December 2, 2014 Baltimore, MD. 2 ©2014 U.S. Education Delivery Institute The delivery approach...

December 2, 2014 Baltimore, MD

2 ©2014 U.S. Education Delivery Institute

The delivery approach focuses on four questions

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

It will enable a system to answer the following questions rigorously:

1 What is our system 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 on track, what are we going to do about it?


Plan for delivery

The 15 elements of delivery are our best tools for asking and answering these questions

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”


We have found that the approach resonates with a wide range of education leaders

▪State education agencies

▪Districts

▪Schools

▪Education nonprofit organizations

Our K-12 practice involves…

▪Higher education systems

▪Institutions of higher education

Our higher education practice involves…

Red denotes both


We are pleased to welcome participants from the following states, districts, schools, and organizations

▪Alabama Department of Education

▪Bill & Melinda Gates Foundation

▪Center City Public Charter Schools

▪Center for Teaching Quality▪Delaware Department of

Education▪E.L. Haynes Public Charter

School▪Eagle County Schools▪Education Trust▪Fayette County Public Schools▪Hawaii Community Foundation▪Kansas Department of

Education▪Kentucky Department of

Education

Systems and organizations represented at the 2014 K-12 Delivery Network meeting

▪Leadership for Educational Achievement Foundation, Inc.

▪Massachusetts Department of Elementary and Secondary Education

▪Office of the State Superintendent of Education

▪Panorama Education▪PARCC, Inc.▪Strategic Data Project @

Harvard▪Texas Education Agency▪USNY Regents Research Fund▪Westat


This meeting will focus on the process and skills required to answer the third question of delivery








Shawn Hardnett

Chief, Student AchievementCenter City Public Charter Schools


We have several objectives for this meeting

Meeting objectives:

Identify a routine of focus

Learn what makes routine effective

Plan how we will sharpen our focus routine to make it more effective

Determine our next steps


Day 1 agenda

Time Session

1:00 – 1:45 Welcome and Meeting Charge

1:45 – 2:45 Understanding Delivery Routines

2:45 – 3:00 Break

3:00 – 4:00 Practice Using the Assessment Framework

4:00 – 5:00 Sharpening the Focus of Our Routine

5:00 – 6:00 Targeting Stakeholders to Improve their Perception

6:00 Adjourn – Reception In Foyer


Exercise: reaffirming our routine and its purpose

What How Materials Time

▪We asked you to come with a routine already in mind

▪Thinking about this routine,

discuss and record on the Name Your Routine worksheet:

− Your routine’s name

− Your routine’s purpose

▪In organization groups

▪Worksheet ▪10 minutes


Day 1 agenda

Time Session



2:45 – 3:00 Break





Straw Poll!

http://www.polleverywhere.com/app

http://www.polleverywhere.com/app/help

https://www.polleverywhere.com/multiple_choice_polls/RPOoDYJxhSYly0m?preview=true


At EDI, we spend a lot time describing routines… but what actually defines a delivery routine?


Let’s start with some literature

Leo Tolstoy, Anna Karenina (1878)


Michael Barber makes a similar observation

“…the literature [on government] focuses on incidents, events and moments of drama…

[This] is like judging a family on the basis of its photograph albums: here we find birthdays, wedding anniversaries, Christmases and holidays, but special occasions are not the real test of the quality of relationships in a family, precisely because they are special.

All of us know it’s the routine day-to-day interactions that shape a family – the mealtimes, the television-viewing, the missing cap from the toothpaste tube, the getting ready for school, the coming home from work…”

Instruction to Deliver, p.111


This insight formed the cornerstone of his approach as Tony Blair’s delivery chief

“I would wrench people’s attention back to the routines of deliverology – the stocktakes, tracking the data against trajectory, writing delivery reports, keeping the focus.

Just as historians and commentators can easily fall into the trap of focusing on events, so can those in government.

In fact, without the routine, events cannot be fully understood and, more importantly, results will never be delivered.”



Delivery routines happen with regularity

Defining characteristics of a delivery routine:

Regularity


Because routines are “regular”, not “special”, it’s easy to let them become mundane…

91% meeting attendees admit to daydreaming during

meetings, while 39% have dozed! [2]

One-third of respondents spend no time preparing

for meetings, 44% spent one hour or less, and only twenty-five percent spent more than

one hour. [1]

Almost one-third of respondents

reported that their meetings had no stated agenda [1]

Sources: [1] A profile of meetings in corporate America, Monge, McSween & Wyer (1989); [2] Meetings in America, Infocom (2000)


… So many features we associate with delivery routines are simply those of well-executed meetings (or notes)

The “right” participants are present

Participants are prepared

– No surprises!

Clear roles and

responsibilities – leader,

broker, actor

Crisp presentation

Materials are high quality

Clearly defined next

steps


Delivery routines are strong in their execution

Strong execution


Regularity


But not all regular, well-executed meetings are delivery routines…


Michael Barber stepped into a government bureaucracy that had developed meeting prep into an art form

Simplified process for preparing for a British Cabinet committee:

Secretariat canvases possible topics for agenda

Committee of senior officials

discusses suggested

agenda at “(O)” meeting

Lead departments draft discussion papers for each agenda items

Papers circulated at official level for

comment

Near-final versions of

papers discussed at (O) meeting

Any further changes made to papers/agenda

Departments pre-brief their own

ministers; Secretariat briefs

Chair

Departments pitch further changes to

papers/agenda, based on

ministerial feedback

Final-final changes to

papers brokered

COMMITTEE MEETS

Minutes and actions circulated

by Secretariat

Planning begins for next meeting

“Since 1856 Prime Ministers had routinely met their Cabinet colleagues in the Cabinet Room in 10 Downing Street. What was different about stocktakes was the context of the conversation.

Traditionally, the main subjects had ben the media, policy, public opinion, legislation and gossip about colleagues… We added to the mix a formal conversation about performance based on evidence.”



Delivery routines focus on performance

Strong execution


Regularity

Focus on performance


Conversations about performance are perfectly capable of going nowhere

“Facts are meaningless. You can use facts to prove anything that's even remotely true. Facts schmacts.”

Homer Simpson

“I know that’s what kids said in the national survey, but what if they didn’t mean it?”

Anonymous Official, UK Ed. Dept. Anti-Bullying Working

Group

“…I had to be confident that departmental representatives would accept the validity of the data and thus avoid an unseemly wrangle about whether the key messages were true.”



Delivery routines result in action being taken to improve performance

Strong execution


Regularity


Action on performance


The line between support and accountability runs through the framework as a continuous theme

Routines should feel different

Careful preparation should lead to issues/conflicts being surfaced and addressed in just the right order

There should be an understanding that more is at stake, but never a “gotcha”

The amount of “theater” in a routine affects how seriously people take it and how supported/accountable they feel


Underpinning all delivery routines is the crucial balancing act between support and accountability

Strong execution


Regularity



SUPPORT

ACCOUNTABILIT

Y


Now we have a shared definition of delivery routines, how can we make them really effective?

Using self-assessment rubric, we can pinpoint where our routines need strengthening:


The rubric uses our four defining characteristics of delivery routines

Strong execution

■ Buy-in to purpose and preparedness?■ Clear roles and responsibilities?■ Participants come prepared?■ High-quality materials?■ Well facilitated?■ Clear next steps?

Regularity■ Happens regularly enough?■ Right people present?

Focus on performance■ Clear area of focus?■ Shared view of performance? ■ Focus on most important aspects?


■ Helps identify most critical barriers?■ Tough questions asked?■ Creative problem-solving?■ Encourages learning?


First, does your routine get the right players round the table with the right level of regularity?

Strong execution







Second, is your routine well prepared and well run?

Strong execution

■ Buy-in to purpose and preparedness?

■ Clear roles and responsibilities?■ Participants come prepared?■ High-quality materials?■ Well facilitated?■ Clear next steps?






Third, do you form a shared view of performance based on evidence?

Strong execution







The assessment framework is a valuable tool for comparing, diverse performance data in a systemic way

The Assessment Framework:

Likelihood of delivery

Red

Amber/Red

Amber/Green

Green

Highly problematic – requires urgent and decisive actionProblematic – requires substantial attention, some aspects need urgent attention

Mixed – aspect(s) require substantial attention, some goodGood – requires refinement and systematic implementation

Key

Quality of planning

Capacity to drive progress

Evidence of progress

Judgement Rating Rationale Summary


Fourth, does the discussion lead to real action on performance and encourage learning?

Strong execution





■ Helps identify most critical barriers?

■ Tough questions asked?■ Creative problem-solving?■ Encourages learning?


Final Thought: It’s an iterative journey

“The meetings did not always go well.”



Exercise: our routine self-assessment

What How Materials Time

▪Using the rubric, reflect on your routine and rate it against each category

▪Participants share or calibrate ratings− Teams: come to consensus on

ratings− Mixed tables: talk about the

rationale for your rating and compare

▪Use cards to report your ratings on the brown paper

▪Debrief

▪Individually


▪Whole meeting

▪Rubric

▪Brown paper▪Cards▪Markers▪Flipchart

▪10 minutes

▪20 minutes

▪5 minutes

▪15 minutes


Break


@EdDelivery

#EDIWalkTheLine


Day 1 agenda

Time Session



2:45 – 3:00 Break






In order to address and take action on current performance, we need data relevant to our plan or goals

Strong execution


Regularity



SUPPORT

ACCOUNTABILIT

Y


However, accurate and timely data can be frustratingly difficult to prepare for use in assessing progress

We have too much data – where do we even start??

Data? What data?

Yeah we have data…it’s the same annual data we looked at last month.

They told me this data is totally wrong.

All these cells in this Excel printout are too small! I can’t even read them!

Given all these challenges, how do we manage to come to reliable conclusions about performance each time we meet, and across different goals or strategies?


One solution is asking staff, or worse yet students, to generate new data so frequently that it’s all they do…

“Mister! We have to take another test??”

Holland Middle School 6th grader,

2011“You need another report??”

Your data person, often


…Another is to just keep gazing at the same annual performance data month after month…

What do the 2013 NAEP results say now?


…Or we could design elaborate dashboards that we hope will make progress obvious with a quick glance

=if(iserror(vlookup(B2,$A$1:$DZ$672,4,FALSE)),MATCH(C2,$B$1,$B$672,-1), vlookup(B2,$A$1:$DZ$672,4,FALSE)

“The numbers can’t speak for themselves.”

- Nate Silver


The solution is a common framework that we can use to make apples-to-apples comparisons

The Assessment Framework:

Likelihood of delivery

Red

Amber/Red

Amber/Green

Green

Highly problematic – requires urgent and decisive actionProblematic – requires substantial attention, some aspects need urgent attention

Mixed – aspect(s) require substantial attention, some goodGood – requires refinement and systematic implementation

Key

Quality of planning

Capacity to drive progress

Evidence of progress

Judgement Rating Rationale Summary


The Assessment Framework rubric gives us guiding questions with which to assess planning, capacity, and evidence


Let’s do this


▪Growing school in a diversifying community

▪New principal in the 2010-11 school year

▪Principal created a proficiency plan in 2011– 10 strategies– Annual targets– Various committees to support the plan

▪Recent influx of Hispanic students

▪Teaching staff is small and young, but mighty

▪Mostly flat results on annual test

▪School does use a formative assessment system

Scenario overview: Kathy Burgess Cox Middle School


Exercise: practice using the assessment framework

▪After reviewing the Cox Middle School scenario, write down how you would rate quality of planning, capacity, and progress, and provide an overall rating and rationale

▪Share your ratings and rationales and come to consensus on the ratings at your table

▪Report your ratings and summary rationale on the brown paper

▪Debrief

▪Individually

▪In table groups

▪In table groups

▪Whole meeting

▪Scenario packs

▪Flipchart

▪Brown paper

▪Cards

▪Markers

▪15 minutes

▪20 minutes

▪10 minutes

What How TimeMaterials


Day 1 agenda

Time Session



2:45 – 3:00 Break






Effective routines “walk the line” and find a balance between support and accountability

Progress in Baltimore City Public Schools

SUPPORT

ACCOUNTABILIT

Y


In this session, we’ll talk about how to set up a routine to strike that balance

Strong execution


Regularity



SUPPORT

ACCOUNTABILIT

Y


Pulse check: Finding the balance

▪What makes the routine experience supportive?

▪What happens when there is support without accountability?

▪What about accountability without support?

▪What makes a routine experience accountable?

SUPPORT

ACCOUNTABILIT

Y


Exercise: Identify the current balance of your routine

▪Think about your current routine and how well it is balancing support and accountability.

Support Accountability

▪Place a dot on the line that best represents the current state.


Consider the following five questions to strengthen the foundation for a balanced routine

What is the main purpose of the routine?1

What are we assessing (strategies, goals, entities)?

Who plays what roles (leader, broker, actor)?

How often is the routine held?

What data and evidence are used?


2

3

4

5


▪Understand whether 90 priority and focus schools are on track to meet state goals

▪ Improve and learn from targeted supports to schools

▪Facilitated Meeting: Increased understanding of school implementation and performance

▪Monitoring Meeting: District and school compliance; SEA/LEA policies and supports

A tale of two turnaround routines: ODE and RIDE share purposes, but differ in what they assess

What is the main purpose of the routine?

1

What are we assessing (strategies, goals, entities)?

2

▪State Goals: Likelihood of school to meet state goals (overall)

▪School Strategies: Likelihood of top three school strategies to have the expected impact (planning, support, evidence, overall)

▪Each Intervention at a School: Status and impact of each intervention at a school (not school overall)


The routines establish a different balance of support and accountability to align with their purpose and participants

Support Accountability

Monitorin

g

Facilitated


Oregon’s routine is support-focused, but the roles in the room still set a clear dynamic of support and accountability

OR Director of School Improvement▪ Asks tough questions that

challenge and support▪ Actively engages in problem-

solving▪ Holds others accountable for

results Education Northwest Director▪ Asks tough questions▪ Ensure that coaches

are providing support and building capacity

▪ Provide support to RNCs and coaches

OR Staff Support▪ Designs agenda, keeps

meeting on track▪ Prepares data and evaluations▪ Works with ODE Director,

RNCs, and coaches to prepare

OR Education Specialists▪ Holds day-to-day

accountability for the plan’s success

▪ Manages a strategy for ODE Turnaround

▪ Shares project insights into school implementation

Regional Network Coach▪ Holds day-to-day

accountability for the plan’s success

▪ Manages the coaches to implement supports

▪ Works with ODE and provides evidence for current assessment of progress

Leader

Broker

Actor

Who plays what roles?3


ODE and RIDE hold routines quarterly and both look at quantitative and qualitative evidence of progress

Annual data:▪Annual student test data

Quarterly data:▪School and strategy assessment

framework ratings▪Project implementation &

financial expenditures▪Formative assessment data (70

schools reading; 30 schools math)

▪Student Support Teams (17 schools)

Annual data:▪Annual student test data

Quarterly data:▪Progress ratings on each major

school intervention, with evidence

▪Teacher attendance▪Student attendance and

truants▪Suspension rate

How often is the routine held?


4

5


Exercise: Strengthen your routine’s foundation

▪Reflect on your own routine using the provided worksheet. – What should be the main

purpose of the routine?– What should we be

assessing (strategies, goals, entities)?

– Who should play what roles (leader, broker, actor)?

– How often should the routine be held?

– What data and evidence should be used?

– What is a next step to making these adjustments?

▪Post one card (per team or individual) on brown paper:– Main purpose of the routine– One adjustment to make

▪Worksheet

▪Brown paper▪Cards▪Markers

▪20 minutes



▪For individuals, do a 12 minute reflection, then pair and share discussion at table


Day 1 agenda

Time Session



2:45 – 3:00 Break






Routines serve different objectives for various participants and stakeholders inside and outside our organizations

▪Part of getting the balance of routines right is considering how participants and stakeholders perceive and approach the routine


The people in your routine can make or break any of the four defining characteristics of a delivery routine

Strong execution

Regularity



SUPPORT

ACCOUNTABILIT

Y


As delivery leaders, we’re the “directors” of the routine, and we’re responsible for our actors and the audience


Part of preparing for and facilitating a routine is getting clear about your objectives for each participant/stakeholder

Others inside the

organization

Stakeholders outside the organization

ParticipantsLeaderActorsBroker


Perhaps the most important group is the routine participants

Role Typical Objectives Typical Challenges

System Leader Provide support and accountability for goal leader

Support proposed solutions with resources

Getting time for prep and attendance

Prefers to make decisions another way

Too much support, not enough accountability

Goal leader Have a shared view of progress with system leader

Gain focus and motivation Get needed authority to

act

Is defensive – feels the need to sell a success story no matter what

Hesitates about pitching solutions – prefers to wait for direction

Strategy leaders

Clarity about next steps and areas of focus

Feels the routine is a waste of time and isn’t engaged


You should also consider your objectives for others within your organization


Other goal leaders

Understand how progress is being made on other goals

Make connections to their own work

Goal leaders who can’t attend have no default method to get up to speed

Delivery leader doesn’t have a planned opportunity to facilitate connections

Staff working on the goal but not attending the routine

Understand the rationale behind changes

Make connections between AF ratings and their own work

Assume “this too shall pass” and go about their work as normal

While slides are available, no obvious trigger to review

Indirectly related staff (e.g. finance)

Make connections to their own work

While slides are available, no obvious trigger to review

No indication from leadership that they are a part of this effort


Finally, you may have objectives for your routine for stakeholders outside your organization


Board Have a shared view of progress at an appropriate altitude

Support leadership’s course change decisions

Have confidence in the routine as a performance management strategy

Existing materials aren’t at an appropriate altitude for the board

The leader worries about the board’s perception of progress

The board doesn’t know the routines are happening

Parents Understand resulting changes that affect them

Have confidence in the routine as a performance management strategy

The connection between the routines and communications efforts doesn’t exist

Not sure if/how to make this relevant to parents

Media Understand the story behind the numbers and what the organization is doing about it

The routine lags media coverage of key data releases such as test scores


We will now hear from three delivery practitioners about the people in their routines

Traci WodlingerChief Strategy Officer

Eagle County Schools

Sara KerrProgram Manager

EDI

Allison BarrAssociate Director,

Delivery

PARCC


Exercise Part 1: identifying stakeholders, objectives and challenges

▪Using the worksheet as a guide, reflect on objectives and challenges for your participants and stakeholders− Complete the first three columns

of the worksheet

▪Individually or in Organization Teams

▪Worksheet ▪10 minutes



Exercise Part 2: brainstorm potential solutions and next steps

▪Discuss your reflections and brainstorm potential solutions and next steps− Complete the fourth column of

the worksheet− Note on the brown paper build

your most important stakeholder to target and what the next steps are to do so

▪Table groups ▪Worksheet▪Brown paper▪Cards▪Markers

▪15 minutes




Meeting objectives:






Day 1 agenda

Time Session



2:45 – 3:00 Break







Meeting objectives:






Day 2 will focus on skills that will enable us to improve all four criteria of a good routine

Strong execution

Regularity



SUPPORT

ACCOUNTABILIT

Y


Day 2 agenda

Time Session

8:30 – 9:00 Day 2 Overview

9:00 – 10:30 Practicing our Skills for Routine Design and Facilitation – Part One

10:30 – 10:45 Break

10:45 – 11:45 Practicing Our Skills for Routine Design and Facilitation – Part Two

11:45 – 1:00 Committing to Next Steps and Maintaining Momentum

1:00 – 2:00 Adjourn and Lunch


Day 2 agenda

Time Session



10:30 – 10:45 Break





As we discussed yesterday, several key characteristics must be present in an effective routine

Strong execution


Regularity



SUPPORT

ACCOUNTABILIT

Y


Ensuring those characteristics are present requires a good bit of skill on the behalf of those responsible for running them

Before the routine: Conducting a self-assessment and calibration session Setting the agenda Identifying and using appropriate data

During the routine: Running an effective meeting Navigating difficult conversations


Today we will have an opportunity to practice and build those skills

Preparing for a routine: Self-assessment and calibration

Setting the agenda and running the routine

Ensuring routines are data driven

Navigating difficult conversations


But first, let’s hear from some delivery practitioners about how they have applied these skills to run effective routines

Matt DeningerPolicy and Planning Manager

Massachusetts Department of Elementary and Secondary

Education

Traci WodlingerChief Strategy Officer

Eagle County Schools (CO)


Breakout sessions will allow you to practice and build your skills in two of these areas

Breakout 1:Preparing for a routine: Self-assessment and calibration

Breakout 2:Setting the agenda and running the routine

Breakout 3:Ensuring routines are data driven

Breakout 4:Navigating difficult conversations


Exercise: Breakout sessions

What How Time

▪First round of breakouts:– Breakout 1: Preparing for a

routine: Self-assessment and calibration

– Breakout 2: Setting the agenda and running the routine

– Breakout 3: Ensuring routines are data driven

– Breakout 4: Navigating difficult conversations

▪Break

▪Second round of breakouts

▪In groups ▪55 minutes

▪10 minutes

▪55 minutes

Materials


Breakout sessions will allow you to practice and build your skills in two of these areas

Breakout 1: Guilford Room Preparing for a routine: Self-assessment and calibration

Breakout 2: Watertable BallroomSetting the agenda and running the routine

Breakout 3: Watertable BallroomEnsuring routines are data driven

Breakout 4: Mt. Washington RoomNavigating difficult conversations


Day 2 agenda

Time Session



10:30 – 10:45 Break





Much like any strong delivery routine, before leaving here today, we need decide what action we’re going to take

Strong execution


Regularity



SUPPORT

ACCOUNTABILIT

Y


Exercise: Next steps

What How Time

▪Write on a card one key next step from the skills breakouts

▪Take stock of the next steps you’ve committed to so far this meeting– What other next steps

haven’t you captured?– Write any additional

general next steps on cards and add them to the brown paper build

▪In organization teams

▪15 minutes

Materials

▪All preceding workshop materials

▪Cards▪Markers


Pulse Check

What typically happensfollowing a meeting like this?


Much like a “runners’ high,” we often close a meeting with a tremendous sense of possibility…

1 Data reflect a non-scientific sample of 7 runners I know, including myself

Common sentiments among post-race runners1

Sense of accomplishmentWow! I can’t believe I finished that 10k!

Renewed and shared commitmentI’m totally going to run a marathon in June…Training starts tomorrow, Running Buddy!

Follow up and next stepsLook at this training schedule I mapped out For the next 6 months!


…but that magical sense of endless possibility begins to evaporate the second you walk out the door

I can do anything!! The world is MY oyster!! 10K, here we come!

10 minutes later…

Maybe I’ll start training again next month…


Before you know it, the marathon (or that big meeting) is tomorrow, and you are completely unprepared

Man….I really hope I make it to the STARTING line…

Straw Poll!

http://www.polleverywhere.com/app

http://www.polleverywhere.com/app/help

https://www.polleverywhere.com/multiple_choice_polls/RPOoDYJxhSYly0m?preview=true


Six common barriers to making progress between routines

1. Monotony2. Distractions 3. Bias toward the “new” 4. Time and resource constraints5. Failure to establish clear next steps and timelines6. Lack of accountability, support, and collaboration


Now that we know that barriers exist and what they look like, how can we break through them?


Persist through monotony by maintaining motivation toward your goals

Sentiment of system actorsSense of progress

Time

This is going to be great, I am excited to begin!

Wow, this is really tough

Why haven’t we achieved anything yet? Is this even working?

Things are finally start to pay off

I can’t believe we’ve achieved this much – I am so glad we embarked on this journey

Monotony Lives Here

The classic implementation dip


Minimize distractions between routines by coming back to the four delivery questions (again and again and again)








Avoid bias toward the “new” (a close cousin to monotony) by focusing on priorities

Don’t let the NEW or the

urgent become the enemy of

the important


Don’t become hostage to time and resource constraints

A few strategies for overcoming these “pests”

▪Set aside time to do the follow-up work

– Immediately after a meeting, block off time for yourself and any necessary colleagues to collaborate on next steps

– Hold that time sacred!

▪Shift available resources from less important tasks

– This means saying no sometimes

▪Maximize resources focused on helping you achieve your aspiration (go back to the four questions)


Take a few minutes at the end of every routine to establish clear, specific, and shared next steps

Characteristic Description/Example

Actionable Should begin with and action verb, like design, develop, call, or ask

Specific Needs to be the absolute next

physical thing you do; decide what this is immediately.

Time-bound By when does the next step need

to be completed? Put deadlines next to each action.

Owned

Who is responsible for completing the next step? Like the deadline, include a name next to each action.

Communicated

Record next steps during the course of a meeting where they can be easily seen. Review before meeting adjourns, and circulate to participants.

Next steps should be:


False deadlines are your friend – use them to your advantage

Support

Create time and space to focus Use time to ask how you can

help – put the offer out there if there isn’t a clear “ask”

Informally check in Celebrate success

Accountability

▪Schedule the next meeting and in-between check-ins immediately

▪Use in-between meetings as forcing events

▪Bring data with you (if you have it)

▪Come to shared understanding of progress


Exercise: Reflect on personal and organizational barriers to progress

What How Time

▪Reflecting on all of your next steps, consider:– What might get us off track

of these commitments?– How will we overcome

these barriers?– After this reflection, are our

next steps any different?

▪Share and discuss reflections– What might hold you back?– What will help ways to

maintain momentum?– Add card to brown paper

with key action(s) to maintain momentum

▪Debrief

▪In organization teams

▪In table groups

Materials

▪15 minutes

▪15 minutes

▪10 minutes

▪Worksheet

▪Brown paper▪Cards▪Markers

Thank You

@EdDelivery

www.deliveryinstitute.org

December 2, 2014 Baltimore, MD. 2 ©2014 U.S. Education Delivery Institute The delivery approach...

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Transcript of December 2, 2014 Baltimore, MD. 2 ©2014 U.S. Education Delivery Institute The delivery approach...