Ohio Improvement Process The “OIP”

1. Ohio Improvement ProcessThe “OIP” Orientation DATE ___2010

2. Today’s Goal… • To provide an orientation of the Ohio Improvement Process enhancing your understanding of the OIP.

3. 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

4. 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.

5. What Is the OIP Work? – The Improvement Process • 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

7. Core Principles of OIP • Use 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

8. Define Leadership in Terms of Practice Superintendents DLTs BLTs TBTs Preparing for the OIP

9. Why Leadership Team Structures? • Shift focus from a single individual to a team that can function as purposeful communities • Distribute key leadership functions • Align and focus work across the system using few district goals • Ensure effective leadership is exercised at all levels of the system • Engage in all four stages of the OIP for the long-term

10. 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.

11. District Responsibilities Correlated with Improved Student Achievement. • Collaborative goal setting • Non-negotiable goals for achievement and instruction • Board alignment and support of district goals • Monitoring goals for achievement and instruction • Use of resources to support achievement and instruction

12. Vocabulary (so many terms… so little time) • CCIP (Comprehensive Continuous Improvement Plan) • OLAC (Ohio Leadership Advisory Council) • OIP (Ohio Improvement Process)

13. 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

14. Vocabulary (so many terms… so little time) • DLT’s (District Leadership Team) • Work Groups • BLT’s (Building Leadership Team) • DF (Decision Framework)

15. DATA ask essential and probing questions Stage 1: Identify Critical Needs

16. Decision Framework Focus • Achievement • Expectations & Conditions • Resource Management

17. 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

18. A Closer Look at the Data Tool

19. 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

20. SYSTEM all parts must be integrated and connected Stage 2: Develop Focused Plan

21. Stage 2: Goal Setting • Phase I: Set Direction & Interpret Data • Phase II: Develop Goals, Strategies & Indicators • Phase III: Develop Action Plan/Budget

22. Vocabulary (so many terms… so little time) • SMART Goals • Benchmarks • Indicators • Strategies • Action Steps

23. 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

24. Full Implementation require actions aligned with district goals to occur in every classroom across the district Stage 3: Implement Focused Plan

25. CONTINUOUS system of ongoing feedback and monitoring at the district, school, classroom, and student level Stage 4: Monitor Improvement Process

26. 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

27. 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

28. 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

29. 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

30. Next Step • Establish DLT (stakeholder rep, parents, Board, teachers, admins, Treasurer, Spec. ed) • Set meetings to complete Stage 1 and 2