Camp D 2014
EDI’s Delivery Plan and Stocktakes
April 11, 2014
Opening brainstorm
What have we learned about
“delivery” so far?
©2014 U.S. Education Delivery Institute
1
At EDI, we apply the fifteen elements to our own work
1
Develop a
foundation
for delivery
2
A. Define your
aspiration
B. Review the
current state of
delivery
C. Build the
delivery unit
D. Establish a
“guiding
coalition”
Understand
the delivery
challenge
A. Evaluate past
and present
performance
B. Understand
drivers of
performance
and relevant
activities
3
4
Plan for
delivery
A. Determine your
reform strategy
B. Set targets and
establish
trajectories
C. Produce delivery
plans
Drive
delivery
A. Establish
routines to drive
and monitor
performance
B. Solve problems
early and
rigorously
C. Sustain and
continually build
momentum
5
Create an irreversible delivery culture
A. Build system capacity all the time
B. Communicate the delivery message
C. Develop high-quality relationships
©2014 U.S. Education Delivery Institute
2
At EDI, we apply the fifteen elements to our own work
1
Develop a
foundation
for delivery
2
A. Define your
aspiration
B. Review the
current state of
delivery
C. Build the
delivery unit
D. Establish a
“guiding
coalition”
Understand
the delivery
challenge
A. Evaluate past
and present
performance
B. Understand
drivers of
performance
and relevant
activities
3
4
Plan for
delivery
A. Determine your
reform strategy
B. Set targets and
establish
trajectories
C. Produce delivery
plans
Drive
delivery
A. Establish
routines to drive
and monitor
performance
B. Solve problems
early and
rigorously
C. Sustain and
continually build
momentum
5
Create an irreversible delivery culture
A. Build system capacity all the time
B. Communicate the delivery message
C. Develop high-quality relationships
©2014 U.S. Education Delivery Institute
3
We have defined our organizational success as the success
of our partners
We define our success for 2013-16 according to two overarching
aspirations:
▪ Our higher education partners improving graduation rates and
closing achievement gaps
▪ Our K-12 partners improving graduation rates and college and
career readiness and closing achievement gaps
©2014 U.S. Education Delivery Institute
4
And have established five organizational goals that we
believe will help us achieve those aspirations
Goal
Goal leader
Develop networks for higher education practitioners,
particularly leaders of higher education systems and campuses,
who improve student outcomes by effectively using the delivery
approach
Rebecca
Support K-12 state education systems to improve student
outcomes by effectively and sustainably using the delivery
approach
Nick
Be widely known as an expert resource of practical
knowledge on how to implement large-scale education reforms to
improve student outcomes
Ellyn
Maintain an organizational culture characterized by
collaboration, continuous improvement, and a high standard of
professional behavior
Omari
Build a healthy surplus of operating funds and exercise fiscal
responsibility and consistently pursue additional funding
Mike
©2014 U.S. Education Delivery Institute
5
At EDI, we apply the fifteen elements to our own work
1
Develop a
foundation
for delivery
2
A. Define your
aspiration
B. Review the
current state of
delivery
C. Build the
delivery unit
D. Establish a
“guiding
coalition”
Understand
the delivery
challenge
A. Evaluate past
and present
performance
B. Understand
drivers of
performance
and relevant
activities
3
4
Plan for
delivery
A. Determine your
reform strategy
B. Set targets and
establish
trajectories
C. Produce delivery
plans
Drive
delivery
A. Establish
routines to drive
and monitor
performance
B. Solve problems
early and
rigorously
C. Sustain and
continually build
momentum
5
Create an irreversible delivery culture
A. Build system capacity all the time
B. Communicate the delivery message
C. Develop high-quality relationships
©2014 U.S. Education Delivery Institute
6
Meet EDI’s Delivery Unit
©2014 U.S. Education Delivery Institute
7
At EDI, we apply the fifteen elements to our own work
1
Develop a
foundation
for delivery
2
A. Define your
aspiration
B. Review the
current state of
delivery
C. Build the
delivery unit
D. Establish a
“guiding
coalition”
Understand
the delivery
challenge
A. Evaluate past
and present
performance
B. Understand
drivers of
performance
and relevant
activities
3
4
Plan for
delivery
A. Determine your
reform strategy
B. Set targets and
establish
trajectories
C. Produce delivery
plans
Drive
delivery
A. Establish
routines to drive
and monitor
performance
B. Solve problems
early and
rigorously
C. Sustain and
continually build
momentum
5
Create an irreversible delivery culture
A. Build system capacity all the time
B. Communicate the delivery message
C. Develop high-quality relationships
©2014 U.S. Education Delivery Institute
8
We have created a delivery plan which outlines the key
strategies underlying each of our five goals
Goal
Goal leader
Develop networks for higher education practitioners,
particularly leaders of higher education systems and campuses,
who improve student outcomes by effectively using the delivery
approach
Rebecca
Support K-12 state education systems to improve student
outcomes by effectively and sustainably using the delivery
approach
Nick
Be widely known as an expert resource of practical
knowledge on how to implement large-scale education reforms to
improve student outcomes
Ellyn
Maintain an organizational culture characterized by
collaboration, continuous improvement, and a high standard of
professional behavior
Omari
Build a healthy surplus of operating funds and exercise fiscal
responsibility and consistently pursue additional funding
Mike
©2014 U.S. Education Delivery Institute
9
Higher Education Engagements
Indicators of success:
Metric
A2S goals
System goals
IPEDS
indicators
Achievement
gaps
Efficacy of
engagements
and projects
Measure
Number of goals on track vs. off track
Number of goals on track vs. off track
Growth in the following areas:
■
6-year graduation rate
■
4-year graduation rate
■
Retention
■
Enrollment
■
Degrees conferred
Gap from subgroup to all for each of the
above measures for:
■
Pell students
■
African American students
■
Hispanic students
■
Native American students
■
Other as indicated for system (e.g.
Native Hawaiian)
Traffic light ratings for each engagement
and project
©2014 U.S. Education Delivery Institute
Strategies:
▪ Maintain a strong network
▪ Support intensive engagements
▪ Deliver a series of workshops designed for
campus teams
▪ Engage in special projects that advance
the goal
▪ Cultivate new and expanded partnerships
10
K-12 Engagements
Indicators of success:
Metric
Progress
towards
delivery goals
Proficiency in
reading
Proficiency in
math
Student
growth in
reading
Student
growth in
math
Achievement
gaps
Efficacy of
engagements
and projects
Measure (per state, indicating whether
state is intensive engagement, network
only, or special project
Number of delivery goals on track vs. off
track
Percent proficient overall and by grade
Percent proficient overall and by grade
Average growth (SGP or VAM or other) for
bottom quartile of schools
Average growth (SGP or VAM or other) for
bottom quartile of schools
Gap from subgroup to all for each of the
above measures for:
■
Low income students
■
ELL
■
SPED
■
Black students
■
Hispanic students
■
Other as necessary for state
Traffic light ratings for each engagement and
project
©2014 U.S. Education Delivery Institute
Strategies:
▪ Deepen and sustain the delivery approach in
K-12 education systems through intensive
delivery engagements
▪ Establish EDI as the premier capacitybuilding and leadership development
organization in K-12 education
▪ Grow the K-12 network into a professional
learning community of delivery practitioners
▪ Develop new tools and practices that
embed the delivery approach in the most
critical K-12 reform issues
▪ Develop new engagements and
partnerships that widen the scope and
increase the quantity of our work with K-12
education leaders
11
Expert resource
Indicators of success:
▪ Qualitative judgments and feedback from
EDI’s annual evaluation formal evaluations
and other informal feedback (e.g.
plus/delta)
▪ Growth and/or loss in the number of (a)
inquiries/requests for state partnership (b)
new and (c) sustained engagement
partnerships as defined in the overall plan
metrics
▪ Penetration and use (L/M/H) of newly
developed tools and materials in state
engagements, partnerships, and projects
©2014 U.S. Education Delivery Institute
Strategies:
▪ Develop and refine curricular materials
and stories, build institutional knowledge,
and train internal staff and state leaders to
support engagements and projects
▪ Create well-designed network
interactions
▪ Maintain a high quality library of
resources
▪ Use data and data tools
▪ Improve effective communications by
disseminating materials, resources, and
virtual media
12
Organizational culture
Indicators of success:
▪ Pulse check results
▪ Organizational-wide review of annual
evaluations
▪ Employee retention
Strategies:
To foster Collaboration
▪ Structure sharing of engagements and work
products
▪ Create opportunities for outside work
activities/events
▪ Promote cross-functional teams
▪ Develop/maintain feedback-oriented culture
To ensure continuous Improvement
▪ Sustain the Internal Learning Program
To encourage Professional Behavior
▪ Articulate what “professional behavior”
looks like for each position
▪ Rework the annual and interim
evaluations to specifically align with the
realities of our work.
▪ Articulate, enforce, and regularly provide
training on organizational policies
▪ Use onboarding to inform new EDI staff of
policies and professional standards
©2014 U.S. Education Delivery Institute
13
Operations and Finance
Targets
Indicators of success:
▪ Increased funding and longer term
commitments from philanthropies and
contracts to support increased demands for
EDI services from EDI’s current level of
$3.89M in FY ‘13 to $5.2M in FY ‘16
▪ We will consider ourselves successful when
we achieve the following targets:
End of FY
2014
$4.6M
spending in
2014 to
accommodate
5 new staff and
2% general
increase with
corresponding
revenue
increase to
achieve $1.1M
in cash
reserves at the
end of FY ’14.
End of FY
2015
A $4.9M
spending budget
in FY ‘15 with
$1.2M in cash
reserves at end
of FY ’15. (adds
1 new staff plus
2% general
increase)
©2014 U.S. Education Delivery Institute
End of FY 2016
A $5.2M spending
budget in FY ’16 with
$1.3M in cash
reserves at and of FY
’16 (adds 1 new staff
plus 2% general
increase)
Strategies:
▪ Maintain Healthy Surplus of Operating
Funds
▪ Maintain Expert and Engaged Board
▪ Operate Within Budget
▪ Maintain Strong Internal Controls
▪ Retain the Gates and Carnegie
Corporation as major philanthropic funders
▪ Obtain New Sources of Revenue to
Diversify Base of Support and Reduce
Organizational Risk
14
Reflection: Planning, using, and
adjusting our delivery plan
©2014 U.S. Education Delivery Institute
15
At EDI, we apply the fifteen elements to our own work
1
Develop a
foundation
for delivery
2
A. Define your
aspiration
B. Review the
current state of
delivery
C. Build the
delivery unit
D. Establish a
“guiding
coalition”
Understand
the delivery
challenge
A. Evaluate past
and present
performance
B. Understand
drivers of
performance
and relevant
activities
3
4
Plan for
delivery
A. Determine your
reform strategy
B. Set targets and
establish
trajectories
C. Produce delivery
plans
Drive
delivery
A. Establish
routines to drive
and monitor
performance
B. Solve problems
early and
rigorously
C. Sustain and
continually build
momentum
5
Create an irreversible delivery culture
A. Build system capacity all the time
B. Communicate the delivery message
C. Develop high-quality relationships
©2014 U.S. Education Delivery Institute
16
Delivery routines are more than simple meetings
▪
What are
routines?
▪
▪
▪
What purpose do
routines serve?
▪
▪
©2014 U.S. Education Delivery Institute
Regularly scheduled checkpoints to assess if
implementation is on track
Engine that drives implementation forward:
Without routines, implementation could stall or
eventually fall off the agenda
A source of structure and discipline to create
order
Monitor performance: Understand if the cohort is
on track to meet goals, using predetermined
assessment frameworks
Diagnose problems: Surface issues that are
inhibiting progress and analyze data to pinpoint causes
Address problems: Provide a venue to discuss and
decide how to overcome challenges
17
Two routines SEAs commonly use are formal stocktakes and
notes or memos on progress
Definition
Stocktakes
Purpose
▪ Regular meeting of chief, ▪ Evaluate delivery of specific set of activities
leaders from relevant
▪ Update the chief on progress
departments, and key
▪ Enable the chief to hold individuals
officials
▪
▪
▪
▪
Notes/
memos
▪ Progress update briefing
for the chief
▪ Consists of a brief
summary, followed by a
short report
▪ Update the chief on progress against targets,
▪
▪
▪
©2014 U.S. Education Delivery Institute
accountable
Provide focus, clarity and a sense of urgency
Make decisions on key actions or new policy
needed
Remove barriers to cross-departmental work
Celebrate success when milestones are met
key actions required, and warning signs of
risks
Identify areas where chief needs to make
decisions or recommendations
Raise visibility of delivery unit by copying
other stakeholders
Surface other issues that may impact delivery
unit’s agenda
Frequency
▪ Quarterly to
semiannually
▪ Monthly to
bi-monthly
18
We hold stocktakes monthly on a rotating basis to review
progress on our goals; we’ll add memos soon
Jan
Feb
Mar
Apr
Higher Ed
K-12
Expert
Resource
Culture
S
S
S
Ops/
Finance
©2014 U.S. Education Delivery Institute
May
June
S
*
M
*
S
*
Aug
Sep
Oct
M
*
*
S
July
Nov
Dec
S
*
S
*
M
S
*
M
S
*
M
*
19
At the stocktakes, we review ratings of progress on each of
our strategies
©2014 U.S. Education Delivery Institute
20
We also review related implementation data…
©2014 U.S. Education Delivery Institute
21
…share identified next steps…
©2014 U.S. Education Delivery Institute
22
…and set up questions for discussion
©2014 U.S. Education Delivery Institute
23
At the All-Goals Stocktakes, we also review progress on our
aspirational goals
©2014 U.S. Education Delivery Institute
24
At the end of each stocktake, we record next steps and
assign responsible owners
©2014 U.S. Education Delivery Institute
25
Reflection: Being “in the hot
seat” for a stocktake
©2014 U.S. Education Delivery Institute
26
Questions?
©2014 U.S. Education Delivery Institute
27
What have you learned?
Let’s see!
©2014 U.S. Education Delivery Institute
28
Thank You