PARCC Transition and Implementation Institute Webinar

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Using the Delivery Chain to Improve Common Core Implementation August 11, 2011

Today’s Agenda 2:30 – 2:40 Review of Delivery Chains Time Session 2:40 – 2:50 Delivery Chain Analysis in Massachusetts 2:50 – 3:15 3:15 – 3:30 Exercise: Critique a delivery chain Implications for Common Core implementation

Definition A delivery chain helps you to understand how you can reach the field A delivery chain is the set people or organizations, and the relationships between them, through which a strategy will be implemented. A delivery chain has one question at its core: Starting from the intent of the leaders in your system and ending with the desired change in behavior on the front line (better teaching practice that improves student outcomes), how – and through whom – will your strategy be implemented?

For the strategy you are considering, where does the chain begin and end, and what are the levels between? • At each level, who are all the people or organizations that could conceivably be involved in implementing the strategy? How many of each are there? What role does each play? • What are the most important lines of direct influence from the beginning to the end of the chain? How will they work? • Are there secondary or more indirect relationships that involve others? How important are they? Questions to ask • A mapping of each person or organization and its location relative to others (e.g., state level, LEA level), with an indication of how many of them there are (e.g., 150 superintendents) • Short summary of the role played by each person or organization • Lines between people/organizations that represent relationships of influence • Brief description of each relationship of influence Visual elements to include There are a few core principles for drawing a delivery chain

Delivery chains help to define the “intent” of a given strategy Sample delivery chain: professional development What percent of teachers will change their teaching practice as a result? PLC Facilitators Chief 1 Curriculum/ instruction team Teachers 65,000 Teachers 65,000 150 400 Principals 1 Principals 65,000 Teachers 25 PD instructors 25 Approved providers 700 15 Regional committees Curriculum directors 400 Region/ County State District School Classroom 10% (large districts) Train by 9/2013 Manage Train by 5/2012 15% (small schools) Train by 9/2011 Train by 12/2011 Give incentives to choose “approved” providers by 9/2011 Approve by 9/2011 Contract by 6/2012 Manage 15% (large schools) Train by 9/2013

Once you have drawn a delivery chain, it is important to identify weaknesses and address them Typical weaknesses Potential solutions Individual relationships • Weak personal relationships • Low leverage • Identify and replicate stronger relationships of this type • Identify alternate routes to the end of the chain Complexity • Too many actors necessary to get something done • “Rationalize” chain • Identify alternate routes to the end of the chain Funding flows • Mismatch between resource flows and delivery chain • Redesign chain to take advantage of leverage from resource flows Choke-points • Overreliance on a few key actors • Build capacity/cooperation of key actors • Identify alternate routes to the end of the chain

It is helpful to anchor these weaknesses in specific points on the delivery chain Sample delivery chain: professional development 400 Chief 1 Curriculum/ instruction team 1 65,000 Teachers 65,000 PLC Facilitators Regional committees Principals Teachers Curriculum directors 150 Approved providers 25 PD instructors 25 Teachers 65,000 Principals 700 15 400 1 2 3 2 3 1 Region/ County What are the potential weaknesses? State District School Classroom Historically difficult relationship and loose authority structure – curriculum directors not likely to listen to regional centers Large number of principals at large high schools who are skeptical of state involvement; sheer communication will be a challenge Lobbying efforts by providers might prevent creation of “approved” list

Massachusetts is using delivery chain analysis to flesh out its strategies in a variety of areas Example: delivery chain for school turnaround

For teams that do the work, the real payoff is in analyzing the chain Delivery chain analysis for school turnaround Weaknesses Potential solutions Individual relationships Other Complexity Funding flows Choke-points • District liaisons • Districts • Website (timely posting) • Draw-down not happening at some districts • Amendment process • Strategic use of sources • Supt communication to principal • Supt communication to central office and school board • N/A • Ineffective district systems of support • Unknown – website overhaul • Media (b/c Catherine said so?) • Rules and guidelines for allowable changes for competitive grants • Commissioner’s “district rounds” • Change web content manager • N/A • Direct communication from SEA to principals • Permanent fixture at/after USN? • To-do, resource lists on website • Calendar tools and RSS feeds • Outlook • Direct support for principals • Go to Ken before it is too late

Exercise: Critique a delivery chain What How Materials Time • Look at sample delivery chain for instructional materials and discuss the following questions: • What do you believe are the major risks in the delivery chain? • What would your state do (or what is it already doing) to mitigate those risks? • What are the similarities and differences between this chain and the one you have developed in your state team? • What are some ways to improve this chain based on what you are doing, and vice versa? • Discussion in breakout rooms • Whiteboard templates • 15

Delivery chain to critique: instructional materials 1 Principals 15 Chief Curriculum/ instruction team Website Regional centers Curriculum directors Curriculum committees 150 Teachers 150 Teachers Teachers 400 1500 65,000 Coaches Teachers 65,000 1 65,000 65,000 1 Region/ County Intent: teachers will improve their practices State District School Classroom 10% (small districts) Manage Train and distribute by 9/2013 Train and distribute by 9/2012 15% (large districts) Train and distribute by 9/2011 Train and distribute by 5/2012 Consult 15% (large districts) Train and Distribute by 9/2013 Post by 9/2011 5% (mix) Market by 9/2012

Identify the weaknesses and potential solutions for the sample delivery chain Weaknesses Potential solutions Individual relationships Complexity Funding flows Choke-points Other

Compare the sample chain to your own work to identify commonalities and areas for improvement What are the similarities and differences between this chain and the one you have developed in your state team? What are some ways to improve this chain based on what you are doing, and vice versa?

You will move yourselves into breakout rooms, based on the moderators directions Click on “Main Room” to view the drop-down menu, then select “Breakout Room.” You will be immediately transferred into the breakout room.

Once in your breakout room, click the “Talk” button to turn on your microphone, then click “Talk” again to deactivate when you are finished speaking Click here to talk, then click again to turn off your microphone when you are finished You can also type your responses here in the chat box

Discussion questions • To what extent do your common core strategies reflect “delivery chain” thinking? • To what extent and in what ways are there areas for improvement? • Are there questions that you have about how to make this tool useful in practice?

For more information, visit and to download today’s slides, visit: http://parcconline.org/parcc-transition-implementation-webinars

PARCC Transition and Implementation Institute Webinar