carroll county united action team kick off - jan 13 & 14, 2010
DESCRIPTION
Carroll County United Action Team Kick off powerpoint - Jan 14 & 15, 2010TRANSCRIPT
Action Team:
Kick-Off
―Working together to make
Carroll County a place where all
generations can live, work & thrive.‖
JANUARY 13th & 14th, 2010
Action
Team #2
Action
Team #3
Action
Team #4
Action
Team #1
Steering
Committee
Project Mgmt.
Traveling
Community
Roundtable
Action
Team #5
Action
Team #2
Action
Team #3
Action
Team #4
Action
Team #1
Action
Team #5
Action Teams
In order to reach that goal, participants decided that action teams that will set measurable goals need to be established in the following areas:
1. School Readiness and childhood success (Pre-K through 3rd grade)
2. Aligning education to careers (Gr. 4-12)
3. Self sufficiency (young adults -> retirement age)
4. Balancing economic development and environmental stewardship
5. Health and wellness
Traveling
Community
Roundtable
Traveling
Community
Roundtable
Steering
Committee
Action
Team #2
Action
Team #3
Action
Team #4
Action
Team #1
Steering
Committee
Project Mgmt.
Traveling
Community
Roundtable
Action
Team #5
―Mechanism for Implementation‖
VALUES AND ROLES:
ACTION TEAM MEMBERS
Values Required
of Action Team Members
Accountability
Outcomes
Neutrality
Engagement
Ownership
Leverage
Values Required
of Action Team Members
Accountability◦ In order to expect a community to hold itself
accountable to an outcome, they must have faith that
the action team demonstrated clear and unbiased ways
of developing those expectations
◦ The only way a member of an action can demonstrate
that is to be seen as striving to be neutral to an agenda,
activity or program, while showing a laser-like focus on
the outcome.
Values Required
of Action Team Members
Engagement◦ While some on an action team won’t be able to be
completely ―without agenda‖ the team as a whole
should model how all engagement with the process
should be valued – I.E., it is owned by the community
and not on individual, organization or sector.
◦ Their presence encourages others to be involved and
thus creates a leverage as they bring new resources in
time and dollars to the solution.
Change Model:
Working Together in New Ways
Desired State
Structures
Processes
Measures
Present State
Action Team Role
Determine Target Outcome (Desired State)
=> ensure that it ACHIEVES to the community aspiration
Develop a clear MEASURE(s)
=> ―How will we know?‖
Focus on ALIGNMENT of Action Teams, as well as, community organizations.
Outline/Implement STRATEGIES (Structures & Processes) to achieve Outcome
=> Does not create programs!
Looking Across Carroll County over Time
Process
Indicators
Structures
Rallying
Resources
Decision
MakingAccountability
Community
Engagement
Community Outcome
Aspiration
Steering Committee Role
Thru Engagement, develop context for implementing Structure/Process/Measures
Prepare to match Resources required with actions needed / Budget
Make Decisions with Outcome Focus
Lead thru Measurement and Accountability
Community Solutions
Are often about Community Systems
Are often Cross-Organizational
Are often Cross-Sectoral
Require Community Ownership
The Solution should frame the activities =>
not the other way around
Prepared by
Rubicon Partners LLP
Prepared by
Rubicon Partners LLP
“Getting on the arrow!”
The Achievement Process
Prepared by
Rubicon Partners LLP
Alignment
• Accountability
• Decision-Making
• Engagement
• Resources
The Achievement Process
Carroll County: A3 Thinking
Clarification
Alignment
Orientation
Communication
Adjustment
A3 Thinking
Was developed as part of the
Toyota management toolbox
Was developed out of Edwards
Deming’s Plan-Do-Check-
Adjust cycle
This is the basis for the Baldrige
quality improvement process.
Practical problem solving with
A3s
Answer the questions:
◦ Who are we?
◦ What did we do?
◦ What has hindered us in doing
better?
◦ What does a better future look
like?
◦ How do we get to a better future?
◦ How do we know when we’ve
arrived?
◦ What do we do then?
Plan
Do
Check
AdjustThe Deming
Cycle
A3 Thinking
The name comes from a paper
size—the metric equivalent of
11 x 17‖ paper.
The principle is that the entire
story must fit on a single sheet
of paper.
The A3 is the narrative of the
story
A3 Thinking
The Narrative (Part One)
◦ What are we trying to do?
◦ Why? Background?
◦ How will we know?
The Narrative (Part Two)
◦ What is the current condition?
◦ What are the potential barriers or levers? What is their expected impact?
A3 Thinking
The Narrative (Part Three)
◦ What are our target conditions?
◦ What is our hypothesis? How do
we address those levers/barriers?
The Narrative (Part Four)
◦ How do we implement change?
What/Who/When
◦ How do we know that it works?
◦ What do we do next?
Brigance ScoreQuality Care
Records
Community
Awareness
Business Case:
• 71% of all 4 yr olds will be ready for Kindergarten as
measured by the Brigance by March 2010
• 100% of all children entering Kinder will have
all appropriate records
• 85% of all childcare providers attend PD
sessions (6 of 8)
• Community awareness survey conducted
semi annually
THEME: EVERY CHILD READY
0
1 0
2 0
3 0
4 0
5 0
6 0
7 0
8 0
9 0
1 0 0
2 0 0 8 2 0 0 9 2 0 1 0 2 0 1 1 2 0 1 2 2 0 1 3
y e a r
Readiness Level
0
2
4
6
8
1 0
1 2
1 4
2 0 0 8 2 0 0 9 2 0 1 0 2 0 1 1 2 0 1 2 2 0 1 3
P D s e s s i o n s
P a r e n t C o n t a c t e v e n t s
B o o k e v e n t s e t c .
0
1 0
2 0
3 0
4 0
5 0
6 0
7 0
8 0
2 0 0 8 2 0 0 9 2 0 1 0
R e a d i n e s s l e v e l b y y e a r
0
10
20
30
40
50
60
2008 2009 2010 2011 2012 2013
Articles
Radio
Presentation
0
100
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800
2008 2009 2010 2011 2012 2013
# R eady 2reco rds
1
2
4
3
4-Year Old Brigance Assessment Summary
45%
55%
Meets
Does Not Meet
Leverage Point Lever Impact
(1) Daycare center providers need increased training on language
and literacy
Deliver training to ---% of teachers 40%
Pre-school providers
Home daycare centers
Parents/families
(2) More resources are needed Provide avenues for parents/children/teachers to receive
materials
25%
a. Books, materials, ideas
b. Specialized training (dvds)
c. Special incentives (program) for increased reading to and
by children
(3) Increased community awareness Bi-weekly visits to center/home 25%
Increased community collaboration
Parent nights, parent academies, public seminars, church
organizations
(4) All children need to have all records ready prior to entering
Kinder
Check preschool/daycare records 15%
Meets Age-Appropriate expectation - Brigance
57%
41% 40%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
% Meets
4.0-4.3 4.4-4.7 4.8-4.11
___ % of 4yr olds are ready (per 4yr.
September 09 Brigance Assessment)
# of participants at data driven professional development workshops for teachers and
families
Parental / home reinforcement of concepts taught in classrooms needs improvement
Community awareness of Kindergarten readiness (academic and health requirements)
needs to be increased
Current Conditions
Hypothesis:
Brigance: If our Brigance scores show improvement – more children will be successful in school
QualityCare: If our children have better trained child care providers – children have a greater chance to succeed
Records: If all children have all their records – they won’t miss school and they will learn more
Community Awareness – If the community values kindergarten readiness – value for education improves
1 2
3
4
TargetsBetter Teachers
Better Resources
Community Involvement
Community
Awareness/Records
0%
20%
40%
60%
80%
100%
2007 2008 Q1'09 Q2'09 Q3'09
On
Tim
e
0%
20%
40%
60%
80%
100%
2007 2008 Q1'09 Q2'09 Q3'09
On
Tim
e
0%
20%
40%
60%
80%
100%
2007 2008 Q1'09 Q2'09 Q3'09O
n T
ime
ACTION OWNER DATE
1 Assess all 3 & 4 year olds in daycare facilities and Anna Waters Head Start Day Care Directors 9/30
2 Collect and analyze data provided by centers York 10/15
3 Contact home daycare providers to identify #s of 3 & 4 yr olds for assessment York/student 9/30
4 Begin assessment of 4 yr olds in home day cares York/team 10/15
5 Return analyzed data to individual center directors York 10/30
6 Set individualized center goals to reach team goal using 4 yr old data Team/York/Irma/Jan 11/18
7 Develop individualized instruction plans for all target children Team 12/10
8 Review/revise professional development needs as a result of scores Team 11/18
9 Hold professional develop sessions at specific centers/classrooms and track individual student academic
growth
York/Irma/PD
Lead Indicators
Brigance Sept. Scores PD Attendance/Type Teacher Fidelity
Seventh: Create a
Blame Free Zone*
PRESUME POSITIVE INTENTIONS
PARTICULARLY IMPORTANT IN ENGAGEMENT
Eighth: Hold Yourself Accountable to
Getting to the Result
Set Clear Mileposts
Determine what is ―in the way.‖
Drive the Change
Thank You
Jay Connor
734-904-1459
jcrubicon @ gmail.com
www.thecollaboratory.us