Raymond J. Carroll Texas A&M University carroll [email protected] Postdoctoral Training Program:
Carroll County United Action Team Kick Off - Jan 13 & 14, 2010
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Transcript of Carroll County United Action Team Kick Off - Jan 13 & 14, 2010
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Action Team:
Kick-Off
―Working together to make
Carroll County a place where all
generations can live, work & thrive.‖
JANUARY 13th & 14th, 2010
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Action
Team #2
Action
Team #3
Action
Team #4
Action
Team #1
Steering
Committee
Project Mgmt.
Traveling
Community
Roundtable
Action
Team #5
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Action
Team #2
Action
Team #3
Action
Team #4
Action
Team #1
Action
Team #5
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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
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Traveling
Community
Roundtable
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Traveling
Community
Roundtable
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Steering
Committee
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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‖
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VALUES AND ROLES:
ACTION TEAM MEMBERS
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Values Required
of Action Team Members
Accountability
Outcomes
Neutrality
Engagement
Ownership
Leverage
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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.
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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.
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Change Model:
Working Together in New Ways
Desired State
Structures
Processes
Measures
Present State
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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!
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Looking Across Carroll County over Time
Process
Indicators
Structures
Rallying
Resources
Decision
MakingAccountability
Community
Engagement
Community Outcome
Aspiration
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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
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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
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Prepared by
Rubicon Partners LLP
“Getting on the arrow!”
The Achievement Process
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Prepared by
Rubicon Partners LLP
Alignment
• Accountability
• Decision-Making
• Engagement
• Resources
The Achievement Process
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Carroll County: A3 Thinking
Clarification
Alignment
Orientation
Communication
Adjustment
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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.
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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?
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Plan
Do
Check
AdjustThe Deming
Cycle
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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
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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?
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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?
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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
200
300
400
500
600
700
800
2008 2009 2010 2011 2012 2013
# R eady 2reco rds
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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
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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
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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
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Seventh: Create a
Blame Free Zone*
PRESUME POSITIVE INTENTIONS
PARTICULARLY IMPORTANT IN ENGAGEMENT
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Eighth: Hold Yourself Accountable to
Getting to the Result
Set Clear Mileposts
Determine what is ―in the way.‖
Drive the Change
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Thank You
Jay Connor
734-904-1459
jcrubicon @ gmail.com
www.thecollaboratory.us