Ohio Improvement Process (OIP)

1. Ohio Improvement Process (OIP) Facilitator Training Region 14

2. Materials Parking Lot Getting Started Roles and Responsibilities Facilities To Do List

3. Group Norms • Stay Focused • Manage Electronic Devices • Practice Timely Attendance • Pass Notes Instead of Sidebar Talking • Respectfully Challenge One Another • Listen Actively • Participate to the Fullest of Your Ability 3

4. General Training Outcomes Understand the roles of internal and external facilitators as part of Ohio’s statewide system of support (SSOS) Understand the purpose of the OIP as a way to enact the Ohio Leadership Development Framework Understand content, processes, and resources of the Ohio Improvement Process

5. Training Overview Stages of the Ohio Improvement Process Stage 0: Preparing for the OIP Stage 1: Identifying Critical Needs Stage 2: Developing a Focused Action Plan Stage 3: Implementation and Monitoring Stage 4: Evaluation of the Plan and Process Connections and Relationships among OIP Collaborative Structures: District Leadership Team (DLT) Building Leadership Team (BLT) Teacher Based Team (TBT)

6. Inclusion Activity Inclusion activities provide a vehicle for everyone to have a voice Done at the beginning of meetings/trainings Are meant to be done quickly

7. True Confessions When it comes to planning a trip, I usually… 1. read books, maps, and travel guides. 2. talk to friends and experienced travelers. 3. rely on others to plan the trip. 4. wing it!

8. Regional Training Team Internal Facilitators

9. The Ohio Improvement Process is the Enactment of the Ohio Leadership Development Framework Leadership Framework 9

10. Leadership Development Framework • You should pay special attention to a handful of high leverage behaviors. Patterson, K., et. Al. (2008). Influencer: The Power to Change Anything. McGraw-Hill. NY,NY • Use data well. • Focus your goals. • Share instructional practices. • Implement deeply. • Monitor and provide feedback and support.

11. OLAC-OIP Non-Negotiables Leadership is a shared responsibility. Leadership is a process distributed across an entire school system. Accountability for school improvement requires leadership structures. A collective focus on full and sustained implementation. The OIP is a structured process which uses a connected set of tools for initiating stakeholder discussion around the Ohio’s Leadership Development Framework. All learning, including teachers’ learning of instructional practices, depends on changes in behavior.

12. www.ohioleadership.org

13. Ohio Improvement Process Benefits • Reduces duplication of effort • Focuses on student success, not programs • Streamlines processes • Promotes coordination and cooperation • Builds personnel capacity

14. The Purpose? Higher Achievement for ALL Students

15. Core Principles of OIP • Use a collaborative, collegial process which initiates and institutes District, Building, and Teacher Leadership Team 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

16. District/Building Leadership Teams Teacher Based Teams Regional Service Providers External Vendors Higher Education 5 Step Process 5 Step Process

17. Stage O: Preparing for the OIP Learning about the District Knowing the Roles and Responsibilities Conducting a meeting with superintendent or other district administrators Providing an orientation for DLT

19. District Leadership Teams –Primary Functions • Set performance targets aligned with district goals; • Monitor performance against the targets; • Build a foundation for data-driven decision making on a system-wide basis; • Design system plan and focused improvement strategies; structures, and processes; • Facilitate the development and use of collaborative structures; • Broker or facilitate high quality PD consistent with district goals; and • Allocate system resources toward instructional improvement. • Provide support for BLTs and TBTs

20. What are the primary purposes of the DLT? • Conduct Action Research • Help District to Learn

21. Building Leadership Teams – Primary Functions • Foster shared efficacy through a culture that supports data-driven decision making and quality instruction; • Establish priorities for instruction and achievement aligned with district goals; • Provide opportunities for teachers to learn from each other and exercise teacher leadership; • Monitor and provide effective feedback on the progress of ALL students; • Support the development, implementation, and monitoring of focused building improvement plans; • Provide pressure and support for effective implementation of th5-Step TBT process; • Report progress and needs to the DLT, including recommendations for resources

22. Teacher Based Teams – Primary Functions • Collect and chart student performance data relative to plan indicators • Analyze student work • Establish expectations for implementing instructional changes relative to the data • Learn from colleagues about how to implement instructional changes • Implement instructional changes in all classrooms • Collect, chart, and analyze post student performance data relative to plan indicators • Make course corrections in the classroom • Report results to the BLT • Share work and celebrate successes

23. Cross-Walk Activity

24. The DLT, BLT, TBT Connection • Collaborative team structures that support a culture of inquiry • Use of data and intentional decision making • Alignment of work to the • district’s goals and strategies • Shared Leadership: supporting ongoing two-way communication and engagement • Job embedded professional development (HQPD)

25. Definition of a System:collection of parts integrated to accomplish an overall purpose or goal

26. Leadership for Learning Framework Reeves, 2006

27. Write Chat If you were forming a leadership team, what key characteristics might you consider in selecting members?

28. Stage 1: Identify Critical Needs

29. Stage 1: Identify Critical Needs Understand Structure and Requirements of the DF Complete the DF Identify and Affirm Critical Focus Areas

30. Ohio’s Decision Framework • Sorts and organizes district and building data into specific data sets • Data helps identify major problems and causes • Leadership teams answer questions about selected data and make data-related decisions • Organized decision-making process produces clear Needs Assessment

31. Decision Framework Focus • Achievement • Expectations and Conditions • Resource Management

32. Achievement • Student data by content area • Curriculum, assessment, instructional practices • Teacher/administrator quality and stability • PD quality and alignment

33. Expectations and Conditions • Leadership practices • Discipline, attendance, expulsions, graduation, dropout • Parent/community engagement and practices

34. Resource Management • Time • Personnel • Money • Intentional decision-making

35. District Profile

36. Decision FrameworkCCIP Connection Decision Framework creates the needs assessment (NA) for the district and building level Comprehensive Continuous Improvement Plan (CCIP) system

37. Facilitating Stage 1 of the OIP Facilitator’s Guide Pages 56-66

38. From Wikipedia: “A critical friend can be defined as a trusted person who asks provocative questions, provides data to be examined through another lens, and offers critiques of a person’s work as a friend. A critical friend takes the time to fully understand the context of the work presented and the outcomes that the person or group is working toward. The friend is an advocate for the success of that work.” Critical Friend

39. Stage 2: Develop a Focused Plan

40. Stage 2: Develop Focused Plan • Develop a few SMART goals • Compose strategies for each goal • Establish indicators for every strategy • Create actions • Review, revise, adopt plan

41. Goal A broad statement that specifies a desired change in student performance to close a gap or an improved opportunity or potential for improved learning that identifies the end results to be achieved within a given timeframe.

42. What areSMARTGoals? Specific Measurable Achievable Relevant Timely

43. Example of a Smart Goal By 2011, all students in grades K-12 will improve performance on the OAT/OGT and local assessments by 8% each year in reading with emphasis on reading comprehension and students with disabilities.

44. Strategy A key approach the district will implement; written as a specific, measurable statement about what is going to be accomplished to meet a need and get closer to reaching a goal within a given time frame.

45. Strategy Criteria • Limited number • Focused • Feasible • Practical • Based on previous identification of priorities • Consistent with current research • Written using clear jargon-free language • Often multiyear

46. Action Steps Specific steps to operationalize a strategy and reach a goal.

47. Action Step Criteria • Specific • Discrete • Actionable • Relevant • Short-term and can be assigned • Begins with a verb

48. Action Step Example Establish teacher-based teams that implement Ohio’s 5-Step Process with fidelity.

49. Tasks A list of activities that need to be done in order for someone to complete an action.

50. Strategy Indicators • Adult Implementation Indicators • Student Performance Indicators Two types of measures embedded in the Indicators • Baseline measures • Progress measures