Ohio Improvement ProcessThe “OIP”

DATE ___2010

Orientation

Today’s Goal…

• To provide an orientation of the Ohio Improvement Process enhancing your understanding of the OIP.

OLAC Leadership Framework Common Core of Essential Practices

1: Data & the Decision Making Process

2: Focused Goal Setting Process

3: Instruction & the Learning Process

4: Community Engagement Process

5: Resource Management Process

6: Board Development & Governance Process

Purpose of OIP

Ohio’s strategy to ensure District-wide improvement of instructional practice and performance of all students through the development of effective leadership team structures (e.g., district leadership teams and building leadership teams).

Effective teams are defined as those showing high levels of implementation on the leadership performance rubric.

Collecting and analyzing data

Defining needs/ Creating a focused plan

Implementing the plan with a high degree of skill and integrity

Monitoring the process and evaluating the results

What Is the OIP Work? – The Improvement Process

District/Building Leadership Teams

State Diagnostic Teams (SDTs) work with selected high support districts

State Support Teams (SSTs) work with districts and schools in need of improvement

Educational Service Centers (ESCs) work with other districts requesting assistance

is involved?

Teams use data tools to identify critical needs

do these teams work in districts and schools?

District/Building Leadership Teams Regional Service Providers External Vendors Higher Education

is involved?

District/Building Leadership Teams State Diagnostic Teams State Support Teams Educational Service Centers

is involved?

District/Building Leadership Teams

State Diagnostic Teams

State Support Teams

Educational Service Centers

Regional Managers

Single Point of Contact

is involved?

Review data Gather evidence of implementation and impact

Provide technical assistance and targeted professional development

Leverage resources

Work with leadership to develop research based strategies and action steps focused on critical needs identified in stage 1.

How

Who

How

Who

How

How

Who

do these teams work in districts and schools?

do these teams work in districts and schools?

do these teams work in districts and schools?

Who

STAGE 1

STAGE 3

STAGE 2

Implement and Monitor the Focused Plan

Evaluate the Improvement Process

Identify Critical Needs of Districts and Schools

Develop a Focused Plan

Ohio Improvement Process

STAGE 4

Revised November 2008

Core Principles of OIPUse a collaborative, collegial process which

initiates and institutes Leadership Team (district & building) structures and practices

Produce one focused plan that aligns all improvement efforts

Rely on quality data and data interpretation and use data effectively at each level

Expect substantive changes in student performance and instructional practice

Preparing for the OIPDefine

Leadership in Terms of Practice

Superintendents DLTs BLTs TBTs

Why Leadership Team Structures?

Shift focus from a single individual to a team that can function as purposeful communities

Distribute key leadership functionsAlign and focus work across the system

using few district goalsEnsure effective leadership is exercised at

all levels of the systemEngage in all four stages of the OIP for the

long-term

District Leadership Teams – Primary Functions

• Setting performance targets aligned with district goals;• Monitoring performance against the targets;• Building a foundation for data-driven decision making on a

system-wide basis;• Designing system planning and focused improvement

strategies; structures, and processes;• Facilitating the development and use of collaborative

structures;• Brokering or facilitating high quality PD consistent with

district goals; and• Allocating system resources toward instructional

improvement.

District Responsibilities Correlated with

Improved Student Achievement.

1) Collaborative goal setting

2) Non-negotiable goals for achievement and instruction

3) Board alignment and support of district goals

4) Monitoring goals for achievement and instruction

5) Use of resources to support achievement and instruction

Vocabulary (so many terms… so little time)

• CCIP (Comprehensive Continuous Improvement Plan)

• OLAC (Ohio Leadership Advisory Council)

• OIP (Ohio Improvement Process)

Vocabulary (so many terms… so little time)

• RFs (Regional Facilitators)

– Characteristics• Ability to listen• Confidence to deal with conflict• Ability to communicate• Ability to maintain a sense of humor• Ability to hear differing points of view• Good arbitration/mediation skills• Ability to create a comfortable/safe

environment

Vocabulary (so many terms… so little time)

• DLT’s (District Leadership Team)

• Work Groups• BLT’s (Building Leadership Team)

• DF (Decision Framework)

Stage 1: Identify Critical Needs

DATA

ask essential and probing questions

Decision Framework Focus

• Achievement• Expectations & Conditions• Resource Management

Stage 1: Identify Needs: Decision Framework Level 1: Performance Data

Analyzes reading and math using point data and trend data. Includes district, building level, grade level (s), and sub-group information. identifies the weakest grade-level or grade level band for reading and math; identifying sub-groups with poor performance and/or significant gaps; and identifying the magnitude/scope of these problem areas across the district.

Level 2: Instructional Management Educator Quality Curriculum, Instruction, Assessment Professional Development

Level 3: Expectations and Conditions Leadership School Climate Parent/Community Engagement

Level 4: Resources Staff Resources Time Resources Programmatic Resources Monetary Resources

A Closer Look at the Data Tool

Decision Framework Automatically Transfers to CCIP

• Needs Assessment transfers automatically to Ohio’s Comprehensive Continuous Improvement Plan (CCIP) system

• Becomes basis for focused goals, strategies and actions to improve educational outcomes for all students

Stage 2: Develop Focused Plan

SYSTEM

all parts must be integrated and connected

Stage 2: Goal Setting

Phase I: Set Direction & Interpret Data

Phase II: Develop Goals, Strategies & Indicators

Phase III: Develop Action Plan/Budget

Vocabulary (so many terms… so little time)

• SMART Goals

• Benchmarks

• Indicators

• Strategies

• Action Steps

Goal Criteria

“The difference between a goal and a dream is the written word.” Gene Donohue

S = SpecificM = MeasurableA = Attainable and AchievableR = Realistic and RelevantT = Timely

Stage 3: Implement Focused Plan

Full Implementation– require actions aligned

with district goals to occur in every classroom across the district

Stage 4: Monitor Improvement Process

CONTINUOUS– system of ongoing

feedback and monitoring at the district, school, classroom, and student level

OIP Benefits• Reduces duplication of effort• Focuses on student success not programs• Streamlines process• Promotes coordination and cooperation• Builds personnel capacity

– Redirects staff time – admin/improvement– Everyone trains on and supports the same process and

tools – Builds statewide and regional data capacity that supports

and informs everyone

Critical Steps for Year 1

• Meet with superintendent

• Orientation meeting with DLT

• Complete Decision Framework

• Create Goals, Strategies, etc

• Complete the plan

• Place plan into the CCIP

Building Leadership Teams – Primary OIP Tasks

Stage 1: Identify Critical Needs Complete the building level Decision Framework, the foundation for data-driven

decision making Identify and affirm critical needs

Stage 2: Develop Focused Actions Develop research-based actions aligned to district goals and strategies Intentionally align resources to actions

Stage 3:Implement the Focused Plan Facilitate opportunities for teachers to learn from each other and greater

opportunity for teacher leadership Broker or facilitate high quality PD consistent with plan Monitor performance of the plan

Stage 4: Monitor the Improvement Process Provide data and reports to the DLT Evaluate degree of plan implementation, impact on student achievement and

changes in educator practices Use monitoring data to modify instructional practice and revise plan

Lessons learned…

• DLT must understand commitment• EF needs to be “critical friend”• Superintendent must be committed

and take an active role in DLT• DLT member selection is critical

Next Step

• Establish DLT (stakeholder rep, parents, Board, teachers, admins, Treasurer, Spec. ed)

• Set meetings to complete Stage 1 and 2