Deliverology: Driving Plan 2020 - ALSDE MEGA.pdf · instructional strategies, unpacking the...

Deliverology: Driving Plan 2020

Alabama MEGA Conference

July 17, 2013

Introductions

• Tell us about yourself

• LEA

• Job Title

• What is your primary responsibility?

Objectives

During this session we will:

• Learn about the Deliverology method of strategic planning and how it drives Plan 2020

• Work through activities designed to increase knowledge of SMART goals and strategies

• Take back practical activities to use during planning in our LEAs and schools

4©2011 U.S. Education Delivery Institute

What is Deliverology?

“delivery” (n.) is a systematic process through which system leaders can drive progress and deliver results.

It involves asking the following questions consistently and rigorously:

1 What are we 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, what are we going to do about it?

5 How can the delivery unit help?

EDI and ALSDE Partnership

ALSDE has partnered with EDI to help bring the delivery method of strategic planning and accountability to Alabama educators.

EDI’s mission is to partner with K-12 and higher education systems with ambitious reform agendas and to invest in their leaders' capacity to deliver results. By employing a proven approach, known as delivery, they help state leaders maintain the necessary focus to plan and drive reform.


Delivery is driving Plan 2020

Our VisionEvery Child a Graduate – Every Graduate Prepared for

College/Work/Adulthood in the 21st Century


The public sector in general—and education in particular—face increasing pressure for results

Productivity imperative for the education sector

Pressure for enhanced learningoutcomes

Pressure to prepare students to meet workforce needs

Recession and budget cuts: pressure to utilize

public funds wisely


The story of “delivery” in Britain is a proof point for overcoming implementation challenges at scale

From the remarks of Tony Blair after winning his second election in June 2001

Prime Minister Blair issued a call for change in June 2001…

PMDU responsibilities

Monitor and report on the delivery of the Prime Minister’s top priorities

Identify key barriers that prevent improvements and actions needed to strengthen implementation

Strengthen departmental capacity to deliver through better planning and sharing knowledge about best practice

…He founded the Prime Minster’s Delivery Unit (PMDU) in 2001 to help the British government implement his agenda…

…and within four years, the government was on track to hit over 80% of its high-priority targets

Dec 03 Jul 04 Dec 04

“…a mandate for reform…and an instruction to deliver”

Delivery is based on the methodology the PMDU innovated in doing this work

Percent of targets on track

47

62

83


Plan for delivery

EDI has distilled the delivery approach into 15 essential elements

Develop a foundation for delivery

Understand the delivery challenge

A. Evaluate past and present performance

B. Understand drivers of performance and relevant activities

A. Determine your reform strategy

B. Set targets and establish trajectories

C. Produce delivery plans

A. Establish routines to drive and monitor performance

B. Solve problems early and rigorously

C. Sustain and continually build momentum

Drive delivery

A. Define your aspiration

B. Review the current state of delivery

C. Build the delivery unit

D. Establish a “guiding coalition”

2 3 41

Create an irreversible delivery culture

5

A. Build system capacity all the time

B. Communicate the delivery message

C. Unleash the “alchemy of relationships”


Plan for delivery

Those 15 steps can be summarized more generally.

Develop a foundation for delivery

Understand the delivery challenge

A. Evaluate past and present performance

B. Understand drivers of performance and relevant activities

A. Determine your reform strategy

B. Set targets and establish trajectories

C. Produce delivery plans

A. Establish routines to drive and monitor performance

B. Solve problems early and rigorously

C. Sustain and continually build momentum

Drive delivery

A. Define your aspiration

B. Review the current state of delivery

C. Build the delivery unit

D. Establish a “guiding coalition”

2 3 41

Create an irreversible delivery culture

5

A. Build system capacity all the time

B. Communicate the delivery message

C. Unleash the “alchemy of relationships”

Help system decide what it is trying to

do for its students

Help system understand its current state and

why

Help system remain

focused on its priorities

Help system connect

current work to goals for

students

Help stakeholders inside and outside of the system understand the work underway and how they connect to the work


Pulse Check: Your Reform Agenda

When you think about the work underway in your school or district…

What excites you the most?

What is your biggest challenge/concern?


Aspirations push the boldness of reform while delivery pushes the quality of execution

•The nature of your aspiration determines how bold the reform will be, while the quality of the delivery effort determines how well executed the reform will be.

Boldness of reform

Quality of execution

Successful delivery

Controversy without impact

Status Quo

Transformation

Improved outcomes

Ambitious Delivery

Ambitious aspiration


Terminology varies, so here are our definitions

An aspiration answers the broad question—what is it that we care about?

A reform strategy is a coherent set of activities, initiatives, actions, etc. that are designed to maximize impact on your goal.

▪ A well-crafted strategy clarifies reform efforts and serves as an important tool for communication

▪ It highlights the connection between the work underway and the final goal.


An aspiration must translate into goals that reflect “SMART” principles

Specific

•Does it have a clear definition?•Is it straightforward to understand?•Can it be easily generated without complex calculations?

Measurable

•Is it easy to measure? Do people agree on measurement?•Do we have or can we collect the data required?•Can it be benchmarked against outside data?

Realistic

•Is it connected to the strategy?•Are there benchmarks that suggest a target like this has been achieved elsewhere?

Timely

•Does it have a clear deadline?•Can it be measured at a frequency that will allow us to solve problems and track success?

Ambitious

•Does the target feel like a “stretch” from the current level of performance?

•Will it inspire your system to rise to a new challenge?


The SDE’s Plan 2020 has identified several SMART goals, or indicators, in four key priority areas

ALABAMA’S2020

LEARNERS

ALABAMA’S2020

PROFESSIONALS

ALABAMA’S2020

SUPPORT SYSTEMS

ALABAMA’S2020

SCHOOLS/SYSTEMS

Pulse Check: Your Reform Agenda

What are your goals for

– The district?

– The school?

– The classroom?

Are they SMART goals?


In addition to SMART goals, we must have the right set of activities planned to reach our goals.

1.Prioritized Reform Strategy

2. Targets and

Trajectories

Delivery Planning

3. Delivery Chains

When can we expect significant impact from our identified

strategies?

Do we have the right set of activities to

reach our goals?

Have we accounted for and addressed

potential risks along our chain?


The activities in a strategy can include:

1. Doing something new (e.g., providing weekly collaborative planning time)

2. Changing something that already exists (e.g., aligning curriculum to the Common Core)

3. Continuing something that you are already doing (e.g., Grade Level Assessment Data Meetings)

We can begin to prioritize and sequence our work by assessing the impact of activities on the goals

•Activities can be assessed for impact by using a impact-difficulty matrix

•A reform strategy can be comprised of three types of activities


Example: A K-12 system prioritized activities to improve college and career ready graduation rates


There are a number of factors to consider when evaluating impact and difficulty

•Difficulty

– What is the scale of the activity? – What level of effort will it require from the state? From the districts?– What resources (monetary or human) will it require?– Are there any associated risks?– Is it politically feasible?

•Impact

– How many grade levels will be impacted by this activity?– How many schools, districts, or regions will be impacted by this activity?– Therefore, how many teachers or students will be impacted by this activity?– What will that impact look like? (e.g. will it directly affect college and career

readiness? Or will the impact be more indirect?)

Factors to consider:


Exercise: Prioritize your current activities

What How Materials Time

▪ Prioritize your activities on a 2 x 2 matrix– Place projects on matrix based on

balance between high and low difficulty, and high and low impact

– Put a green dot on projects you prioritize, a red dot on those that are not priorities

▪ Together ▪ Cards with activities▪ Wall poster with

matrix

▪ 15


We believe that if you have a goal then you

musthave a plan to deliver.

So…how are we to implement our activities?


What is a delivery chain?

A delivery chain is the set of actors (people or organizations), and the relationships between them, through which a given system activity will be implemented.

A delivery chain has one question at its core: Starting from the policy intent of a leader in your system and ending with the front-line behaviors and practices that this policy is designed to influence, how – and through whom – does a system activity actually happen?


Delivery chains help to define the “intent” of a given strategy

•Sample delivery chain: professional development

StateRegion/ County District School Classroom

Manage

Tra

in b

y 9

/2011

Chief

1

Curriculum/ instruction team 1

Teachers

65,000

Teachers

65,000

PLC Facilitators

400

Principals

400

Curriculum directors

150

Regional committees

15

Approved providers

25

PD instructors

25

Contract by

6/2012

Manage

Teachers

65,000

Train by 9/2013

Principals

700

Give incentives to choose “approved” providers by 9/2011

Approve by 9/2011

What percent of teachers will change their teaching practice as a result?

10% (large districts)

15% (small schools)

15% (large schools)

Tra

in b

y 1

2/2

011

Tra

in b

y 5

/2012

Tra

in b

y 9

/2013

LEA School Classroom

Superintendent Principal Teachers

Students

Train the trainer, workshops, coaching,

instructional strategies, unpacking the

standards

Curriculum

Director/

Asst. Supt.

Lesson modeling, coaching, inservice

days, staff meetings

Lead

Teachers,

Dept. Heads,

Instructional

Coaches

Director

of PD

Content

Specialists/

Instructional

Coaches

Example: LEA Professional Development Delivery Chain


Delivery chains show the actors involved with the implementation of a strategy, and the relationships between them


Planning

▪ Plans must be credible in every aspect, including the story they tell about which delivery actors will be responsible for implementation.

▪ A delivery chain analysis ensures that delivery plans will rely on solid relationships with influential delivery actors

Diagnosing problems

▪ Delivery problems for a given activity will have their source somewhere along that activity’s delivery chain, so the identified delivery actors and the relationships between them comprise the complete set of potential places to look for the causes of problems

Problem-solving

▪ Once problems with actors and/or relationships are identified along the chain, they can be quickly addressed and solved

Delivery chains can be useful for planning, diagnosing problems, and problem-solving

How delivery chains can be useful


There are two approaches to drawing delivery chains

When it is useful

Existing ▪ Lack of clarity– Relevant actors have not been identified– Existing relationships between relevant

actors are unclear▪ Little need or room for altering the chain

– A mechanism for implementing the strategy already exists

– System lacks the ability to impact the structure of the chain

Optimal ▪ Existing chain is well understood or irrelevant▪ Strategy requires substantial change

– There is no precedent for the strategy in the system

– The strategy involves changes to existing relationships

▪ Chain needs to be simplified– Existing chain has too many actors– Strategy focuses on direct line of impact

What it is

▪ Draw the chain as it currently exists

▪ Draw the chain as you would like it to exist


There are a few core principles for drawing a delivery chain

▪ A mapping of each person or organization and its location relative to others (e.g., state level, LEA level), with an indication of how many of them there are (e.g., 200 teachers)

▪ Short summary of the role played by each person or organization

▪ Lines between people/organizations that represent relationships of influence

▪ Brief description of the relationships between the actors

•Potential visual elements to include•Questions to ask

– For the strategy you are considering, where does the chain begin and end, and what are the levels between?

– At each level, who are all the people or organizations that could conceivably be involved in implementing the strategy? How many of each are there? What role does each play?

– What are the most important lines of direct influence from the beginning to the end of the chain? How will they work?

– Are there secondary or more indirect relationships that involve others? How important are they?


Exercise: Construct a delivery chain for a key strategy


▪ Identify the key actors involved with the activity.

▪ Group ▪ Notecards▪ Markers

▪ 3

▪ Place key actors in your delivery chain.

▪ Group ▪ Chart Paper ▪ 3

▪ Draw the single most important line between beginning and end.

▪ Group ▪ Markers ▪ 5

▪ Draw secondary or supporting lines between actors.

▪ Group ▪ Markers ▪ 5


Once you have constructed a delivery chain, the next step is to analyze potential risks and weaknesses

•Typical areas of risk and weakness in delivery chains

Questions to ask

Individual relationships

▪ What is the quality of personal relationships between critical actors?▪ Where are the areas of strongest (e.g., line authority) and weakest

(e.g., entirely reliant on persuasion) leverage?

Complexity ▪ How many actors are involved in your primary line of influence?▪ How many secondary actors are involved, and how critical are they?▪ How easy or difficult is it to work through these actors to get

something done?

Funding flows ▪ What are the major sources of funding and resources?▪ Who controls the flows of funding and resources, and in which

direction(s) do they flow?

Feedback loops ▪ What mechanisms are in place to help us know what is happening on the ground? How will we know that the change we desire is occurring at the other end of the delivery chain?

Choke-points ▪ Are there particular actors that we depend on disproportionately in order to get something done?


Exercise: Identify weaknesses and solutions on your delivery chain


▪ Identify risks or weaknesses along your delivery chain

▪ Group ▪ Flip chart paper▪ Markers

▪ 5

▪ Brainstorm potential solutions for those weaknesses

▪ Group ▪ Flip chart paper▪ Markers

▪ 5

Feedback Loops: How do we know if we are successful?


There are four main types of metrics that you can use to measure progress and receive feedback

Processes and milestones

User satisfaction

Change in front line practice

Impact on student outcomes

Description

Extent to which the processes and milestones of the strategy occur as they were intended to do

Extent to which front line and/or end users have a positive view of the strategy’s impact on their work

Extent to which those near the “end” of the delivery chain change their practices as intended by the strategy

Extent to which students who are exposed to changed practices demonstrate better results than those who are not

Sample metrics (implementing PD)

▪ Number of teachers and/or principals who have received aligned PD

▪ Number of teachers and/or principals expressing satisfaction with aligned PD

▪ Self-reporting of changed practice by teachers who have received PD (versus those who have not)

▪ Formative or summative assessment data, comparing teachers who have received aligned PD with those who have not

▪ Observations of practice for a sample of teachers that have and have not received aligned PD


The delivery chain will help you to decide which measures to focus on

•Sample delivery chain with measures identified: professional development

StateRegion/ County District School Classroom

Chief

1

Curriculum/ instruction team 1

Teachers

65,000

Teachers

65,000

PLC Facilitators

400

Principals

400

Curriculum directors

150

Regional committees

15

Approved providers

25

PD instructors

25

Teachers

65,000

Principals

700

What are the metrics we will use?

Number of districts undergoing training

1

1

Number of teachers trained by school officials

2

Number of teachers trained by approved providers

3

Number of teachers satisfied with training

4

Number of teachers trained whose observed practices are changing

5

Difference in formative assessment gains for students with trained teachers vs. untrained

6

2

2

3

4

4

4

5

5

5


Once you have prioritized your metrics, you need to ensure that collection mechanisms are in place for each

Measures from delivery chain (professional development) Potential ways to collect data

Number of schools undergoing training1 ▪ Fold into district monthly reporting

Number of teachers trained by school officials

2 ▪ Fold into district monthly reporting▪ Collect directly from schools

Number of teachers trained by approved providers

3 ▪ Include a requirement for reporting on this information in vendor contracts

Number of teachers satisfied with training

4 ▪ Add relevant questions to existing school climate survey

Number of teachers trained whose observed practices are changing

5 ▪ Extrapolate from sample focus groups of principals, as well as existing principal advisory group

Difference in formative assessment gains for students with trained teachers vs. untrained

6 ▪ Formative assessment data combined with survey self-reporting of adoption in classrooms


There are a variety of mechanisms that a system can use to gather data for feedback loops

•Before creating a new mechanisms from scratch, it’s usually a good idea to scan existing sources of information – you may find that you can simply add onto or repurpose existing mechanisms.

Description Example

SurveysAsking a series of questions via email, telephone, or mail.

▪ Emailing principals questions about rules for enforcing school discipline.

Focus GroupsGathering select individuals together to ask them questions and observe their discussions.

▪ Inviting a sample of teachers to small-group discussions on a newly planned strategy for early grade reading.

Narrative ReportsRequesting written reports that address one or more questions.

▪ Requiring an end-of-year report from schools on progress they have made raising high school graduation rates.

Raw Data SourcesUsing sources that contain raw, unfiltered data.

▪ Accessing school administrative records to track student attendance.

Site VisitsTraveling to one or more sites to make direct observations.

▪ Visiting a sample of schools across a state.

InterviewsAsking select individuals a series of questions, usually in person or via telephone.

▪ Scheduling phone calls with district curriculum supervisors to ask about their processes for approving vendors for schools.

38©2011 U.S. Education Delivery Institute and Achieve

What How Materials

▪ Look at sample delivery chain for instructional materials and fill out the template:– What kinds of measures would you

want to track?– Are there any measures you would

want to emphasize, in light of the identified weaknesses in the chain?

– Are your measures balanced across the four types?

– What are some practical and workable ways to get the data?

▪ Discussion in groups

▪ Chart paper ▪ 20

Time

Exercise: Critique a delivery chain


Identify your priority metrics and collection methods

Alignment

User satisfaction

Change in behavior

Impact on outcomes

What are the metrics we will use? How will we measure them?

Questions?

For additional information:

Jean Scott

Research and Development

334-242-9746

[email protected]

mailto:[email protected]

Date post:	08-Sep-2018
Category:	Documents
Upload:	trinhdien
View:	217 times
Download:	2 times

Deliverology: Driving Plan 2020 - ALSDE MEGA.pdf · instructional strategies, unpacking the...

Documents