Action Team: Action Team: Kick-Off Kick-Off

“Working together to make Carroll County a place where

all generations can live, work & thrive.”

JANUARY 13th & 14th, 2010

ActionTeam #2

ActionTeam #3

ActionTeam #4

ActionTeam #1

SteeringCommittee

Project Mgmt.

Traveling Community Roundtable

ActionTeam

#5

ActionTeam #2

ActionTeam #3

ActionTeam #4

ActionTeam #1

ActionTeam

#5

Action TeamsAction TeamsIn 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 stewardship5.Health and wellness

Traveling Community Roundtable

Traveling Community Roundtable

Steering Committee

ActionTeam #2

ActionTeam #3

ActionTeam #4

ActionTeam #1

SteeringCommittee

Project Mgmt.

Traveling Community Roundtable

ActionTeam

#5

““Mechanism for Implementation”Mechanism for Implementation”

VALUES AND ROLES:VALUES AND ROLES:ACTION TEAM ACTION TEAM MEMBERSMEMBERS

Values Required Values Required of Action Team Membersof Action Team Members

Accountability

Outcomes

Neutrality

Engagement

Ownership

Leverage

Values Required Values Required of Action Team Membersof 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 Values Required of Action Team Membersof 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:Change Model:Working Together in New WaysWorking Together in New Ways

Desired State

StructuresProcessesMeasures

Present State

Action Team RoleAction 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

DecisionMaking

AccountabilityCommunity Engagement

Community Outcome

Aspiration

Steering Committee RoleSteering Committee Role

Thru Engagement, develop context for implementing Structure/Process/Measures

Prepare to match Resources required with actions needed / Budget

Make Decisions with Outcome FocusLead thru Measurement and

Accountability

Community SolutionsCommunity Solutions

Are often about Community SystemsAre often Cross-OrganizationalAre often Cross-SectoralRequire Community OwnershipThe 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 Carroll County: A3 ThinkingThinking

ClarificationAlignmentOrientationCommunicationAdjustment

A3 ThinkingA3 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 Practical problem solving with A3swith 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 DemingCycle

A3 ThinkingA3 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 ThinkingA3 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 ThinkingA3 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

RecordsCommunityAwareness

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

10

20

30

40

50

60

70

80

90

100

2008 2009 2010 2011 2012 2013

year

Readiness Level

0

2

4

6

8

10

12

14

2008 2009 2010 2011 2012 2013

P D s es s i ons

P ar ent C ontac t events

B ook events etc .

0

10

20

30

40

50

60

70

80

2008 2009 2010

R eadi nes s l evel by year

0

10

20

30

40

50

60

2008 2009 2010 2011 2012 2013

Articles

Radio

Presentation

0

100

200

300

400

500

600

700

800

2008 2009 2010 2011 2012 2013

# Ready 2records

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 schoolQualityCare: 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 moreCommunity Awareness – If the community values kindergarten readiness – value for education improves

1 2

3

4

TargetsTargetsBetter 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 Seventh: Create a Blame Free Zone* Blame Free Zone*

PRESUME POSITIVE INTENTIONS

PARTICULARLY IMPORTANT IN ENGAGEMENT

Eighth: Hold Yourself Eighth: Hold Yourself Accountable to Getting to the Accountable to Getting to the ResultResult

Set Clear MilepostsDetermine what is “in the way.” Drive the Change

Thank YouThank You

Jay Connor734-904-1459

jcrubicon @ gmail.comwww.thecollaboratory.us