with high vs. low counselor to student ratios • Interviews with principals and counselors at schools with most successful guidance and college planning programs • Research of external best practices for guidance training Students are not receiving enough guidance support for high school success and college planning 1A.2 1A.3 1B 2 2A 2A 2B 2B

16. Sample workplan Week 1 Mar 17- Mar 21 Week 2 Mar 24 - Mar 28 Week 3 Mar 31- Apr 4 Week 4 Apr 7- Apr 11 Week 5 Apr 14- Apr 18 Week 6 Apr 21- Apr 25 Week 7 Apr 28- May 2 Week 8 May 5- May 9 Key milestones for week of: Key meetings • Exploratory team kickoff meetings • SLT meetings • Regular exploratory team meetings SLT progress update SLT priority setting meeting Identify initial issues • Identify key issues and potential actions • Refine and assign key issue areas to team members • Team members fill out template to articulate hypotheses and key analyses Conduct analyses and synthesize findings • Issue 1 • Conduct interviews with 10 best practice interviews • Complete analysis of student data • Issue 2

17. Detailing hypotheses TO BE COMPLETED BY TEAM MEMBERS Timing Responsibility Analysis Data required Source 1 Analysis of student high school success and college entrance data of schools with high vs. low counselor to student ratios Interviews with principals and counselors at schools with most successful guidance and college planning programs Research of external best practices for guidance training 2 3

18. Analysis of current state • Average ratio of counselors to students is 1:50 but varies between 1:10 and 1:150 Current State • Lower student to counselor ratios • Higher success rates (measured, e.g., by higher high school graduation rates) Measures of success

19. Sample Output ILLUSTRATIVE Issue Students are not getting support forr high school and college planning 1 Analyses conducted Internal research External research Higher student counselor ratios lead to higher graduation rates Best practices from external experts Graduation rate • Analysis of academic support ratio shows that… • Best practices and academic research indicate that …

20. Agenda for 1st exploratory team meeting ILLUSTRATIVE • Introductions • Discuss goal, objectives, and high level process for MSSP project; review templates for initial process planning • Brainstorm critical issues and actions • Assign responsibilities for identified issues • Establish weekly meeting schedule, team working norms • Next steps • Build out hypotheses and analyses for assigned issues; reach out to team leads and McKinsey for help as necessary • Brainstorm issues or actions not previously identified • Consider/research current state at NYC middle schools for each issue

21. Agenda for 2nd exploratory team meeting ILLUSTRATIVE • Review identified issues and actions • Discuss any further issues, questions that have surfaced • Present hypotheses and analyses for identified issues • Discuss process for conducting analyses and responsibilities and timeline • Data requests • External research • Interviews • Discuss current state of issue across NYC middle schools