Operational Review Week 4 Check In

8/18/2019 Operational Review Week 4 Check In

1/10

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 PSJanuary 29, 2015

CONFIDENTIAL AND PROPRIETARY Any use of this material without specific permission is strictly prohibited


2/10

DRAFT Pre-decisional - Proprietary and Confidential | 1

Agenda

▪ Recap of Monday’s workshop

▪ Descriptions of area deep dives and approaches

– District overextension

– Organizational structure and management processes

– Special Education (with a look at SPED transportation)

▪ Questions and alignment on next steps


3/10


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 ofthe opportunity and how easy/difficult it would be to capture theopportunity we narrowed to 12 areas of discussion

▪ From the discussion emerged consensus around three areas of focus: – District overextension

– Special education, with a look at SPED transportation

– Organizational structure and performance management within thatstructure

▪ The focus of all of these deep dives will incorporate a view of thestudent experience and how any changes will make for a morecoherent and efficient delivery of resources and supports to students


4/10DRAFT Pre-decisional - Proprietary and Confidential | 3

Reimagining the size and scope of BPS can concentrate resources for

students and unlock funds trapped in underutilized facilities and programs

Five-week deliverables

A high-level perspective on the

future size of the district and the

footprint necessary to support it, withmultiple scenarios reflecting aggressiveor conservative approaches, potentiallyincluding:

▪ Projections of BPS’ future student

population and the associated facilityneeds

▪ Categorization of current state offacilities

▪ Applicable student to teacher,support and facilities ratios indifferent scenarios

▪ Sizing of programmatic supportsavailable to schools currently andunder potential scenarios

▪ Central office sizing under potentialscenarios

Long-term potential impact

▪ System

– Path forward on direction ofdistrict and the size of thecentral office needed tosupport it

▪ Students

– Wider and deeper resourcesallocated to narrower set ofindividual schools to supportstudents

– More and better extracurricularactivities

▪ Budgetary

– Funds captured through fewerschool and central FTE’s

– Fixed costs in buildings andfacility maintenance liberated

What this will not be:

A plan for thedistrict at a school-

by-school level

Sophisticated auditand analysis of thestate of schoolbuildings

A set of immediateactions that can betaken to captureefficiencies


5/10DRAFT Pre-decisional - Proprietary and Confidential | 4

We will explore the potential for improved outcomes for students,

supports for schools and cost savings associated with the BPS footprint

Process What McKinsey will do What BPS will learn

Student

projections

Footprint

analysis

School level

analysis

District level

1

2

3

4

▪ Develop long-term projections of size of

BPS

▪ What can the district physically

support and what does it need tosupport, given future projections

▪ What size district is BPS currently andwhat is it likely to be in the 5-10 yearhorizon

▪ Analyze ratios of students to space in thebuildings in the district

▪ Begin high-level categorization ofbuildings in need of repair

▪ Sized opportunity of closing range ofschools (e.g., energy, maintenance,

redundant staffing, avoidedmaintenance)

▪ Current support staff ratios acrossschools (e.g., principals, teachers,counselors, etc.) and future changesunder scenarios

▪ Benchmarking on effective schoolmodels in support and instructional areas

▪ Discrepancies in school-level supportservices

▪ How consolidation could move thoseratios at various schools

▪ Current central office staffing ratios andwhat they can look like under differentscenarios

▪ Sized opportunity at central office tosupport fewer schools, or push moresaved funds to schools

▪ Capturing of rule constraints and whatis possible under current requirements


6/10


An improved organization will benefit BPS staff and students

1 If non-academic staff is reduced by 5%

Five-week deliverables Long-term potential impact

What this will not be:

A new org. chartfor BPS

A completesystem of KPIdeveloping andtracking

A full accountingof where talentlies in theorganization

An initial look at the gaps incommunication, collaboration and

alignment across BPS, including:▪ Analysis of org. charts and

benchmarking across other districts

▪ Identification of redundancies andgaps inherent in departmental/cabinetgoals and missions

▪ Culture and Values Survey results andanalyses

▪ Next steps to strengthen theorganization, both before and after theentrance of the new superintendent,specifically processes for KPI settingand management

▪ Central Office Staff – Clearer role descriptions, goals,

and reporting structures leadingto more efficiency and fasterdelivery of support to schoolsand students

– Tighter alignment with andaccountability for district goals

– Stronger professionaldevelopment and goal-oriented

evaluation and feedback

▪ Students, Parents, and Teachers – Clearer points of contact and

sources for information andsupport for parents and teachers

– No students falling through thecracks left by misaligned support

structures in the Central Office▪ Budgetary

– A reduction in district staffredundancies could free up~$10M1 that could be redirectedtoward students


7/10


McKinsey will investigate specific opportunity areas in BPS’ organization

and propose plans to improve program and management tracking

Topic What McKinsey will do What BPS will learn

Organiza-

tional

structure

▪ Perform a rough analysis of theorganizational chart

▪ Make a comparison of organizationalcharts internally and externally toexemplars

▪ Positions with too few/too manydirect reports

▪ Other potential organizationaloptions

Departmental

missions and

goal

management

▪ Interview BPS leaders to determinegoals, missions and associated KPI’s

▪ Identify overlaps and gaps in theoverall spread of goals and missions

▪ Create process for KPI alignmentand performance management

▪ Spread of goals and missionsacross each department andcabinetry

▪ Overlaps and gaps in operations

▪ Process for data-driven org.

Culture and

Values

▪ Use McKinsey’s Culture and Valuessurvey to build a data-driven look atperceptions of the BPS culture

▪ Identify next steps based on theanalytic results

▪ Strengths of BPS’ culture andvalues

▪ Cultural aspirations of BPSCentral Office Staff

1

2

3


8/10


Rethinking Special Education at BPS will allow funds to be spent

improving supports for students

Five-week deliverables Long-term potential impact

What this will not

be:

A new model for

delivering SPEDservices

Comprehensivetransportation re-routing

Detailed plan for

recapturingprivately placedstudents

A deeper understanding of who BPS’special education students are

and the services BPS is providing,with dives in areas including:

▪ Required supports andtransportation

▪ Students in private schoolplacements and opportunities tolimit

▪ Correlations on special educationdiagnosis and other indicators

▪ Students, Parents, andTeachers

– Ensure students a level ofsupport that aligns with whatis best for kids

– Align support for teachers

with the most appropriateand effective supports forstudents

– Freed up funds can be usedto improve services providedand enhance the schoolexperience

▪ Budgetary

– $5-20M in savings fromtighter staffing, reclaimedstudents and newtransportation approaches


9/10


McKinsey will further investigate BPS’ Special Education services to

identify potential efficiencies, opportunities, and cost savings

Topic What McKinsey will do What BPS will learn

BPS direct

student

supports

▪ Analyze the current ratios and servicesprovided along different classificationsacross the district

▪ Capture regulatory, researchrecommended and BPS special ed.approaches

▪ Baseline understanding of theSPED picture and spectrum ofservices

▪ Understand where BPS isinvesting in SPED services

BPS district

and school

supports

▪ Examine regulatory needs for school

and district-level supports

▪ Analyze current strategy for deployingtransportation and other supports

▪ Identify opportunities to reduce spendon supports to free up money for others

▪ Regulatory needs for supports

▪ Current strategies and spendingpatterns around transportation andother special education supports

▪ Opportunities to reduce costs

Private

placements

▪ Identify categories of students needingprivate placements

▪ Estimate costs of serving thesestudents’ needs

▪ Create a plan for retaining some privateschool-placed students in BPS schools

▪ Profiles of students requiringprivate placements

▪ Potential plans for keeping thosestudents in BPS schools

1

2

3


10/10


Questions and alignment on next steps

Questions

Next steps

▪ This week:

– Continue to gather data as needed for deep dives

▪ Next week:

– Cabinet-level interviews, most of which have been scheduledat this point

▪ February 13:

– Phase 2 workshop on deep dive findings

▪ 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 theseperspectives?

▪ Are the end products going to be useful to BPS in the short-termand in the long-term?

▪ Other questions?

Documents

Operational Review Week 4 Check In