1. Board Engagement Session A1
Understanding Expect Success Foundational Strategies and Preparing to Lead
Oakland Unified School District Redesign
April 22, 2006
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2. Getting started
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3. Agenda Getting started
Welcome and agenda review (5 minutes)
Planning approach (20 minutes)
Calendar (10 minutes)
Vision, values and outcome standards (15 minutes)
Overview of foundational strategies (10 minutes)
Foundational change #1: Separation of educational organization from services organization
Rationale (10 minutes)
Status
ELO build (20 minutes)
Services Org build (30 minutes)
Foundational change #2: School-centered service economy
Status (20 minutes)
Key decisions pending (20 minutes)
Next steps and appreciation (10 minutes)
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Getting started

4. Planning approach Review of phased approach Outcomes for Phase A
Commitment to phased planning approach and ‘good faith’ relationship
Clarity on Expect Success! redesign approach and rationale
Familiarity with Expect Success! budget, principles and project management structure
Creation of protocols and role clarity to successfully engage board in building and leading the Educational Organization
Collaborative decision-making on identified pending decisions
Agreements reached on other mechanisms to support board engagement (agenda setting, data requirements, communication, milestone tracking, other resources and tools)
Agreement on the role of the board in important decisions for Phase B
Meeting norms
Overview of pending key decisions
Vision, values and outcome standards
Strategic Plan approval
Membership and structure of unique networks (adult ed, early childhood, special ed, charter schools)
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Getting started

5. Calendar (tentative) Board retreat (April 22, 2006)
Foundational Strategies #1 and #2
Vision, values, and outcome standards introduced
Key decisions pending
Data needs protocol
Board retreat (May 9, 2006)
Foundational Strategies #3 and #4
Expect Success! design principles, resources and project management
Board communication protocols
Board retreat (June 3, 2006)
Foundational changes #5 and #6
Milestones and tracking protocols
Debrief Phase A and agreements
Board meeting (April 27, 2006)
Vision, values, and outcome standards adopted
Board meeting (May 10, 2006)
MAAP and ComPAS draft ‘benchmark’ standards and goals
RBB - school allocations
Board meeting (May 31, 2006)
RBB - service area and department allocations
ELO membership
Board meeting (June 14, 2006)
Public hearing on budget
Budget adoption
Board meeting (July, 2006)
Strategic Plan first reading
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Getting started

6. Vision, values and outcome standards
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7. The best urban school district in California by 20__.
OUSD Vision
We are creating a world class public school system
that educates all students
to high standards of learning,
in partnership with our community,
based in the resurgence of Oakland,
with a recommitment to our shared values of equity, community, and learning.
We aim to be:
The best urban school district in California by 20__.
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Vision, values and outcome standards

8. Characteristics of vision statement
Embraces the concept of high standards of learning, high standards of service
Identifies the beneficiaries: all students, each and every one of them
Offers a vision of being the best: world class
Is measurable: we have already begun benchmarking OUSD against the best urban school districts
States that we must work together as a city community to educate children
And identifies and embraces common values
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Vision, values and outcome standards

9. Values Equity: All means all Community: It takes us all
Fairness and excellence
Opportunity and results
Different inputs to reach the similarly high outcomes
Removing the barriers to learning and achievement for all
Community: It takes us all
Families, schools shared responsibility for student success
All the resources of the city—business, community, neighborhoods, and nonprofits—focused on educating students
Learning: Always getting better
Using data to drive improvements and identify best practices
– Using results to guide decision making
– Aligning incentives to continuous learning and improvement
All of us create safe space to let our school leaders, students, parents and staff take needed risks for all of us to achieve
Our work, our success, and our vision connect us to one another. Each of us must continuously improve our ability to serve our students, our community and one another
Sustained commitment to the common good is vital to perpetual success for our schools and our community Leadership throughout the school community is imperative for educating all students to high levels and for creating strong, effective schools
The diversity and genuine engagement of our community are sources of strength for our schools that must be honored and protected Central office support and greater school site ownership increase accountability for results
Continuous learning and inquiry are keys to exceptional performance, individually and collectively
Every student deserves equity of opportunity to thrive in a school that expects him or her to perform at high levels
Every student and adult must feel safe, valued, and challenged to meet high expectations
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Vision, values and outcome standards

10. Being “world class” means…
It means that our students’ experience (from adults and/or peers):
Love, care, respect and personal and physical safety
Rigorous and relevant learning and high expectations
Acceptance as unique people who need to exercise their passions, talents and interests to thrive
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Vision, values and outcome standards

11. Outcome standards Students’ experiences in OUSD will allow them to:
Become enthusiastic and passionate learners who are resilient, confident and self directed; able to set and achieve personal goals
Know and be able to do the challenging intellectual work demanded by college, employment, civic participation and community membership
Know and respect themselves, other people, and the environment--able to lead healthy lives and thrive
Become global citizens who exhibit cultural competence, personal responsibility and empathy; who form strong relationships inside and outside of their own group
Make informed choices about their current and future lives and what is meaningful for them as human beings
(consolidated from prioritized list of outcomes standards ELO developed 4/5/06))
- Students exhibiting empathy (1)
- Enthusiastic about learning; resilient, confidant, self-directed (5)
- Truly prepared for college (5)
- Students have future options (2)
- Students have an informed career development plan (1)
- Excited and see no limits (2)
- Identify passions/ set goals (2)
- Sharing across culture; foster relationships outside of own group (2)
- Demonstrated understanding of cultural relativism (1)
- Respectful in understanding self, environment, new people (6)
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Vision, values and outcome standards

12. Characteristics of outcome standards (a. k
Characteristics of outcome standards (a.k.a, Essential Learning Results, Student Outcomes, or Profiles of a Successful Graduate)
Define what will be true for every student
A profile of the successful graduate we intend to produce
Constitutes a “guarantee” for which we share accountability
Align and guide everybody’s work—especially the work of students, teachers and primary caregivers/families (for students)
Express what is truly important, if difficult to quantify
Show what students need to do now to prepare for their future
See Appendix for background
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Vision, values and outcome standards

13. Overview of foundational strategies
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14. Purpose of foundational changes
Stewardship for true and sustainable recovery
Put in place an infrastructure for the school district that can handle extraordinary challenges (limited resources, complex regulations, high stakes accountability systems, declining enrollment, long history of low performance and inequity, etc) while supporting achievement of ambitious goals of student success
Create a foundation that will support current and future leadership in continuing to build and support strong school programs aligned with community values and needs
Protect the values of public education while raising the bar of expectations for management practices in the delivery of services
Establish new norms for performance and making tough choices on behalf of the long-term interest of students
Attract and develop talent to Oakland by establishing Oakland as a progressive district ‘on the move’
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Foundational changes

15. Outcomes to date Student achievement results School climate results
Talent development (improved leadership at all levels)
Business partnerships
Private dollars in-flow
Tentative agreement with OEA
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Foundational changes

16. Six foundational changes
Create a separation between the educational organization and the services organization
Develop a focused educational leadership organization with clear priorities and role clarity (board, strategy group, network leaders, principals) to achieve educational vision
Create an effective service organization to serve the educational organization
Create a service economy that provides funding to schools and the educational leadership organization and let them purchase services
Create small learning communities (small schools and networks)
Strategically manage school quality across a portfolio of schools using a range of approaches
Create a performance culture within both organizations and build the capacity of staff at all levels
Invest in technology to improve efficiency and effectiveness
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Foundational changes

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18. Foundational Change #1: Separation of Educational Organization from Services Organization
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19. Why separate educational function from services function?
Overwhelm of educational leaders by operational and compliance issues
Organization not structured to focus on core educational mission or students and families
History of poor quality services and limited accountability
Need to understand and manage the costs of decisions efficiently
Manage time and money as a key resource
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Foundational Change #1: Separation of ELO from Services Org

20. Two organizations of OUSD
The School Board
The Services Org
The Education Leadership Org (ELO)
The Schools
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Foundational Change #1: Separation of ELO from Services Org

21. The Transitioning Services
Roy Combs
General Counsel
Board
Edgar Rakestraw
Board Officer
The Strategy Group
Randolph Ward
State Administrator
The Services
Organization
The School Networks
Javetta Robinson
CFO
Kirsten Vital
CCA
Kimberly Statham
CAO
Laura Moran
Chief Services Officer
Donald Evans
ExO K-5 Network A
Oswaldo Galarza
Info Tech
John Newsome
Strategic Projects & Communication
Denise Saddler
ExO K-5 Network B
Bill Conrad
ExO RAA
Fred Brill
ExO K-5 Network C
pending
ExO Fiscal Serv
Anticipated Organization Structures Oakland Unified School District
Delia Ruiz
ExO K-5 Network D
Brad Stam
ExO Instr Serv
Suanna Gilman-Ponce
ExO MS Network A
Troy Christmas
ExO HRSS
Debbra Lindo
ExO MS Network B
John Vacchiery
Transitional Dep’t Leader
The Transitioning Services
pending
Charter Schools
Hae-Sin Kim
ExO Incubator Network
Gail Whang
SFCS
Timothy White
Asst Sup’t Fac
Liane Zimny
Charter Services
Phyllis Harris
ED Spec. Ed
Brigitte Marshall
Adult Education
Sue Woehrle
ExO HS Network A
Luis Freese
Bldgs & Grounds
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Andre Douglas
Custodial
Facilities Planning
Jane Nicholson
ED E. Childhood
pending
ExO HS Network B

22. Educational Leadership Organization (ELO) build
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23. The Educational Leadership Org (ELO)
Responsible for leading Oakland’s schools toward exceptional performance by:
setting standards and monitoring progress
allocating resources between schools
ensuring equity
managing a portfolio of schools
strategic planning
The Education Leadership Org (ELO)
Priority areas of work
The Frameworks
the Multi-year Academic Acceleration Plan (MAAP)
the Community Plan for Accountability in Schools (ComPAS)
the Investment framework
How this is a response::
Membership:
Strategy Group (Superintendent, CAO, CFO, CCA)
School Network Leaders
Principal advisory group
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Foundational Change #1: ELO build

24. Elements of ELO build
Chartering ELO (vision, outcome standards, key strategies, ownership of key strategies)
Membership in ELO (what is a network and what is a service)
Planning & alignment (Who is responsible for the frameworks, network plans, school site plans)
Performance management (how do we measure progress, adjust, and manage our people, time and resources)
Professional development and training (how do we learn, adjust and improve our performance continuously?)
Team building (how do we collaborate and build relational trust in each other as leaders and change agents?)
For each element: Implementation - tools, resources, calendar, communication
Perf.
Mgmt.
Team building
Chartering
Membership
Planning PD
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Foundational Change #1: ELO build

25. Chartering
What are we trying to achieve as a district? (Vision and 5-yr goal)
What do we expect our students to know and be able to do? (Outcomes for students)
How will we know we are getting there? (Standards, goals, metrics and targets)
What do we have to do? (Key strategies, strategic planning & implementation)
Who decides what we do, how we do it, and who does it? (Roles and responsibilities)
How do we resource our choices? (Investment framework)
Perf.
Mgmt.
Team building
Chartering
Membership
Planning PD
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Foundational Change #1: ELO build

26. ELO Membership Completed decisions Four elementary networks
Two middle school networks
Two high school networks
One new school network ( only)
One charter school network
Pending decisions
Structure of Early Childhood, Special Education, and Adult Education (networks, services, or both)
Perf.
Mgmt.
Team building
Chartering
Membership
Planning PD
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Foundational Change #1: ELO build

27. Planning Strategic Planning (Board and Strategy Group)
Vision, outcome standards, 5-yr goal, theory of action
Multi-year Academic Acceleration Plan (MAAP)
Community Plan for Accountability for Schools (ComPAS)
Investment Framework
Network Planning (Network leaders)
School Site Planning (Principals and school community)
* Data-driven, results-based planning aligned across the organization
Perf.
Mgmt.
Team building
Chartering
Membership
Planning PD
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Foundational Change #1: ELO build

28. Foundational Change #2: School-centered service economy
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29. What are OUSD’s long-term “investment” challenges?
High central office fixed costs: The District hasn’t been able to respond quickly enough to disruptive economic changes – especially declining enrollment. As District revenues have decreased, Central Office costs have remained fairly steady or “fixed”, reducing the share of dollars available for schools
(n.b., an illustrative example is provided on the next page)
Weak service accountability: With the bulk of the District’s dollars controlled centrally by Departments and Service Areas, it has been difficult to ensure that programs and spending are aligned to support each, individual school’s priorities, or that schools receive high quality, cost-effective, and timely services from Central Office providers
(n.b., survey data about school satisfaction with Central Office services is forthcoming)
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Foundational Change #2: School-centered Service Economy

30. Model of central vs school expenditures
Assumptions of model:
approximate per student revenue of $5,000
enrollment drops from 53,888 to 44,925
central cost stay fixed
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Foundational Change #2: School-centered Service Economy

31. Model of central vs school expenditures (without reduction in school expenditures)
deficit
Assumptions of model:
approximate per student revenue of $5,000
enrollment drops from 53,888 to 44,925
central cost stay fixed
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Foundational Change #2: School-centered Service Economy

32. Our solution to OUSD’s long-term “investment” challenges: creating a “school-centered” economy
High central office fixed costs
By increasing the share of the District’s funds managed directly by schools (and empowering those “closest to the problem” to make all-important resource allocation decisions), we are ensuring that Central Office costs come into alignment with current enrollment
By separating the District’s core academic vs. “service” functions and spurring Service Areas to negotiate annual service contracts with the District and with schools, we are ensuring that Central Office activities support academic priorities, and explicitly holding Service Areas accountable for achieving outcomes and service standards
Weak service accountability
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Foundational Change #2: School-centered Service Economy

33. Provide access to a wide range of differentiated services
School-centered service economy goal: Achieve steady state by
Greatly increased the share of District resources loaded directly into school site budgets (>85% of total OUSD budget) and expand school site spending discretion, with commensurate accountability
Ensure that all Central Office and externally-provided services are assessed and re-prioritized annually based on alignment with school and District needs and impact on student achievement; quality; and cost-effectiveness
Introduce rigorous vendor management: Quality control, budget analysis, monitoring
Provide access to a wide range of differentiated services
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Foundational Change #2: School-centered Service Economy

34. School-centered service economy priorities for 2006-2007
School-based economy goal: Achieve steady state by
school-based economy priority
Greatly increased the share of District resources loaded directly into school site budgets (>85% of total OUSD budget) and expand school site spending discretion, with commensurate accountability
Redistribute additional resources from Central Office to school sites (e.g., 82% in , vs. ~80% in )
Give schools more spending flexibility to purchase Instructional Services and other support (with increased accountability for achieving results)
Ensure that all Central Office and external services are assessed and re-prioritized annually based on alignment with school and District needs. Ensure that service providers are held accountable for student achievement, quality, and cost-effectiveness
Introduce rigorous vendor management: Quality control, budget analysis, monitoring
Provide access to a wide range of differentiated services
Increase service provider accountability for impact, quality, and cost-effectiveness by showing how (and how much) money is spent at each school site
Deeply assess and re-prioritize services provided in two key areas: Instructional Services and Information Technology
Create IS & IT RFPs and service contracts, and pilot vendor management approach
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Foundational Change #2: School-centered Service Economy

35. Services Organization Build
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36. Expect Success Service Organization Update April 2006

37. Service Organization Build
Link service economy construct to shared value of providing schools, families and communities with the service they deserve.
Engage leaders in creating a business plan that defines an innovative model for providing high levels of services at a price the clients can afford so that SO can win in the marketplace.
Create a Service Culture
Vision and Values
Service Standards and Accountability Systems aligned to MAAP, COMPAS and Investment Framework
Reward and Recognition linking services organizations accomplishments to ELO achievements.

38. FORUM – Customer Loyalty Curve
The Journey Up the Curve: Two Stages
Advocacy
Relationship Expansion
Customer Behavior
Neutral
Stage 2: Go for differentiation. Make the customer experience distinctive, valuable, and unique to your organization.
Diminishment
Stage 1: Achieve predictability. Make the customer experience consistent and intentional.
Defection
Dissatisfied
Extremely Satisfied
Customer Satisfaction
Source: Corporate Executive Board, Climbing the Service Curve, 2003

39. FORUM – Customer Loyalty Curve
Two Points Where You Get a Lift in Loyalty
“Maintenance”: In the middle of the curve, changes in customer satisfaction don’t make much difference to customer loyalty
Advocacy
Relationship Expansion
Customer Behavior
Neutral
2. Point of Delighting: Exceed expectations through differentiated service, prompting customers to buy more and recommend the firm to others
Diminishment
1. Point of Satisfying: Consistently meet expectations for standard service, giving customers no reason to defect
Defection
Dissatisfied
Extremely Satisfied
Customer Satisfaction

40. Creating a Positive Customer Service Experience
Climbing the Satisfaction-Loyalty Curve means moving the customer experience from random, to predictable, to differentiated.
Customer
Loyalty
Stage 2
Differentiated Experience
Stage 1
Consistent
Intentional
Distinct
Valuable
Predictable Experience
Random Experience
Consistent
Intentional

41. Linking RATER to Redesign
RATER Model
Reliability
Assurance
Tangibles
Empathy
Responsiveness
Redesign Principles
Develop Service Standards for each RATER element.
Create service standards through customer input and benchmarking.
Use standards to set goals for the redesign core business processes and structures.
Create process ownership and shared responsibility for meeting service standards.

42. Wave 1 Service Areas Human Resources Financial Services
Research Assessment & Accountability
Instructional Services
Operations Support Coaches

43. HR Redesign – Short Term Creating Core Service Predictability
Staff Forecasting and Planning
Recruitment & Selection
New Employees Set-up and Orientation*
Employee Status Changes and Terminations*
Evaluation and Discipline
Credentials: State and Federal
Substitutes
* Reduction & Resolution of Pay related errors

44. HR Redesign- Long Term Creating Customer Loyalty
Develop strategies, services and programs to:
Increase teacher and classified attendance
Increase employee retention/ reduce turnover
Create cohesive professional development curriculum for classified employees and managers
Develop career paths
Formalize and link reward and recognition to organizational goals and values
Provide value added HR consulting

45. Human Resources Accomplishments: New teacher recruiting HQT Project
Substitute System
Cross-functional pay resolution team
Tracking performance data against standards
Challenges:
Service team model
Staff turnover
Pay related errors
Evaluation and discipline
Strategies to address challenges:
Rebuild team and implement extensive PD plan
Complete HRSS “desk manual” with redesigned policies and procedures
Implement key improvement strategies for each process segment
Client education through elearning system to increase shared responsibility between client and service provider to reduce rework and errors.

46. Wave 2/3 Service Area Redesign - Four Phases
1. Assess
Review customer input
Document ‘as is’ state
Research of best practices
2. Reconfigure
High level grouping to address cross-functional areas
3. Design ‘should be’ state
Business plan
Key customer identification
Key customer standards
Costing of service delivery
Organization structure
Reporting relationships
process ownership and performance metrics
key interfaces with other service areas
4. Transition plan (‘from - to’)

47. Key decisions pending
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48. Data and information protocol agreements
Decision
Data and information requirements
Vision, values and outcome standards (May 31)
Strategic plan approval (Aug 6)
Directional guidance on membership and structure of unique networks (adult ed, early childhood, special ed) (June 21)
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Key decisions pending

49. Next steps and appreciations
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50. Appendix
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51. Why a mission and vision?
Every community is different and each district must define and relentlessly focus on its mission and vision of success
The ability of any district to achieve its goals depends upon building a clear mission, a bold purpose, and a shared vision of what must be achieved
Successful systems are those that can focus on specific activities and purposes over a long period of time
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Appendix

52. Garden Grove is a Broad Prize winner for urban education
Garden Grove is a Broad Prize winner for urban education. Its mission and vision provide guidance and direction…
The Board of Education of the Garden Grove Unified School District is committed to providing an educational program focusing on student achievement, high standards, and opportunities for all students to acquire the knowledge and skills necessary to live a productive life.
--GGUSD website, 2006
To meet this commitment, students will participate in a comprehensive curriculum designed to achieve the identified goals. It is the goal of the district to ensure that all students have the opportunity upon leaving high school to choose from a wide variety of options including four-year colleges and universities, technical education, or a skilled career. The opportunity to choose among these paths requires that students achieve proficiency as defined by state standards in core academic subjects and achieve proficiency in the use of the English language. These proficiencies will make it possible for students to access rigorous high school courses and enable them to graduate ready for college and skilled careers.
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Appendix

53. Virginia’s Norfolk School District is also a Broad Prize winner for urban education
Mission
To ensure the success of each student in a safe, stimulating, and challenging environment supported with a committed workforce that focuses on quality teaching and learning.
We Believe･
All students will learn
All students will be held accountable for acceptable behavior and respecting peers and adults
All personnel within the organization will be held accountable for ensuring that decision-making is data-driven and congruent with the district's vision, mission, and goals
Meaningful professional development is critical to quality work performance
Cultural diversity and learning styles of students will be recognized, and enhanced alternative education programs are essential for students
Data analysis is critical to examining existing practices, programs, and initiatives for continuous improvement
All students, staff, parents, and community members are ambassadors for the school system
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Appendix

54. Why identify student outcome standards?
Business, higher education, and the complexity of social and political life demand higher standards for what students’ should know and are able to do.
The difference in earning potential between high school graduates and college graduates has widened over the last two decades.
What families want for their children includes more than academic success—they want them to be successful human beings.
Successful systems identify the student qualities and competencies they are looking for so that the learning reflects community values.
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Appendix

55. For several decades now, universities, community leaders and industry have been demanding more of graduates
To succeed in these high-paying, high-growth jobs, college students or employees must be able to write and speak clearly, analyze information, conduct research, and solve difficult problems, according to the American Diploma Project. These skill requirements are the same whether a high school graduate goes directly to work or to college. See for yourself the challenging kinds of workplace tasks and college assignments that are now commonplace at work and on campus.
Three out of every 10 ninth-grade students will not graduate on time and about half of all African American and Hispanic ninth graders leave school without a diploma. Nearly 40 percent of students who do graduate say they don't feel adequately prepared for college or work. Our failure to prepare the next generation for success is an affront to our nation's values of equality and opportunity for all, and it threatens our economic and civic health.
--The Urban Institute
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Appendix

56. In 1991 the CA Business Roundtable told educators what they wanted in high school graduates
Competencies
Resource skills
Interpersonal skills
Information skills
Systems thinking
Technology skills
The Foundation
Basic skills
Thinking skills
Personal qualities
Parents must insist that their sons and daughters master this know-how and that their local schools teach it. Unless you do, your sons and daughters are unlikely to earn a decent living.
If your children do not learn these skills by the time the leave high school, they face bleak prospects—dead end work interrupted only by periods of unemployment, with little chance to climb a career ladder.
--US Dept of Labor, June, 1991
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Appendix

57. From Bethel Public Schools, Spanaway, Washington, 2006
Every successful school district plans for the future: to be successful, what will our students need to know and be able to do when they graduate?
From Bethel Public Schools, Spanaway, Washington, 2006
Technology Outcomes
Personal Outcome
Intrapersonal Outcome
Thinking Skills Outcome
Resources Outcome
Systems Outcome
Connections Outcome
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Appendix

58. Not everything of importance can be measured
While it is true that students will have limited options if they do not pass A-G course work.
It is NOT true that all students who achieve A-G completion are ready for college, life or employment
The jobs that once awaited high school graduates have all but disappeared.
We must prepare our students for the world of the future; the world of the fifties and sixties no longer exists
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Appendix