Ohio Improvement Process (OIP)Your Local School DistrictDistrict Team Orientation

DateTime

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General Outcomes for Today Discuss the Development of the OIP

Understand the four stages of the Ohio Improvement Process

Understand the Roles and Responsibilities of the District Leadership Team (DLT)

Set the ground rules for work on the DLT

Create a schedule to complete the OIP

Discuss Next Steps: OLAC Survey

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Shift Happens Video

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OIP Overview and DevelopmentOIP Overview and DevelopmentRecent Developments

1. Advancements in technology have allowed ODE to identify and gather data tools to support districts in decision making and planning.

2. Research has provided concrete knowledge about what works and how leadership in districts should be distributed to improve instructional practice and student performance.

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Recent Developments (Cont.)

3. Many federal and state initiatives attempting to design improvement processes have fallen short of the mark.

4. The 126th General Assembly created a coordinated, efficient regional service delivery system to support state and regional improvement initiatives. Substitute HB 115 clarified roles and responsibilities of regional service providers with an emphasis on districts improving student performance.

OIP Overview and DevelopmentOIP Overview and Development

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Ohio Leadership Advisory Council Ohio Leadership Advisory Council (OLAC) – District Expectations(OLAC) – District Expectations

Common Characteristics in

Districts that Plan Successfully

Collaborative structures and community engagementCulture and expectation for the use of data in decision

makingOne plan with focused goals for achievementBoard alignment and support of district and building goalsMonitoring goals for achievement and instructionUse of resources to support achievement and instruction

that are intentionally allocated

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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

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District/Building Leadership Teams

State Diagnostic Teams (SDTs) work with districts in corrective action

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 the Focused Plan

Monitor the Improvement Process

Identify Critical Needs of Districts and Schools

Develop a Focused Plan

Ohio Improvement Process

STAGE 4

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Being on OIP Pioneer

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Preparing for the OIP

Define Leadership in Terms of Practice

Superintendents DLTs BLTs

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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

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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;

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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 Leadership Teams Primary Functions

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Building Leadership Teams Primary Functions

Foster shared efficacy;Build a school culture that supports effective

data-driven decision making;Establish priorities for instruction and

achievement aligned with district goals;Provide opportunities for teachers to learn from

each other and greater opportunity for teacher leadership;

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Monitor and provide effective feedback on student progress;

Support the development, implementation, and monitoring of focused building improvement plans;

Make recommendations for the management of resources, including time, and personnel to meet district goals.

Building Leadership Teams Primary Functions

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Data Wranglers

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Stage 1: Identify Critical Needs

DATA

ask essential and probing questions

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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- Decisions displayed in series of scorecards - Scorecards provide profiles of defined district or building

needs Organized decision-making process produces

clear Needs Assessment

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Decision Framework Focus

AchievementExpectations & ConditionsResource Management

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AchievementStudent data by content area (i.e. Math)

- 3-year trends

- Aggregated/disaggregatedCurriculum, assessment, instructional

practicesTeacher/administrator quality and stabilityPD quality and alignment

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Expectations & Conditions

Leadership practicesDiscipline, attendance, expulsions,

graduation, dropout

- 3-year trend

- Aggregated/disaggregatedParent/community engagement and

practices

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Resource Management

TimePersonnelMoneyIntentional decision-making

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District ProfileLevel/ Component

% Possible Score/ Level of Concern

Select Priorities

Input Complete

Level II: I nstructional Management

SELECT

I I A: Curriculum, Assessment & Instructional Practice (Level of Im plementation)

Curr iculum (Reading)* 0.0% 100.0% 0.0%

Assessment (Reading)* 0.0% 0.0%

Curr iculum (Math)* 0.0% 0.0%

Assessment (Math)* 0.0% 0.0%

Instru ctional Practice (Reading)* 0.0% 0.0%

Instru ctional Practice (Math)* 0.0% 100.0% 0.0%

II B: Educa tor Quality (Level of Concern)

Tea cher Turn over (Level of concern)

Not Complete

Administrator Turno ver (Level of concern)

Not Complete

Educator Qualifications 0.0% 100.0% 0.0%

II C: Professional Development (Level of Implementation)

HQPD Aligned to Reading* 0.0% 100.0% 0.0%

HQPD to Promote Shared Work (Reading)* 0.0% 100.0% 0.0%

Application/Impact of Reading Knowledge/Sk ills Learned through HQPD*

0.0% 100.0% 0.0%

HQPD Aligned to Math 0.0% 0.0%

HQPD to Promote Shared Work (Math) 0.0% 0.0%

Application/Impact of Math Knowledge/Sk ills Learned through HQPD

0.0% 0.0%

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Stage 2: Develop Focused Plan

SYSTEM

all parts must be integrated and connected

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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

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Stage 3: Implement Focused Plan

Full Implementation– require actions aligned

with district goals to occur in every classroom across the district

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Stage 4: Monitor Improvement Process

CONTINUOUS– system of ongoing

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

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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 (the agency and the field)- Builds statewide and regional data capacity that supports

and informs everyone

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Contact InformationContact InformationState Support Team Region 5

- Single Point of Contact (SPOC) – Richard KajuthPhone: 1(800) 776-8298 Email: ferc_rjk@access-

k12.org- Consultants

Lead: Email Support: Email

Tel:

Your County Educational Service Center- Your Contacts Here

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Next Steps for ???? DLT

OLAC District Leadership SurveyData WranglingNext Meeting:

)