december 2, 2014 baltimore, md. 2 ©2014 u.s. education delivery institute the delivery approach...
TRANSCRIPT
2 ©2014 U.S. Education Delivery Institute
The delivery approach focuses on four questions
“delivery” (n.) is a systematic process through which system leaders can drive progress and deliver results.
It will enable a system to answer the following questions rigorously:
1 What is our system trying to do?
2 How are we planning to do it?
3 At any given moment, how will we know whether we are on track?
4 If not on track, what are we going to do about it?
3 ©2014 U.S. Education Delivery Institute
Plan for delivery
The 15 elements of delivery are our best tools for asking and answering these questions
Develop a foundation for delivery
Understand the delivery challenge
A. Evaluate past and present performance
B. Understand drivers of performance and relevant activities
A. Determine your reform strategy
B. Set targets and establish trajectories
C. Produce delivery plans
A. Establish routines to drive and monitor performance
B. Solve problems early and rigorously
C. Sustain and continually build momentum
Drive delivery
A. Define your aspiration
B. Review the current state of delivery
C. Build the delivery unit
D. Establish a “guiding coalition”
2 3 41
Create an irreversible delivery culture
5
A. Build system capacity all the timeB. Communicate the delivery messageC. Unleash the “alchemy of relationships”
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We have found that the approach resonates with a wide range of education leaders
▪State education agencies
▪Districts
▪Schools
▪Education nonprofit organizations
Our K-12 practice involves…
▪Higher education systems
▪Institutions of higher education
Our higher education practice involves…
Red denotes both
5 ©2014 U.S. Education Delivery Institute
We are pleased to welcome participants from the following states, districts, schools, and organizations
▪Alabama Department of Education
▪Bill & Melinda Gates Foundation
▪Center City Public Charter Schools
▪Center for Teaching Quality▪Delaware Department of
Education▪E.L. Haynes Public Charter
School▪Eagle County Schools▪Education Trust▪Fayette County Public Schools▪Hawaii Community Foundation▪Kansas Department of
Education▪Kentucky Department of
Education
Systems and organizations represented at the 2014 K-12 Delivery Network meeting
▪Leadership for Educational Achievement Foundation, Inc.
▪Massachusetts Department of Elementary and Secondary Education
▪Office of the State Superintendent of Education
▪Panorama Education▪PARCC, Inc.▪Strategic Data Project @
Harvard▪Texas Education Agency▪USNY Regents Research Fund▪Westat
6 ©2014 U.S. Education Delivery Institute
This meeting will focus on the process and skills required to answer the third question of delivery
“delivery” (n.) is a systematic process through which system leaders can drive progress and deliver results.
It will enable a system to answer the following questions rigorously:
1 What is our system trying to do?
2 How are we planning to do it?
3 At any given moment, how will we know whether we are on track?
4 If not on track, what are we going to do about it?
8 ©2014 U.S. Education Delivery Institute
Shawn Hardnett
Chief, Student AchievementCenter City Public Charter Schools
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We have several objectives for this meeting
Meeting objectives:
Identify a routine of focus
Learn what makes routine effective
Plan how we will sharpen our focus routine to make it more effective
Determine our next steps
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Day 1 agenda
Time Session
1:00 – 1:45 Welcome and Meeting Charge
1:45 – 2:45 Understanding Delivery Routines
2:45 – 3:00 Break
3:00 – 4:00 Practice Using the Assessment Framework
4:00 – 5:00 Sharpening the Focus of Our Routine
5:00 – 6:00 Targeting Stakeholders to Improve their Perception
6:00 Adjourn – Reception In Foyer
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Exercise: reaffirming our routine and its purpose
What How Materials Time
▪We asked you to come with a routine already in mind
▪Thinking about this routine,
discuss and record on the Name Your Routine worksheet:
− Your routine’s name
− Your routine’s purpose
▪In organization groups
▪Worksheet ▪10 minutes
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Day 1 agenda
Time Session
1:00 – 1:45 Welcome and Meeting Charge
1:45 – 2:45 Understanding Delivery Routines
2:45 – 3:00 Break
3:00 – 4:00 Practice Using the Assessment Framework
4:00 – 5:00 Sharpening the Focus of Our Routine
5:00 – 6:00 Targeting Stakeholders to Improve their Perception
6:00 Adjourn – Reception In Foyer
Straw Poll!
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At EDI, we spend a lot time describing routines… but what actually defines a delivery routine?
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Let’s start with some literature
Leo Tolstoy, Anna Karenina (1878)
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Michael Barber makes a similar observation
“…the literature [on government] focuses on incidents, events and moments of drama…
[This] is like judging a family on the basis of its photograph albums: here we find birthdays, wedding anniversaries, Christmases and holidays, but special occasions are not the real test of the quality of relationships in a family, precisely because they are special.
All of us know it’s the routine day-to-day interactions that shape a family – the mealtimes, the television-viewing, the missing cap from the toothpaste tube, the getting ready for school, the coming home from work…”
Instruction to Deliver, p.111
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This insight formed the cornerstone of his approach as Tony Blair’s delivery chief
“I would wrench people’s attention back to the routines of deliverology – the stocktakes, tracking the data against trajectory, writing delivery reports, keeping the focus.
Just as historians and commentators can easily fall into the trap of focusing on events, so can those in government.
In fact, without the routine, events cannot be fully understood and, more importantly, results will never be delivered.”
Instruction to Deliver, p.112
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Delivery routines happen with regularity
Defining characteristics of a delivery routine:
Regularity
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Because routines are “regular”, not “special”, it’s easy to let them become mundane…
91% meeting attendees admit to daydreaming during
meetings, while 39% have dozed! [2]
One-third of respondents spend no time preparing
for meetings, 44% spent one hour or less, and only twenty-five percent spent more than
one hour. [1]
Almost one-third of respondents
reported that their meetings had no stated agenda [1]
Sources: [1] A profile of meetings in corporate America, Monge, McSween & Wyer (1989); [2] Meetings in America, Infocom (2000)
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… So many features we associate with delivery routines are simply those of well-executed meetings (or notes)
The “right” participants are present
Participants are prepared
– No surprises!
Clear roles and
responsibilities – leader,
broker, actor
Crisp presentation
Materials are high quality
Clearly defined next
steps
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Delivery routines are strong in their execution
Strong execution
Defining characteristics of a delivery routine:
Regularity
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But not all regular, well-executed meetings are delivery routines…
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Michael Barber stepped into a government bureaucracy that had developed meeting prep into an art form
Simplified process for preparing for a British Cabinet committee:
Secretariat canvases possible topics for agenda
Committee of senior officials
discusses suggested
agenda at “(O)” meeting
Lead departments draft discussion papers for each agenda items
Papers circulated at official level for
comment
Near-final versions of
papers discussed at (O) meeting
Any further changes made to papers/agenda
Departments pre-brief their own
ministers; Secretariat briefs
Chair
Departments pitch further changes to
papers/agenda, based on
ministerial feedback
Final-final changes to
papers brokered
COMMITTEE MEETS
Minutes and actions circulated
by Secretariat
Planning begins for next meeting
“Since 1856 Prime Ministers had routinely met their Cabinet colleagues in the Cabinet Room in 10 Downing Street. What was different about stocktakes was the context of the conversation.
Traditionally, the main subjects had ben the media, policy, public opinion, legislation and gossip about colleagues… We added to the mix a formal conversation about performance based on evidence.”
Instruction to Deliver, p.94
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Delivery routines focus on performance
Strong execution
Defining characteristics of a delivery routine:
Regularity
Focus on performance
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Conversations about performance are perfectly capable of going nowhere
“Facts are meaningless. You can use facts to prove anything that's even remotely true. Facts schmacts.”
Homer Simpson
“I know that’s what kids said in the national survey, but what if they didn’t mean it?”
Anonymous Official, UK Ed. Dept. Anti-Bullying Working
Group
“…I had to be confident that departmental representatives would accept the validity of the data and thus avoid an unseemly wrangle about whether the key messages were true.”
Instruction to Deliver, p.94
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Delivery routines result in action being taken to improve performance
Strong execution
Defining characteristics of a delivery routine:
Regularity
Focus on performance
Action on performance
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The line between support and accountability runs through the framework as a continuous theme
Routines should feel different
Careful preparation should lead to issues/conflicts being surfaced and addressed in just the right order
There should be an understanding that more is at stake, but never a “gotcha”
The amount of “theater” in a routine affects how seriously people take it and how supported/accountable they feel
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Underpinning all delivery routines is the crucial balancing act between support and accountability
Strong execution
Defining characteristics of a delivery routine:
Regularity
Focus on performance
Action on performance
SUPPORT
ACCOUNTABILIT
Y
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Now we have a shared definition of delivery routines, how can we make them really effective?
Using self-assessment rubric, we can pinpoint where our routines need strengthening:
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The rubric uses our four defining characteristics of delivery routines
Strong execution
■ Buy-in to purpose and preparedness?■ Clear roles and responsibilities?■ Participants come prepared?■ High-quality materials?■ Well facilitated?■ Clear next steps?
Regularity■ Happens regularly enough?■ Right people present?
Focus on performance■ Clear area of focus?■ Shared view of performance? ■ Focus on most important aspects?
Action on performance
■ Helps identify most critical barriers?■ Tough questions asked?■ Creative problem-solving?■ Encourages learning?
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First, does your routine get the right players round the table with the right level of regularity?
Strong execution
■ Buy-in to purpose and preparedness?■ Clear roles and responsibilities?■ Participants come prepared?■ High-quality materials?■ Well facilitated?■ Clear next steps?
Regularity■ Happens regularly enough?■ Right people present?
Focus on performance■ Clear area of focus?■ Shared view of performance? ■ Focus on most important aspects?
Action on performance
■ Helps identify most critical barriers?■ Tough questions asked?■ Creative problem-solving?■ Encourages learning?
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Second, is your routine well prepared and well run?
Strong execution
■ Buy-in to purpose and preparedness?
■ Clear roles and responsibilities?■ Participants come prepared?■ High-quality materials?■ Well facilitated?■ Clear next steps?
Regularity■ Happens regularly enough?■ Right people present?
Focus on performance■ Clear area of focus?■ Shared view of performance? ■ Focus on most important aspects?
Action on performance
■ Helps identify most critical barriers?■ Tough questions asked?■ Creative problem-solving?■ Encourages learning?
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Third, do you form a shared view of performance based on evidence?
Strong execution
■ Buy-in to purpose and preparedness?■ Clear roles and responsibilities?■ Participants come prepared?■ High-quality materials?■ Well facilitated?■ Clear next steps?
Regularity■ Happens regularly enough?■ Right people present?
Focus on performance■ Clear area of focus?■ Shared view of performance? ■ Focus on most important aspects?
Action on performance
■ Helps identify most critical barriers?■ Tough questions asked?■ Creative problem-solving?■ Encourages learning?
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The assessment framework is a valuable tool for comparing, diverse performance data in a systemic way
The Assessment Framework:
Likelihood of delivery
Red
Amber/Red
Amber/Green
Green
Highly problematic – requires urgent and decisive actionProblematic – requires substantial attention, some aspects need urgent attention
Mixed – aspect(s) require substantial attention, some goodGood – requires refinement and systematic implementation
Key
Quality of planning
Capacity to drive progress
Evidence of progress
Judgement Rating Rationale Summary
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Fourth, does the discussion lead to real action on performance and encourage learning?
Strong execution
■ Buy-in to purpose and preparedness?■ Clear roles and responsibilities?■ Participants come prepared?■ High-quality materials?■ Well facilitated?■ Clear next steps?
Regularity■ Happens regularly enough?■ Right people present?
Focus on performance■ Clear area of focus?■ Shared view of performance? ■ Focus on most important aspects?
Action on performance
■ Helps identify most critical barriers?
■ Tough questions asked?■ Creative problem-solving?■ Encourages learning?
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Final Thought: It’s an iterative journey
“The meetings did not always go well.”
Instruction to Deliver, p.95
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Exercise: our routine self-assessment
What How Materials Time
▪Using the rubric, reflect on your routine and rate it against each category
▪Participants share or calibrate ratings− Teams: come to consensus on
ratings− Mixed tables: talk about the
rationale for your rating and compare
▪Use cards to report your ratings on the brown paper
▪Debrief
▪Individually
▪In organization groups
▪Whole meeting
▪Rubric
▪Brown paper▪Cards▪Markers▪Flipchart
▪10 minutes
▪20 minutes
▪5 minutes
▪15 minutes
40 ©2014 U.S. Education Delivery Institute
Day 1 agenda
Time Session
1:00 – 1:45 Welcome and Meeting Charge
1:45 – 2:45 Understanding Delivery Routines
2:45 – 3:00 Break
3:00 – 4:00 Practice Using the Assessment Framework
4:00 – 5:00 Sharpening the Focus of Our Routine
5:00 – 6:00 Targeting Stakeholders to Improve their Perception
6:00 Adjourn – Reception In Foyer
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In order to address and take action on current performance, we need data relevant to our plan or goals
Strong execution
Defining characteristics of a delivery routine:
Regularity
Focus on performance
Action on performance
SUPPORT
ACCOUNTABILIT
Y
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However, accurate and timely data can be frustratingly difficult to prepare for use in assessing progress
We have too much data – where do we even start??
Data? What data?
Yeah we have data…it’s the same annual data we looked at last month.
They told me this data is totally wrong.
All these cells in this Excel printout are too small! I can’t even read them!
Given all these challenges, how do we manage to come to reliable conclusions about performance each time we meet, and across different goals or strategies?
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One solution is asking staff, or worse yet students, to generate new data so frequently that it’s all they do…
“Mister! We have to take another test??”
Holland Middle School 6th grader,
2011“You need another report??”
Your data person, often
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…Another is to just keep gazing at the same annual performance data month after month…
What do the 2013 NAEP results say now?
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…Or we could design elaborate dashboards that we hope will make progress obvious with a quick glance
=if(iserror(vlookup(B2,$A$1:$DZ$672,4,FALSE)),MATCH(C2,$B$1,$B$672,-1), vlookup(B2,$A$1:$DZ$672,4,FALSE)
“The numbers can’t speak for themselves.”
- Nate Silver
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The solution is a common framework that we can use to make apples-to-apples comparisons
The Assessment Framework:
Likelihood of delivery
Red
Amber/Red
Amber/Green
Green
Highly problematic – requires urgent and decisive actionProblematic – requires substantial attention, some aspects need urgent attention
Mixed – aspect(s) require substantial attention, some goodGood – requires refinement and systematic implementation
Key
Quality of planning
Capacity to drive progress
Evidence of progress
Judgement Rating Rationale Summary
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The Assessment Framework rubric gives us guiding questions with which to assess planning, capacity, and evidence
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▪Growing school in a diversifying community
▪New principal in the 2010-11 school year
▪Principal created a proficiency plan in 2011– 10 strategies– Annual targets– Various committees to support the plan
▪Recent influx of Hispanic students
▪Teaching staff is small and young, but mighty
▪Mostly flat results on annual test
▪School does use a formative assessment system
Scenario overview: Kathy Burgess Cox Middle School
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Exercise: practice using the assessment framework
▪After reviewing the Cox Middle School scenario, write down how you would rate quality of planning, capacity, and progress, and provide an overall rating and rationale
▪Share your ratings and rationales and come to consensus on the ratings at your table
▪Report your ratings and summary rationale on the brown paper
▪Debrief
▪Individually
▪In table groups
▪In table groups
▪Whole meeting
▪Scenario packs
▪Flipchart
▪Brown paper
▪Cards
▪Markers
▪15 minutes
▪20 minutes
▪10 minutes
What How TimeMaterials
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Day 1 agenda
Time Session
1:00 – 1:45 Welcome and Meeting Charge
1:45 – 2:45 Understanding Delivery Routines
2:45 – 3:00 Break
3:00 – 4:00 Practice Using the Assessment Framework
4:00 – 5:00 Sharpening the Focus of Our Routine
5:00 – 6:00 Targeting Stakeholders to Improve their Perception
6:00 Adjourn – Reception In Foyer
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Effective routines “walk the line” and find a balance between support and accountability
Progress in Baltimore City Public Schools
SUPPORT
ACCOUNTABILIT
Y
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In this session, we’ll talk about how to set up a routine to strike that balance
Strong execution
Defining characteristics of a delivery routine:
Regularity
Focus on performance
Action on performance
SUPPORT
ACCOUNTABILIT
Y
54 ©2014 U.S. Education Delivery Institute
Pulse check: Finding the balance
▪What makes the routine experience supportive?
▪What happens when there is support without accountability?
▪What about accountability without support?
▪What makes a routine experience accountable?
SUPPORT
ACCOUNTABILIT
Y
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Exercise: Identify the current balance of your routine
▪Think about your current routine and how well it is balancing support and accountability.
Support Accountability
▪Place a dot on the line that best represents the current state.
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Consider the following five questions to strengthen the foundation for a balanced routine
What is the main purpose of the routine?1
What are we assessing (strategies, goals, entities)?
Who plays what roles (leader, broker, actor)?
How often is the routine held?
What data and evidence are used?
What data and evidence are used?
2
3
4
5
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▪Understand whether 90 priority and focus schools are on track to meet state goals
▪ Improve and learn from targeted supports to schools
▪Facilitated Meeting: Increased understanding of school implementation and performance
▪Monitoring Meeting: District and school compliance; SEA/LEA policies and supports
A tale of two turnaround routines: ODE and RIDE share purposes, but differ in what they assess
What is the main purpose of the routine?
1
What are we assessing (strategies, goals, entities)?
2
▪State Goals: Likelihood of school to meet state goals (overall)
▪School Strategies: Likelihood of top three school strategies to have the expected impact (planning, support, evidence, overall)
▪Each Intervention at a School: Status and impact of each intervention at a school (not school overall)
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The routines establish a different balance of support and accountability to align with their purpose and participants
Support Accountability
Monitorin
g
Facilitated
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Oregon’s routine is support-focused, but the roles in the room still set a clear dynamic of support and accountability
OR Director of School Improvement▪ Asks tough questions that
challenge and support▪ Actively engages in problem-
solving▪ Holds others accountable for
results Education Northwest Director▪ Asks tough questions▪ Ensure that coaches
are providing support and building capacity
▪ Provide support to RNCs and coaches
OR Staff Support▪ Designs agenda, keeps
meeting on track▪ Prepares data and evaluations▪ Works with ODE Director,
RNCs, and coaches to prepare
OR Education Specialists▪ Holds day-to-day
accountability for the plan’s success
▪ Manages a strategy for ODE Turnaround
▪ Shares project insights into school implementation
Regional Network Coach▪ Holds day-to-day
accountability for the plan’s success
▪ Manages the coaches to implement supports
▪ Works with ODE and provides evidence for current assessment of progress
Leader
Broker
Actor
Who plays what roles?3
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ODE and RIDE hold routines quarterly and both look at quantitative and qualitative evidence of progress
Annual data:▪Annual student test data
Quarterly data:▪School and strategy assessment
framework ratings▪Project implementation &
financial expenditures▪Formative assessment data (70
schools reading; 30 schools math)
▪Student Support Teams (17 schools)
Annual data:▪Annual student test data
Quarterly data:▪Progress ratings on each major
school intervention, with evidence
▪Teacher attendance▪Student attendance and
truants▪Suspension rate
How often is the routine held?
What data and evidence are used?
4
5
61 ©2014 U.S. Education Delivery Institute
Exercise: Strengthen your routine’s foundation
▪Reflect on your own routine using the provided worksheet. – What should be the main
purpose of the routine?– What should we be
assessing (strategies, goals, entities)?
– Who should play what roles (leader, broker, actor)?
– How often should the routine be held?
– What data and evidence should be used?
– What is a next step to making these adjustments?
▪Post one card (per team or individual) on brown paper:– Main purpose of the routine– One adjustment to make
▪Worksheet
▪Brown paper▪Cards▪Markers
▪20 minutes
What How TimeMaterials
▪In organization groups
▪For individuals, do a 12 minute reflection, then pair and share discussion at table
62 ©2014 U.S. Education Delivery Institute
Day 1 agenda
Time Session
1:00 – 1:45 Welcome and Meeting Charge
1:45 – 2:45 Understanding Delivery Routines
2:45 – 3:00 Break
3:00 – 4:00 Practice Using the Assessment Framework
4:00 – 5:00 Sharpening the Focus of Our Routine
5:00 – 6:00 Targeting Stakeholders to Improve their Perception
6:00 Adjourn – Reception In Foyer
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Routines serve different objectives for various participants and stakeholders inside and outside our organizations
▪Part of getting the balance of routines right is considering how participants and stakeholders perceive and approach the routine
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The people in your routine can make or break any of the four defining characteristics of a delivery routine
Strong execution
Regularity
Focus on performance
Action on performance
SUPPORT
ACCOUNTABILIT
Y
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As delivery leaders, we’re the “directors” of the routine, and we’re responsible for our actors and the audience
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Part of preparing for and facilitating a routine is getting clear about your objectives for each participant/stakeholder
Others inside the
organization
Stakeholders outside the organization
ParticipantsLeaderActorsBroker
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Perhaps the most important group is the routine participants
Role Typical Objectives Typical Challenges
System Leader Provide support and accountability for goal leader
Support proposed solutions with resources
Getting time for prep and attendance
Prefers to make decisions another way
Too much support, not enough accountability
Goal leader Have a shared view of progress with system leader
Gain focus and motivation Get needed authority to
act
Is defensive – feels the need to sell a success story no matter what
Hesitates about pitching solutions – prefers to wait for direction
Strategy leaders
Clarity about next steps and areas of focus
Feels the routine is a waste of time and isn’t engaged
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You should also consider your objectives for others within your organization
Role Typical Objectives Typical Challenges
Other goal leaders
Understand how progress is being made on other goals
Make connections to their own work
Goal leaders who can’t attend have no default method to get up to speed
Delivery leader doesn’t have a planned opportunity to facilitate connections
Staff working on the goal but not attending the routine
Understand the rationale behind changes
Make connections between AF ratings and their own work
Assume “this too shall pass” and go about their work as normal
While slides are available, no obvious trigger to review
Indirectly related staff (e.g. finance)
Make connections to their own work
While slides are available, no obvious trigger to review
No indication from leadership that they are a part of this effort
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Finally, you may have objectives for your routine for stakeholders outside your organization
Role Typical Objectives Typical Challenges
Board Have a shared view of progress at an appropriate altitude
Support leadership’s course change decisions
Have confidence in the routine as a performance management strategy
Existing materials aren’t at an appropriate altitude for the board
The leader worries about the board’s perception of progress
The board doesn’t know the routines are happening
Parents Understand resulting changes that affect them
Have confidence in the routine as a performance management strategy
The connection between the routines and communications efforts doesn’t exist
Not sure if/how to make this relevant to parents
Media Understand the story behind the numbers and what the organization is doing about it
The routine lags media coverage of key data releases such as test scores
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We will now hear from three delivery practitioners about the people in their routines
Traci WodlingerChief Strategy Officer
Eagle County Schools
Sara KerrProgram Manager
EDI
Allison BarrAssociate Director,
Delivery
PARCC
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Exercise Part 1: identifying stakeholders, objectives and challenges
▪Using the worksheet as a guide, reflect on objectives and challenges for your participants and stakeholders− Complete the first three columns
of the worksheet
▪Individually or in Organization Teams
▪Worksheet ▪10 minutes
What How TimeMaterials
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Exercise Part 2: brainstorm potential solutions and next steps
▪Discuss your reflections and brainstorm potential solutions and next steps− Complete the fourth column of
the worksheet− Note on the brown paper build
your most important stakeholder to target and what the next steps are to do so
▪Table groups ▪Worksheet▪Brown paper▪Cards▪Markers
▪15 minutes
What How TimeMaterials
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We have several objectives for this meeting
Meeting objectives:
Identify a routine of focus
Learn what makes routine effective
Plan how we will sharpen our focus routine to make it more effective
Determine our next steps
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Day 1 agenda
Time Session
1:00 – 1:45 Welcome and Meeting Charge
1:45 – 2:45 Understanding Delivery Routines
2:45 – 3:00 Break
3:00 – 4:00 Practice Using the Assessment Framework
4:00 – 5:00 Sharpening the Focus of Our Routine
5:00 – 6:00 Targeting Stakeholders to Improve their Perception
6:00 Adjourn – Reception In Foyer
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We have several objectives for this meeting
Meeting objectives:
Identify a routine of focus
Learn what makes routine effective
Plan how we will sharpen our focus routine to make it more effective
Determine our next steps
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Day 2 will focus on skills that will enable us to improve all four criteria of a good routine
Strong execution
Regularity
Focus on performance
Action on performance
SUPPORT
ACCOUNTABILIT
Y
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Day 2 agenda
Time Session
8:30 – 9:00 Day 2 Overview
9:00 – 10:30 Practicing our Skills for Routine Design and Facilitation – Part One
10:30 – 10:45 Break
10:45 – 11:45 Practicing Our Skills for Routine Design and Facilitation – Part Two
11:45 – 1:00 Committing to Next Steps and Maintaining Momentum
1:00 – 2:00 Adjourn and Lunch
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Day 2 agenda
Time Session
8:30 – 9:00 Day 2 Overview
9:00 – 10:30 Practicing our Skills for Routine Design and Facilitation – Part One
10:30 – 10:45 Break
10:45 – 11:45 Practicing Our Skills for Routine Design and Facilitation – Part Two
11:45 – 1:00 Committing to Next Steps and Maintaining Momentum
1:00 – 2:00 Adjourn and Lunch
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As we discussed yesterday, several key characteristics must be present in an effective routine
Strong execution
Defining characteristics of a delivery routine:
Regularity
Focus on performance
Action on performance
SUPPORT
ACCOUNTABILIT
Y
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Ensuring those characteristics are present requires a good bit of skill on the behalf of those responsible for running them
Before the routine: Conducting a self-assessment and calibration session Setting the agenda Identifying and using appropriate data
During the routine: Running an effective meeting Navigating difficult conversations
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Today we will have an opportunity to practice and build those skills
Preparing for a routine: Self-assessment and calibration
Setting the agenda and running the routine
Ensuring routines are data driven
Navigating difficult conversations
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But first, let’s hear from some delivery practitioners about how they have applied these skills to run effective routines
Matt DeningerPolicy and Planning Manager
Massachusetts Department of Elementary and Secondary
Education
Traci WodlingerChief Strategy Officer
Eagle County Schools (CO)
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Breakout sessions will allow you to practice and build your skills in two of these areas
Breakout 1:Preparing for a routine: Self-assessment and calibration
Breakout 2:Setting the agenda and running the routine
Breakout 3:Ensuring routines are data driven
Breakout 4:Navigating difficult conversations
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Exercise: Breakout sessions
What How Time
▪First round of breakouts:– Breakout 1: Preparing for a
routine: Self-assessment and calibration
– Breakout 2: Setting the agenda and running the routine
– Breakout 3: Ensuring routines are data driven
– Breakout 4: Navigating difficult conversations
▪Break
▪Second round of breakouts
▪In groups ▪55 minutes
▪10 minutes
▪55 minutes
Materials
86 ©2014 U.S. Education Delivery Institute
Breakout sessions will allow you to practice and build your skills in two of these areas
Breakout 1: Guilford Room Preparing for a routine: Self-assessment and calibration
Breakout 2: Watertable BallroomSetting the agenda and running the routine
Breakout 3: Watertable BallroomEnsuring routines are data driven
Breakout 4: Mt. Washington RoomNavigating difficult conversations
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Day 2 agenda
Time Session
8:30 – 9:00 Day 2 Overview
9:00 – 10:30 Practicing our Skills for Routine Design and Facilitation – Part One
10:30 – 10:45 Break
10:45 – 11:45 Practicing Our Skills for Routine Design and Facilitation – Part Two
11:45 – 1:00 Committing to Next Steps and Maintaining Momentum
1:00 – 2:00 Adjourn and Lunch
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Much like any strong delivery routine, before leaving here today, we need decide what action we’re going to take
Strong execution
Defining characteristics of a delivery routine:
Regularity
Focus on performance
Action on performance
SUPPORT
ACCOUNTABILIT
Y
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Exercise: Next steps
What How Time
▪Write on a card one key next step from the skills breakouts
▪Take stock of the next steps you’ve committed to so far this meeting– What other next steps
haven’t you captured?– Write any additional
general next steps on cards and add them to the brown paper build
▪In organization teams
▪15 minutes
Materials
▪All preceding workshop materials
▪Cards▪Markers
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Pulse Check
What typically happensfollowing a meeting like this?
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Much like a “runners’ high,” we often close a meeting with a tremendous sense of possibility…
1 Data reflect a non-scientific sample of 7 runners I know, including myself
Common sentiments among post-race runners1
Sense of accomplishmentWow! I can’t believe I finished that 10k!
Renewed and shared commitmentI’m totally going to run a marathon in June…Training starts tomorrow, Running Buddy!
Follow up and next stepsLook at this training schedule I mapped out For the next 6 months!
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…but that magical sense of endless possibility begins to evaporate the second you walk out the door
I can do anything!! The world is MY oyster!! 10K, here we come!
10 minutes later…
Maybe I’ll start training again next month…
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Before you know it, the marathon (or that big meeting) is tomorrow, and you are completely unprepared
Man….I really hope I make it to the STARTING line…
Straw Poll!
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Six common barriers to making progress between routines
1. Monotony2. Distractions 3. Bias toward the “new” 4. Time and resource constraints5. Failure to establish clear next steps and timelines6. Lack of accountability, support, and collaboration
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Now that we know that barriers exist and what they look like, how can we break through them?
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Persist through monotony by maintaining motivation toward your goals
Sentiment of system actorsSense of progress
Time
This is going to be great, I am excited to begin!
Wow, this is really tough
Why haven’t we achieved anything yet? Is this even working?
Things are finally start to pay off
I can’t believe we’ve achieved this much – I am so glad we embarked on this journey
Monotony Lives Here
The classic implementation dip
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Minimize distractions between routines by coming back to the four delivery questions (again and again and again)
“delivery” (n.) is a systematic process through which system leaders can drive progress and deliver results.
It will enable a system to answer the following questions rigorously:
1 What is our system trying to do?
2 How are we planning to do it?
3 At any given moment, how will we know whether we are on track?
4 If not on track, what are we going to do about it?
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Avoid bias toward the “new” (a close cousin to monotony) by focusing on priorities
Don’t let the NEW or the
urgent become the enemy of
the important
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Don’t become hostage to time and resource constraints
A few strategies for overcoming these “pests”
▪Set aside time to do the follow-up work
– Immediately after a meeting, block off time for yourself and any necessary colleagues to collaborate on next steps
– Hold that time sacred!
▪Shift available resources from less important tasks
– This means saying no sometimes
▪Maximize resources focused on helping you achieve your aspiration (go back to the four questions)
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Take a few minutes at the end of every routine to establish clear, specific, and shared next steps
Characteristic Description/Example
Actionable Should begin with and action verb, like design, develop, call, or ask
Specific Needs to be the absolute next
physical thing you do; decide what this is immediately.
Time-bound By when does the next step need
to be completed? Put deadlines next to each action.
Owned
Who is responsible for completing the next step? Like the deadline, include a name next to each action.
Communicated
Record next steps during the course of a meeting where they can be easily seen. Review before meeting adjourns, and circulate to participants.
Next steps should be:
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False deadlines are your friend – use them to your advantage
Support
Create time and space to focus Use time to ask how you can
help – put the offer out there if there isn’t a clear “ask”
Informally check in Celebrate success
Accountability
▪Schedule the next meeting and in-between check-ins immediately
▪Use in-between meetings as forcing events
▪Bring data with you (if you have it)
▪Come to shared understanding of progress
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Exercise: Reflect on personal and organizational barriers to progress
What How Time
▪Reflecting on all of your next steps, consider:– What might get us off track
of these commitments?– How will we overcome
these barriers?– After this reflection, are our
next steps any different?
▪Share and discuss reflections– What might hold you back?– What will help ways to
maintain momentum?– Add card to brown paper
with key action(s) to maintain momentum
▪Debrief
▪In organization teams
▪In table groups
Materials
▪15 minutes
▪15 minutes
▪10 minutes
▪Worksheet
▪Brown paper▪Cards▪Markers