December 2, 2014 Baltimore, MD. 2 ©2014 U.S. Education Delivery Institute The delivery approach focuses on four questions “delivery” (n.) is a systematic.

December 2, 2014 Baltimore, MD

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” 2341 Create an irreversible delivery culture 5 A. Build system capacity all the time B. Communicate the delivery message C. Unleash the “alchemy of relationships”

4 ©2014 U.S. Education Delivery Institute 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?

9 ©2014 U.S. Education Delivery Institute 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

10 ©2014 U.S. Education Delivery Institute Day 1 agenda TimeSession 1:00 – 1:45Welcome and Meeting Charge 1:45 – 2:45Understanding Delivery Routines 2:45 – 3:00Break 3:00 – 4:00Practice Using the Assessment Framework 4:00 – 5:00Sharpening the Focus of Our Routine 5:00 – 6:00Targeting Stakeholders to Improve their Perception 6:00Adjourn – Reception In Foyer

11 ©2014 U.S. Education Delivery Institute Exercise: reaffirming our routine and its purpose WhatHowMaterialsTime ▪ 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

Straw Poll!

16 ©2014 U.S. Education Delivery Institute 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

17 ©2014 U.S. Education Delivery Institute 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

19 ©2014 U.S. Education Delivery Institute 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)

20 ©2014 U.S. Education Delivery Institute … 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

23 ©2014 U.S. Education Delivery Institute 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

25 ©2014 U.S. Education Delivery Institute 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

26 ©2014 U.S. Education Delivery Institute 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

27 ©2014 U.S. Education Delivery Institute 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

28 ©2014 U.S. Education Delivery Institute 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 ACCOUNTABILITY

29 ©2014 U.S. Education Delivery Institute 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:

30 ©2014 U.S. Education Delivery Institute 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?

31 ©2014 U.S. Education Delivery Institute 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?

32 ©2014 U.S. Education Delivery Institute 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?

33 ©2014 U.S. Education Delivery Institute 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?

34 ©2014 U.S. Education Delivery Institute 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 action Problematic – requires substantial attention, some aspects need urgent attention Mixed – aspect(s) require substantial attention, some good Good – requires refinement and systematic implementation Key Quality of planning Capacity to drive progress Evidence of progress JudgementRatingRationale Summary

35 ©2014 U.S. Education Delivery Institute 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?

37 ©2014 U.S. Education Delivery Institute Exercise: our routine self-assessment WhatHowMaterialsTime ▪ 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

41 ©2014 U.S. Education Delivery Institute 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 ACCOUNTABILITY

42 ©2014 U.S. Education Delivery Institute 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?

43 ©2014 U.S. Education Delivery Institute 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 6 th grader, 2011 “You need another report??” Your data person, often

45 ©2014 U.S. Education Delivery Institute …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,F ALSE) “The numbers can’t speak for themselves.” - Nate Silver

46 ©2014 U.S. Education Delivery Institute 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 action Problematic – requires substantial attention, some aspects need urgent attention Mixed – aspect(s) require substantial attention, some good Good – requires refinement and systematic implementation Key Quality of planning Capacity to drive progress Evidence of progress JudgementRatingRationale Summary

49 ©2014 U.S. Education Delivery Institute ▪ 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

50 ©2014 U.S. Education Delivery Institute 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 ▪ Whole meeting ▪ Scenario packs ▪ Flipchart ▪ Brown paper ▪ Cards ▪ Markers ▪ 15 minutes ▪ 20 minutes ▪ 10 minutes WhatHowTimeMaterials

53 ©2014 U.S. Education Delivery Institute 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 ACCOUNTABILITY

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 ACCOUNTABILITY

55 ©2014 U.S. Education Delivery Institute Exercise: Identify the current balance of your routine ▪ Think about your current routine and how well it is balancing support and accountability. SupportAccountability ▪ Place a dot on the line that best represents the current state.

56 ©2014 U.S. Education Delivery Institute 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? 2 3 4 5

57 ©2014 U.S. Education Delivery Institute ▪ 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)

58 ©2014 U.S. Education Delivery Institute The routines establish a different balance of support and accountability to align with their purpose and participants SupportAccountability Monitoring Facilitated

59 ©2014 U.S. Education Delivery Institute 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

60 ©2014 U.S. Education Delivery Institute 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 WhatHowTimeMaterials ▪ In organization groups ▪ For individuals, do a 12 minute reflection, then pair and share discussion at table

63 ©2014 U.S. Education Delivery Institute 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

64 ©2014 U.S. Education Delivery Institute 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 ACCOUNTABILITY

66 ©2014 U.S. Education Delivery Institute 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 Participants Leader Actors Broker

67 ©2014 U.S. Education Delivery Institute Perhaps the most important group is the routine participants RoleTypical ObjectivesTypical 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

68 ©2014 U.S. Education Delivery Institute You should also consider your objectives for others within your organization RoleTypical ObjectivesTypical 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

69 ©2014 U.S. Education Delivery Institute Finally, you may have objectives for your routine for stakeholders outside your organization RoleTypical ObjectivesTypical 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

70 ©2014 U.S. Education Delivery Institute We will now hear from three delivery practitioners about the people in their routines Traci Wodlinger Chief Strategy Officer Eagle County Schools Sara Kerr Program Manager EDI Allison Barr Associate Director, Delivery PARCC

71 ©2014 U.S. Education Delivery Institute 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

72 ©2014 U.S. Education Delivery Institute 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

77 ©2014 U.S. Education Delivery Institute 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 ACCOUNTABILITY

78 ©2014 U.S. Education Delivery Institute Day 2 agenda TimeSession 8:30 – 9:00Day 2 Overview 9:00 – 10:30Practicing our Skills for Routine Design and Facilitation – Part One 10:30 – 10:45Break 10:45 – 11:45Practicing Our Skills for Routine Design and Facilitation – Part Two 11:45 – 1:00Committing to Next Steps and Maintaining Momentum 1:00 – 2:00Adjourn and Lunch

80 ©2014 U.S. Education Delivery Institute 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 ACCOUNTABILITY

81 ©2014 U.S. Education Delivery Institute 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

82 ©2014 U.S. Education Delivery Institute 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

83 ©2014 U.S. Education Delivery Institute But first, let’s hear from some delivery practitioners about how they have applied these skills to run effective routines Matt Deninger Policy and Planning Manager Massachusetts Department of Elementary and Secondary Education Traci Wodlinger Chief Strategy Officer Eagle County Schools (CO)

84 ©2014 U.S. Education Delivery Institute 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

85 ©2014 U.S. Education Delivery Institute Exercise: Breakout sessions WhatHowTime ▪ 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 Ballroom Setting the agenda and running the routine Breakout 3: Watertable Ballroom Ensuring routines are data driven Breakout 4: Mt. Washington Room Navigating difficult conversations

88 ©2014 U.S. Education Delivery Institute 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 ACCOUNTABILITY

89 ©2014 U.S. Education Delivery Institute Exercise: Next steps WhatHowTime ▪ 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

91 ©2014 U.S. Education Delivery Institute 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 runners 1 Sense of accomplishment Wow! I can’t believe I finished that 10k! Renewed and shared commitment I’m totally going to run a marathon in June… Training starts tomorrow, Running Buddy! Follow up and next steps Look at this training schedule I mapped out For the next 6 months!

92 ©2014 U.S. Education Delivery Institute …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…

Straw Poll!

95 ©2014 U.S. Education Delivery Institute Six common barriers to making progress between routines 1. Monotony 2. Distractions 3. Bias toward the “new” 4. Time and resource constraints 5. Failure to establish clear next steps and timelines 6. Lack of accountability, support, and collaboration

97 ©2014 U.S. Education Delivery Institute Persist through monotony by maintaining motivation toward your goals Sentiment of system actors Sense 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

98 ©2014 U.S. Education Delivery Institute 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?

100 ©2014 U.S. Education Delivery Institute 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)

101 ©2014 U.S. Education Delivery Institute Take a few minutes at the end of every routine to establish clear, specific, and shared next steps CharacteristicDescription/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:

102 ©2014 U.S. Education Delivery Institute 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

103 ©2014 U.S. Education Delivery Institute Exercise: Reflect on personal and organizational barriers to progress WhatHowTime ▪ 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 ▪ 10 minutes ▪ Worksheet ▪ Brown paper ▪ Cards ▪ Markers

Thank You @EdDelivery www.deliveryinstitute.org

December 2, 2014 Baltimore, MD. 2 ©2014 U.S. Education Delivery Institute The delivery approach focuses on four questions “delivery” (n.) is a systematic.

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December 2, 2014 Baltimore, MD. 2 ©2014 U.S. Education Delivery Institute The delivery approach focuses on four questions “delivery” (n.) is a systematic.

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Presentation on theme: "December 2, 2014 Baltimore, MD. 2 ©2014 U.S. Education Delivery Institute The delivery approach focuses on four questions “delivery” (n.) is a systematic."— Presentation transcript:

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