MBRT Strategic Plan 2012-2014

Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. of 13

www.mbrt.org ||| 410.788-0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228 December 2011

Maryland Business Roundtable for Education

Strategic Plan 2012-2014

Introduction

Founded in 1992, The Maryland Business Roundtable for Education (MBRT) is a nonprofit coalition of

leading employers that have made a long-term commitment to improve education and student

achievement in Maryland.

MBRT works to achieve meaningful, measurable and systemic improvement in schools and student

learning. We believe the keys to this improvement are high standards, rigorous assessments, and strong

accountability. Working at both the policy and the grassroots levels, MBRT brings the voice of business

to decision makers, students, educators, parents, and others who influence students, to help shape

Maryland’s future workforce.

The overarching imperative for this strategic plan is to accelerate the organization’s momentum and

impact, refine the scope of influence to reflect changing factors, and to achieve results that enhance the

organization’s effectiveness.

Covering 2012-2014, this plan builds on the foundation established over the past years and reflects a

continuous and integrated approach with the following features:

Emphasis on strategic assessment

Validation of core beliefs, overall direction, and key strategies

Incorporation of streamlined actions and deliverables

Inclusion of a financial plan

Inclusion of a strategy for STEMnet

Measures of effectiveness, impact, success



Vision

All children in Maryland achieve a quality education and are well prepared for college, the workplace

and a productive, successful life.

The Maryland high school diploma signifies achievement of high standards The public carries the banner for education excellence The system of continuous school improvement is self-sustaining

Mission

To bring the voice of business and employers to support high standards, rigorous assessments, and

strong accountability in K-12 education and to demonstrate the connection between achievement in

school and success in the workplace, in college, and in life.

Influence policies and practices affecting education Leverage public and private expertise and resources Impact educational outcomes and workforce readiness

Goal

More students graduate from high school college- and workforce-ready.

Align high school standards to college and workplace expectations Improve the knowledge and skill level of students Prepare students for the “real world” challenges and opportunities of the workplace

Capabilities

The Maryland Business Roundtable for Education is the only statewide business group exclusively

dedicated to improving K-12 education. It is recognized from the State House to the school house as the

business organization with the expertise and clout to influence the creation of a world-class education

system.

Through the MBRT, nearly 100 member companies and organizations and 3,000 volunteers play an

active role in pushing for achievement of high standards; challenging and motivating students to

perform at high levels; demanding a system of education that prepares all students for the rigor of

college and the workplace; and demonstrating the fundamental relationship between performance in

school and success in the workplace.

MBRT works closely with the Governor, the Maryland General Assembly, the State Superintendent of

Schools, the Maryland State Board of Education, and local school districts on policy issues that affect the

overall quality and delivery of education. And through its award-winning statewide Achievement

Counts campaign, MBRT works at the community and school level to generate among students,



educators, and parents an increased awareness of the need for – and an active commitment to achieve

– educational excellence and workforce preparedness.

MBRT is a key link to Maryland’s workforce pipeline – middle and high school students. As such, MBRT

believes that a challenging high school education is critical to the long-term health of Maryland’s

economy, and that schools will continue on a path of significant improvement only through a broader

base of support from the entire community. To bring together influential stakeholders and align efforts,

MBRT continues to establish strong partnerships with higher education institutions, economic and

workforce development officials, and business and community organizations.

With partnerships in 23 of 24 school districts, 3,000 volunteers reaching nearly 50,000 students in

person each year, and a teen-focused career exploration website, MBRT has a powerful impact across

the state on student achievement and career choices and preparation.

By building strong, effective partnerships with those who have a stake in educational excellence and a

quality workforce, the MBRT has been able to create and implement innovative, breakthrough strategies

and tools that are resulting in: raised standards and accountability, improved teaching and learning;

broad access to and effective use of technology in schools; unprecedented collection/analysis/use of

data to guide educational strategies, policy, and funding; increased student motivation to achieve; and

heightened awareness among students, teachers and parents of the connection between school and the

world of work.

As education and workforce development in the high-growth areas of science, technology, engineering

and mathematics (STEM) emerged as a national and state priority in recent years, MBRT and University

System of Maryland led the development of the Governor’s STEM Task Force and the Maryland STEM

Strategic Plan. With significant funding from the U.S. Department of Education through Race To The

Top, and considerable support from leading corporations, MBRT is creating Maryland’s STEM Innovation

Network – STEMnet – a recommendation from the Plan. It will provide quality instructional resources

and a powerful platform for interaction among educators, STEM industry professionals, parents and

students.

According to research conducted by Education First Consulting, a national firm, “Maryland is leading the

nation with its development of STEMnet. No other state is planning to develop an approach with similar

depth and scale.” (Research and Analysis to Support STEMnet, EducationFirst, June 10, 2011)



Strategic Assessment

Introduction

To set and achieve its strategic objectives, MBRT has reviewed and considered the changing condition of

education and business in the state of Maryland and the environments created by continued

globalization, advances in technology, and fiscal pressures caused by economic stresses. Because these

circumstances pose opportunities and challenges, the purpose of this section is to identify the

influencing factors within Maryland over the next three years to shape the most appropriate course of

action for MBRT.

Influencing Factors

The Need for STEM Workers

In order for Maryland and America to continue to compete successfully in the global economy, many

more students will need to acquire strong knowledge and skills in science, technology, engineering and

math.

Over the planning period, thousands of jobs requiring these skills are anticipated in Maryland in several

fields including telecommunications, information technology, engineering, health care, bioscience,

cybertechnology and linguistics – raising the already-high stakes for Maryland to excel in the

“knowledge economy.”

It is anticipated that thousands of new jobs will continue to be created as a result of Base

Realignment and Closure (BRAC) – 72% of which will require a bachelor’s degree and 80-90% will

require a security clearance.1

Sources are projecting that an estimated 90% of the fastest growing professions will require

postsecondary education.2

The Governor’s STEM Strategic Plan for Maryland, adopted in 2010, was incorporated as a centerpiece

of the State’s application to the U.S. Department of Education for a Race To The Top grant. Maryland

was selected in late 2010, along with 10 other states and the District of Columbia, to receive a highly

competitive Race To The Top grant. MBRT was tapped to create the State’s STEM Innovation Network –

the 7th recommendation of the STEM Plan – and received a share of the Race To The Top grant to build a

Teacher Hub and a Student Hub to strengthen STEM teaching and learning.



State and National Efforts to Increase Academic Rigor

Common Core Standards in Math and English Language Arts

There is broad national consensus and considerable movement to define and deliver universal, rigorous

standards and curriculum for all students across the nation. National Common Core Standards in Math

and English language arts have been developed, and were adopted by the Maryland State Board of

Education in June 2011. Maryland is playing a leadership role among 24 states to develop assessments

to measure achievement – and Maryland educators are developing curriculum to support

implementation – of these new standards.

Next Generation Science Standards

Maryland was selected to help lead a broad-based effort to strengthen science for all students. Twenty

states will lead the development of Next Generation Science Standards (NGSS), designed to clearly

define the content and practices that students will need to learn from kindergarten through high school.

MBRT will serve on the statewide committee to inform Maryland’s NGSS efforts.3

Educator Evaluation Linked to Student Performance

The Maryland Council for Educator Effectiveness (on which MBRT played a key role) presented

recommendations to the governor, the state legislature, and the State Board of Education for a

statewide educator evaluation system – which includes linking teacher evaluation to student outcomes.

Seven school systems will pilot the evaluation system in 2011-12; all 24 districts will pilot the system in

2012-13. The new evaluation system will be fully operational in the 2013-14 school year.

University Admission Requirements

In 2009, the Maryland Regents raised the admissions requirements for institutions in the University

System of Maryland, requiring a fourth year of math – including Algebra 2. These admissions

requirements are currently higher than the state’s requirements for graduating high school. In order to

ensure that high school students graduate college/career-ready, ACHIEVE recommends that Maryland

bring high school expectations for graduation in alignment with admissions requirements for the

University System of Maryland and the Common Core Standards.



Maryland Scholars Criteria

To promote consistent expectations for college/career-readiness, MBRT recommends raising the

Maryland Scholars criteria to better align with USM requirements: adding a 4th math credit. In science,

Maryland Scholars criteria already exceeds USM requirements. To inspire and incent students to

complete rigorous STEM coursework, MBRT will establish a “Maryland STEM Scholars” designation.

The High School Graduation Gap

Far too many students drop out or graduate from high school without the knowledge and skills required

for success, closing doors and limiting their post-high school options.

80.7% of the class of 2010 graduated on time.4

12,436 students who entered high school in 2006 did not graduate with their class in 2010.5

29 Maryland high schools graduate 60% or less of their students (2009).6

Over a lifetime, each high school dropout will cost the economy $260,000 in unrealized wages, taxes and

productivity, potentially representing $3.8 billion in lost earnings for that class of dropouts alone. 7

A highly skilled workforce can raise economic growth by about two-thirds of a percentage point each

year.8

Many students have a limited vision of career options, limited information about academic steps needed

to succeed beyond high school, and a limited understanding that their decisions and actions now affect

their future options.

College Graduation Gap

In Maryland, the demand for middle- and high-skilled workers is outpacing the state’s supply of workers

educated and experienced at that level.

67% of Maryland’s jobs require a career certificate or college degree.

Only 45% of Maryland adults have an associate’s degree or higher.9

Far too many students enter two-and four-year postsecondary institutions unprepared for college-level

work.

61% of Maryland students in two year colleges require remediation – of those, only 10% graduate within

3 years.

25% of Maryland students in four-year colleges require remediation – of those, less than half graduate

within 6 years.10



Only 21% of students entering high school complete college. 11 Approximately two-thirds of full-time

freshmen at Maryland 4-year public colleges graduate in 8 years.12

Between 2003 and 2008, Maryland colleges awarded 11% more bachelor’s degrees, but saw only a 6%

increase in STEM degrees. During the same period, associate degrees increased by 30%, but STEM

degrees dropped by 15%.13

Because of their quality, affordability and focus on career preparation, community colleges will continue

to be a valuable Maryland asset and to play an ever-increasing role in preparing tomorrow’s workforce.

A Crossroads

After 20 years of extraordinary service as Maryland’s State Superintendent of Schools, Dr. Nancy S.

Grasmick retired in June of 2011. Dr. Bernie Sadusky, former Superintendent of Queen Anne’s County

Public Schools, is serving as Interim Superintendent until a successor is named. Ensuring continued

progress in education reform is a high priority for MBRT. Since its inception in 1992, MBRT has played a

lead partnering role with the State Superintendent and State Board of Education.

Maryland’s high school graduation requirements, which went into effect for the class of 2009, were met

by 99.9% of 2010 seniors (90.7% by test performance, 8.6% by project-based competency assessments,

and 0.5% by waiver).14 New, more rigorous math and English language arts assessments aligned to the

Common Core Standards will replace the Maryland School Assessments (MSA) in 2014 and may replace

the High School Assessments (HSA). New science assessments are expected to follow.

The Maryland Business Roundtable for Education has stood firm in its public position, urging the State

Board of Education to continue its bold commitment to Maryland’s children by moving forward with

high standards and assessments:

as a starting point toward world class standards

by providing every support possible to help students meet the standards

by linking receipt of a diploma to the achievement of these standards



References 1

2005 BRAC State of Maryland Impact Analysis, Maryland Department of Business & Economic Development, 2007 2

Raising the Grade: How High School Reform Can Save Our Youth and Our Nation, Jossey-Bass, 2008

3 Framework for K-12 Science Education, National Academy of Sciences July 2011

(http://www.nap.edu/catalog.php?record_id=13165)

4 Maryland State Department of Education 2011 (www.mdreportcard.org)


6 Building a Grad Nation,

America’s Promise Alliance, 2011 (www.americaspromise.org)

7 Raising the Grade: How High School Reform Can Save Our Youth and Our Nation, Jossey-Bass, 2008

8 Alliance for Excellent Education, Washington, DC, 2008

9 Complete College America, 2011


11 Achieve, Washington, DC, 2011




http://www.nap.edu/catalog.php?record_id=13165

http://www.mdreportcard.org/


http://www.americaspromise.org/




Strategic Roles

Introduction

In order to achieve the highest return on investment amid the influencing factors highlighted in the Strategic Assessment, MBRT will recommend three key roles for MBRT to play and actions to take that will balance resource demands with value creation.

Roles

MBRT as an Advocate -- influencing policies and practices affecting education Work with state and local policymakers and employers to ensure that: 1. High school standards and assessments are aligned with the knowledge and skills required for

success after high school.

2. All graduates are required to complete rigorous courses – aligned to these standards – that prepare them for life after high school.

3. Longitudinal data systems are developed and have the capacity to track student progress from high school through postsecondary education.

MBRT as a Convener – aligning and leveraging public and private expertise and resources

Work with employers, K-12 educators, higher education, federal, state and local agencies, business and economic development organizations, community groups, and others who have a stake in an educated populace to: 1. Concentrate a broad base of employer support to areas of greatest need/impact, particularly in

STEM.

2. Build partnerships and align efforts with organizations that will best advance the work and goals MBRT wants to accomplish and increase the likelihood of large scale outcomes.

3. Develop and apply technology to capture, communicate, disseminate and share knowledge and tools, creating broad based ownership of solutions and making it easier for our partners to succeed.

MBRT as a Service Provider – impacting educational outcomes and workforce readiness Work with students, educators, and parents to: 1. Ensure that students understand workplace realities and expectations and are motivated to strive

for high academic achievement, with strong emphasis on STEM courses and fields.

2. Provide resources and services to teachers and other adults that will help to prepare students for careers, particularly in STEM fields.

3. Maximize use of technology to provide exposure, information, connection and a variety of ways for students to think about – and prepare for – their futures.

The cornerstone of each role is communication with specific audiences and the development and use of cutting-edge technology to effectively and efficiently accelerate the current rate of progress.

Maryland Business Roundtable for Education of 13

December 2011

2012 2013 2014

Advocate: Influencing policies and practices affecting education Collaborate with new superintendent and school board to monitor and support effective implementation of RTTT and Common Core standards/assessments. Advocate for increased status/requirements for science education.

Build awareness of and support for Common Core standards and PARCC assessment implementation. Foster relationships with state and local superintendents and school boards.

Reinforce state and local level partnerships and champion policies and practices that continually improve the MD education system, particularly in STEM.

Develop messages and tools that enable MBRT Board members, volunteers and others to guide and support student action and achievement.

Leverage methods of engagement to help inform, train and mobilize stakeholders and partners to support high academic achievement.

Deploy most effective methods of engagement to help inform, train and mobilize stakeholders and partners to support high academic achievement.

Identify and advocate for incentive and recognition opportunities that encourage students to complete a STEM-capable or STEM-advanced course of study.

Collaborate with state, districts, higher education and employers to establish incentives and recognition for students.

Implement incentives and recognition. Evaluate impact and effectiveness.

Convener: Aligning & Leveraging public/private expertise and resources Concentrate broad business and employer support in areas of greatest need/impact.

Continue to identify needs and solicit support. Assess impact and recognize business and employer support.

Develop communications plan to include audiences, delivery vehicles, messaging and engagement strategies.

Implement communications plan. Measure effectiveness of communication plan, modify, and continue to implement.

Establish partnerships with key organizations to advance aligned goals and produce large-scale outcomes.

Nurture existing partnerships. Continue to seek and establish appropriate partnerships.

Nurture existing partnerships. Continue to seek and establish appropriate partnerships.

Service Provider: Impacting educational outcomes and workforce readiness Continue to conduct high school outreach program in targeted districts. Assess feasibility/capacity/impact and develop recommendations for future implementation.

Implement program recommendations (to include recruitment, training, coordination, delivery and evaluation).

Evaluate effectiveness. Refine as needed.

Expand middle school outreach to students and parents at targeted high-need middle schools.

Continue outreach at targeted schools. Modify based on educator/student input.

Continue outreach at targeted schools. Evaluate effectiveness. Refine as needed.

Provide at-elbow assistance from STEM specialists to biology teachers and students at 12 targeted high schools to strengthen STEM teaching, learning and career awareness. Develop pilot for algebra.

Make at-elbow assistance available to biology and algebra teachers and students in 22 school districts. Evaluate effectiveness. Develop pilot for chemistry and physics.

Scale program to make at-elbow assistance available to biology, algebra, chemistry and physics teachers and students in 22 school districts. Evaluate effectiveness.

Establish online teacher access to STEM curriculum materials, lesson plans, webinars, tutorials, and professional development – in partnership with MSDE.

Expand, market, evaluate and refine online system. Develop online system that will permit STEM teachers to link with other educators and STEM industry practitioners to share knowledge and resources.

Establish online STEM learning resources and communities for students, including career exploration and STEM challenges

Scale up career exploration and challenges components. Establish an inventory of live and online STEM workplace exposure opportunities for students.

Expand, market, evaluate and refine online systems.

Develop a campaign to increase awareness among parents of the importance of STEM education and career options.

Implement parent awareness campaign. Expand campaign and evaluate effectiveness.

Action Plan 2012-14


www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228 December 2011

Measures of Impact and Success

The Maryland Business Roundtable for Education values – and its Board of Directors demands – comprehensive

evaluation of the effectiveness and impact of all programs. The MBRT staff has set metrics for each program and

designed tools to collect and analyze data annually to assess progress in meeting process, perception, and

outcome goals.

In addition to the data collection processes conducted by staff and detailed below, MBRT also tracks and monitors

outcome data collected by the Maryland State Department of Education on attendance, graduation and drop-out

rates, and middle/high school assessment results, as well as data collected by the Maryland Higher Education

Commission and others on college matriculation and remedial coursework. MBRT’s transformational goal for 2012-

2014 is to elevate the meaning of what a diploma represents by:

increasing from 54% to 67% the percentage of high school graduates who complete the revised Maryland Scholars course of study, which is aligned with new University of Maryland admission requirements

doubling the percentage of high school graduates who are STEM-capable (from 16% to 33%).

Measurable Goals/Outcomes: Influence high school course-taking patterns and college/career-readiness

Outcome Now

2011 Goal 2014

Data Source

More students complete Algebra 1 by end of 9th grade 69% 75%

MSDE/LDS Maryland Scholars Data

More students pass Biology HSA by end of 10th grade 81% 90% MSDE/LDS

More students complete a STEM-capable course of study, including Algebra 2, Chemistry, and a 3rd lab science (Maryland Scholars)

54% 67%

MSDE/LDS Maryland Scholars Data

More students complete a STEM-advanced course of study, including Physics and math beyond Algebra 2 (Maryland STEM Scholars)

10% (est.)

20% MSDE/LDS Maryland Scholars Data

The State and local districts upgrade and align their graduation requirements with University of Maryland admission requirements

100% MSDE/Districts

More students graduate from high school on time 81% 90% MSDE mdreportcard.org

More students enter college More students complete college

46% 19%

(2008)

60% 40%

ACHIEVE, MHEC SOAR Report

Fewer students are required to take remedial/developmental courses in college 25% (4 yr) 61% (2 yr)

18% 45%

Complete College America

Influence stakeholder perceptions and actions More believe that rigorous course-taking in high school is important to success in college/workplace More businesses support MBRT efforts

Outcome Goal Data Source

More employers provide funding/resources to MBRT 33% MBRT

New partnerships are established 2/yr MBRT

Speakers Bureau volunteer base is sustained STEM Specialists in the Classroom volunteers are recruited (by 2013)

3,000 300

MBRT VMS

Annual budget levels are met 100% MBRT

Maryland Business Roundtable for Education. of 13

December 2011

MBRT Program Evaluation Process Data

What is collected How it’s collected Why it’s collected

# of districts, schools, presentations, students reached # of volunteer speakers recruited/trained/ presented

MBRT online volunteer management system

Determine reach of program

Value/effectiveness of training to volunteers

Training evaluations Online veteran training quiz Volunteer feedback form

Evaluate/improve effectiveness of volunteer training – quality control

Identify/correct logistical problems or areas of concern Identify need for reinforcement

Perception Data


Teacher feedback on appropriateness and importance of message Teacher assessment of effectiveness of presenter and impact on students Teacher suggestions for improvement

Teacher evaluation form Determine perceived value/effectiveness of speaker/presentation/program

Identify excellent/poor presenters/volunteers Make improvements to program

Student reaction to presentation What they learned What they plan to do differently as result # of students intending to become a Maryland Scholar

Student evaluation form Obtain from students an indication of current attitude and future intention

Identify excellent/poor presenters/volunteers Make improvements to program

Speaker feedback on student reaction, local coordination, best practices and suggestions for other speakers

Volunteer feedback form Identify/address logistical problems or areas of concern Identify need for reinforcement

Student awareness/intention regarding college requirements/preparation (8th grade College Access)

Pre- and post- survey Identify increases in student intention to prepare for and attend college

Parent awareness regarding college requirements/preparation (8th grade College Access)

Parent survey Identify increases in parent commitment to support student’s intention to prepare for and attend college

Outcome Data


Yearly high school enrollment figures # of freshmen each year who completed algebra 1 and a foreign language credit

by end of 9th grade (also collecting data on 8th grade course completion) # of students each year who complete algebra 2, chemistry, physics and foreign

language # of students each year who complete pre-calculus, calculus, trigonometry, 4th

science credit, 3rd credit of same for language # and % of graduating seniors who meet the Maryland Scholars criteria

All data collected by MBRT from local districts

(May be available in the future from the State

when it completes its longitudinal data system)

Determine the number of students completing specific courses each year

Determine the number and percentage of graduates meeting the Scholars criteria each year

Calculate changes in enrollment and socio-economic status Tabulate increases/decreases in course completion from year

to year Identify trends in course completion

Website Use Data


User information – first name, year of graduation, school, school district, email How they found the website (i.e. speaker, teacher, parent, friend, Google) Activity on the website – pages visited, activities completed, points earned, time

spent on site, point of departure Aspirations/intentions/actions – career goal, intention to be a Maryland Scholar,

actions planned/taken, expectations/obstacles, requests for help/advice

Data collected through Google Analytics and www.BeWhatIWantToBe.com

Track student activity and identify areas of greatest interest/value

Understand student desires and plans for their future Reward students for their efforts/actions Identify areas of student need and suggestions for

additions/improvements to website Determine effectiveness of marketing efforts

http://www.bewhatiwanttobe.com/


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December 2008

Governance/Committee Structure

To ensure that MBRT’s Strategic Plan is implemented effectively, committees will be charged to provide: oversight

on specific elements of the plan, needed expertise and resources, expanded reach, and quality control. With the

exception of the Strategic Steering Committee, which is primarily comprised of Board member designees,

committees are/will be populated with members of the business community and representatives of partners and

stakeholder groups who are in a position to advance our mission and support our efforts.

The Strategic Steering Committee and the STEMnet Governance Committee report directly to the Board of

Directors. Other committees report to Strategic Steering or STEMnet Governance Committees.

Committee

Responsibility

Strategic Steering Committee

Provide overall strategic direction and coordination of MBRT and its committees, and serve as liaison with MBRT Board of Directors and CEO members of MBRT

Development and Partnership Committee

Work to increase the level of committed leadership, partnership and participation in MBRT’s efforts; broaden the base of membership/sponsorship; assist with grant/proposal research and writing; increase resources to build MBRT’s capacity to achieve its goals

Speakers Bureau Advisory Board

Develop specific strategies to expand and improve speakers bureau process and messages and to assure effectiveness of the program

Communications Committee

Develop plan/strategies to reach external audience; craft clear and unified messages for various MBRT audiences; refine policy positions, program content, and communications with partners; solidify MBRT branding issues

STEMnet Governance Committee

Overarching governing committee of STEMnet; works to solidify partnership decisions and manages local partnerships with staff support; invites and receives input from STEMnet Technical and Content Advisory Committees

STEMnet Technical Advisory Committee

Provides guidance on technical operations for STEMnet

STEMnet Content Advisory Committee Provides guidance on editorial content and control for STEMnet

STEMnet Local Partnerships

Provides guidance on local district partnership agreements on STEMnet

STEMnet User Group

Provides insight on priority issues and solutions from users’ perspective

MBRT Strategic Plan 2012-2014

Documents

Transcript of MBRT Strategic Plan 2012-2014