DELIVERY BOOTCAMP Develop a Foundation for Delivery

1. DELIVERY BOOTCAMP Develop a Foundation for Delivery

2. Today’s Agenda Defining an aspiration Structure and role of the Delivery Unit Role of a guiding coalition Foundations in Delaware: K12 Foundations in Louisiana: HE

3. Develop a foundation for delivery Understand the delivery challenge Plan for delivery Drive delivery This morning’s focus is on developing a foundation for delivery 1 2 3 4 • Define your aspiration • Review the current state of delivery • Build the delivery unit • Establish a “guiding coalition” • Evaluate past and present performance • Understand drivers of performance and relevant activities • Determine your reform strategy • Set targets and establish trajectories • Produce delivery plans • Establish routines to drive and monitor performance • Solve problems early and rigorously • 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 Today’s focus

4. Today’s Agenda Defining an aspiration Structure and role of the Delivery Unit Role of a guiding coalition Foundations in Delaware: K12 Foundations in Louisiana: HE

5. Develop a foundation for delivery Understand the delivery challenge Plan for delivery Drive delivery An aspiration is a system’s answer to the question “what are we trying to do?” 1 2 3 4 • Define your aspiration • Review the current state of delivery • Build the delivery unit • Establish a “guiding coalition” • Evaluate past and present performance • Understand drivers of performance and relevant activities • Determine your reform strategy • Set targets and establish trajectories • Produce delivery plans • Establish routines to drive and monitor performance • Solve problems early and rigorously • 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

6. 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. Ambitious aspiration Controversy without impact Transformation Boldness of reform Successful delivery Improved outcomes Status Quo Ambitious Delivery Quality of execution

7. The aspiration is supported by a set of goals and strategies Aspiration: Strategies: The system’s overarching ambition and moral imperative. It is the system’s answer to the question: “What are we trying to do?” The projects/ programs/ initiatives that will enable the system to achieve its goals Goal: A specific, measurable, ambitious and realistic, time-bound outcome that will move the system closer to its aspiration when achieved. It should have clear metrics, targets, and year in which it will be achieved Theory of action: The system’s belief about the best way to achieve its goals, that can usually be expressed in the form of an “if, then” statement. It is the organizing force for selecting and prioritizing strategies

8. Specific Ambitious Realistic Timely An aspiration must translate into goals that reflect “SMART” principles • Does it have a clear definition? • Is it straightforward to understand? • Can it be easily generated without complex calculations? • 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? Measurable • Does the target feel like a “stretch” from the current level of performance? • Will it inspire your system to rise to a new challenge? • Is it connected to the strategy? • Are there benchmarks that suggest a target like this has been achieved elsewhere? • Does it have a clear deadline? • Can it be measured at a frequency that will allow us to solve problems and track success?

9. Typical anatomy of a goal Clear, concise statement of what you are trying to do Goal: Metric(s): Target(s): Year: When the goal will be accomplished/ target reached Fall 2016 10% Increase the number of students who graduate college-ready % of system graduates who require remediation in college for Math Measure(s) by which you will determine success The number you are aiming for – one for each metric Definition Illustrative Example

10. Example: All of EDI’s partner systems have developed SMART goals Handout: K-12 and Higher Education Goal Inventories

11. Sample exercise: Defining an aspiration, goals, and metrics

12. Objective for today is for you to agree on: Aspiration: • Metric • Target • Year Goal: One guiding aspiration With 1-3 key metrics for each A target for each metric And a target year 4-8 goals

13. Part 1: Re-affirming the aspiration What How Time • What is the Department’s aspiration? • Independently, write your response on a card and place it on the brown paper • Group discussion • 2 minutes • 15 minutes

14. Part 2: Identifying priority goals What How Materials Time • Brainstorm: Create list of potential goals • Identify “non-negotiables” • Refine list • Agree on 5-8 goals • Group discussion • Group discussion • Vote • Group discussion • Dots • 5 minutes • 5 minutes • 5 minutes • 20 minutes

15. Part 3: Determine metrics and targets What How Materials Time • Confirm target year • Brainstorm potential metrics for each goal • For each goal, identify: • 1-3 metrics, • Targets, and/or • Specific next steps to refine/ determine targets (e.g., benchmarking) • Refine/ agree as a group • Group discussion • Group discussion • Small groups • Group discussion • 5 minutes • 10 minutes • 25 minutes • 20 minutes • Benchmarks from other states • Oklahoma data • Cards • Markers

16. Brown paper template Aspiration: • Metric • 20XX Target • 20XX Target Goal:

17. Today’s Agenda Defining an aspiration Structure and role of the Delivery Unit Role of a guiding coalition Foundations in Delaware: K12 Foundations in Louisiana: HE

18. Develop a foundation for delivery Understand the delivery challenge Plan for delivery Drive delivery Building a well-functioning Delivery Unit is a critical early step to a successful delivery effort 1 2 3 4 • Define your aspiration • Review the current state of delivery • Build the delivery unit • Establish a “guiding coalition” • Evaluate past and present performance • Understand drivers of performance and relevant activities • Determine your reform strategy • Set targets and establish trajectories • Produce delivery plans • Establish routines to drive and monitor performance • Solve problems early and rigorously • 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

19. At the heart of the delivery approach is the development of a delivery unit that will focus the system on its goals Delivery Unit Definition A small, flexible, highly capable team, with the system leader’s backing and the latitude to operate outside the line management chain, who can exercise meaningful influence over the activities of that system, no matter how vast its bureaucracy.

20. Delivery Unit staff play any of five key roles as needed • Activities with system leader • Activities with accountable officials • General activities • Ensure that strategy and plans are in place and can be monitored • Create a positive resonance about the delivery effort throughout the system • Ensure that the right routines and metrics are in place to understand and drive progress • Use every possible opportunity to “teach” delivery • Establish a feedback loop between monitoring and planning that identifies and solves problems as they arise • Articulate aspiration, strategy, and commitment to delivery • Set up and manage delivery routines to report to system leader and help him/her drive progress • Escalate more serious problems for additional attention • Raise key questions and decisions for action • Coach in communication and holding others accountable • Design and communicate the delivery message • Build the guiding coalition • Reflect on progress and next steps in preparation for routines • Engage in problem-solving to identify corrective actions where necessary • Capture and spread best practice • Identify delivery capacity needs for officials and system as a whole • Directly or indirectly fulfill needs • Produce plans that include interventions, trajectories, and delivery chains • Establish strong relationships with officials and throughout system • Reinforce the delivery message • Plans and planning • Capacity-building • Monitoring and reporting • Communication and relationship management • Evaluation and follow-up

21. Delivery Units support the efforts of “goal leaders” – senior staff who are responsible for hitting particular targets Roles and responsibilities of goal leaders • Sees self as the “single responsible official” for the goal – one who should have sleepless nights worrying about hitting the target • Thinks outside the box and does whatever it takes to put the system on a path to achieving the goal “Owner” mindset • Coordinates efforts across multiple units in the department • Exercises influence even where they do not have authority (e.g., a high school programs lead working with the curriculum and instruction unit on college and career readiness) Collaborative leadership • “Gets their hands dirty” and engages on the relevant analytics, planning, and preparation for delivery routines • Ensures that their team has the right people with the necessary skills to drive the work Capacity-building

22. Example: Build a Delivery Unit Handout: EDI Guidelines for Building a Delivery Unit

23. Discussion: Who’s who in your DU? • Let’s hear from our practitioners (and EMs) about the structures and activities of Delivery Units you’ve worked with.

24. Today’s Agenda Defining an aspiration Structure and role of the Delivery Unit Role of a guiding coalition Foundations in Delaware: K12 Foundations in Louisiana: HE

25. Develop a foundation for delivery Understand the delivery challenge Plan for delivery Drive delivery In addition to the Delivery Unit, a guiding coalition can act as a powerful catalyst for system change 1 2 3 4 • Define your aspiration • Review the current state of delivery • Build the delivery unit • Establish a “guiding coalition” • Evaluate past and present performance • Understand drivers of performance and relevant activities • Determine your reform strategy • Set targets and establish trajectories • Produce delivery plans • Establish routines to drive and monitor performance • Solve problems early and rigorously • 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

26. A guiding coalition is a group of powerful allies who can help you build support for your work Members of the guiding coalition act as the first set of core supporters and push others in the system to support the aspirations.. The front-line workforce Users and the public Guiding Coalition: 7-10 key people in positions of influence who will support your effort Mid-tier leaders

27. The guiding coalition should support the system aspiration and have the respect and credibility to influence others to do so What a guiding coalition is What a guiding coalition is not • A small network of people with common aspirations that may be formally or informally organized • A core source of support and momentum for system’s aspirations • A set of respected leaders with diverse circles of influence • A critical mass of people with significant ability (formal or informal) to influence achievement of system aspiration • “True believers” who champion the aspiration • A decision-making body or management team • A steering committee that adds another layer of bureaucracy • An extension of the system leader’s office • An authority over the delivery unit itself Sources: John Kotter, Leading Change

28. Look to a variety of sources for people who have a stake in the success of the implementation effort Typical sources of guiding coalition members K-12 Higher education • Governor’s office (particularly K-12 education advisers) • Legislature (particularly crucial committee chairs or their advisers) • Office of the Secretary of Education • State Board of Education • Department of Education (specific staff may depend on specific aspiration) • Unions, including teachers and administrators • School boards association • Superintendents of largest 10 districts • Governor’s office (particularly higher education advisers) • Legislature (particularly crucial committee chairs or their advisers) • Higher education governing board • System office (specific staff may depend on specific aspiration) • Unions and/or faculty senates • Campus presidents or chancellors • Students It is important to go beyond titles and identify the specific individuals from one or more of these groups who could be a part of your coalition

29. Today’s Agenda Defining an aspiration Structure and role of the Delivery Unit Role of a guiding coalition Foundations in Delaware: K12 Foundations in Louisiana: HE

30. The Delaware Department of Education defined a clear set of goals to achieve their overall aspiration Aspiration for Students in Delaware Every single student in our system willgraduate college and career ready, with the freedom to choose his or her life’s course. Delaware’s Delivery Planning CCR- High School/ Post-secondary success CCR- 4-8 readiness CCR- K-3 readiness CCR- Kindergarten readiness

31. A delivery plan for each goal outlines the key strategies that will help the system achieve the identified targets *Note: Some strategies cut across multiple grade levels while others are focused solely within one goal area

32. The Delivery Unit reports directly to the Secretary and works with a set of goal leaders = Delivery Unit = Goal lead

33. Today’s Agenda Defining an aspiration Structure and role of the Delivery Unit Role of a guiding coalition Foundations in Delaware: K12 Foundations in Louisiana: HE

34. Like many postsecondary systems, the University of Louisiana System (ULS) is a social and economic driver One of the nation’s 20 largest public systems of higher education 9 universities 90,000 students 750 academic degree programs They are focused on a 20-year effort to become nationally competitive This entails: • student access and success; and • developing human and intellectual capital that aligns with current and future economic and workforce demands

35. ULS faces many barriers to satisfying the growing demands of a diverse set of stakeholders These challenges include: Unstable funding that has hindered the system and its campuses Frequent leadership changesresulting in little momentum A nascent ability to monitor and drive progress Wavering support from various stakeholders Enter the College and Career, and Competitiveness (C3) framework

36. For ULS to navigate this complex environment, it must first define its aspiration A strong aspiration has several important characteristics: • It is lofty or ambitious in nature • It creates a sense of urgency among stakeholders. • Leaders believe it is attainable. • It can be summarized into one or more metrics that can be tracked over time. • KISS - Keep it simple, stupid!

37. 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. Ambitious aspiration Controversy without impact Transformation Boldness of reform Successful delivery Improved outcomes Status Quo Ambitious Delivery Quality of execution

38. Early versions of the C3 framework included many strategic areas and objectives A strong aspiration has several important characteristics:

39. Discussion: What is a good aspiration? Why? Consider the following questions: • Does the framework include a clear and ambitious aspiration? • Does it create a sense of urgency? • Is it attainable? • Can it be measured? • Is it simple?

40. ULS and EDI worked together to analyze the draft plan Together, we concluded that early drafts of the C3 framework: Had no clear ambitious aspiration Consider the following questions: Lacked urgency Did not include proposed metrics Were unwieldy and complicated

41. Through this partnership, the following work streams were identified as critical to successfully defining our aspirations

42. Later drafts narrowed the number of strategic areas from 4 to 3, and the number of strategic objectives from 15 to 6

43. Early indicate that the C3 strategic framework is viewed favorably by the legislature, campuses, and employers Evidence of this includes: General approval by campus senior leadership Consider the following questions: A system team that better understands their purpose The creation of a soon-to-be released dashboard Participation in tools designed to link students, schools and employers Recently approved incentive funds and a stable base

44. Still, much work needs to be done to actualize the strategic framework Areas for continued improvement include: Continuing to build campus buy-in by aligning C3 with missions Consider the following questions: Matching qualitative aspirations with quantitative data Building accountability and urgency Focusing on that which they can control most: student success

45. To that end, we are moving forward with a deeper focus on phase one of implementing the C3 framework