Carroll County United Action Team Kick off powerpoint - Jan 14 & 15, 2010

1. Action Team:
Kick-Off
―Working together to make
Carroll County a place where all
generations can live, work & thrive.‖
JANUARY 13th & 14th, 2010

4. Action Action
Team #1 Team #2
Traveling Steering
Community Committee
Roundtable Project Mgmt.
Action Action
Team #3 Team #4
Action
Team #5

5. Action Action
Team #1 Team #2
Action Action
Team #3 Team #4
Action
Team #5

6. 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

7. Traveling
Community
Roundtable

8. Traveling
Community
Roundtable

9. Steering
Committee

10. ―Mechanism for Implementation‖
Action Action
Team #1 Team #2
Traveling Steering
Community Committee
Roundtable Project Mgmt.
Action Action
Team #3 Team #4
Action
Team #5

11. VALUES AND ROLES:
ACTION TEAM MEMBERS

12. Values Required
of Action Team Members
Accountability Engagement
Outcomes Ownership
Neutrality Leverage

13. 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.

14. 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.

15. Change Model:
Working Together in New Ways
Desired State
Structures
Processes
Measures
Present State

16. 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!

17. Looking Across Carroll County over Time
Rallying Decision Community
Accountability
Resources Making Engagement
Structures
Aspiration
Process
Community Outcome
Indicators

18. 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

19. 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

20. “Getting on the arrow!”
The Achievement Process
Prepared by
Rubicon Partners LLP

21. Alignment
The Achievement Process
• Accountability
• Decision-Making
• Engagement
• Resources
Prepared by
Rubicon Partners LLP

22. Carroll County: A3 Thinking
Clarification
Alignment
Orientation
Communication
Adjustment

23. 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.

24. 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?

25. Plan
The Deming
Adjust Cycle Do
Check

26. 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

27. 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?

28. 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?

29. THEME: EVERY CHILD READY
Business Case: 14
• 71% of all 4 yr olds will be ready for Kindergarten as
80
12
70
60 measured by the Brigance by March 2010 10
8
• 100% of all children entering Kinder will have
P D s e s s i ons
50
P a r e nt C ont a c t e v e nt s
6
B ook e v e nt s e t c .
40
all appropriate records
R e a di ne s s l e v e l by y e a r
4
30
• 85% of all childcare providers attend PD
2
20
0
2008 2009 2010 2011 2012 2013
sessions (6 of 8)
10
0
• Community awareness survey conducted
2008 2009 2010
semi annually
Brigance Score
Quality Care
Readiness Level
100
90
80
70
60
Community
50
year
40
30
Records 20
10
Awareness
0
2008 2009 2010 2011 2012 2013
800 60
700
50
600
500
40
400
# R e a dy 2 re c o rds
Articles
300 30
Radio
Presentation
200
20
10 0
0
10
2008 2009 2 0 10 2 0 11 2 0 12 2 0 13
0
2008 2009 2010 2011 2012 2013

30. Current Conditions
4-Year Old Brigance Assessment Summary
Meets Age-Appropriate expectation - Brigance
100%
90%
___ % of 4yr olds are ready (per 4yr.
1
80%
70%
57%
60%
50% 41% 40% 45% Meets
% Meets
40%
30%
20%
10%
55% Does Not Meet
September 09 Brigance Assessment)
0%
4.0-4.3 4.4-4.7 4.8-4.11
2 # of participants at data driven professional development workshops for teachers and
families
3 Community awareness of Kindergarten readiness (academic and health requirements)
needs to be increased
4 Parental / home reinforcement of concepts taught in classrooms needs improvement
Leverage Point Lever Impact
(1) Daycare center providers need increased training on language Deliver training to ---% of teachers 40%
and literacy
Pre-school providers
Home daycare centers
Parents/families
(2) More resources are needed Provide avenues for parents/children/teachers to receive 25%
materials
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 Check preschool/daycare records 15%
Kinder

31. 1 2
Better Resources
Better Teachers Targets
3
4 Community
Awareness/Records
Community Involvement
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

32. 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 York/Irma/PD
growth
Lead Indicators
Brigance Sept. Scores PD Attendance/Type Teacher Fidelity
100% 100% 100%
80% 80% 80%
On Time
On Time
On Time
60% 60% 60%
40% 40% 40%
20% 20% 20%
0% 0% 0%
2007 2008 Q1'09 Q2'09 Q3'09 2007 2008 Q1'09 Q2'09 Q3'09 2007 2008 Q1'09 Q2'09 Q3'09

34. Seventh: Create a
Blame Free Zone*
PRESUME POSITIVE INTENTIONS
PARTICULARLY IMPORTANT IN ENGAGEMENT

35. Eighth: Hold Yourself Accountable to
Getting to the Result
SetClear Mileposts
Determine what is ―in the way.‖
Drive the Change

36. Thank You
Jay Connor
734-904-1459
jcrubicon @ gmail.com
www.thecollaboratory.us