CDE - Colorado Department of Education


Educational Service Providers - Provider Detail

The information provided regarding Educational Service Providers is provided for information only. The Colorado Department of Education does not endorse, represent or warrant the accuracy or reliability of any of the information, content, services or other materials provided by these educational service providers. Any reliance upon any information, content, materials, products, services or vendors included on or found through this listing shall be at the user's sole risk.

Provider

Mass Insight Education & Research

Contact Information

Primary

Andrea Wolfe
69 Canal Street, 3rd Floor
Boston, MA 02114

Phone: 216-280-2454
Email: awolfe@massinsight.org

Secondary

Anna Braet
69 Canal Street, 3rd Floor
Boston, MA 02114

Phone: 314-630-3432
Email: abraet@massinsight.org

General Information

Website: https://www.massinsight.org/
Effectiveness Data: https://www.massinsight.org/ourwork/school-improvement/
Type of Organization: Other
Non-profit
Organization is best described as: Non-Profit
Age of Firm / Number of Years in Operation: 1995
Level(s) services may be provided: - Elementary
- Middle
- High School
- District
Provides performance guarantees in contract: NO
Educational Services Provided Diagnostic Review

Name of Schools/ Districts that this organization has served in Colorado:

Aurora Public Schools and Aurora Central High School
Connor Allman, Director, Instruction and Leadership Development
Office of Autonomous Schools, Aurora Public Schools
303-340-0861 x28376
cmallman@aurorak12.org

Recent References:

Connor Allman, Director, Instruction and Leadership Development
Office of Autonomous Schools, Aurora Public Schools
303-340-0861 x28376
cmallman@aurorak12.org

Dr. Carol Saylor, Chief Recovery Officer
York City School District
(717) 371-2288
saylocar@ycs.k12.pa.us

David Smith, Superintendent
Evansville Vanderburgh School Corporation
(812) 435-0915
david.smith@evsck12.com

Emily Bush, Innovation Zone Executive Director
Austin Independent School District
512-414-4480
emily.bush@austinisd.org

Name of Schools/ Districts that this organization has served in other states:

Austin Independent School District
Emily Bush, Innovation Zone Executive Director, 512-414-4480, emily.bush@austinisd.org

Boston Public Schools
Dr. Lindsa McIntyre, High School Superintendent, (617) 635-9000, lmcintyre@bostonpublicschools.org
and
Matt Holzer, Headmaster, Boston Green Academy, (857) 210-5261, mholzer@bostonpublicschools.org

City of Baker Public Schools
Dr. Herman Brister, Superintendent, (225) 774-5795, hbrister@bakerschools.org

Evansville Vanderburgh School Corporation
David Smith, Superintendent, (812) 435-0915, david.smith@evsck12.com

Texas Education Agency System of Great Schools Network Districts
Marian Schutte, Director, System Support and Innovation, 512-463-9612, marian.schutte@tea.texas.gov

York City School District, Dr. Carol Saylor, Chief Recovery Officer, (717) 371-2288, saylocar@ycs.k12.pa.us

Qualifications of this Organization (licensure, trademark, etc.):

Mass Insight’s leadership in school transformation is nationally recognized. In 2007, Mass Insight published The Turnaround Challenge, a research report and call to action that highlighted the need for intervention in America’s lowest-performing schools – former U.S. Secretary of Education Arne Duncan called the report, “the Bible of school turnaround.” The report introduced the groundbreaking transformation zone model, which has been adopted nationally as comprehensive school improvement strategy.

Mass Insight believes that in order to make dramatic improvement schools need the following:
•Conditions: Sufficient school-level control over people, time, money and program to address the root causes of low performance;
•Planning: Evidence-based, actionable improvement plans that address the root causes of low performance informed by a review of existing conditions and input from school, district and community stakeholders;
•Leadership: A principal who can manage and communicate complexity while maintaining focus on the school’s vision and key priorities;
•Focus on Instruction: Processes and supports that help teachers work together to constantly improve and refine standards-based instructional practice so that students can engage in deep learning tasks;
•Collective Responsibility: Collective responsibility for both the quality of instruction and student learning and success;
•Performance Management: Consistent processes for using data to measure both implementation and outcomes to determine what’s working and inform efforts to improve; and
•Partnerships: Partnerships that help the school meet the multiple needs of teachers and students.

All of our work, including our district diagnostics, are organized around this, copyrighted Theory of Action. Learn more here: https://www.massinsight.org/our-approach/#. Additionally, tools organized around our Theory of Action are also copyrighted, such as our School Readiness Assessment.

Mass Insight is well-poised to conduct district diagnostics due to our extensive experience designing and conducting school and district quality reviews and needs assessments across the country. Mass Insight has conducted comprehensive district diagnostics in Evansville and South Bend in Indiana, York City and Chester Upland in Pennsylvania, and in fifteen districts in Texas. We have conducted numerous school reviews in Colorado, Texas, Indiana, Louisiana, Massachusetts, and Pennsylvania; over 25 school reviews in the 2018-2019 school year. We customize our review processes to meet the unique context and needs of our partner districts and schools. We also thought-partner with district leaders around review results and implications for school support and performance management systems.

Qualifications of Instructors/ Staff that Provide Services:

The Mass Insight team is comprised of a select group of highly-qualified managing directors, engagement managers, and consultants. Our team has collectively completed hundreds of diagnostics reviews at all levels, including states, districts, and schools. We have also conducted reviews in a variety of district contexts and models (e.g., urban and rural, large and small, districts with innovative choice programming, etc.). Our team brings a range of expertise across multiple levels of the education system, including experience in teaching, school leadership, teacher development, districts and networks, and state education agencies. Additionally, our staff bring experience across the K-12 continuum in elementary, middle, and high school levels.

Individual Mass Insight school improvement team member bios can be found on our website at http://www.massinsight.org/our-team/#.

Cost:

Mass Insight works closely with clients to create a scope of work that meets their context and needs. We are a non-profit and understand the importance of reducing cost to our clients. For example, we minimize travel costs by completing remote work where possible and leveraging on-site trips to address multiple needs. Our cost estimates are based on projected days/hours required to complete the scope of work, and include staff time, administrative costs, materials, and team travel to on-site activities. We then work with clients to ensure the scope, cost, and timeline align with their needs. Depending on size and location of the district, as well as complexity and focus of the review, district diagnostics can typically range between $25,000-$55,000. Please note that Mass Insight understands that cost is an important consideration for partnership and we are willing to negotiate price.

Explanation of how we are able to provide differentiated services to meet the individual needs of schools and districts.

Since 2009, Mass Insight has worked with schools, districts, and state education agencies in Massachusetts and across the country to redesign the systems that support chronically underperforming schools and to drive gains in student achievement. Mass Insight has worked nationally, in a range of school and district contexts, including urban, rural, public, in-district charter, and innovation-focused. We understand the importance of a community’s specific context and we take a design-based approach to our work. This involves first understanding our partners’ unique needs and goals, and then we design and/or customize our approach and tools to best address those needs and goals. For example, we have designed and/or customized school and district needs assessment tools and processes in multiple states and districts. We are committed to furthering equity in all of our work, asking the right questions to identify partners’ unique strengths which they can leverage to reach their goals, and making high-impact, tailored recommendations to ensure the success of all students.

How will we evaluate our services and support to schools and districts and its effectiveness in school/ district/ student achievement?

Mass Insight follows a logic model to understand the quality and impact of our services and supports, by considering project outputs, short-term and mid-term outcomes, and long-term results for student, school, and district achievement. Mass Insight collaborates closely with clients at the start of a partnership to understand partnership goals and to organize a scope of work that meets those goals, including defining specific project objectives, milestones, timelines. During the project, we have regular check-ins with clients to check progress towards partnership goals and the quality of implementation of our scope of work in order to make adjustments where needed. At the end of a project, Mass Insight conducts interviews with key partner stakeholders and examines artifacts and outcome data to understand to what extent we were effective in achieving the desired project scope of work, goals, and measures of impact. Additionally, we believe in continuous organizational learning and improvement and our team conducts internal reflections on how we can improve our services and supports throughout and following all of our partnerships.

Sample of services offered for a school or district:

Under 500 Students:

Mass Insight begins our work with the assumption that a district’s role is to support schools to improve. Mass Insight provides districts of all sizes with system-wide district diagnostic assessments to identify strengths, challenges, and opportunities, specifically focusing on the following critical elements* of our District Diagnostic Framework around how a district organizes and operates to best support schools:

Vision, strategy, and culture: Clear vision, strategy and manageable set of priorities for the district that recognize the local environment (e.g., regulations, statutes, contracts, funding, politics, governance) and district’s capacity for change while promoting a district-wide culture of excellence and high expectations for all.
Organizational clarity and collaboration: Clear central office and governance structures, systems, processes, and policies that work together to advance the district towards its vision.
Focus on instruction: Curriculum, materials, tools and supports that help school leaders, teachers and other school staff constantly improve and refine standards-based instructional practice.
School management: Policies, structures, and systems that create the conditions needed for school success, maintain accountability for results, and enable effective school leaders.
Talent management: Systems and processes to recruit, place, develop, and retain talented staff.
Stakeholder engagement and communications: Intentional systems and processes to maintain open lines of communication with staff, family and community stakeholders.
Central services and operations: Effective delivery of services to schools, allowing school-based educators to focus on teaching and learning.
Finance: Alignment of financial resources with district needs and priorities.
Data: Data is available and informs decision-making at all levels of the district and in schools.
Focus on equity: Policies, structures, systems, and resources to ensure equitable, high quality education for all students.
*We can also give extra attention to specific areas identified by district leadership.

The diagnostic process includes three phases of work, including in-depth review of district data and documents, site-visit interviews and focus groups with district stakeholders, and the development of a final report with diagnostic findings and recommendations. These diagnostics often inform district strategic planning processes.

We collaborate closely with districts to customize the diagnostic process and tools based on district need, size, and context. For example, the size and number of focus groups will depend on the size of the district. We have conducted diagnostic reviews at districts that vary in size, geographic location, and student population.

500-1000 Students:

Mass Insight begins our work with the assumption that a district’s role is to support schools to improve. Mass Insight provides districts of all sizes with system-wide district diagnostic assessments to identify strengths, challenges, and opportunities, specifically focusing on the following critical elements* of our District Diagnostic Framework around how a district organizes and operates to best support schools:

Vision, strategy, and culture: Clear vision, strategy and manageable set of priorities for the district that recognize the local environment (e.g., regulations, statutes, contracts, funding, politics, governance) and district’s capacity for change while promoting a district-wide culture of excellence and high expectations for all.
Organizational clarity and collaboration: Clear central office and governance structures, systems, processes, and policies that work together to advance the district towards its vision.
Focus on instruction: Curriculum, materials, tools and supports that help school leaders, teachers and other school staff constantly improve and refine standards-based instructional practice.
School management: Policies, structures, and systems that create the conditions needed for school success, maintain accountability for results, and enable effective school leaders.
Talent management: Systems and processes to recruit, place, develop, and retain talented staff.
Stakeholder engagement and communications: Intentional systems and processes to maintain open lines of communication with staff, family and community stakeholders.
Central services and operations: Effective delivery of services to schools, allowing school-based educators to focus on teaching and learning.
Finance: Alignment of financial resources with district needs and priorities.
Data: Data is available and informs decision-making at all levels of the district and in schools.
Focus on equity: Policies, structures, systems, and resources to ensure equitable, high quality education for all students.
*We can also give extra attention to specific areas identified by district leadership.

The diagnostic process includes three phases of work, including in-depth review of district data and documents, site-visit interviews and focus groups with district stakeholders, and the development of a final report with diagnostic findings and recommendations. These diagnostics often inform district strategic planning processes.

We collaborate closely with districts to customize the diagnostic process and tools based on district need, size, and context. For example, the size and number of focus groups will depend on the size of the district. We have conducted diagnostic reviews at districts that vary in size, geographic location, and student population.

1000+ Students:

Mass Insight begins our work with the assumption that a district’s role is to support schools to improve. Mass Insight provides districts of all sizes with system-wide district diagnostic assessments to identify strengths, challenges, and opportunities, specifically focusing on the following critical elements* of our District Diagnostic Framework around how a district organizes and operates to best support schools:

Vision, strategy, and culture: Clear vision, strategy and manageable set of priorities for the district that recognize the local environment (e.g., regulations, statutes, contracts, funding, politics, governance) and district’s capacity for change while promoting a district-wide culture of excellence and high expectations for all.
Organizational clarity and collaboration: Clear central office and governance structures, systems, processes, and policies that work together to advance the district towards its vision.
Focus on instruction: Curriculum, materials, tools and supports that help school leaders, teachers and other school staff constantly improve and refine standards-based instructional practice.
School management: Policies, structures, and systems that create the conditions needed for school success, maintain accountability for results, and enable effective school leaders.
Talent management: Systems and processes to recruit, place, develop, and retain talented staff.
Stakeholder engagement and communications: Intentional systems and processes to maintain open lines of communication with staff, family and community stakeholders.
Central services and operations: Effective delivery of services to schools, allowing school-based educators to focus on teaching and learning.
Finance: Alignment of financial resources with district needs and priorities.
Data: Data is available and informs decision-making at all levels of the district and in schools.
Focus on equity: Policies, structures, systems, and resources to ensure equitable, high quality education for all students.
*We can also give extra attention to specific areas identified by district leadership.

The diagnostic process includes three phases of work, including in-depth review of district data and documents, site-visit interviews and focus groups with district stakeholders, and the development of a final report with diagnostic findings and recommendations. These diagnostics often inform district strategic planning processes.

We collaborate closely with districts to customize the diagnostic process and tools based on district need, size, and context. For example, the size and number of focus groups will depend on the size of the district. We have conducted diagnostic reviews at districts that vary in size, geographic location, and student population.

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