Attachment M - HRiA CPLAN-DESE Website Assessment Report.docx

Massachusetts Department of Elementary and Secondary Education Website Assessment Report February 2026

Table of Contents

EXECUTIVE SUMMARY

The Massachusetts Department of Elementary and Secondary Education (DESE) engaged Health Resources in Action (HRiA) and the Collaborative Parent Leadership Action Network (CPLAN) to assess the current DESE website and identify opportunities to improve usability, accessibility, and alignment with DESE’s equity commitments and overall goals. This assessment drew on interviews, focus groups, an intercept survey, and a technical review of site structure and analytics. Together, these methods provided a broad understanding of how educators, families, community partners, and internal staff use the site, what challenges they encounter, and how the digital experience could more effectively support their needs.

Findings reveal that while users trust DESE as an authoritative source of information, many struggle to navigate the volume and complexity of existing content. The website’s structure, largely shaped by internal departmental organization, makes it difficult for users to locate information without prior knowledge of DESE terminology or processes. Challenges with search functionality, inconsistent translation, dense and technical language, and limited mobile usability further restrict access for multilingual families and users with varied literacy or digital skills. Although the site contains extensive resources, users often describe it as overwhelming or confusing, noting that the information they need is present but not easily discoverable. Analytics data reinforces these experiences, indicating elevated mobile bounce rates, short session durations, and patterns consistent with users abandoning searches when they cannot find what they need.

The implications of these findings point to a need for a more intuitive, inclusive, and user-centered digital platform. A redesigned site that organizes information around user goals and identities, rather than internal DESE divisions, would help simplify the experience for both families and professionals. Improvements to search, navigation, and content would make the site more usable and reduce reliance on insider terminology. Strengthening translation continuity, incorporating visual and multilingual supports, and adopting a mobile-first design approach would further advance DESE’s equity priorities by meeting the needs of users who rely on phones, have lower literacy levels, or prefer non-text-based information. In addition, improving transparency through clear content updates and more visible pathways to DESE staff would help users find accurate information and connect with the right points of support.

To address these needs, the report recommends a redesign grounded in user-centered information architecture, improved accessibility and mobile responsiveness, clearer and more consistent internal communication practices, and strengthened internal governance of content and workflows.

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Establishing defined roles, streamlined processes, and consistent standards across DESE teams will ensure that content remains current, accessible, and aligned with broader organizational goals.

Ultimately, this assessment shows that DESE has a strong foundation of expertise and high-value content. By modernizing how information is structured and delivered, DESE can create a more equitable, intuitive, and trustworthy digital experience that better serves its partners across the Commonwealth.

BACKGROUND

Overview of DESE’s Website and Its Role for Community Partners

The Massachusetts Department of Elementary and Secondary Education (DESE) oversees public education across the Commonwealth from early childhood through high school. In addition to supporting traditional school systems, DESE provides services that include special education, vocational and alternative schooling, professional development for educators, and college and career readiness programs.

The DESE website is the state’s central hub for education information, data, and guidance. It is designed to serve students, families, educators, administrators, policymakers, and community partners by publishing policies and regulations, hosting school and district performance data, and providing licensure resources. The site also shares family-facing materials on special education, school choice, and graduation pathways, manages funding and grant information, and communicates Commissioner updates, Board decisions, and state initiatives.

Purpose and Scope of the Discovery and Redesign Process

In 2025, DESE engaged Health Resources in Action (HRiA), a non-profit public health organization headquartered in Boston, and the Collaborative Parent Leadership Action Network (CPLAN), a parent-led advocacy organization and HRiA’s core partner, to conduct a comprehensive review and assessment of DESE’s current website that elevated community voice. The assembled team brought together expertise in community engagement, qualitative and quantitative research, and website analytics and development, alongside the unique, parent-centered perspective of CPLAN. This assessment was guided by DESE’s equity commitments to ensure that all students and families can understand state education information and use it to take meaningful action. The assessment applied a community-centered approach and emphasized co-design with families, multilingual inclusion in Spanish, and attention to accessibility. This report describes the process and findings of this effort.

Research Questions

The redesign process was guided by a set of core research questions aimed at understanding both current website use and opportunities for improvement. Specifically, the assessment—and the methods outlined below—sought to examine:

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1) Who is using the DESE website, and how are they engaging with it? Identifying the primary users of the site and the patterns of access across roles, geographies, and communities.

2) What are users trying to do on the site, and how well are their needs being met? Exploring the most common tasks and whether users can complete them effectively.

3) What content, features, or functionality are missing that could better serve community needs? Documenting gaps and requests for new tools or resources.

4) How accessible and navigable is the current website across languages, devices, and literacy levels? Assessing barriers related to technology, language, and readability.

5) What improvements would make the website more inclusive, user-friendly, and culturally responsive? Generating recommendations to ensure the site meets the needs of diverse users across Massachusetts.

METHODS

The following section describes how data for the DESE website assessment was compiled and analyzed, as well as the broader lens used to guide this process.

Qualitative Discussions: Focus Groups and Key Informant Interviews

This report includes data collected from focus groups and key informant interviews conducted for the 2025 DESE website assessment. Both methods were offered in English and Spanish to ensure the perspectives of multilingual families were represented. HRiA and CPLAN conducted eight (8) focus groups with community members; six (6) one-on-one interviews with community leaders; and four

(4) group interviews with DESE and EOE staff as part of the assessment process. HRIA, CPLAN, and DESE networks and communication channels were leveraged to recruit participants. Participants reflected a wide range of roles and experiences, from parents of students with disabilities to district leaders and educators seeking licensure. This approach ensured that findings captured both the community-facing and compliance-driven uses of the DESE website. Qualitative analyses focused on identifying common themes across population groups as well as unique challenges and perspectives.

Intercept Survey

A short intercept survey was also conducted online and in person to capture quick impressions of the DESE website from a broader set of users. The survey link was distributed through community partners and educator networks as well as conducted in-person at community events. It included questions on frequency of website use, ease of navigation, perceived usefulness of content, and suggestions for improvement. While not representative of all users, the survey provided an additional snapshot of common experiences and reinforced qualitative findings about search, navigation, and accessibility challenges. The survey was completed by 505 respondents. The majority of respondents identified as educators or school staff, parents/caretakers, and general community members.

Technical Assessment

A technical assessment of the DESE website was conducted to understand how users currently engage with the site. Data points included internal learnings from focus groups with DESE and Executive Office of Education (EOE) information technology staff, technical assessments of the current platform, data collected from website analytics, accessibility standards, internal workflows, and existing roadmaps. This assessment provided a quantitative baseline to complement qualitative insights, highlighting which content successfully engages users, where users most frequently disengage, and how device type shapes the browsing experience. Additionally, the interviews with DESE and EOE staff provided insight into the current technology stack and a comprehensive understanding of how the current website, and its applications, are built and managed.

Data Limitations

Several limitations related to these data should be acknowledged. This report draws on multiple qualitative and quantitative sources, including key informant interviews, focus groups, intercept surveys, and web analytics. While all data collection methods were designed to capture diverse perspectives, several constraints remain. The qualitative findings reflect the views of a relatively small number of participants and cannot be considered representative of all DESE website users. Despite intentional outreach to include multilingual families, parents of students with disabilities, rural stakeholders, and educators, some groups remain underrepresented. Intercept survey responses were limited in number and distributed primarily through partner networks, which may bias results toward individuals already engaged with DESE or community organizations. Analytics data are subject to time lags, with usage patterns reflecting the period of collection but not necessarily longer-term trends.

Finally, some analyses could not be disaggregated by population group or region due to small sample sizes or unavailable metadata.

FINDINGS: Thematic and Quantitative Insights

Access and Use of DESE Website

Who Uses the DESE Website The majority of DESE website users are individuals with a direct connection to the K-12 education system. The intercept survey found that educators or school staff accounted for about 58% of survey respondents, with community and family members making up about 45% (Figure 1). Other users included individuals from community-based organizations (13%) and media or research (6%). Survey respondents came from all regions of Massachusetts, though participation was concentrated in Middlesex (22%), Suffolk (18%), and Essex (12%) counties. Fewer participants represented more rural areas such as Franklin, Hampshire, and Berkshire counties.

Technical analysis confirms that the site is heavily used by education professionals. According to Google Analytics, the more frequently visited pages related to Instructional Support (Licensure, Frameworks, MTEL) and Student Assessment (MCAS). This traffic pattern suggests that educators are a major segment of current users.

Figure 1. Roles or Affiliations of Survey Respondents, 2025 (N=505)

K-12 Education Roles 57.8%45.4% 13.1% 5.7%

Community & Family

Community-Based Organizations

Media/Research

SOURCE: DESE Website Redesign Intercept Survey, 2025 NOTES: *Question was 'select all that apply’—percentages may not add to 100%. Survey categories were collapsed for reporting purposes. ‘K-12 education roles’ includes: educator or school staff, school/district leader, school committee/board member; ‘Community & Family’ includes: parent/caretaker, community member, advocate/organizers; ‘Community-Based Organizations’ includes: CBO staff, nonprofit leaders, grant writers; ‘Media/Research’ includes: journalist/media, researcher/analyst. Full table of respondents can be found in Appendix.

How and Why Users Engage

Survey data shows that about 8 in 10 respondents reported using the DESE website prior to taking the intercept survey. However, the type of content sought and the reasons for the visit vary by user role.

Overall, the primary focus for all users visiting the website remains Policy, Governance, and Data, with approximately 77% of all users seeking this type of information (Figure 2). However, the data highlights a divergence of priorities: Educators/K-12 roles overwhelmingly seek Programs, Applications, and Licensure (89.8%) and Professional Development information (49.8%). In contrast, Community and Family users more frequently reported visiting the website for Family and Community Resources (58.2%) and Contact Information (43.8%) Focus group participants echoed these results, with educators reporting relying on the site for compliance and documentation.

Figure 2. Purpose of DESE Website Visits by Content Category and User Role, 2025, (N= 390)

Community & Family K-12 Education Roles

Policy, Governance, and Data Student Learning and Assessment Family and Community Resources Programs, Applications, and Licensure Contact Information

Professional Development & Opportunities

38.0%

43.8% 33.9% 32.2%

58.2%

56.9%

79.7% 75.9% 77.1% 69.0%

89.8%

Other Finance and Funding

4.6% 5.7% 2.0% 2.5%

49.8%

SOURCE: DESE Website Redesign Intercept Survey, 2025 NOTES: *Question was 'select all that apply’—percentages may not add to 100%. Question: “If you’ve visited the DESE website, what were you looking for?”

When considering the motivation for the visit (Figure 3), the differences between the two audiences become clearer. Educators/K-12 roles overwhelmingly reported that they visited the website for Work or Professional Needs (82.5%), making this the dominant driver.

Community and family users also seek information for work (50%) but are more likely than K-12 roles to use the site when they are starting or new to a school system (22.9% vs 6.6%) or for special education/disability needs (11.9% vs 5.8%). This highlights the site’s crucial function as both a compliance tool for professionals and a front-line help resource for families during times of transition or high need.

Figure 3. Reasons Searching for Information on DESE Website by User Role, 2025 (N=462), Community & Family K-12 Education Roles

Work or Professional Needs Facing a Problem/Concern Comparing or Exploring Options Starting or New to System50.0%

43.8% 42.0% 34.3% 17.9% 22.9% 6.6% 11.9% 5.8% 6.2% 4.7% 2.9% 1.6%

Special Education/Disability Needs

Other Policy, Data, and Accountability

82.5%

NOTES: *Question was 'select all that apply’—percentages may not add to 100%. Question: “What prompts you to search for information on the DESE website?”

Survey respondents were most likely to engage with the DESE website during key student transitions (Figure 4). Grades 9-12 (high school) was the top interest area reported by survey respondents (43.2%), followed by grades 6-8 (middle school) (34.5%). This suggests high engagement when students approach testing, graduation, and postsecondary pathways.

Figure 4. Grade Levels or Ages of Interest When Using the DESE Website (N=505), 2025

Early Childhood/Pre-K Kindergarten-Grade 220.0% 28.3% 32.9%

34.5% 15.3% 25.0% 4.8%

Grades 3-5 Grades 6-8 (Middle School) Grades 9-12 (High School) 43.2%

Post-secondary/college/career readiness

Not tied to a specific grade level I do not look for information about schools or theeducation system

SOURCE: DESE Website Redesign Intercept Survey, 2025 NOTES: *Question was 'select all that apply’—percentages may not add to 100%. Question: When you’re looking for information about schools or the education system, what grade levels or student ages are you most focused on?

Usability, Navigation, and Search

Ease of Use Survey respondents, focus group participants, and interviewees described the website as difficult to navigate, with only 3 in 10 survey respondents rating the DESE website as easy to navigate. The vast majority reported the site as “somewhat difficult” (44.8%) or “very difficult” (19.4%) to navigate. (Figure 5)

Qualitative feedback consistently characterized the in-site search function as a significant area for improvement. According to focus group participants, users must know precise terms or acronyms to find what they need, and search tools often return irrelevant, outdated results and do not recognize synonyms. Several participants noted that while the content is “all there somewhere,” it is presented in ways that assume insider knowledge. One user described searching as a “scavenger hunt, but a really difficult one.” Search issues are compounded by not utilizing an SEO strategy. Tags are not optimally used across the site, and in fact are reused on every page, which renders the internal search ineffective and leaves users confused.

Figure 5. Reported Ease of Finding Information on the DESE Website (N=391), 2025

Very easy

2.1%

Somewhat easy

28.4%

Somewhat difficult

44.8%

Very difficult

19.4%

I didn't find what I needed

5.4%

Structural Complexity The DESE website’s design and information architecture present significant challenges to many users, both internal and external to DESE. Currently, the site has more than 25,000 pages and documents, many of which are managed independently by various departments. This decentralized approach creates inconsistent formatting, broken links, and redundant or outdated pages and documents, making it unclear which version is current, according to assessment participants. One staff member explained that the structure organization is confusing because the “topics to choose from are organized by how departments used to be, but it’s no longer the case.” Assessment participants note that the result is an experience marked by a high volume of content and a lack of clear organization, which was described as “information overload.” Users described the navigation as “never-ending,” and the homepage as a “page filled with every possible link.”

Language, Literacy, and Accessibility Language and literacy barriers emerged as persistent barriers. Participants across groups described the website’s information as “dense,” “technical,” and filled with jargon. Terms like “special education circuit breaker” or “tiered focused monitoring” are unfamiliar to most parents. Parents perceived that the language on the website was written “about” families, and not “with” them.

The site presents an opportunity to strategically integrate diverse learning styles and accessibility features. Currently, the platform’s reliance on dense text creates a barrier for users who are neurodivergent, have limited competencies, or are visual learners. Focus group participants repeatedly noted that the site lacks fundamental engagement tools, such as robust visuals, video tutorials, audio explanations, or color-coded categories. Adopting these features would aid comprehension, improve pattern recognition, and directly support families and community members who cannot easily parse complex text.

Spanish-speaking families reported that they appreciated the option to translate the homepage. However, while the homepage offers translation, translation across the site is dysfunctional in some places and inconsistent for users, leading to a poor user experience for users who need to access the site in any language other than English. During testing, the translation tool did not always translate all content across each page or consistently translate the same content, impacting accessibility for multilingual users. Furthermore, multiple uses of the translation tool to different languages made pages illegible. (See Image 1-4 for examples). Spanish-speaking families reported that translation is not always an option and that "not all the pages and downloadable documents are translated."

Analytics showing 1.5 million clicks on the language selector in just one month (May 2025) suggest both high demand and potential confusion about language placement or functionality – a finding to potentially explore further with users to address in the site redesign.

Image 1. Example of English to Spanish Translation Failure on DESE Website. Some search results are translated, while some are not.

Image 2. Example of English to Chinese Translation Failure on Federal Grants Page.

Image 3. Example of Chinese to Vietnamese Translation Failure on Federal Grants Page

Image 4. Example of English to Vietnamese Translation Failure on Federal Grants Page

Device Use and Technical Access Nearly three quarters (73%) of all survey respondents reported accessing the DESE website through a computer or laptop, with only one in five reporting (21%) using a mobile phone (Figure 66). However, families were much more likely than educators to rely on phones (35% vs 10%), reflecting broader digital access trends. Focus group participants reported that the site is not optimized for mobile use.

Parents described viewing district data in the School Profile sections or data dashboards on phones as “almost impossible.”

Analytics support these findings. The average session duration was approximately two minutes on desktop but under one minute on mobile. Bounce rates are substantially higher for mobile users. For context, a bounce is a single-page session where the user leaves without triggering any other requests, indicating a lack of engagement. This pattern points to a mismatch between how families access the site and how it is currently designed and operating. Without mobile optimization, a large share of the DESE website users cannot meaningfully engage with DESE’S online resources.

Figure 66. Devices Used to Access the DESE Website (N=505), 2025

Community & Family K-12 Education Roles

On a computer or laptop (Mac, Chromebook, Windows)58.1% 34.9% 9.7% 3.9% 1.1% 2.2% 1.1%

On my phone (iPhone, Android)

I don’t access it directly I get info another way (please explain) On a tablet (iPad, Microsoft Surface, Android tablet, etc.)

87.7%

Public Library

NOTES: *Responses to Public Library less than 1%; as a result, data are not shown.

Trust, Relevance, and Content Organization Despite usability barriers, participants consistently identified DESE as a credible and authoritative source. Users acknowledged several website strengths: the site’s breadth of data, public posting of policies and Board decisions, and visible Commissioner updates. Several praised recent improvements to the MCAS reporting dashboards, describing them as much easier to read.

The primary issue is the volume and organization of information, which makes it difficult to know where to begin. Users appreciated finding useful information once they succeeded in their search. The core problem was summarized by one parent: "It's not that DESE doesn't have the information, [the challenge is] that you can't tell where it lives."

Strengths and Opportunities

While findings highlight usability barriers, they also reveal a strong foundation of trust and comprehensive knowledge that can be built upon. The DESE website already consolidates an enormous amount of policy, data, and licensure information in one place. Educators value having a single official source for compliance materials, and families appreciate discovering information they did not know existed. Furthermore, the commitment and dedication of DESE staff to supporting the public, as observed during the assessment process, is a significant organizational asset to leverage in the redesign.

Key opportunities for the redesign can directly address the barriers identified through the assessment, including:

· Clarity: Simplify and reorganize menus around user identity and task (e.g., "Are you a parent?" or "How to renew a license?"), rather than strictly reflecting the agency's internal structure.

· Currency & Trust: Implement consistent update practices with visible "last revised" stamps on documents and pages, ensuring users know they are accessing the most current policy.

· Accessibility: Optimize for a mobile-first interface and assistive technologies to serve multilingual, disabled, and low-digital-literacy users equitably.

· Transparency: Highlight new and revised materials and explain major policy changes in plain language summaries to demystify complex legislation.

· Human Connection: Provide a visible and functional staff directory with key contacts and support channels so families can reach people when they need real-time help.

RECOMMENDATIONS

The findings from surveys, focus groups, and web analytics point to consistent but solvable challenges: complex navigation, inaccessible design, inconsistent content management, and limited language and literacy accessibility. Specifically, the design is not optimized for mobile use and lacks necessary features for assistive technologies (such as screen readers) and inclusive fonts. Community feedback underscores a desire for a digital experience that mirrors the state’s commitment to equity—one that is inviting, intuitive, and accessible to every family, educator, and advocate, regardless of their background or digital literacy.

Community Suggestions for Redesign Opportunities The most prominent recommendation that surfaced in the assessment is to fundamentally shift the website’s architecture from an internal departmental view to one centered on the user's role and task. This requires creating audience-specific navigation, such as a clear " I am… [a parent/caregiver, a student, administrator, an educator, etc.]" or "I want to…" feature on the homepage. Specific elements of this feature reported by assessment participants include:

· Distinct Landing Pages: Providing tailored entry points for roles like parent/caregiver, student, educator, and administrator, each featuring plain language summaries and FAQs.

· Audience-Oriented Navigation: Organizing navigation by the user's goal (e.g., enrolling a child, renewing a license, reviewing data) rather than internal DESE divisions.

To combat the reported frustration with content discovery, a simplified and reliable search function is essential. This tool must recognize natural, plain language terms (e.g., "special education rights," "school report card”), as well as the full names or acronyms of content. Desired search and content features reported by community members include:

· Smart Search: Incorporating autocomplete or guided prompts, and possibly a natural language processing (NLP) chat bot, to suggest likely matches.

· Content Context: Displaying visible "last revised" stamps on documents and pages to confirm currency.

· Site Mapping: Implementing visible site maps (i.e., "breadcrumbs") to show users where they are within the site's structure.

· Consolidated Hubs: Creating Special Education and disability resource hubs, clearly and intuitively integrated into overall website architecture, that consolidate materials currently scattered across multiple departments. The Special Education Knowledge Base is such an example, which ideally would be part of a comprehensive and strategic approach to consolidating key information for specific users.

Addressing the mobile and literacy barriers requires prioritizing visual and interactive design alongside mobile access, according to interviewees and survey participants. The site should adopt a mobile-first interface with simplified navigation, as many families rely on phones. Key design and accessibility features requested include:

· Visual Aids: Using icons, color-coded categories, visual workflows, and infographics to break up dense, jargon-heavy text, for quick and easy references, and to aid non-native English speakers.

· Explainers: Offering short "explainer" videos or tutorials for complex topics like MCAS, special education rights, and licensure steps.

· Mobile Functionality: Ensuring the ability to download forms or data summaries and expanding compatibility with screen readers, accessible fonts, and read-aloud features.

· Data Context: Providing side-by-side school comparison tools to help users contextualize and understand data, especially for small or rural districts.

Participants noted that a crucial component of the website redesign would be consistent language and translation capabilities. This means ensuring the ability to:

· Translate All Content: Making all downloadable and data-based content accessible in multiple languages. This includes 1) translating downloadable content into multiples language and uploading all versions to the site and 2) being able to toggle the website language once and apply throughout the website, including pages that feature data sets. Translation of content should also incorporate cultural translation where “literal” translation is inaccurate or not sufficient, i.e., conveying the message in its entirety by defining terms and breaking down complex concepts.

· Offer Multilingual Assets: Developing multilingual videos and PDFs, supported by clear visual cues (like flags or icons) for available languages.

Finally, participants emphasized that the new website should prioritize human connection and support to address the sense of isolation families sometimes feel. While a staff directory exists, it is often difficult to find and is not organized in a way that helps external users determine who is the correct contact for their complex inquiry. This recommendation should leverage the dedication and commitment of DESE personnel by focusing on visibility and clarity:

· Direct Contact: Offering multiple means for website users to effectively engage with DESE staff, including reimagining the staff directory to be easily discoverable and structured by topic or division (not just name).

· Proactive Information in Plain-Language: Including a "What’s New" or policy hub that summarizes new regulations, Board votes, and Commissioner updates in accessible language.

· Feedback Loop: Ensuring the contact form is easily discoverable, an auto-generated confirmation is provided when questions are submitted, and a process is in place to ensure inquiries are responded in a timely and accurate way.

· Collaborative Design: Committing to ongoing family engagement in design and content updates to continuously improve usability.

Technical Recommendations Informed by DESE/EOE staff insights, technical assessments, accessibility standards, analytics, and existing workflows and roadmaps, the recommendations below include both technical enhancements and process improvements to strengthen usability and accessibility. In addition, the assessment team reviewed existing public-sector websites that focus on accessibility and user-centered approaches to draw inspiration, including www.gov.uk, www.quebec.ca/en, and www.doe.louisiana.gov. Some current and planned DESE efforts, including alignment with Title II requirements and the transition to Drupal as the content management system (CMS), will address some of the challenges outlined in this report. Together with the technical recommendations, these efforts should guide the overall website redesign workplan.

The recommendations below fall into several categories and aim to support a more strategic, accessible, and sustainable approach to the site architecture, user flow, content development, feature requests, and maintenance of the website, ultimately helping users more effectively find the information they seek and take their intended actions.

Improving User Experience Multiple aspects of a website determine the overall user experience, i.e., the degree to which interaction with the site is easy, relevant, and meaningful. Ideally, users of the DESE website will be able to easily find the content they seek to take the actions they seek while feeling connected to the broader DESE community. However, the community feedback revealed this is not often the case.

Some specific steps that will directly address user experience design include:

· Website North Star: The current website does not have an overarching “North Star” or clear mission of the website. Articulating the website’s mission will better define goals to help inform design, content architecture, and navigation. A website mission will define the site’s purpose, naming specifically what the site is intended to do, who the site is for, and why it matters.

· Content Architecture: The current structure is not intuitive and does not reflect user needs. The current architecture is designed around the internal DESE structure rather than accounting for the end user. A full content audit will facilitate improvements to navigation and the information architecture of the site.

· Design: Redesign of website to improve the mega menu, home page, and inner page layouts will improve user experience and navigation of the website.

· User needs and navigation: The current site is designed around the internal organizational structure and not the needs of the end user. User research and user testing of any new site architecture and navigation – as well as site prototypes – can inform future design and content decisions with a focus on improving users’ navigation of the site.

Improving Operational Efficiency and Addressing Vulnerabilities (Internal Web Processes, Capacity, and Structures) The DESE/DOE technical staff are dedicated and highly skilled, and the current website reflects their strong technical expertise and problem-solving ability, including maintaining the site outside of a formal CMS. At the same time, the team is operating within broader systems and processes that limit efficiency. Given the size and complexity of the website, a team-based leadership structure could help guide content strategy, set technical priorities, and reduce siloes. The recommendations below aim to support a more coordinated and sustainable content management workflow:

· Internal Responsibilities: The current website workflow does not clearly define decision-making responsibilities. Given the size of the site, DESE would benefit from a small website team responsible for the overall strategic direction supported by the following roles: a technical lead (maintenance, new features, and updates), a content lead (determines critical content, enforces ROT standards), and an accessibility lead (applies accessibility standards). This technical team should work in close partnership with DESE’s Communications Team to align web direction and roadmap with communication strategy and business goals.

· Web team capacity: While the transition to Drupal may reduce technical burden, additional staff capacity, resources, and ongoing training are needed to support continued development and maintenance. The current web team is very “lean” relative to the site’s scale and content demands. The Title II project demonstrates the value of distributing the responsibilities and increasing capacity across DESE.

· Unified content strategy: Content is currently developed without a comprehensive, shared vision or standardized training and practices, leading to inconsistent structure, voice, and levels of accessibility. A clear and centralized vision and goals for the website will provide a clear path forward for content strategy, while a strategic framework, best practices, operational workflows, trainings, and guidelines should be developed to guide content decisions, including around accessibility, structure, and content life cycle.

· Decentralized content management: All content currently flows through a single web team member to create web pages, creating a bottleneck and risk of disruption if that person is unavailable or at limited capacity. HRiA recommends decentralizing content management, implementing a formal approval workflow to distribute tasks and ensure continuity, and embedding this process within Drupal. This would help ensure consistency in language, voice, and accessibility before publication.

· Coordination among content managers: Stronger communication and collaboration are needed across units to reduce redundancy, improve content strategies, and create a cohesive user experience. This could include regular content manager meetings, a shared collaboration channel (e.g., Teams or Slack channel), and clearer definitions of overlapping content areas.

· Consistent practice of accessibility standards: Content managers have varying levels of knowledge of accessibility standards. Targeted training (as part of the current Title II project workplan) and ongoing capacity building should be implemented to ensure consistent application and maintenance of accessibility requirements.

· Content quality: Improving clarity, readability, and plain language (i.e., reducing jargon) will enhance user experience. Editorial guidelines and training can support staff in producing more user-centered content.

· Diffuse responsibility for ROT (redundant, outdated, trivial) content removal: There is no clear ownership or timeline for reviewing and removing outdated content, although a ROT process is part of the current Title II adherence project. A formal ROT governance process should be codified and operationalized with scheduled reviews, automated alerts, and designated content stewards. Collaboration among content managers could also improve the user experience by reducing redundant content and reducing user confusion.

· Defined user flow for website user support: DESE should define a clear, end-to-end use support flow that begins with users’ preferred method (e.g., search, contact form, chatbot, etc.) for finding answers and resolving issues and clarifies escalation paths. The goal of this support flow would be to reduce user time and pain points and preempt user’s engaging help desks/contact centers for questions or needs that do not require help desk support and staff time. An AI-assisted first point of contact could help triage requests and reduce pressure on help desks/contact centers, especially during peak periods.

· Search: Coveo’s search functionality is highly diversified across file types, making it difficult to deliver consistent results. Documents without context are hard for users to navigate yet populate much of the search results. The current SEO strategy pulls the content on the top of each page to be displayed as a short description on the search results page which is both confusing for users and lacking in structured optimization.

Measuring and Improving Web-related Performance Tracking key performance indicators (KPIs) can help DESE assess the extent to which the redesigned website is more user-friendly, efficient, and aligned with both user needs and DESE organizational goals. Defining and monitoring a core set of KPIs will allow DESE to evaluate the impact of user experience/user interface (UX/UI) and content changes over time. The examples below are not exhaustive; rather, they provide a starting point for understanding how recommended changes are impacting both website users and DESE staff. KPI examples include:

· Decreases in help desk call volume and staff time spent fielding phone calls indicate improved self-service capabilities among website users.

· Decreases in pages per session and steps to reach cornerstone pages reflect an efficient and useful navigation of a site. The fewer pages viewed overall indicate how a user can quickly find content rather than searching around the site.

· Increases in session time and first time-users indicates higher engagement and broader reach. This is especially true when paired with the above KPI (a decrease in pages per session), as an increase in session time indicates users are able to find and consume the exact content that is useful and relevant.

· Decreases in looping behavior and exited sessions from internal search suggest a more effective search and improved page structure.

· A decrease in 404s (page not found) as top pages shows improved content integrity.

The addition and integration of other tools will also facilitate improved website performance, including:

· Greater integration of Google Analytics with goal/conversion metrics will allow the web teamWeb Services team to use data to make content decisions and assess whether pages and content areas are working as expected. These goals should reflect the website’s overall goals and campaign-specific tracking.

· Google Search Console will provide the web teamWeb Services team with better visibility into page rankings, the search terms users rely on to find content, and which pages need updated titles or search terms. It will also allow the web teamWeb Services team to remove obsolete or irrelevant pages from Google search results.

· Search engine optimization (SEO) should be implemented as part of the Drupal build-out so pages are more discoverable in Google and Google Gemini search results. This would include adding either an SEO module or adding relevant title tags to the page. Currently the site lacks the relevant SEO meta tags or reuses meta tags on every page including description, keywords, and author. While not a technical feature, a content strategy that builds in the use of common search terms throughout the site and in the most relevant content areas should be part of any SEO strategy. These improvements are critical for improving user experience with search across the website.

· The use of Google tag manager (GTM) could help better manage and optimize site performance by simplifying how analytics are added to different pages and sections of the site. GTM also enables more precise tracking of internal page links, downloads, and external links, and would allow for faster implementation of additional pixel or tracking tools in the future.

Effectively Implementing Drupal Switching to Drupal presents a strategic opportunity to modernize DESE’s web infrastructure and address technical challenges currently impacting content management and user experience. Drupal will improve user workflows and approvals, along with operationalizing and enforcing accessibility standards and page standardization. To ensure a smooth and effective migration, HRiA recommends the following:

· Clearly defined users and user roles: Establishing a clear hierarchy of users, user roles, and permissions would ensure that staff only have the level of access needed to complete their tasks. Content creators could create new pages, posts, and custom content types without the ability to publish, and custom post types could further limit their access to their defined sections of the site. Technical staff would retain broader access to modify site features, infrastructure, and functionality.

· Define any custom post types and special content types: Creating custom post types and special content types will ensure consistency across content published to the site. This can be further expanded for different sections of the site to ensure consistent style and add safeguards so staff can only access and edit content within defined areas of the site.

· Lock down the editing panel: Content creators should have a streamlined, limited editing panel – focused on adding text, images, charts, links, and other formatting – to maintain site design and accessibility standards while simplifying the content creation process. This would allow staff to focus on writing without needing to manage technical formatting or accessibility compliance.

· Empower content managers: Drupal’s permissions system allows content managers to draft content directly on the site, streamlining intake processes and reducing bottlenecks. Sufficient training and security practices should be implemented to ensure all users understand how to manage their draft content. Centralized content checks could also be carried out directly on draft previews, and permissions could keep editorial users from posting directly on the site.

· Phased content import and site migration: Large government websites typically follow a phased approach when migrating to a new platform to ensure continuity and minimize risk. Core site architecture and navigation should be built and launched first with “minimum viable product” content, followed by staged content imports. Phased content imports should use CSV files, and each imported page should undergo visual and functional quality assurance, supported by modules that detect broken links and accessibility issues. The legacy site should remain available as an archive during the transition to address any content gaps for internal users.

· Define the scope for search improvement: Several practices could meaningfully improve the user experience with search, including limiting results to webpages only (separate from documents), implementing consistent tagging and keywords to improve discoverability, developing clear parameters for tagging documents and webpages, associating document with relevant webpages and content to provide context, and creating a dedicated resource library for downloadable files. Additional supports—such as designating a product owner for search, working more closely with Coveo, engaging key stakeholders, and clearly defining technical requirements—could further strengthen the effectiveness of Coveo and support ongoing improvements. Finally, a cost-savings analysis should compare current Coveo pricing with the costs of building and maintaining in-house tagging and description systems.

· Leverage key modules: Drupal offers a wide range of modules that can enhance site functionality, including:

· Accessibility modules: Drupal is compatible with several accessibility modules, including ones that identify content issues, generate alt text for images, allow users to adjust font sizes, and more.

· Real-time SEO for Drupal: This SEO optimization module helps content managers optimize content around keywords, and checks for post length, meta descriptions, and meta data containing focus keywords.

· Scheduler: The Scheduler module allows editors to schedule content for publishing and unpublishing and can simplify management of redundant, obsolete, and trivial (ROT) content.

· Link Checker: The Link Checker module periodically checks links and reports any broken links requiring attention.

· Media Folders or Media Directories: Both the Media Folders and Media Directories modules offer effective methods for organizing media and keeping it manageable.

· Sitemap: The Sitemap module displays one or more lists of links on a page, giving search engines a way to map the site and catalog the relevant pages.

· Google Tag: The Google Tag module integrates a website with the Google Tag Manager application, allowing the deployment of analytics and measurement tag configurations. An alternative would be to embed code in the site’s theme.

· Facets: The Facets module enhances the built-in site search tool, allowing users to filter their searches.

· Two-factor Authentication (TFA): Drupal’s TFA module supports multiple two-factor authentication methods for enhanced security.

Next Steps: A Redesign Process That Prioritizes Equity An intentional, equity-drive website redesign planning process and structure can position DESE for success in achieving its web-related goals. As a best practice in community-engaged work, HRiA and CPLAN recommend sharing findings with those who participated in data collection and inviting their feedback on findings and recommendations. DESE should then identify key collaborators and establish a representative advisory group, potentially leveraging existing groups or organizations like the Parent and Community Education and Involvement Advisory Council, Parent Councils, CPLAN, and Educators for Excellence. The group would advise on the redesign but also provide ongoing guidance beyond the redesign and continue to advise on website content and strategy as it evolves over time. For example, an advisory group could support identifying the criteria and principles to determine which recommendations should be prioritized for the redesign launch versus longer-term enhancements. As part of the planning process for redesign, a clear vision for the website and set of goals should be defined to serve as the “North Star” for decision-making. Further user research can inform the development of user personas and user flows, and audience-specific KPIs can inform design needs and guide continuous improvement. With these foundations in place, DESE can proceed to designing the website’s information architecture – namely, a site map and wireframes – and then move into design and development.

KEY THEMES AND CONCLUSIONS

This comprehensive assessment of the DESE website illuminates a clear path for modernization, built on the recognized strengths of the agency. The findings confirm that DESE possesses a vast, authoritative body of content—a critical resource that many state education departments lack. The challenge now is one of delivery: transforming this content from a regulatory archive into a welcoming, actionable, and intuitive public service platform.