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

200

300

400

500

600

700

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