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Implementation: A Reformer’s Essential Skill
An introduction to the “delivery” methodology for managing and
monitoring implementation
July 27, 2014
2 ©2014 Education Delivery Institute
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
3 ©2014 Education Delivery Institute
In the face of similar challenges, Prime Minister Blair issued a call for change in June 2001…
“…a mandate for reform…
and an instruction to deliver”
From the remarks of Tony Blair after winning his second election in June 2001.
4 ©2014 Education Delivery Institute
…He founded the Prime Minster’s Delivery Unit (PMDU) that year to help the British government implement his agenda
Key activities of the PMDU
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
Selected targets that the PMDU oversaw
Education:▪11-year-old English proficiency▪11-year-old Math proficiency▪14-year-old English proficiency▪14-year-old Math proficiency
Health:▪Heart disease mortality▪Cancer mortality▪Max waiting time for non-emergency
surgery▪Emergency room waiting time▪Physician appointments
Crime:▪Street crime▪Burglary▪Car crime▪Offenses brought to justice
Transportation▪Road congestion▪Train punctuality
5 ©2014 Education Delivery Institute
Within four years, the government was on track to hit over 80% of its high-priority targets
Targets on track, percent
December 2004
17
83
December 2003
47
53
July 2004
62
38
6 ©2014 Education Delivery Institute
How did they do it?
7 ©2014 Education Delivery Institute
The “delivery” approach that the PMDU invented focuses relentlessly on four disarmingly simple questions
“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 you trying to do?
2 How are you planning to do it?
3 At any given moment, how will you know whether you are on track?
4 If not, what are you going to do about it?
8 ©2014 Education Delivery Institute
Beneath these questions are 15 essential elements of effective implementation, each with an accompanying set of tools
Plan for delivery
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 timeB. Communicate the delivery messageC. Unleash the “alchemy of relationships”
9 ©2014 Education Delivery Institute
The Education Delivery Institute (EDI) is a nonprofit that was founded to spread and scale these tools for use in American education reform
EDI K-12 partner systemsStatesStates, districts, and schools
EDI’s mission is to partner with K-12 and higher education system leaders at the state and local level and invest in their capacity to deliver results. We have worked with over 30 state, district, and school leaders to put these tools into practice.
10 ©2014 Education Delivery Institute
Case Study: The Massachusetts Department of Elementary and Secondary Education (ESE)
11 ©2014 Education Delivery Institute
Massachusetts began its journey with an internal and external review of its existing capacity to use the delivery tools
Sample section of rubric used for reviewing delivery capacity
Aspect of delivery
Questions to consider Weak delivery (1) Strong delivery (4)Current
state and rationale
3A. Determine your reform strategy Does the state education agency take a cohesive approach to its interventions and try and maximize synergies and understand inter-dependencies?
■ Does the state education agency take a cohesive approach to its reform efforts?
■ Is there routine analysis of different strategies and interventions, particularly at different campuses, that compare both impact and implementation requirements?
■ Is the combined effect of chosen interventions and actions greater than the effects of the single interventions on their own?
■ Combination of interventions lacks coherence. Little or no benefit arises from implementing all the interventions as part of a single strategy (i.e. combined effect is not greater than the sum of the parts)
■ Little quantitative analysis of different combinations of interventions. Decisions made without relying on evidence
■ Different combinations of interventions analyzed in terms of expected impact, cost, feasibility, scale, rigor, and requirements for skill and participation along the delivery chain(s); this analysis informs the choice of interventions
■ Chosen combination of interventions represents a coherent strategy, interventions are complementary or reinforcing
1 2 3 4
3. Plan for Delivery
12 ©2014 Education Delivery Institute
This review produced a series of quick judgments that allowed the team to focus its efforts early on
Massachusetts Capacity Review Results, August 2010
1. Develop Foundatio
n for Delivery
2. Understand the Delivery Challenge
3. Plan for Delivery
4. Drive Delivery
5. Create an Irreversible
Delivery Culture
Define your
aspiration
Review the
current state of Delivery
Build the Delivery
Unit
Establish a Guiding Coalition
Evaluate past and present
performance
Understand the drivers
of performanc
e and relevant system
activities
Determine your
reform strategy
Set targets
and trajectorie
s
Produce Delivery
plan
Establish routines and drive
performance
Solve problems early and rigorously
Sustain and
continually build
momentum
Build system capacity all the time
Communicate the
Delivery message
Unleash the “alchemy”
of relationship
s
13 ©2014 Education Delivery Institute
In October 2010, the ESE defined its priority goals and assigned leaders to them at EDI’s Harvard Institute
These delivery goals are closely aligned with their Race to the Top goals
Delivery Grade 3 reading
Grade 8 math
College & career readiness
Turnaround
Data systems
Educator effective-ness
Goal leader
Julia Julia John Lynda Jeff Claudia
Goal mgr Sue Barbara Keith Lise Rob Liz
RTTT Curriculum and instruction
Assess-ment
College & career readiness
Turnaround
Data systems
Educator effective-ness(except eval)
Educator evaluation
Exec sponsor
Julia Bob John Lynda Jeff Claudia Karla
14 ©2014 Education Delivery Institute
To coordinate the agency’s efforts on the goals, the Commissioner created a Delivery Unit like the PMDU
The DU has three full-time team members and reports directly to the Commissioner
Delivery Unit
Commissioner
Goal leader for college and career readiness (associate commiss. for student support, career, and education services)
Director of Planning, Research, and Evaluation
Other staff in office
Delivery team
Support and
challenge
Goal leader for 3rd grade reading and 8th grade math proficiency (associate commiss. for curriculum and instruction)
Goal leader for educator effective-ness (director of educator policy, preparation, and leadership)
Goal leader for school turnaround (senior associate commiss. for accountability and targeted assistance)
Goal leader for data systems (deputy commiss.)
15 ©2014 Education Delivery Institute
The DU began the planning process by coordinating priority strategies around their identified goal areas
16 ©2014 Education Delivery Institute
Each delivery plan describes priority projects in detail…
The delivery plan highlights the following information for each project:
Description
Leadership
Scope
Activities
Timeline
Stakeholders
Effects on the Target
Performance Management
Project Risks
17 ©2014 Education Delivery Institute
…and includes delivery chains with potential weaknesses and solutions
18 ©2014 Education Delivery Institute
Each plan also includes a “trajectory” with an estimate of the impact each strategy will have on the goal
Example: College and Career Readiness Trajectory
68%
70%
72%
74%
76%
78%
80%
82%
84%
2009 2010 2011 2012 2013 2014
Perc
enta
ge o
f Stu
dents
Gra
duati
ng w
ith M
ass
Core
Baseline MassCore Implementation Mass Model Academic Support
82.5%
70%70%70%70%70%
73%
71.4%
79.8%
Graduating Class Year
19 ©2014 Education Delivery Institute
To keep the Commissioner informed of progress, the DU established a series of routines, consisting of bimonthly memos and stocktakes
Calendar of delivery routines for Massachusetts Department of Education, 2011
JanGoals Feb Apr May Jun Jul Aug Sep Oct DecMar Nov
Use of data
College and career readiness
3rd grade reading and 8th grade math proficiency
Teacher and school leader effectiveness
Turnaround of lowest performing schools
StocktakeMemo
Additional attention for goals that are lagging
Staggered starts to each of the goals and plans
20 ©2014 Education Delivery Institute
The bimonthly memos provide frequent updates on key challenges and immediate actions …
Immediate actions for the commissioner
Likelihood of delivery for each core strategy in current and prior periods, based on most recent data and qualitative assessmentAdditional detail on the evidence underlying the likelihood of delivery for each core strategy
Interim data on leading indicators to inform decisions
21 ©2014 Education Delivery Institute
…while stocktakes provide a more in depth report on delivery goal progress
22 ©2014 Education Delivery Institute
Every routine is anchored in detailed analysis to understand drivers of performance across the state
Example: Map of performance vs. participation in state initiatives
23 ©2014 Education Delivery Institute
This analysis informs comparative judgments of progress, which help to focus leadership attention on critical issue areas
Example: league table from Massachusetts stocktake on college and career readiness
High School Turnaround R N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A Policy
MassCore Policy and Implementation
AR AR AG AG AR AG AR AR AG AG AR Policy
Early Warning Indicator System
AR AR AG AG AR AG AR AR AR G AG Implementation
Academic Support AG AG AG AG AG AR AR AG AR AR AG Embedding
Change
Mass School Counseling Model
AG AG AG AG G AG AG AG AG AR AR Implementation
Connecting Activities AG AG AG AG AG AG AG AG AG G AG Implementation
High School Graduation Initiative
AG AG G AG G G AG AG G G AG Implementation
Degr
ee o
fCh
alle
nge
Qua
lity
of P
lann
ing,
Impl
emen
tatio
n,
Man
agem
ent
Cust
omer
& P
ublic
Pe
rcep
tion
Max
imizi
ng Im
pact
of P
rogr
ams
Risk
M
anag
emen
tCa
pacit
y to
Dr
ive
Prog
ress
Prio
ritiza
tion
Influ
encin
g th
e Ch
ain
Com
mun
icatio
n &
Eng
agem
ent
Acco
unta
bilit
y
Stag
e of
De
liver
y
Like
lihoo
d of
Del
iver
y
Two strategies
One cross-cutting functional area
24 ©2014 Education Delivery Institute
In fall 2011, these routines identified stalled progress for the agency’s Grade 3 reading goal
The DU conducted a priority review of the current strategies in this goal area, their state of implementation, and their likelihood of delivering substantial impact
Problem Statement: How can MA DESE significantly improve Grade 3 student achievement in literacy by 2015, and what is an ambitious yet reasonable target?
Specifically:
(1) What combination of strategies will enable most improvement, given current resourcing? How should existing strategies be modified or scaled up? Should new strategies be added? And, How can MA DESE be sure that strategies are helping students and districts most in need?
(2) Where would additional resources have the most impact, and what are potential ways to increase resources? What is the likely impact of the Grants Coordination work? Are there potential partnerships to consider?
(3) What are ambitious yet reasonable targets and trajectories, and what leading indicators should MA DESE track in order to be alerted if action is required before end of year results?
25 ©2014 Education Delivery Institute
Policy Changes
▪Increased focus on ELL
students
▪Provided more money and resources for development of model curriculum units
▪Accelerated the timeline for the availability of these units
▪Prioritized targeted supports to teachers in grades 1 through 3
Initial Results: % Advanced Grade 3 ELA
The priority review provided an increased focus which led to important policy changes and promising initial results
26 ©2014 Education Delivery Institute
Messages on agency strategies, differentiated by audience Master presentation deck of stock slides by audience Two-page quick reference guide Graphics to illustrate the strategies and how they support our
agency’s overall goal Improved ESE logo
Word and PowerPoint Templates Weekly Update (supers, principals) Posters
Communications Tools
The DU complements these efforts with a communications strategy to create unified messages around their priority initiatives
Build understanding and support Demonstrate how the separate pieces fit
together Create a sense of urgency Help to make communications an agency-wide
priority
Goals
27 ©2014 Education Delivery Institute
▪Increased focus on student outcomes▪Shared language across agency▪Focus on key deliverables and distribution to the field▪Better use of data▪Improved ownership of initiatives
Agency Culture
CCR: 5-year graduation rate has improved to 84.7% (initial trajectory estimate was 85%)
Turnaround: 30 of 34 level 4 schools have shown improvement in ELA CPI; 28 of 34 have shown improvement in Math
‒ Special education students in these schools exceeded proficiency targets in both ELA and Math
‒ ELL students in these schools exceeded proficiency target in ELA
Data Use: Priority projects are all on budget, within scope, and the majority are on time
Student Outcomes
As a result of their focused delivery efforts, Massachusetts has seen substantial progress in a number of key areas
28 ©2014 Education Delivery Institute
We hope to share more stories like this – and tools to make them your own – at our workshop
At our workshop, you will…
▪Explore more case examples like this one – drawn from the real-life experiences of leaders on the forefront of the “delivery” movement
▪Learn how to use some of the tools that Massachusetts used, and apply them to a real-life “problem of practice” that you are struggling with today
▪Reflect on how you can best use these tools to change the way your school or school system does business to improve student outcomes at scale
Thank You