WORKING DRAFT
Last Modified 1/29/2015 3:44 PM Eastern Standard Time Printed 1/8/2015 9:18 AM Eastern Standard Time
Boston Public Schools Operational Review – Team PS January 29, 2015
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Agenda
▪
Recap of Monday’s workshop
▪ Descriptions of area deep dives and approaches overextension – District overextension
– Organizational structure and management processes – Special Education (with a look at SPED transportation)
▪ Questions and alignment on next steps
Recap of Tuesday’s workshop
▪ We started with 25 RFP items and 3 additional, cross-cutting themes ▪ Through evaluating each opportunity along dimensions of the size of the opportunity and how easy/difficult it would be to capture the opportunity we narrowed to 12 areas of discussion
▪ From the discussion emerged consensus around three areas of focus: – District overextension t ransportation – Special education, with a look at SPED transportation – Organizational structure and performance management within that structure
▪ The focus of all of these deep dives will incorporate a view of the student experience and how any changes will make for a more coherent and efficient delivery of resources and supports to students
Reimagining the size and scope of BPS can concentrate resources for students and unlock funds trapped in underutilized facilities and programs Five-week deliverables
Long-term potential impact
A high-level perspective on the future size of the district and the footprint necessary to support it, with
▪
multiple scenarios reflecting aggressive or conservative approaches, potentially including:
▪
Projections of BPS’ future student
– Path forward on direction of district and the size of the central office needed to support it
▪
allocated to narrower set of individual schools to support students
▪ Categorization of current state of facilities
available to schools currently and under potential scenarios
▪ Central office sizing under potential scenarios
– More and better extracurricular activities
▪ Applicable student to teacher,
▪ Sizing of programmatic supports
Students
What this will not be:
– Wider and deeper resources
population and the associated facility needs
support and facilities ratios in different scenarios
System
▪
Budgetary
– Funds captured through fewer school and central FTE’s
– Fixed costs in buildings and facility maintenance liberated
A plan plan for the district at a schoolby-school level Sophisticated audit and analysis of the state of school buildings A set set of immediate actions that can be taken to capture efficiencies
We will explore the potential for improved outcomes for students, supports for schools and cost savings associated with the BPS footprint Process 1
What McKinsey will do
What BPS will learn
▪ Develop long-term projections of size of
▪ What can the district physically
BPS Student projections
2 Footprint analysis 3 School level analysis 4 District level
support and what does it need to support, given future projections ▪ What size district is BPS currently and what is it likely to be in the 5-10 year horizon
▪ Analyze ratios of students to space in the ▪ Sized opportunity of closing range of buildings in the district ▪ Begin high-level categorization of buildings in need of repair
schools (e.g., energy, energy, maintenance, redundant staffing, avoided maintenance)
▪ Current support staff ratios across
▪ Discrepancies in school-level support
schools (e.g., principals, teachers, services counselors, etc.) and future changes ▪ How consolidation could move those under scenarios ratios at various schools ▪ Benchmarking on effective school models in support and instructional areas
▪ Current central office staffing ratios and what they can look like under different scenarios
▪ Sized opportunity at central office to support fewer schools, or push more saved funds to schools ▪ Capturing of rule constraints and what is possible under current requirements DRAFT Pre-decisional - Proprietary and Confidential
| 4
An improved organization will benefit BPS staff and students Five-week deliverables
Long-term potential impact
An initial look at the gaps in
▪
– Clearer role descriptions, goals,
communication, collaboration and alignment across BPS, including:
and reporting structures leading to more efficiency and faster delivery of support to schools and students – Tighter alignment with and accountability for district goals – Stronger professional development and goal-oriented evaluation and feedback
▪ Analysis of org. charts and benchmarking across other districts ▪ Identification of redundancies and gaps inherent in departmental/cabinet goals and missions ▪ Culture and Values Survey results and analyses ▪ Next steps to strengthen the organization, both before and after the entrance of the new superintendent, specifically processes for KPI setting and management
Central Office Staff
▪
What this will not be:
Students, Parents, and Teachers
– Clearer points of contact and sources for information and support for parents and teachers – No students falling through the cracks left by misaligned support structures in the Central Office
▪
A new org. chart for BPS A complete complete system of KPI developing and tracking A full full accounting of where talent lies in the organization
Budgetary
reduction in district staff – A reduction redundancies could free up ~$10M1 that could be redirected toward students 1 If non-academic staff is reduced by 5% DRAFT Pre-decisional - Proprietary and Confidential
| 5
McKinsey will investigate specific opportunity areas in BPS’ organization and propose plans to improve program and management tracking Topic Organiza1 tional structure
What McKinsey will do
What BPS will learn
▪ Perform a rough analysis of the
▪ Positions with too few/too many
organizational chart
direct reports
▪ Make a comparison of organizational ▪ Other potential organizational charts internally and externally to exemplars
options
▪ Interview BPS leaders to determine Departmental missions and 2 goal management
▪ Spread of goals and missions
goals, missions and associated KPI’s
▪ Identify overlaps and gaps in the overall spread of goals and missions
▪ Create process for KPI alignment
across each department and cabinetry
▪ Overlaps and gaps in operations ▪ Process for data-driven org.
and performance management
▪ Use McKinsey’s Culture and Values Culture and 3 Values
survey to build a data-driven look at perceptions of the BPS culture
▪ Identify next steps based on the
▪ Strengths of BPS’ culture and values
▪ Cultural aspirations of BPS Central Office Staff
analytic results DRAFT Pre-decisional - Proprietary and Confidential
| 6
Rethinking Special Education at BPS will allow funds to be spent improving supports for students Five-week deliverables
Long-term potential impact
A deeper understanding of who BPS’
▪ Students, Parents, and
special education students are and the services BPS is providing,
with dives in areas including:
▪ Required supports and transportation
▪ Students in private school placements and opportunities to limit
▪ Correlations on special education diagnosis and other indicators
Teachers
– Ensure students a level of support that aligns with what is best for kids
– Align support for teachers
What this will not be:
with the most appropriate and effective supports for students
– Freed up funds can be used to improve services provided and enhance the school experience
▪ Budgetary – $5-20M in savings from tighter staffing, reclaimed students and new transportation approaches
A new model for delivering SPED services Comprehensive transportation rerouting Detailed plan for recapturing privately placed students
McKinsey will further investigate BPS’ Special Education services to identify potential efficiencies, opportunities, and cost savings Topic
BPS direct 1 student supports
What McKinsey will do
What BPS will learn
▪ Analyze the current ratios and services
▪ Baseline understanding of the
provided along different classifications across the district
▪ Capture regulatory, research
▪ Understand where BPS is
recommended and BPS special ed. approaches
investing in SPED services
▪ Examine regulatory needs for school
▪ Regulatory needs for supports
and district-level supports BPS district 2 and school supports
SPED picture and spectrum of services
strategy for deploying deploying ▪ Analyze current strategy transportation and other supports
▪ Identify opportunities to reduce spend
▪ Current strategies and spending patterns around transportation and other special education supports
▪ Opportunities to reduce costs
on supports to free up money for others
▪ Identify categories of students needing private placements Private 3 placements
▪ Estimate costs of serving these students’ needs
▪ Create a plan for retaining some private school-placed students in BPS schools
▪ Profiles of students requiring private placements
▪ Potential plans for keeping those students in BPS schools
Questions and alignment on next steps Questions
▪ Does this seem like a realistic set of goals for the next 3-5 weeks? ▪ Is the data available to do these analyses and get to these perspectives?
▪ Are the end products going to be useful to BPS in the short-term and in the long-term?
▪ Other questions? Next steps
▪
This week:
– Continue to gather data as needed for deep dives
▪
Next week:
– Cabinet-level interviews, most of which have been scheduled s cheduled at this point
▪
February 13:
– Phase 2 workshop on deep dive findings
