Page 1 April 22, 2006 Board Engagement Session A1 Understanding Expect Success Foundational...

April 22, 2006

Board Engagement Session A1

Understanding Expect Success Foundational Strategies and Preparing to Lead

Oakland Unified School District Redesign

Getting started

• Getting started– Welcome and agenda review (5 minutes)– Planning approach (20 minutes)– Calendar (10 minutes)

• Vision, values and outcome standards (15 minutes)• Overview of foundational strategies (10 minutes)• Foundational change #1: Separation of educational organization

from services organization– Rationale (10 minutes)– Status

• ELO build (20 minutes)• Services Org build (30 minutes)

• Foundational change #2: School-centered service economy– Rationale (10 minutes)– Status (20 minutes)

• Key decisions pending (20 minutes)• Next steps and appreciation (10 minutes)

Agenda

Getting started

• Review of phased approach• Outcomes for Phase A

– Commitment to phased planning approach and ‘good faith’ relationship– Clarity on Expect Success! redesign approach and rationale– Familiarity with Expect Success! budget, principles and project management

structure– Creation of protocols and role clarity to successfully engage board in building

and leading the Educational Organization– Collaborative decision-making on identified pending decisions– Agreements reached on other mechanisms to support board engagement

(agenda setting, data requirements, communication, milestone tracking, other resources and tools)

– Agreement on the role of the board in important decisions for Phase B

• Meeting norms• Overview of pending key decisions

– Vision, values and outcome standards– Strategic Plan approval– Membership and structure of unique networks (adult ed, early childhood, special

ed, charter schools)

Planning approach

Getting started

Board retreat (April 22, 2006)• Foundational Strategies #1 and #2• Vision, values, and outcome

standards introduced• Key decisions pending • Data needs protocol

Board retreat (May 9, 2006)• Foundational Strategies #3 and #4• Expect Success! design principles,

resources and project management• Board communication protocols

Board retreat (June 3, 2006)• Foundational changes #5 and #6• Milestones and tracking protocols• Debrief Phase A and agreements

Board meeting (April 27, 2006)• Vision, values, and outcome

standards adopted

Board meeting (May 10, 2006)• MAAP and ComPAS draft

‘benchmark’ standards and goals• RBB - school allocations

Board meeting (May 31, 2006)• RBB - service area and department

allocations• ELO membership

Board meeting (June 14, 2006)• Public hearing on budgetBoard meeting (June 14, 2006)• Budget adoptionBoard meeting (July, 2006)• Strategic Plan first reading

Calendar (tentative)

Getting started

Vision, values and outcome standards

We are creating a world class public school system that educates all students

to high standards of learning, in partnership with our community,

based in the resurgence of Oakland,with a recommitment to our shared values

of equity, community, and learning.

OUSD Vision

We aim to be:

The best urban school district in California by 20__.


• Embraces the concept of high standards of learning, high standards of service

• Identifies the beneficiaries: all students, each and every one of them

• Offers a vision of being the best: world class• Is measurable: we have already begun benchmarking

OUSD against the best urban school districts• States that we must work together as a city community

to educate children• And identifies and embraces common values

Characteristics of vision statement


1. Equity: All means all– Fairness and excellence– Opportunity and results– Different inputs to reach the similarly high outcomes– Removing the barriers to learning and achievement for all

2. Community: It takes us all1. Families, schools shared responsibility for student success2. All the resources of the city—business, community, neighborhoods,

and nonprofits—focused on educating students

• Learning: Always getting better– Using data to drive improvements and identify best practices– Using results to guide decision making– Aligning incentives to continuous learning and improvement

Values


It means that our students’ experience (from adults and/or peers):

1. Love, care, respect and personal and physical safety

2. Rigorous and relevant learning and high expectations

3. Acceptance as unique people who need to exercise their passions, talents and interests to thrive

Being “world class” means…


Students’ experiences in OUSD will allow them to:1. Become enthusiastic and passionate learners who are

resilient, confident and self directed; able to set and achieve personal goals

2. Know and be able to do the challenging intellectual work demanded by college, employment, civic participation and community membership

3. Know and respect themselves, other people, and the environment--able to lead healthy lives and thrive

4. Become global citizens who exhibit cultural competence, personal responsibility and empathy; who form strong relationships inside and outside of their own group

5. Make informed choices about their current and future lives and what is meaningful for them as human beings

(consolidated from prioritized list of outcomes standards ELO developed 4/5/06))

Outcome standards


• Define what will be true for every student

• A profile of the successful graduate we intend to produce

• Constitutes a “guarantee” for which we share accountability

• Align and guide everybody’s work—especially the work of students, teachers

and primary caregivers/families (for students)

• Express what is truly important, if difficult to quantify

• Show what students need to do now to prepare for their future

See Appendix for background

Characteristics of outcome standards(a.k.a, Essential Learning Results, Student Outcomes, or Profiles of a Successful Graduate)


Overview of foundational strategies

Purpose of foundational changes

Stewardship for true and sustainable recovery• Put in place an infrastructure for the school district that can handle

extraordinary challenges (limited resources, complex regulations, high stakes accountability systems, declining enrollment, long history of low performance and inequity, etc) while supporting achievement of ambitious goals of student success

1. Create a foundation that will support current and future leadership in continuing to build and support strong school programs aligned with community values and needs

2. Protect the values of public education while raising the bar of expectations for management practices in the delivery of services

3. Establish new norms for performance and making tough choices on behalf of the long-term interest of students

4. Attract and develop talent to Oakland by establishing Oakland as a progressive district ‘on the move’

Foundational changes

Outcomes to date

• Student achievement results• School climate results• Talent development (improved leadership at all levels)• Business partnerships• Private dollars in-flow• Tentative agreement with OEA


Six foundational changes

1. Create a separation between the educational organization and the services organization• Develop a focused educational leadership organization with clear priorities

and role clarity (board, strategy group, network leaders, principals) to achieve educational vision

• Create an effective service organization to serve the educational organization

2. Create a service economy that provides funding to schools and the educational leadership organization and let them purchase services

3. Create small learning communities (small schools and networks)

4. Strategically manage school quality across a portfolio of schools using a range of approaches

5. Create a performance culture within both organizations and build the capacity of staff at all levels

6. Invest in technology to improve efficiency and effectiveness


Foundational Change #1: Separation of Educational Organization

from Services Organization

Why separate educational function from services function?

Foundational Change #1: Separation of ELO from Services Org

• Overwhelm of educational leaders by operational and compliance issues

• Organization not structured to focus on core educational mission or students and families

• History of poor quality services and limited accountability

• Need to understand and manage the costs of decisions efficiently

• Manage time and money as a key resource

Two organizations of OUSD

The Education Leadership Org

(ELO)

The Services

Org

The Schools

The School Board

Foundational Change #1: Separation of ELO from Services Org

Timothy WhiteAsst Sup’t Fac

Javetta RobinsonCFO

Kirsten VitalCCA

Kimberly StathamCAO

Randolph WardState Administrator

Hae-Sin KimExO Incubator Network

Oswaldo GalarzaInfo Tech

Sue WoehrleExO HS Network A

Edgar RakestrawBoard Officer

Roy CombsGeneral Counsel

Donald EvansExO K-5 Network A

Delia RuizExO K-5 Network D

Troy ChristmasExO HRSS

pendingExO Fiscal Serv

Bill ConradExO RAA

Brad StamExO Instr Serv

John VacchieryTransitional Dep’t Leader

Laura MoranChief Services Officer

The Strategy Group

The Services Organization

The School

Networks

The Transitioning

Services

John NewsomeStrategic Projects & Communication

Board

Luis FreeseBldgs & Grounds

Andre DouglasCustodial

Facilities Planning

Gail WhangSFCS

Phyllis HarrisED Spec. Ed

Brigitte MarshallAdult Education

Liane ZimnyCharter Services

Jane NicholsonED E. Childhood

Denise SaddlerExO K-5 Network B

Fred BrillExO K-5 Network C

Suanna Gilman-PonceExO MS Network A

Debbra LindoExO MS Network B

Anticipated 2006-07 Organization Structures

Oakland Unified School District

pendingExO HS Network B

pendingCharter Schools

Educational Leadership Organization (ELO) build

The Education Leadership Org

(ELO)

• setting standards and monitoring progress• allocating resources between schools• ensuring equity• managing a portfolio of schools• strategic planning

Responsible for leading Oakland’s schools toward exceptional performance by:

Priority areas of workThe Frameworks • the Multi-year Academic Acceleration Plan (MAAP)• the Community Plan for Accountability in Schools (ComPAS)• the Investment framework

Membership:• Strategy Group (Superintendent, CAO, CFO, CCA)• School Network Leaders

Principal advisory group

The Educational Leadership Org (ELO)

Foundational Change #1: ELO build

Elements of ELO build

Chartering Membership Planning Perf.Mgmt.

PD Team building

• Chartering ELO (vision, outcome standards, key strategies, ownership of key strategies)

• Membership in ELO (what is a network and what is a service)• Planning & alignment (Who is responsible for the frameworks,

network plans, school site plans)• Performance management (how do we measure progress, adjust,

and manage our people, time and resources)• Professional development and training (how do we learn, adjust

and improve our performance continuously?)• Team building (how do we collaborate and build relational trust in

each other as leaders and change agents?)For each element: Implementation - tools, resources, calendar, communication


Chartering

1. What are we trying to achieve as a district? (Vision and 5-yr goal)

2. What do we expect our students to know and be able to do? (Outcomes for students)

3. How will we know we are getting there? (Standards, goals, metrics and targets)

4. What do we have to do? (Key strategies, strategic planning & implementation)

5. Who decides what we do, how we do it, and who does it? (Roles and responsibilities)

6. How do we resource our choices? (Investment framework)

Chartering Membership Planning PD Team building

Perf.Mgmt.


ELO Membership

Completed decisions• Four elementary networks• Two middle school networks• Two high school networks• One new school network (2006-07 only)• One charter school network

Pending decisions• Structure of Early Childhood, Special Education, and

Adult Education (networks, services, or both)


Perf.Mgmt.


Planning

• Strategic Planning (Board and Strategy Group)– Vision, outcome standards, 5-yr goal, theory of action– Multi-year Academic Acceleration Plan (MAAP)– Community Plan for Accountability for Schools (ComPAS)– Investment Framework

• Network Planning (Network leaders)• School Site Planning (Principals and school community)

* Data-driven, results-based planning aligned across the organization


Perf.Mgmt.


Foundational Change #2: School-centered service economy

What are OUSD’s long-term “investment” challenges?

• High central office fixed costs: The District hasn’t been able to respond quickly enough to disruptive economic changes – especially declining enrollment. As District revenues have decreased, Central Office costs have remained fairly steady or “fixed”, reducing the share of dollars available for schools

(n.b., an illustrative example is provided on the next page)

• Weak service accountability: With the bulk of the District’s dollars controlled centrally by Departments and Service Areas, it has been difficult to ensure that programs and spending are aligned to support each, individual school’s priorities, or that schools receive high quality, cost-effective, and timely services from Central Office providers

(n.b., survey data about school satisfaction with Central Office services is forthcoming)

Foundational Change #2: School-centered Service Economy

Model of central vs school expenditures

$0.00

$1,000.00

$2,000.00

$3,000.00

$4,000.00

$5,000.00

$6,000.00

1999-2000 2004-2005

school

central

Assumptions of model:• approximate per student revenue of $5,000• enrollment drops from 53,888 to 44,925• central cost stay fixed


Our solution to OUSD’s long-term “investment” challenges: creating a “school-centered” economy

• By increasing the share of the District’s funds managed directly by schools (and empowering those “closest to the problem” to make all-important resource allocation decisions), we are ensuring that Central Office costs come into alignment with current enrollment

• By separating the District’s core academic vs. “service” functions and spurring Service Areas to negotiate annual service contracts with the District and with schools, we are ensuring that Central Office activities support academic priorities, and explicitly holding Service Areas accountable for achieving outcomes and service standards

Challenge Solution

• High central office fixed costs

• Weak service accountability


1. Greatly increased the share of District resources loaded directly into school site budgets (>85% of total OUSD budget) and expand school site spending discretion, with commensurate accountability

2. Ensure that all Central Office and externally-provided services are assessed and re-prioritized annually based on alignment with school and District needs and impact on student achievement; quality; and cost-effectiveness

• Introduce rigorous vendor management: Quality control, budget analysis, monitoring

• Provide access to a wide range of differentiated services

School-centered service economy goal: Achieve steady state by 2007-2008


School-centered service economy priorities for 2006-2007

• Redistribute additional resources from Central Office to school sites (e.g., 82% in 2006-2007, vs. ~80% in 2005-2006)

• Give schools more spending flexibility to purchase Instructional Services and other support (with increased accountability for achieving results)

• Greatly increased the share of District resources loaded directly into school site budgets (>85% of total OUSD budget) and expand school site spending discretion, with commensurate accountability

School-based economy goal: Achieve steady state by 2007-2008

2006-2007 school-based economy priority

• Ensure that all Central Office and external services are assessed and re-prioritized annually based on alignment with school and District needs. Ensure that service providers are held accountable for student achievement, quality, and cost-effectiveness

• Introduce rigorous vendor management: Quality control, budget analysis, monitoring

• Provide access to a wide range of differentiated services

• Increase service provider accountability for impact, quality, and cost-effectiveness by showing how (and how much) money is spent at each school site

• Deeply assess and re-prioritize services provided in two key areas: Instructional Services and Information Technology

• Create IS & IT RFPs and service contracts, and pilot vendor management approach


Services Organization Build

Expect Success Service Organization

Update April 2006

Service Organization Build Link service economy construct to shared value of

providing schools, families and communities with the service they deserve.

Engage leaders in creating a business plan that defines an innovative model for providing high levels of services at a price the clients can afford so that SO can win in the marketplace.

Create a Service Culture Vision and Values Service Standards and Accountability Systems aligned to

MAAP, COMPAS and Investment Framework Reward and Recognition linking services organizations

accomplishments to ELO achievements.

FORUM – Customer Loyalty Curve The Journey Up the Curve: Two Stages

Source: Corporate Executive Board, Climbing the Service Curve, 2003

Defection

Advocacy

Relationship Expansion

Neutral

Diminishment

Extremely Satisfied

DissatisfiedCustomer Satisfaction

Cu

sto

mer

Be

hav

ior

Stage 1: Achieve predictability. Make the customer experience consistent and intentional.

Stage 2: Go for differentiation. Make the customer experience distinctive, valuable, and unique to your organization.

FORUM – Customer Loyalty Curve

Two Points Where You Get a Lift in Loyalty

Defection

Advocacy

Relationship Expansion

Neutral

Diminishment

Extremely Satisfied

Dissatisfied

Customer Satisfaction

Cu

sto

mer

Be

hav

ior

1. Point of Satisfying: Consistently meet expectations for standard service, giving customers no reason to defect

2. Point of Delighting: Exceed expectations through differentiated service, prompting customers to buy more and recommend the firm to others

“Maintenance”: In the middle of the curve, changes in customer satisfaction don’t make much difference to customer loyalty

Creating a Positive Customer Service Experience

Climbing the Satisfaction-Loyalty Curve means moving the customer experience from random, to predictable, to differentiated.

Consistent Intentional

Consistent Intentional Distinct Valuable

RandomExperience

PredictableExperience

DifferentiatedExperience

CustomerLoyalty

Stage 1

Stage 2

Linking RATER to Redesign

RATER ModelReliability AssuranceTangiblesEmpathyResponsiveness

Redesign Principles Develop Service Standards

for each RATER element. Create service standards

through customer input and benchmarking.

Use standards to set goals for the redesign core business processes and structures.

Create process ownership and shared responsibility for meeting service standards.

Wave 1 Service Areas

Human Resources Financial Services Research Assessment & Accountability Instructional Services Operations Support Coaches

HR Redesign – Short TermCreating Core Service Predictability

Staff Forecasting and Planning Recruitment & Selection New Employees Set-up and Orientation* Employee Status Changes and Terminations* Evaluation and Discipline Credentials: State and Federal Substitutes

* Reduction & Resolution of Pay related errors

HR Redesign- Long TermCreating Customer Loyalty

Develop strategies, services and programs to: Increase teacher and classified attendance Increase employee retention/ reduce turnover Create cohesive professional development

curriculum for classified employees and managers Develop career paths Formalize and link reward and recognition to

organizational goals and values Provide value added HR consulting

Human ResourcesAccomplishments: New teacher recruiting HQT Project Substitute System Cross-functional pay resolution team Tracking performance data against standardsChallenges: Service team model Staff turnover Pay related errors Evaluation and disciplineStrategies to address challenges: Rebuild team and implement extensive PD plan Complete HRSS “desk manual” with redesigned policies and procedures Implement key improvement strategies for each process segment Client education through elearning system to increase shared responsibility

between client and service provider to reduce rework and errors.

Wave 2/3 Service Area Redesign - Four Phases

1. Assess Review customer input Document ‘as is’ state Research of best practices

2. Reconfigure High level grouping to address cross-functional areas

3. Design ‘should be’ state Business plan

Key customer identification Key customer standards Costing of service delivery

Organization structure Reporting relationships process ownership and performance metrics key interfaces with other service areas

4. Transition plan (‘from - to’)

Key decisions pending

Data and information protocol agreements

Key decisions pending

• Vision, values and outcome standards (May 31)

• Strategic plan approval (Aug 6)

• Directional guidance on membership and structure of unique networks (adult ed, early childhood, special ed) (June 21)

Decision Data and information requirements

Next steps and appreciations

Appendix

Why a mission and vision?

• Every community is different and each district must define and relentlessly focus on its mission and vision of success

• The ability of any district to achieve its goals depends upon building a clear mission, a bold purpose, and a shared vision of what must be achieved

• Successful systems are those that can focus on specific activities and purposes over a long period of time

Appendix

Garden Grove is a Broad Prize winner for urban education. Its mission and vision provide guidance and direction…

The Board of Education of the Garden Grove Unified School District is committed to providing an educational program focusing on student achievement, high standards, and opportunities for all students to acquire the knowledge and skills necessary to live a productive life.

--GGUSD website, 2006http://www.ggusd.k12.ca.us/

To meet this commitment, students will participate in a comprehensive curriculum designed to achieve the identified goals. It is the goal of the district to ensure that all students have the opportunity upon leaving high school to choose from a wide variety of options including four-year colleges and universities, technical education, or a skilled career. The opportunity to choose among these paths requires that students achieve proficiency as defined by state standards in core academic subjects and achieve proficiency in the use of the English language. These proficiencies will make it possible for students to access rigorous high school courses and enable them to graduate ready for college and skilled careers.

Appendix

Virginia’s Norfolk School District is also a Broad Prize winner for urban education

Mission• To ensure the success of each student in a safe, stimulating, and challenging

environment supported with a committed workforce that focuses on quality teaching and learning.

We Believe ･• All students will learn• All students will be held accountable for acceptable behavior and respecting peers and adults • All personnel within the organization will be held accountable for ensuring that decision-making is data-

driven and congruent with the district's vision, mission, and goals • Meaningful professional development is critical to quality work performance • Cultural diversity and learning styles of students will be recognized, and enhanced alternative education

programs are essential for students• Data analysis is critical to examining existing practices, programs, and initiatives for continuous

improvement• All students, staff, parents, and community members are ambassadors for the school system

Appendix

Why identify student outcome standards?

• Business, higher education, and the complexity of social and political life demand higher standards for what students’ should know and are able to do.

• The difference in earning potential between high school graduates and college graduates has widened over the last two decades.

• What families want for their children includes more than academic success—they want them to be successful human beings.

• Successful systems identify the student qualities and competencies they are looking for so that the learning reflects community values.

Appendix

For several decades now, universities, community leaders and industry have been demanding more of graduates

Three out of every 10 ninth-grade students will not graduate on time and about half of all African American and Hispanic ninth graders leave school without a diploma. Nearly 40 percent of students who do graduate say they don't feel adequately prepared for college or work. Our failure to prepare the next generation for success is an affront to our nation's values of equality and opportunity for all, and it threatens our economic and civic health. --The Urban Institute

To succeed in these high-paying, high-growth jobs, college students or employees must be able to write and speak clearly, analyze information, conduct research, and solve difficult problems, according to the American Diploma Project. These skill requirements are the same whether a high school graduate goes directly to work or to college. See for yourself the challenging kinds of workplace tasks and college assignments that are now commonplace at work and on campus.http://www.achieve.org/achieve.nsf/Challenge_Skills/openform

Appendix

In 1991 the CA Business Roundtable told educators what they wanted in high school graduates

Competencies• Resource skills• Interpersonal skills• Information skills• Systems thinking• Technology skills

The Foundation• Basic skills• Thinking skills• Personal qualities

Parents must insist that their sons and daughters master this know-how and that their local schools teach it. Unless you do, your sons and daughters are unlikely to earn a decent living.If your children do not learn these skills by the time the leave high school, they face bleak prospects—dead end work interrupted only by periods of unemployment, with little chance to climb a career ladder.

--US Dept of Labor, June, 1991

Appendix

Every successful school district plans for the future: to be successful, what will our students need to know and be able to do when they graduate?

From Bethel Public Schools, Spanaway, Washington, 2006• Technology Outcomes

• Personal Outcome• Intrapersonal Outcome• Thinking Skills Outcome

• Resources Outcome• Systems Outcome

• Connections Outcome

Appendix

Not everything of importance can be measured

• While it is true that students will have limited options if they do not pass A-G course work.

• It is NOT true that all students who achieve A-G completion are ready for college, life or employment

• The jobs that once awaited high school graduates have all but disappeared.

• We must prepare our students for the world of the future; the world of the fifties and sixties no longer exists

Appendix

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