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Board Engagement Session A1

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1 Board Engagement Session A1
Understanding Expect Success Foundational Strategies and Preparing to Lead Oakland Unified School District Redesign April 22, 2006 Page 1

2 Getting started Page 2

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) Page 3 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) Page 4 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 Page 5 Getting started

6 Vision, values and outcome standards
Page 6

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__. Page 7 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 Page 8 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 Page 9 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 Page 10 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) Page 11 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 Page 12 Vision, values and outcome standards

13 Overview of foundational strategies
Page 13

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’ Page 14 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 Page 15 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 Page 16 Foundational changes

17 Slide intentionally left blank
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18 Foundational Change #1: Separation of Educational Organization from Services Organization
Page 18

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 Page 19 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 Page 20 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 Page 21 Andre Douglas Custodial Facilities Planning Jane Nicholson ED E. Childhood pending ExO HS Network B

22 Educational Leadership Organization (ELO) build
Page 22

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 Page 23 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 Page 24 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 Page 25 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 Page 26 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 Page 27 Foundational Change #1: ELO build

28 Foundational Change #2: School-centered service economy
Page 28

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) Page 29 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 Page 30 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 Page 31 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 Page 32 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 Page 33 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 Page 34 Foundational Change #2: School-centered Service Economy

35 Services Organization Build
Page 35

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 Page 47

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) Page 48 Key decisions pending

49 Next steps and appreciations
Page 49

50 Appendix Page 50

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 Page 51 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. Page 52 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 Page 53 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. Page 54 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 Page 55 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 Page 56 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 Page 57 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 Page 58 Appendix

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