Budgeting by Priorities Results Team Kickoff

1. Budgeting by PrioritiesResults Team Kickoff January 3, 2014

2. Aligning to the Strategic Plan • What does it mean? • Ability to identify how much money you spend by strategic plan priority. • Ability to show that the funds spent on those priorities are making a difference

3. What is Budgeting for Outcomes? • Innovative process that engages stakeholders in transforming the budgeting process • Changes budget from a list of accounts to a map for the future • Focus is on the results as opposed to the dollars • Evidences transparency

4. Why is this right for Tacoma? • Board request for alignment of the budget to the strategic plan • Innovation is our thing • Program managers are part of the process • Incorporates value-added spending • Decisions are based on priorities, strategy, data and funding • The right thing to do for kids

5. What could this look like for Tacoma?

6. Budgeting for Priorities Annual Process

7. Step 1: Identify how much money we have? • Long-term financial planning (currently 6-year review updated annually) • Determine anticipated revenues for 2-year cycle (no change to our current revenue projection process) • Determine use of fund balance • Spend down plan

8. Step 2: Determine priorities What are the results or outcomes that matter most to the district? • Academic Excellence • Early Learning • Partnerships • Safety

9. Step 3: Allocate resources among priorities (optional) • Define how much each strategic goal is worth relative to the whole • Based on judgment not science • Ask stakeholders: • Surveys or focus groups • Input only • Not determinative TPS will determine this later

10. Step 4: Identify results • Develop results teams to evaluate the proposals • Team of approximately 5 brilliant people for each priority – 4-5 teams plus community team • Include those that will promote innovation • Develop district “request for proposal” • Teams will evaluate proposals and develop the results criteria for each priority

11. Step 5: Proposals • Departments work independently or with other departments to offer services to achieve the results • Proposals are focused and specific • Data to be included in proposals: • Start with data collection forms and feedback forms • New program categorizations (handout) • District benchmarks • Qualitative benchmarks when no data available-rubrics

12. Step 6: Ranking Proposals • Results Teams rank the proposals based on their results criteria • Prioritization templates will be provided • Results team review • Return proposals back to “sellers” after round one • Encourage proposals to more closely tie services to goals • Encourage cooperation between departments

13. Step 7: Buying • Ranked proposals from results teams are lined up with available funding • Start buying from the top and draw a line when money is spent down for each priority • Decide what to buy or fund – Executive team evaluates results team rankings and makes final recommendations • Ultimate decisions rest with Superintendent

14. Budget Proposal Approval Structure

15. Step 8: Communicate Results • Communicate out the performance results to both internal and external stakeholders in a clear and understandable format. • Board communication • Budget presentations • Formal Book • Graphs • Website Information

17. Next Steps, Options, Questions

18. Your Role as a Results Team Member • Develop the ‘Request for Proposal’ • Review and “grade” proposals within your priority

19. Developing Requests for Proposals (RFP) • A Request for Proposal (RFP) that includes cause & effect maps, benchmarks and purchasing strategies • Use cause and effect maps to develop a strategy map in order to understand the outcomes that make the most impact on student learning • Incorporate benchmark measures (where available) • Review & provide feedback on prior Data Collection Forms/cause and effect maps to develop purchasing strategies

20. Questions or Concerns • How do you feel about change? • How can this process help the district? • Can you think of recent changes we have made in the district? • Are you excited or nervous about this change?

21. Today’s Task

22. Learning Target and Success Criteria • Target • I understand what BP is and what we are doing with it • I understand how to complete a cause and effect map • Success Criteria • A fishbone diagram is completed (may not be accomplished entirely today) • To determine the next group meeting to finish the cause and effect map

23. TEAM NORMS and EXPECTATIONS • We are going to be doing hard work today • Critical conversations will be held and professional dialogue is expected • Prevent dominating conversations • Timekeeping and focus • Remember the task at hand

24. Cause & Effect Maps • You will complete ONE group cause and effect map for your assigned priority. • The map is a big picture look at the factors that contribute to the priority • Helps viewers understand the relationships between causal factors and the priority • Factors and details should be backed by evidence (rigor, research, professional experience and sound logic) • Communicates what we know about what it takes to deliver a priority

25. Cause & Effect Maps(continued) Steps in Cause and Effect Mapping • Brainstorm what you believe are the major factors that lead to or produce your priority • As a team, draft a cause and effect map that positively represents • The factors that will most likely lead to your assigned priority • The factors that prevent us from achieving the priority • Finally, prioritize the factors to determine which factors are more critical than others to identify where we should focus to best deliver the priority assigned (once the cause and effect map is complete)

26. Cause & Effect Maps(continued) Tips • Don’t let it turn into a chart of Tacoma’s current activities or programs • There is no set format for the finished product and each team’s map will be different. • Follow the evidence where it leads – even if contrary to business as usual. If research-based evidence does not exist, use professional judgment and sound logic. • Don’t be concerned about overlap with another team. One factor may contribute to more than one priority.

27. NEXT STEPS • Meet with your team to finish your cause and effect map • When completed call Walter Buford (x1206) to schedule your next meeting with us • The next meeting will be to develop purchasing strategies and we will personally guide you through it • You will also be asked to vote on the most important criteria and we will mock up your strategy map for Cabinet review • Your team will meet with Cabinet to review and present your cause and effect maps and purchasing strategies • Deadline for your meeting with Cabinet is January 28

28. Purchasing Strategies • Determining how the District can best spend their resources on achieving the strategic plan goals • Purchasing strategies can be accomplished through a three step process • Review cause and effect and the previous Data Collection Form submissions • Select your recommended strategies based on the kinds of proposals you want to see from departments • Articulate the strategies so they are easily understood by departments

29. Step 1 • Think about the following questions: • Do these strategies capture the activities that contribute most to the priority? • Where are the most significant opportunities to improve results? • Where are the most significant performance gaps? • Consider other players (outside of Tacoma) who contribute to a similar priority. What are they doing/not doing that may contribute to the priority?

30. Step 2 • Select your recommended strategies based on what kinds of proposals you want to see from the departments Step 3 • Articulate or choose 3-6 purchasing strategies • What to spend money on • How to spend the money • Specific things the team wants to see in department proposals

31. Purchasing Strategies TIPS • To quickly assess what choices team members would make, ask each person to pick the three factors that they would choose to address if that was all they could do. • Be clear and succinct. • Consider a mix of strategies that offer immediate benefits as well as those that may be more long term. • Don’t name current programs, departments or activities in your strategies. • Be clear. Remember that departments will be using these to create their proposals, so they need to be understandable to District staff.