WASDA lighting the path to improvement March 2018€¦ · 14-15 Q1 15-16 Q1 16-17 Q1 17-18 Q1...

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Why, What & How Systems Theory & Improvement

1. Why Focus on Improvement

2. Defining Positive Results

3. Learning & Deploying Simple Tools Well

4. Owning the Change Process

5. Skilled to Solve the Wicked Problems

6. Building & Sustaining a Culture of Service

2Greco, 2018

Pause & ProcessForce Field Analysis

• What are the driving forces to improve?

• What are some of the barriers holding your team or system back?

Greco, 2018 3

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SDMF Context• SDMF successful for “some” students

• High School • 2nd Notice NCLB School At Risk Special Education • Low AP participation & success

• Milwaukee Magazine • Underperforming & High Spending School District

• Middle School Culture• Suspensions among the highest in the region

• All Levels• Gaps large across schools and among student populations

• Superintendent retired 2011

• Board focus on Improvement

Why Adopt an Improvement Framework?

Skilled Decision Making & Process

of Improvement

Better Results

Aligned with Expected Outcomes for Success

Set GoalsDo good work

Hope for Improvement

Student Performance

Staff, Team &SystemPerformance

Big MeasuresState Report CardAccountability

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©2017 Huron Consulting Group Inc. and affiliates. Use and distribution prohibited except through written agreement with Huron. Trademarks used in this document are registered or unregistered trademarks of Huron or its licensors.

Phases of Organizational Change

7

• Sense of excitement

• Right “to do” list

• Things will get better (hope)

• Quick fixes are implemented

• Team in place

• Some skeptics

• Overall lots of enthusiasm

• We/they

• Inconsistency apparent

• Bigger challenge and more work than thought

• This will impact me—change for all

• Some are getting it and getting it faster

• Some are not and may not

• Performance gap is evident

• Tougher decisions must be made

• Process improvement increases due to accountability and skill level

• Inconsistencies obvious that if not fixed, progress will halt and organization will go backwards

• High performing results

• Everyone understands the keys to success

• Disciplined people and disciplined processes displayed in organization

• Proactive leadership

PHASE 1:The Honeymoon

PHASE 2:Reality Sets In

PHASE 4:Consistency

PHASE 3:The Uncomfortable Gap

Create a culture around continuous improvement

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In order to build a system of…

EngagementImprovementSupportHope

“Shifting mindsets and behaviors is the core of any continuous improvement journey.”

Joakim Ahlstrom, 2015

Education is a lifeline

From the Center for Poverty Research—University of California, Davis

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Life Ready

Education is the

clearest indicator of

life outcomes,

employment,

income,

and is a predictor

of attitudes and

wellbeing.

Greco, 2018

Countries Moving from Poor to Fair

Performance

Focus on student performance in literacy & math

Scaffold learning for low performing

teachers

Fulfill all basic needs for students

All schools reach minimum quality

threshold

Countries Moving from Fair to Good

Performance

Consolidate system

structures

Ensure data systems in

place

Ensure teacher, staff & leader accountability in

place

Align resources

Organize a consistent structure for improvement

Organize consistent models for pedagogy

Countries Moving from Good to Great

Strong development for teachers &

leaders

Professional framework for

quality practice

Developing a system of practice

Countries Moving from Great to

Excellent Performance

From School improvement

to System improvement

Engage all staff in improvement

teams

Rapid cycles of experimentation and evaluation of results

Systemic innovation

How the World’s Most Improved School Systems

Keep Getting Better

McKinsey Report, 2010

Transformation

Stage 5 is Advanced transforms day to day operation by embedding a continuous improvement through centered, disciplined leadership.

C.S. Lewis

Greco, 2018

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Definition of Improvement

• Improvement means…

The elimination of unnecessary hassle.

Improving outcomes.

Problems are solved.

Greco, 2018

The “Is NOT….Is”Comparison of our Improvement

Improvement Is Not:• Isolated• Chasing Initiatives• “Gate keeping” opportunities• Random attempts• Without input

Improvement Is:• Sustained • Hopeful• Focus on every student• Problem solving• Directed by student reflection & input• Learning from Bright Spots

Improvement Is not:

“Chasing” Isolated initiatives “hoping” something helps

STOP

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Our Framework

Vision

•Commit to Excellence•Culture of Improvement & Service•Reviewing Mission, Vision, Values

Review Performance

•Measure Important Things; Manage by Fact•Synthesis of Results•SWOT/Opportunity Analysis•Celebrations, Recognize & Reward Success

Performance Expectations

•Benchmark Performance•Set Desired Level of Performance•Timelines for Implementation

Score Cards & Goals

•Set Annual Performance Indicators•Establish Score Cards•Set Measurable Goals

Monitor Progress

•45 Day Improvement Schools & Divisions•Short Cycle 10-15 Day Classroom Improvement•Quarterly Updates with School Board

Best Practice

•Research Review & Analysis of Impact•Processes for Agility & Future Thinking•Customer, Post-Secondary & Industry Feedback•System Improvement & Feedback (Baldrige Process)

SDMFStrategicPlanning Process

Research in Change, Quality, Improved Practice

•Carnegie Foundation, , Deming, Baldrige, Kotter, Instructional Frameworks

Regional Partnership for Quality

•Advanced Problem Analysis & Solving, LEAN Tools

(WCTC)

Evidence Based Leadership, Building a Culture of

Excellence, Demonstrating Systemic Improvement

•(Studer Education)

Model for Improvement

•PDSA Cycle•(SDMF Students,

Teachers & All Staff)

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Our Improvement Partners

SDMF ImprovementCoaches

Carnegie FoundationDr. Tony Bryk

Studer EducationDr. Janet Pilcher

Technical College LEAN Six Sigma Quality Coaches

Greco, 2018

Top Down Heavy Control

System Leaders Leading Change Initiatives with low involvement

Superintendent, Board, Central Office Leaders facilitating the System Goals

An Aligned & Improving System

Aligned Division LeadersAligned School LeadersAligned Teacher LeadershipAligned Student LearningInvolved Parents & Community

Isolated Activity

Strong individuals (leaders or staff) working to advance changes within a fragmented system with little direction or vision. Individual Strong Performers

Isolated Improvement Projects

Leadership Teams (leaders, teachers, staff, parents) working on individual improvement projects.

Low Impact, Low Scale

High ImpactHigh Scale

High Control,Low Scale

High Involvement,Low Scale

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Our commitment to aCulture of Serviceto respond quickly, serve in a kind, friendly way…owning problems to achieve solutions.

What impact does a fractured system have on….

Students?

Staff?

Leaders?

Families?

Communities?

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The Impact of Aligning Our System…Our Results

All Departments

All Measures that Matter

ALL IN

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49.33

52.6

51.97

54.31

53.6753.95

R² = 0.861346

47

48

49

50

51

52

53

54

55

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

System - % Math College Content Ready 2011-12 to 2016-17

44.71

43.85

48.2648.71

49.91

51.54

R² = 0.8918

38

40

42

44

46

48

50

52

54

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

System - % Reading College Content Ready 2011-12 to 2016-17

System Wide College Ready Math System Wide College Ready Reading

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Participation 73% 74% 72% 75% 79% 95% 96%

Asian 23.6 21.3 21.9 24.2 23.4 23.1 23.7

2 or more 20.2 16.5 23 24.3 24.5 23.5

Black 18.9 19 20.8 20.1 19.8 19.3 19.4

White 23 23.3 23.7 23.8 24.5 23.6 23.3

73% 74% 72% 75% 79% 95% 96%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

0

5

10

15

20

25

30

ACT Graduating Score - Math

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Participation 73% 74% 72% 75% 79% 95% 96%

Asian 22.8 21.8 21 23.8 20.9 21.6 20.7

2 or more 20.3 18.3 22 25.7 24.3 21.1

Black 19.2 19.3 20 19.2 18.8 18.5 19.6

White 23.6 23.6 23.8 24 24.1 22.6 22.9

73% 74% 72% 75% 79% 95% 96%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

0

5

10

15

20

25

30

ACT Graduating Score - Reading

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Modeling character, developing leadership, building strong citizens.

Nationally Accredited Health Care Academy

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Most Recent National Recognition…

District of Distinction from District Administration Leadership Institute

Featured in Working to Improve Carnegie Foundation

Guam Department of Education

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Input Process

• Annual Update Board & Leadership• 45 Day Reviews

• Each Leadership Team & Each Teacher

• Mid Year Score Card Review Leadership Each Site

• Feedback • All Staff 2 x a Year Nov & May• All Leaders every 45 Days• All Students 1 x a year May• All Parents 1 x a year May

• Focus Groups• 5th Graders• 8th Graders 2 x Year• HS Students 3 x Year Target

• School Group Input• PTO Presidents & PTO Boards• Academic Advisory Teams

• Other Community Region Groups• Service Groups (Annual Presentations)• Waukesha County Business Alliance• Village Manager Monthly & Board

Annually• CEO Round Table Chamber Monthly• Hospital Board• Chamber Board• Veterans Group• Realtor Focus Group

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

Ben Franklin 24 24 2 10 9 7 8

Riverside 24 14 29 22 33 21 7

Shady Lane 5 9 12 25 10 10 3

Valley View 17 9 14 11 10 9 8

North 283 100 116 105 76 60 102

HIgh School 97 72 79 65 55 59 68

0

50

100

150

200

250

300

Suspension Trend Data

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MFHS Suspensions – Quarter 1

21

37

29

17

1412

5

13

7

0

5

10

15

20

25

30

35

40

2009-1010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Total Number of SuspensionsMFHS - Quarter 1

2015-2016 and 2017-2018 both had consistent administrative teams

MFHS Attendance – Quarter 1 17-18

78%

79%

79%

80%

80%

81%

81%

82%

82%

83%

83%

84%

14-15 Q1 15-16 Q1 16-17 Q1 17-18 Q1

Per

cent

of

Stu

dent

s

Exemplary/Good Attendance through Quarter 1

61%

19%

13%

7%

65%

17%12%

6%

61%

21%

12%

7%

64%

19%

10%7%

0%

10%

20%

30%

40%

50%

60%

70%

Exemplary Good Poor Unacceptable

MFHS Quarter 1 Attendance

14-15 Q1 15-16 Q1 16-17 Q1 17-18 Q1

Started defining attendance categories:Exemplary, Good, Poor, Unacceptable

Homeroom period was implemented 2 times per month and attendance expectations were revisited

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MFHS Attendance – Truant Class Periods

1 - 4 TruantClass Periods




17 or MoreTotal # of

Students withTruancies

Quarter 12015 213 34 10 5 33 295

Quarter 1 2016 131 24 9 5 22 191

Quarter 1 2017 76 29 10 11 35 161

213

34 10 5 33

295

131

24 9 5 22

191

7629 10 11 35

161

0

50

100

150

200

250

300

350

Nu

mb

er o

f S

tud

ents

Number of Students with Truancies

295

191

161

0

50

100

150

200

250

300

350

Quarter 12015 Quarter 1 2016 Quarter 1 2017

MFHS Truancy - Quarter 1Total # of Students with at least 1 truant class period

We began delivering attendance correction slips the day after a truancy

We implemented an additional phone call before the detention for the truancy

Build a Culture of Progress

• Every 10 to 15 days student learning

• 45 Days School and Department Progress

• Check In with each Staff Member 3 x Year• What is going well?• What barriers can you help with?• Who has been helpful to you?

• Staff Shout Outs

• Share Progress with Board and Community

Quarterly Check-Ins

Greco, 2017 51

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Greco, 2017 52

Quarterly Stop Light Report

Communication to Full Staff

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Greco, 2018

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Total General Fund Revenue

Greco, 2017

Budget Parameters (Continued)

The Revenue Limit (set by the State) is made up of State Aid (the State’s Contribution) and Property Tax (Local Contribution toward SDMF’s Education)

Revenue Limit, State Aid, & Property Tax Correlation

>70% Drop in State Aid Since 2008-09

Greco, 2017

Worker’s Compensation Trend Benchmarking Incurred to Expected

66 67 7281

124

$268,241$249,781

$25,601$45,192

$63,368

$127,623 $125,673 $130,926 $131,175 $131,175

2012 2013 2014 2015 2016*Claim Count Total Incurred

*2016 Expected is estimated Includes incident-only claims

Greco, 2017

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Medical & Dental Expenditures

Greco, 2017

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Building Capability and capacityThinking as a System & Learning how to Improve

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Greco, 2018

Deming 14 Points System PrinciplesApplication to Education

• Focus on Improvement (Constancy of Purpose)• Stop dependence on inspection to achieve quality• Improve constantly and forever• Training on the job• Leadership is not a title• Drive out fear• Break down barriers• Eliminate slogans• Remove barriers to pride• Everyone works to reach the transformation

“Shifting mindsets and behaviors is the core of any continuous improvement journey.”

Joakim Ahlstrom, 2015

Greco, 2018

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Greco, 2018

1. Commit to Excellence2. Measure the Important Things3. Build a Culture around Service4. Create & Develop Leaders5. Focus on Employee Satisfaction6. Build Individual Accountability7. Align Behaviors with Goals & Values8. Communicate at all Levels9. Recognize & Reward Success

Principles of Improvement

Greco, 2018

Greco, 2018

Evidence Based Leadership

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Evidence-Based LeadershipSM

Standardization AcceleratorsALWAYS Actions

Performance Management

Measurable Evaluation

System

Development

Foundation

STUDER GROUP®:

Agreed upon tactics and behaviors to achieve goals

Principle 3, 5, 6, & 9

Re-recruit high and middle/solid performers

Move low performers up or out

Principle 4

Processes that are consistent and standardized

Process Improvement

LeanSix Sigma Baldrige FrameworkPrinciple 1 & 2

Software

Curriculum

Textbooks

Programs

Aligned Goals Aligned Behavior Aligned Process

Create process to assist leaders in developing skills and leadership competencies necessary to attain desired results

Principle 4 & 8

Implement an organization-wide staff/leadership evaluation system to hardwire objective accountability

Principle 1, 2, & 7

Rev 4.8.11

Execution Framework

SDMF 2016

Is system aligned, measurable, prioritized, developed & expectations

How we improve?

Greco, 2017

Line of Sight

District Scorecard

Building Scorecard

Department Goal

Classroom Goal

Student Goal

Big Aims

PLC Goals

SLO

PLC Goals

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Attendance

Quality Achievement

Proficiency & Growth• Reading• Math

Closing the Achievement Gaps

ACT

Advanced Placement• Participation• Performance

Graduation Rate

Service

Parent Survey

Student Survey

District Support Card

People

Staff Performance

Employee Engagement

Survey

Health & Safety

Suspensions

Attendance

Workers Compensation

Finance

Bond Rating

Balanced Budget

Efficient Operations

Our System Score Card Measuring our TEAMS

©2017 Huron Consulting Group Inc. and affiliates. Use and distribution prohibited except through written agreement with Huron. Trademarks used in this document are registered or unregistered trademarks of Huron or its licensors. 78

Sample Scorecard Outcomes

PEOPLE SERVICE FINANCE QUALITYSTUDENT SUCCESS

Employee Engagement & Satisfaction

Client Satisfaction & Engagement Stewardships & Financials

Efficiencies & Effectiveness

Student Achievement

Employee Retention Internal Support Services Operating CostsPreventive vs Reactive

MaintenanceStudent Engagement

Budgeted vs Committed/ Spent

Facilities Condition Index

Staffing vs Sq Ft Planned Renewal Index

Overtime Usage Usage (Life vs Actual)

Overhead

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Balanced Score Card

Identify the Important Measures

Identify Current Performance

Identify Stretch Targets

“Weight” what is most important

Monitor progress

Make adjustments based on what is valued and needs focus

Scorecards for all Divisions and Schools

Annual Goal:Lagging Metric

Short Cycle Goal:

Practical Measure tracked

frequently

Student Goals

Classroom Goals

Department/Grade Level Goals

Building Goals

District Pillars Score Card

45 day report – School

Culture goal team

45 day report – math goal

team

45 day report – Reading goal team

Kindergarten-2nd PDSA

4 Kindergarten Classroom

PDSA

4 1st Grade Classroom

PDSA

Student A Data Binder

Student B Data Binder

4 2nd Grade Classroom

PDSA

3rd – 5th PDSA Specials PDSA

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Four steps to moving fromdata to solutions

82

Deny the data.

Accept the data, but think it is someone else’s problem.

Accept the data and the problem, but think a solution can’t be found.

Accept the data.Accept the problem. Accept the solution.

Short Cycles of Improvement

“The ‘big’ measures can signal where improvements are needed, they rarely provide the detail needed to help teachers & schools actually improve.” Dr. Tony Bryk, Carnegie Foundation

Greco, 2018

Dr. Tony Bryk President Carnegie Foundation

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Principles of Improvement Science

• Make the work problem specific and user centered

• Variation in performance is the core problem

• See the system that produces the results

• We cannot improve what we cannot measure

• Anchor improvement in disciplined inquiry

• Accelerate improvements through networked communities

Impact of Improvement Protocols

Continuous Improvement

in the Classroom

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1. Learning Requirements

2. Class Learning Goal

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3. Classroom Learning Results

4. Mission Statement

5. PLAN

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6. DO

7. STUDY

PAUSE TO PROGRESS CHECK, ADJUST & CELEBRATE

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Individual Student Huddle Results

How will this impact student learning?

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How do we think about improving learning?

In typical systems, employees and leaders are unconsciously incompetent in 20-40% of expectations critical to successful performance.

Harvard Business Review October 2017

Greco, 2018

Greco, 2018

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Plan

Do

Study

Act

Aligned Standards & CurriculaCulturally ResponsiveResearched Frameworks

Improvement ToolsHigh Yield StrategiesMarzano, HattieProject BasedWorkshop Model

ReflectionCommon AssessmentsRedefining ReadyEarly Warning IndicatorsSTAR, MAP

AdjustGrowth Focus10‐15 Days45 DaysBright SpotsSpread what Works

KEY CHALLENGE--Variation

• How much variance can we eliminate in each curricular area to maximize the benefits of a coherent, consistent engaging and quality curriculum without compromising the benefits to students that come with teachers using professional judgement to better engage and respond to student needs as sustaining their own passion for the work?

CHANGE IS

HARD70% of all change efforts fail

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PHASES OF SKILL AND CHANGE –INDIVIDUALEven with positive change, there is resistance

106 Source: Abraham Maslow; 1940; “Four Stages for Learning Any New Skill”; Gordon Training International by Noel Burch; 1970

Unconsciously skilled

Consciously skilled

Unconsciously unskilled

Consciously unskilled

AlignedBehavior

Individual Accountability

Commit to Improvement

SDMFAdult LearningFramework

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Leadership

One of the most

important attributes of a

leader is to develop

leadership in others.

Keller & Meaney

Greco, 2018

How do you build Capability?

SDMF 2016

Research in Change, Quality, Improved Practice

•Carnegie Foundation, Bryk Deming, Baldrige, Kotter

Advanced Problem Analysis & Solving, LEAN Tools (WCTC)

Evidence Based Leadership

(Studer Education)

SDMF Coaches

•Classroom PDSA Cycles

Greco, 2017

Our ImprovementPartners

Building Capability & Capacity

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Performance Curve

L HS

H

8% 58% 34%

LowPerformer

Middle/ SolidPerformer

HighPerformer

LS


Improved Operational Performance Across The Board

Old

New

Performance

Late Majority

Early Majority

Early Adopters

Tradition-alists

Innovators

2% 13% 35% 35% 15%

Identify your TOP 30%

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Leadership Academy

Course Work Who Trainers

Basic Improvement and PDSA

All Employees Internal Coaches

Leadership Tools and Tactics

System Leaders/Leadership Academy

Studer Group

Kepner Tregoe--Decision Analysis

System Leaders/Leadership Academy

TBD

Project Management System Leaders/Leadership Academy

WCTC

DMAIC System Leaders/Leadership Academy

WCTC

Improve the development and engagement of all staff.

All leaders in all divisions will complete the Leadership Academy.

It will be an opportunity for all to engage in professional growth, increase leadership capacity, and link to compensation.

Greco, 2017

Leadership

Trying to do great things is difficult.

Trying to do them alone is, more often than not, impossible.

Kotter

Greco, 2018

Greco, 2017

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Greco, Planning & Improvement

Adult Learning & Development

Critical to your success and

Typically done poorly

Greco, 2018

Leadership

One of the most

important attributes of a

leader is to develop

leadership in others.

Keller & Meaney

Greco, 2018

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Greco, 2018

Adult Learning Framework

Makes unconscious competence visible

Makes competence possible

Enables onboarding & sustainability

Development Requires

1. Clear Vision

2. Analyze and Align to Needs

3. Understand Training vs Development

4. Select appropriate adult teachers & programs

5. Include top leaders

6. Clearly define the “IT” Adult Learning Framework

7. Clearly set Always Actions

8. Evaluate Implementation, Effectiveness & Cost Benefit

Greco, 2018

In typical systems, employees and leaders are unconsciously incompetent in 20-40% of expectations critical to successful performance.

Harvard Business Review October 2017

Greco, 2018

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Greco, 2018

AlignedBehavior

Individual Accountability

Commit to Improvement

SDMFAdult LearningFramework

Greco, 2018

Designing an Adult Learning Framework(Research from Innovation Configuration CBAM)

1. Identify your experts and early adopters2. Define major components of the development focus3. Define ideally implemented what adults and students able to do4. Define what you should not see adults or students do5. Define likely stages before fully integrated6. Align training to the expectations7. Self assess progress with adult learning framework8. Coach for support9. Cement always actions10. Sustaining Onboarding, Updates & Evaluation Aligned to Goals

Greco, 2018

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Greco, 2018

Defining Major Components

TechnologyAdult Learning Framework

Greco, 2018

Explicitly define what success looks like for teachers and then students.

Update as implementation feedback is gathered.

Definition of Improvement

• Improvement means…

The elimination of unnecessary hassle.

Improving outcomes.

Problems are solved.

Greco, 2018

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Greco, 2018

Greco, 2018


In the School District of Menomonee Falls we respond quickly to serve our customers in a kind and friendly way by listening and owning problems to achieve customer focused solutions.

Belief Statement

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Thinking:_____________________________________________________

______Saying:________________________________________________

____

Feeling:______________________________________

____

Doing:___________________________________________________________________


WOW/Memorable Performance

Many Strengths/Keep Going

Almost/Needs Support Not Quite/Support Needed Outweighs

Strengths

Not Yet/Keep Improving

● Unified outcome● Evidence based

decision making● Continuous reflection

on process● Clear purpose and

influence on core values (child, family, community)

● Effective and efficient processes and systems in place

● Prioritize needs and responsibilities to solve problems or concerns

● Honoring and valuing time; team members coming prepared and being accountable

● Stay on topic and on task while actively listening during meetings

● No outcome● No evidence of data‐

based decision making● No reflection on

process● Minimal impact on core

values (child, family, community)

● No processes and systems in place

● Not understanding needs or responsibilities

● Agreed upon agenda and preparatory work is not followed

● Side comments, technology, and/or other distractions as a team keeps work from being accomplished

Leadership

Trying to do great things is difficult.

Trying to do them alone is, more often than not, impossible.

Kotter

Greco, 2018

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Greco, 2018

SDMF ALWAYS ACTIONSCULTURE OF SERVICE

30, 90 Day New Hire MeetingsService Excellence StandardsTeam Excellence StandardsLeadership Check-InsStop Light Reports/Follow-up

Problems Solved & Hassle Removed

ALIGN BEHAVIOR TO IMPROVEMENT Individual Accountability

PDSA Student, Class, Team 10-15 Day Cycles of Improvement

All Evaluations Service/Team Excellence Standards

45 Day Cycles Grade Level, Schools, Departments, Board

COMMUNICATE AT ALL LEVELS

Feedback loops to AllSurvey Roll Out & Follow-upStudent Focus GroupsEliminate WE/THEY Behavior

COMMIT TO EXCELLENCECREATE & DEVELOP LEADERS

Scorecards Measure ImportantQuarterly Leadership Development Core Tactics

Quality Tools TrainingProject Management, DMAIC, KT, Orange Belt, Green Belt, Black Belt


EMPLOYEE OUTCOMES

137

What does this mean to employees?

• Better relationship with leader

• More confidence in administration

• Better understanding of how the organization is operating and specific actions needed to improve or sustain performance

• Better working systems

• Effective tools and equipment to do the job

• More reward and recognition

• More effective and efficient due to lower turnover

• Decrease turnover

• Decrease use of overtime

• Decrease absenteeism

• Increase operational performance

• Increase engagement/job satisfaction

• Better work/life balance

• Better handovers and explanation

ORGANIZATIONAL BENEFITS

Defined Process & Problem Solving45 Day CyclesDepartments & Schools

If you can't describe what you are doing as a process, you don't know what you're doing.

W. Edwards Deming

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Wickedly Strong Problem Solving

We get brilliant results with our full team with brilliant processes…others get average or worse results from bright people who can’t see their broken processes.

Katsuaki Watanabe

CEO Toyota

Greco, 2018

How we solve problems and improve results?

Greco, 2017

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DMAIC Process

Process used to Solve the Wicked 5%-10% of our System Problems

SDMF 2016

INITIATING

MONITORING & CONTROLLING

CLOSINGPLANNIN

G

EXECUTING

Project Life Cycle

• Project Charter

• Stakeholder Analysis

• Risk Assessment

• WBS• Root Cause

Analysis• Estimating• Gantt Chart

• Receiving updates

• Status reports• Escalation

criteria• Gate approvals

• Updated WI• Project file

location• Lessons

Learned• Final Report

Greco, 2017

Some tools we Use to Improve

Becoming master problem solvers to get barriers out of the way.

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Prediction Using Classroom Data

Quiz

Unit test & grades

MAP

WI Forward

College Readiness Levels (Aspire, ACT-JR)

Low

High

Frequency of Measure

Limited, to no time to adjust

for a better result.

More time to adjust for a

better result.

Leading Lagging

90 Day Review

90 Day Review

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Greco, 2017

AnalyzeData

Movement to the right is good!

Quiz Unit Test

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Making Sense of the Data for ActionTop Quartile Grades 80% or Higher

AttendanceActivitiesBehaviorGrowthDeclared Major

3rd Quartile

2nd Quartile

Lowest QuartileGrades 80% or HigherAttendanceActivitiesBehaviorGrowthDeclared Major

Movement Among Benchmarks

Movement Among our Benchmarks

2011‐12 2012‐13 2013‐14 2014‐15 2015‐16 2016‐17

Grade 6 11 7 9 9 12 6

Grade 7 5 10 7 8 4 4

Grade 8 5 10 11 3 7 4

11

7

9 9

12

6

5

10

7

8

4 4

5

10

11

3

7

4

1

2

3

4

5

6

7

8

9

10

11

12

Benchmark Position Grades 6‐8 ELA

Grade 6 Grade 7 Grade 8

goal

good

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Number of Students

Spring MAP – 9th

Average PercentileSpring – 9th Aspire% of Students Ready or Exceeding

Spring MAP – 8th

to 9th

% of students making Above Average Growth

Class of 2020 –

278 students72nd Percentile 64% 59%

35 97th Percentile100%

80%

96 88th Percentile 92% 80%


49 42nd Percentile 12% 45%


Problem Statement – Part 2: Students in prep math are achieving at a lower level and are less likely to make above average growth in math.

This table shows the course placement, achievement level

and growth for our current sophomores.

PDSA (Continuous Improvement) in Action...

Plus, Delta, Rx...

SDMF 2016

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Root Cause Analysis...

“5 Why’s?

Why?Why?

Why?Why?

Why?

SDMF 2016

Analyze: Affinity DiagramReasons why students are absent

Root Cause Driver Diagram

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September Draft

It is more challenging

to be consistent or viable if we cloud

the system with

complexity

Greco, 2017

Simplify

Greco, 2017

Problem Statement – Part 1: Students in Prep Math courses never take Algebra 2, which is an admission requirement for entrance into a four-year college

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Where are we now?2016-2017 Quarter 1 Prep Math Results

On Pace to Move into Regular Class at Semester

On Prep Pace Behind Prep Pace

Prep Algebra 8 8 2Prep Alg/Geo 6 4 0

Prep Geo 0 9 2Prep Algebra 2

6 1 0

Total 20 22 4

43 % of students in prep math are on pace to move into a regular mathcourse at semester.


LEADER OUTCOMES

164

What does this mean to your leaders?

• Establish desired outcomes

• Communicate priorities

• Increase skill sets

• Efficient organization-wide collaboration

• Effective tools and equipment for the job

• Positive leadership feelings

• Improved engagement/ satisfaction amongst leadership team

• Better operational performance


Board Focus

• We can get better

• Board behavior

• Development is the key

• Don’t be afraid of data

• Build a Culture for Growth

SDMF 2016

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BOARD MEMBER OUTCOMES

166

What does this mean to board members?

• A clear superintendent evaluation criteria

• Balanced approach to performance with key metrics

• Improve financial stewardship

• Improve relationship with leadership

• Better outcomes for students

• Increase operational performance

• Increase savings

• Increase community support


Balanced Score Card

Identify the Important Measures

Identify Current Performance

Identify Stretch Targets

“Weight” what is most important

Monitor progress

Make adjustments based on what is valued and needs focus

Greco, 2017

Partnering Students & Parents

New Vision Charter SchoolsNew York

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Phases of Organizational Change

169

• Sense of excitement

• Right “to do” list

• Things will get better (hope)

• Quick fixes are implemented

• Team in place

• Some skeptics

• Overall lots of enthusiasm

• We/they

• Inconsistency apparent

• Bigger challenge and more work than thought

• This will impact me—change for all

• Some are getting it and getting it faster

• Some are not and may not

• Performance gap is evident

• Tougher decisions must be made

• Process improvement increases due to accountability and skill level

• Inconsistencies obvious that if not fixed, progress will halt and organization will go backwards

• High performing results

• Everyone understands the keys to success

• Disciplined people and disciplined processes displayed in organization

• Proactive leadership

PHASE 1:The Honeymoon

PHASE 2:Reality Sets In

PHASE 4:Consistency

PHASE 3:The Uncomfortable Gap

We can…Change the World!

Greco, 2018

t’t “Don’t Chase Success.Pursue excellence and success will chase you.”

An Improving System

• Builds expert problem solving.

• Builds systems for engagement

• Networks partners focused on improvement

• Improve outcomes for children, staff, families, and communities.

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Join us

School District of Menomonee Falls Improvement Visits each March & November

March 15 & 16, 2018

November 15 & 16, 2018

Our Improvement Partners

SDMF ImprovementCoaches

Carnegie FoundationDr. Tony Bryk

Studer EducationDr. Janet Pilcher

Technical College LEAN Six Sigma Quality Coaches

Questions?

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Joakim Ahlstrom

Quint StuderJanet Pilcher

Peter Scholtes

Anne ConzemiusJan O’Neil

What we are reading….


John Kotter, HarvardChange Theory

Tony Bryk & Carnegie Foundation Team,At Stanford

Pat Greco, [email protected]

WASDA lighting the path to improvement March 2018€¦ · 14-15 Q1 15-16 Q1 16-17 Q1 17-18 Q1...

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