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Ohio Improvement Process - OIP Willoughby-Eastlake Schools – District Leadership Team (DLT) May 2010

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Ohio Improvement Process - OIP. Willoughby-Eastlake Schools – District Leadership Team (DLT) May 2010. What is The Ohio Improvement Process (OIP)?. Not “one more thing to do”. The OIP is designed to pull all of your district initiatives together - PowerPoint PPT Presentation

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Page 1: Ohio Improvement Process - OIP

Ohio Improvement Process - OIP

Willoughby-Eastlake Schools – District Leadership Team (DLT)

May 2010

Page 2: Ohio Improvement Process - OIP

What is The Ohio Improvement Process (OIP)?

Page 3: Ohio Improvement Process - OIP

Not “one more thing to do”

The OIP is designed to pull all of your district initiatives together and "narrow the focus" on fewer goals at a deeper level.

 

Page 4: Ohio Improvement Process - OIP

Current Initiatives for improving student achivement1.  Bridges to Success2.  Study Island3.  RTI/Co-teach4.  Olweus5.  Formative Assessments6.  Differentiated Instruction

Page 5: Ohio Improvement Process - OIP

The OIP Process- a 3 year plan

Page 6: Ohio Improvement Process - OIP

Why is the Willoughby-Eastlake School

District participating in The Ohio Improvement Process?• Collective Decision Making• Systemic Approach• Ensure HQPD• Efficiency & Effectiveness• Good to GREAT!

Page 7: Ohio Improvement Process - OIP

Collective Decision Making• Collective decision making promotes

shared leadership. (We are in this together from teachers, bus drivers, administrators)

• TEAM approach “Either we are pulling together or we are pulling apart. There’s really no in between.” Kobi YamadaTogether Everyone Achieves More

Page 8: Ohio Improvement Process - OIP

Systemic Approach• We are ONE district and every

school and every employee in the district will focus on the same two goals.

 “All good performance starts with clear goals.” Author Unknown

Page 9: Ohio Improvement Process - OIP

Ensure HQPD• Focused• Research Based• Structured • Sustained    (Follow Through by Leadership Teams)

“The quality of a person’s life is in direct proportion to their commitment to excellence, regardless of their chosen field of endeavor.” Vince Lombardi

Page 10: Ohio Improvement Process - OIP

Efficiency & Effectiveness

• Focus• Team Work• Work Smarter

“Efficiency is doing things right, Effectiveness is doing the right things.”Peter Drucker

Page 11: Ohio Improvement Process - OIP

Good to GREAT!• We are good…. we want to be GREAT!

“Nothing great in the world has ever been accomplished without passion.” Christian Frederick Hebbel “The greater the loyalty of a group toward the group, the greater is the motivation among the members to achieve the goals of the group, and the greater the probability that the group will achieve its goals.” Rensis Likert

Page 12: Ohio Improvement Process - OIP

How was the DLT selected?• Twenty administrators and teachers were invited to

volunteer to be on the DLT.  • Each building was represented by either an administrator

or teacher.  • Selection was then based on compiling the most

diversified group possible with faculty from all grade/subject levels.

 • In order to ensure WETA representation, the WETA

president was invited to participate.

Page 13: Ohio Improvement Process - OIP

Using Ohio’s DECISION FRAMEWORK (DF)

• Sorts and organizes district and building data into specific data sets

       1.) Student Performance Data        2.) Curriculum, Assessment, Instruction / Educator Quality / PD        3.) Leadership / School Climate / Family, Student, and             Community Involvement       4.) Resource Management • Data helps identify major concerns and causes• Leadership teams answer questions about selected data and

make data-related decisions• Organized decision-making process produces clear needs

assessment

Page 14: Ohio Improvement Process - OIP

Using data to make curriculum and instructional decisions 

The OIP uses data from multiple sources to make decisions about the current initiatives we are using in the

schools and classroom. 

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Pre-Assessment

Item 1:

Formative assessments are formal and teachers record data.

TrueFalse

Page 16: Ohio Improvement Process - OIP

Pre-Assessment

Item 2:

Formative assessment today will change my instruction tomorrow.

TrueFalse

Page 17: Ohio Improvement Process - OIP

Pre-Assessment

Item 3:I understand what formative assessments should look like in my classroom.

TrueFalse

Page 18: Ohio Improvement Process - OIP

Pre-Assessment

Item 4:Most teachers in my school use formative assessments regularly.

TrueFalse

Page 19: Ohio Improvement Process - OIP

Pre-Assessment

Item 5:Use of common formative assessments will create more work for teachers.

TrueFalse

Page 20: Ohio Improvement Process - OIP

Academic Goal

By 2013-14, Willoughby-Eastlake Schools will ensure that all students will meet the AYP targets in all subgroups

measured by State tests.

Page 21: Ohio Improvement Process - OIP

Academic Strategy 1a – Common Tools for Instruction and Assessment

• Collaboratively develop quality, common, easily accessible tools for instruction and assessment.

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Academic Strategy 1b – Use Formative Assessment

• Teachers will use formative assessment data and provide responsive instructional strategies for students who need intervention, further practice, or enrichment.

• (L) (P) (M)

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Academic Strategy 1a – Common Tools for Instruction and Assessment

• Adult implementation: 100% of teachers will participate in creating and using common formative assessments.

• Student implementation: 100% of students will utilize formative assessments to realize what they know, what they need to know, and how to get there.

Page 24: Ohio Improvement Process - OIP

Academic Strategy 1b – Use Formative Assessment

• Adult implementation: 100% of teachers will provide specific and timely feedback so that students know what correctives will achieve their goals.

• Student implementation: 100% of students will monitor their own progress toward the learning targets using assessments.

Page 25: Ohio Improvement Process - OIP

Climate Goal

By 2013-2014, Willoughby-Eastlake Schools will create an environment that engages and

supports all students, resulting in a decrease of 10% in student

discipline occurrences.

Page 26: Ohio Improvement Process - OIP

Climate Strategy 2a – Positive Behavior Support

• Develop district wide positive behavior support initiatives where students are empowered and actively engaged in the academic and school community to increase student success.

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Climate Strategy 2a – Positive Behavior Support

• Adult implementation: 100% of staff will employ the designated positive behavior support initiatives/system to ensure student success.

• Student implementation:• Decrease of student referrals for disciplinary

actions by 10%, including a decrease of 10% with all subgroups.

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2.a.1 Establish a system that will engage students in an academically positive environment with accountability.• collect baseline data on discipline referrals • provide pd on the Positive Behavior

Initiatives (starting with the BLTs)-many schools already have in place

 • investigate options for additional learning

support opportunities for students

Page 29: Ohio Improvement Process - OIP

2.a.2 Develop a system for addressing misbehaviors without interrupting the learning of students.

Response To Intervention (RTI) Model

• Design and develop a continuum of options designed to meet student needs/behavior/social skills with PD

Response to Intervention Model (RTI)

Page 30: Ohio Improvement Process - OIP

2.a.2 (continued)

• Review and modify district policy on academic penalties for behavior problems

 • Develop a behavior intervention

plan through collaboration to include transition between grade levels and buildings

 • Investigate the use of flexible

scheduling 

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2.a.3.  Create partnership and outreach programs with all community stakeholders.  Explore successful models and examine our current system for implementation Example:  • Business Advisory Council                 

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Goal Implementation Timeline

Climate Goal: 

2010-2011:    Develop district-wide behavior support initiatives2011-2012:    Focus on transitions between grades and buildings2012-2013:    Design a continuum of options designed to meet                    student learning needs

Academic Goal:  2010-2011: Creation & use of common formative assessments 2011-2012:    Utilize formative assessment data and provide responsive instructional strategies for students 2012-2013:    On-line storage and access of common formative assessments

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Ownership Through Shared Leadership

• 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

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Why are YOU here?

• Setting performance targets aligned with the 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• Facilitate the development and use of collaborative

structures• Brokering or facilitating high quality PD consistent with

district goals• Allocating system resources toward instructional

improvement

The role of the BLT is: