Camp D 2014 EDI’s Delivery Plan and Stocktakes April 11, 2014

1 ©2014 U.S. Education Delivery Institute Opening brainstorm What have we learned about “delivery” so far?

2 ©2014 U.S. Education Delivery Institute At EDI, we apply the fifteen elements to our own work Develop a foundation for delivery Understand the delivery challenge Plan for delivery 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” 2341 Create an irreversible delivery culture 5 A. Build system capacity all the time B. Communicate the delivery message C. Develop high-quality relationships

3 ©2014 U.S. Education Delivery Institute At EDI, we apply the fifteen elements to our own work Develop a foundation for delivery Understand the delivery challenge Plan for delivery 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” 2341 Create an irreversible delivery culture 5 A. Build system capacity all the time B. Communicate the delivery message C. Develop high-quality relationships

4 ©2014 U.S. Education Delivery Institute We have defined our organizational success as the success of our partners We define our success for according to two overarching aspirations: ▪ Our higher education partners improving graduation rates and closing achievement gaps ▪ Our K-12 partners improving graduation rates and college and career readiness and closing achievement gaps

5 ©2014 U.S. Education Delivery Institute And have established five organizational goals that we believe will help us achieve those aspirations GoalGoal leader Develop networks for higher education practitioners, particularly leaders of higher education systems and campuses, who improve student outcomes by effectively using the delivery approach Rebecca Support K-12 state education systems to improve student outcomes by effectively and sustainably using the delivery approach Nick Be widely known as an expert resource of practical knowledge on how to implement large-scale education reforms to improve student outcomes Ellyn Maintain an organizational culture characterized by collaboration, continuous improvement, and a high standard of professional behavior Omari Build a healthy surplus of operating funds and exercise fiscal responsibility and consistently pursue additional funding Mike

6 ©2014 U.S. Education Delivery Institute At EDI, we apply the fifteen elements to our own work Develop a foundation for delivery Understand the delivery challenge Plan for delivery 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” 2341 Create an irreversible delivery culture 5 A. Build system capacity all the time B. Communicate the delivery message C. Develop high-quality relationships

7 ©2014 U.S. Education Delivery Institute Meet EDI’s Delivery Unit

8 ©2014 U.S. Education Delivery Institute At EDI, we apply the fifteen elements to our own work Develop a foundation for delivery Understand the delivery challenge Plan for delivery 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” 2341 Create an irreversible delivery culture 5 A. Build system capacity all the time B. Communicate the delivery message C. Develop high-quality relationships

9 ©2014 U.S. Education Delivery Institute We have created a delivery plan which outlines the key strategies underlying each of our five goals GoalGoal leader Develop networks for higher education practitioners, particularly leaders of higher education systems and campuses, who improve student outcomes by effectively using the delivery approach Rebecca Support K-12 state education systems to improve student outcomes by effectively and sustainably using the delivery approach Nick Be widely known as an expert resource of practical knowledge on how to implement large-scale education reforms to improve student outcomes Ellyn Maintain an organizational culture characterized by collaboration, continuous improvement, and a high standard of professional behavior Omari Build a healthy surplus of operating funds and exercise fiscal responsibility and consistently pursue additional funding Mike

10 ©2014 U.S. Education Delivery Institute Higher Education Engagements Indicators of success:Strategies: ▪ Maintain a strong network ▪ Support intensive engagements ▪ Deliver a series of workshops designed for campus teams ▪ Engage in special projects that advance the goal ▪ Cultivate new and expanded partnerships MetricMeasure A2S goalsNumber of goals on track vs. off track System goalsNumber of goals on track vs. off track IPEDS indicators Growth in the following areas: ■ 6-year graduation rate ■ 4-year graduation rate ■ Retention ■ Enrollment ■ Degrees conferred Achievement gaps Gap from subgroup to all for each of the above measures for: ■ Pell students ■ African American students ■ Hispanic students ■ Native American students ■ Other as indicated for system (e.g. Native Hawaiian) Efficacy of engagements and projects Traffic light ratings for each engagement and project

11 ©2014 U.S. Education Delivery Institute K-12 Engagements Strategies: ▪ Deepen and sustain the delivery approach in K-12 education systems through intensive delivery engagements ▪ Establish EDI as the premier capacity- building and leadership development organization in K-12 education ▪ Grow the K-12 network into a professional learning community of delivery practitioners ▪ Develop new tools and practices that embed the delivery approach in the most critical K-12 reform issues ▪ Develop new engagements and partnerships that widen the scope and increase the quantity of our work with K-12 education leaders Indicators of success: MetricMeasure (per state, indicating whether state is intensive engagement, network only, or special project Progress towards delivery goals Number of delivery goals on track vs. off track Proficiency in reading Percent proficient overall and by grade Proficiency in math Percent proficient overall and by grade Student growth in reading Average growth (SGP or VAM or other) for bottom quartile of schools Student growth in math Average growth (SGP or VAM or other) for bottom quartile of schools Achievement gaps Gap from subgroup to all for each of the above measures for: ■ Low income students ■ ELL ■ SPED ■ Black students ■ Hispanic students ■ Other as necessary for state Efficacy of engagements and projects Traffic light ratings for each engagement and project

12 ©2014 U.S. Education Delivery Institute Expert resource Indicators of success: ▪ Qualitative judgments and feedback from EDI’s annual evaluation formal evaluations and other informal feedback (e.g. plus/delta) ▪ Growth and/or loss in the number of (a) inquiries/requests for state partnership (b) new and (c) sustained engagement partnerships as defined in the overall plan metrics ▪ Penetration and use (L/M/H) of newly developed tools and materials in state engagements, partnerships, and projects Strategies: ▪ Develop and refine curricular materials and stories, build institutional knowledge, and train internal staff and state leaders to support engagements and projects ▪ Create well-designed network interactions ▪ Maintain a high quality library of resources ▪ Use data and data tools ▪ Improve effective communications by disseminating materials, resources, and virtual media

13 ©2014 U.S. Education Delivery Institute Organizational culture Indicators of success: ▪ Pulse check results ▪ Organizational-wide review of annual evaluations ▪ Employee retention Strategies: To foster Collaboration ▪ Structure sharing of engagements and work products ▪ Create opportunities for outside work activities/events ▪ Promote cross-functional teams ▪ Develop/maintain feedback-oriented culture To ensure continuous Improvement ▪ Sustain the Internal Learning Program To encourage Professional Behavior ▪ Articulate what “professional behavior” looks like for each position ▪ Rework the annual and interim evaluations to specifically align with the realities of our work. ▪ Articulate, enforce, and regularly provide training on organizational policies ▪ Use onboarding to inform new EDI staff of policies and professional standards

14 ©2014 U.S. Education Delivery Institute Operations and Finance Strategies: ▪ Maintain Healthy Surplus of Operating Funds ▪ Maintain Expert and Engaged Board ▪ Operate Within Budget ▪ Maintain Strong Internal Controls ▪ Retain the Gates and Carnegie Corporation as major philanthropic funders ▪ Obtain New Sources of Revenue to Diversify Base of Support and Reduce Organizational Risk Indicators of success: ▪ Increased funding and longer term commitments from philanthropies and contracts to support increased demands for EDI services from EDI’s current level of $3.89M in FY ‘13 to $5.2M in FY ‘16 ▪ We will consider ourselves successful when we achieve the following targets: End of FY 2014 End of FY 2015 End of FY 2016 Targets $4.6M spending in 2014 to accommodate 5 new staff and 2% general increase with corresponding revenue increase to achieve $1.1M in cash reserves at the end of FY ’14. A $4.9M spending budget in FY ‘15 with $1.2M in cash reserves at end of FY ’15. (adds 1 new staff plus 2% general increase) A $5.2M spending budget in FY ’16 with $1.3M in cash reserves at and of FY ’16 (adds 1 new staff plus 2% general increase)

15 ©2014 U.S. Education Delivery Institute Reflection: Planning, using, and adjusting our delivery plan

16 ©2014 U.S. Education Delivery Institute At EDI, we apply the fifteen elements to our own work Develop a foundation for delivery Understand the delivery challenge Plan for delivery 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” 2341 Create an irreversible delivery culture 5 A. Build system capacity all the time B. Communicate the delivery message C. Develop high-quality relationships

17 ©2014 U.S. Education Delivery Institute Delivery routines are more than simple meetings ▪ Regularly scheduled checkpoints to assess if implementation is on track ▪ Engine that drives implementation forward: Without routines, implementation could stall or eventually fall off the agenda ▪ A source of structure and discipline to create order What are routines? ▪ Monitor performance: Understand if the cohort is on track to meet goals, using predetermined assessment frameworks ▪ Diagnose problems: Surface issues that are inhibiting progress and analyze data to pinpoint causes ▪ Address problems: Provide a venue to discuss and decide how to overcome challenges What purpose do routines serve?

18 ©2014 U.S. Education Delivery Institute Two routines SEAs commonly use are formal stocktakes and notes or memos on progress DefinitionPurposeFrequency Notes/ memos ▪ Progress update briefing for the chief ▪ Consists of a brief summary, followed by a short report ▪ Update the chief on progress against targets, key actions required, and warning signs of risks ▪ Identify areas where chief needs to make decisions or recommendations ▪ Raise visibility of delivery unit by copying other stakeholders ▪ Surface other issues that may impact delivery unit’s agenda ▪ Monthly to bi-monthly Stocktakes ▪ Regular meeting of chief, leaders from relevant departments, and key officials ▪ Evaluate delivery of specific set of activities ▪ Update the chief on progress ▪ Enable the chief to hold individuals accountable ▪ Provide focus, clarity and a sense of urgency ▪ Make decisions on key actions or new policy needed ▪ Remove barriers to cross-departmental work ▪ Celebrate success when milestones are met ▪ Quarterly to semi- annually

19 ©2014 U.S. Education Delivery Institute We hold stocktakes monthly on a rotating basis to review progress on our goals; we’ll add memos soon JanFebMarAprMayJuneJulyAugSepOctNovDec Higher EdS*MS* K-12S*MS* Expert Resource S*SM* CultureS*SM* Ops/ Finance S*SM*

20 ©2014 U.S. Education Delivery Institute At the stocktakes, we review ratings of progress on each of our strategies

21 ©2014 U.S. Education Delivery Institute We also review related implementation data…

22 ©2014 U.S. Education Delivery Institute …share identified next steps…

23 ©2014 U.S. Education Delivery Institute …and set up questions for discussion

24 ©2014 U.S. Education Delivery Institute At the All-Goals Stocktakes, we also review progress on our aspirational goals

25 ©2014 U.S. Education Delivery Institute At the end of each stocktake, we record next steps and assign responsible owners

26 ©2014 U.S. Education Delivery Institute Reflection: Being “in the hot seat” for a stocktake

27 ©2014 U.S. Education Delivery Institute Questions?

28 ©2014 U.S. Education Delivery Institute What have you learned? Let’s see!

Thank You