Phil Lasseter and MSDE leadership presented draft strategic‑plan outcomes organized under the Blueprint’s five pillars and described steps to align the agency’s strategic plan with state law and the aligned metrics the State Board and Accountability Implementation Board adopted in June 2024.

MSDE said it intends to anchor the plan around the Blueprint pillars and to translate each pillar into measurable outcomes and department strategies. Examples included: increasing kindergarten readiness (measured by the Kindergarten Readiness Assessment and a 4‑year‑old early learning standards assessment), increasing percentages of fully licensed teachers and school leaders of color, and decreasing gaps in proficiency across student groups.

On academic measures, Lasseter said the department will track proficiency in reading, math and grade‑level science; growth measures year over year; graduation and college‑ and career‑readiness metrics (including dual enrollment and AP/IB participation); and a 4‑year cohort graduation rate. For resource and student supports, proposed outcomes include reducing chronic absenteeism, decreasing over‑identification of students for special education, improving identification of twice‑exceptional students, lowering student‑to‑counselor ratios and increasing school access to psychologists or social workers.

MSDE said it left the draft accountability target label blank for pillar 5 because the Accountability and Assessment Task Force is still finalizing a school/district rating system. “We will fill this in once we solidify the new accountability system,” the presenters said. Leadership said the agency will “fully own all things related to blueprint implementation” and will clarify responsibilities with the AIB where programs transition to MSDE oversight.

The agency described internal changes to simplify office names and deputy titles and said a broader leadership team of about 75 managers and directors is engaged in designing department strategies. MSDE plans stakeholder engagement with advisory councils, teachers, principals, superintendents and families, return to the committee in June for further review, and seek a board vote in July or August on updated outcomes.

Board members asked how MSDE will present outcomes to the public and suggested a public dashboard and outreach to PTA/PTO groups; members also urged attention to growth measures and to recognizing progress in high‑poverty schools in any accountability framing. MSDE said its Office of Accountability is developing visualization plans and an annual calendar for data updates and public communication.