Transcript (OIP) Building Leadership Team Meeting

West Branch Local Schools
Ohio Improvement Process (OIP)
Building Leadership Team Meeting
Facilitating Building-wide
Improvement in
Instructional Practices
and Student Performance
OLAC Leadership Framework
Provides Foundation for the
Ohio Improvement Process
(Handout)
Collaborative Leadership Team
Structures in the OIP
Shift focus from
single individuals
to teams that can
function as
purposeful
communities
Distribute key
leadership
functions
Ensure effective
leadership is exercised
at all levels
of the system
Align work
system-wide
while focusing on
a limited number
of data-based
district goals
Engage in all four
stages of the OIP
for the long-term
OIP is the enactment
of Ohio’s
Leadership Development Framework (Handout)
Acronyms and OIP Glossary
(Handout)
Common Core Standards
Ohio Principal
Evaluation System
PARCC Assessments
Ohio Teacher
Evaluation System
Student Growth Measures
Race to the Top
Ohio Educator
Preparation Metrics
Teacher Effectiveness
Formative Instructional
Value-Added Analysis
Practices
College & Career
Performance-Based
Readiness
Student Learning
Compensation
Objectives
21st Century Skills
Performance Assessments
Teacher-Based Teams
New Accountability
Evidence of Student
System
Learning
Team Meeting Management
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Setting Ground Rules
Engaged Participant
Meeting Management Tools
Group Dynamics
Resource 4: Meeting Management Checklist
Seven Norms of Effective Collaboration
Setting Ground Rules or
Working Agreements
(Handout)
Four Stages of Group Development
• Forming
• Storming
•Norming
•Performing
(Handout)
Building Leadership Teams
Responsibilities
Develop,
implement, and
monitor the
focused building
improvement plans
Build a school culture
that supports
effective data-driven
decision making
Ensure conditions for,
support and monitor
Teacher Based Teams
Report building-level adult and
student results to DLT and TBTs
Establish priorities
for instruction and
achievement
aligned with district
goals
Monitor and provide effective feedback on
adult implementation and student progress
using the Ohio 5-Step Process
Make recommendations of
resources, time, and personnel
to meet district goals
Meeting Roles
• Regular Assignments
• Rotating Assignments
• Informal Roles
• Critical Friend
(Handout)
Meeting Role as a Critical Friend
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.”
Resource 4:
Meeting Management Checklist
(Handout)
Meeting Management
Tools and Practices
• Pre-sent Timed Agenda
• Agenda Review
• Parking Lot
• Plus/Delta/Rx
• Recorded Meeting Minutes Distributed
• Written Evaluation or Exit Slip
Effective Team Norms
(Handout)
OLAC Video: Facilitating OIP
Building Data Review
•Building Local Report Card
•OAA/OGT Grade Level and Cohort Data
•Building Value Added Data
•Special Education State Performance Plan Data
(% of Students Proficient)
•Scaled OAA/OGT Reading and Math Scores
(Typical vs. SWD Gap Analysis)
Program Approach
Title 1
Programs for
Students
under
Section 504
Alcohol and
Drug
Programs
Programs
Guidance
Programs
General
Education
Limited
English
Speaking
Programs
Programs
for
Homeless
Children
At- Risk
Program for
HS Students
Early
Childhood
Programs
Program Model – Capper and Frattura (2009)
Program Approach Expanded
Programs
for Teenage
Programs for Parents
Students
under
Section 504
Limited
English
Speaking
Programs
Alcohol and
Drug
Programs
Title 1
Programs
Guidance
Programs Programs
for At-Risk
Middle
School
Students
Gifted and
Talented
Programs
General
Education
Programs
for
Homeless
Children
Programs
for
Students
with ADHD
At- Risk
Program for
HS Students
Special
Education
Programs
Early
Childhood
Programs
Programs for
Nonreaders
at the Third
Grade
Continuation of Program Model – Capper & Frattura (2009)
OIP Framework
District
Leadership
Team
Building
Leadership
Teams
Teacher
Based
Teams
NOT
Flavor of the Day!
Teacher Based Teams
Responsibilities
 Improve instructional practices by
following the Ohio 5 Step Process
 Report results to the Building
Leadership Team (BLT)
 Share work and celebrate successes
Step 1
Collect and
chart data
Step 5
Collect, chart and
analyze post data
Step 4
Implement changes
consistently across
all classrooms
The Ohio
5-Step
Process:
A Cycle of
Inquiry
Step 2
Analyze student
work specific to
the data
Step 3
Establish shared
expectations for
implementing specific
effective changes in
the classroom
Grade
Level
Teacher
Based
Teams
Cross
Content
Subject
Area
Vertical
TBTs should include ALL instructional
personnel, including Intervention specialists
DF District or Building
Profile Results
Select Limited Number
of High Priorities
High Priorities Become
CCIP Needs Assessment
Basis for OIP Plan to Improve Educational
Outcomes for ALL Students
DLT Outcomes of Stage 2
 Develop 2-3 SMART Goals
 Compose 2-3 Strategies for each Goal
 Establish Adult Implementation and Student
Performance Indicators for every Strategy
BLT Work To Be Completed
 Create Action Steps and Tasks to support
Strategies
 Review, revise, and adopt OIP Plan
Stage 3: Implement and Monitor
the OIP Focused Action Plan
Implementation
Carry out the planned
strategies and actions
with fidelity
Monitoring
Ensure that both adults and
students fulfill focused
action plan expectations
Stage 4: Evaluate the
Improvement Plan and Process
Outcomes of Stage 4
Identify and apply
lessons learned
Compare
projected results
with actual
results
Identify strategies
and actions with
greatest impact
Assess which
adult practices
impact student
performance
Extend successes
and eliminate
unsuccessful
practices
Benefits of the
Ohio Improvement Process
Reduces
Duplication
of Effort
Focuses on
student success
not programs
Streamlines
processes
and procedures
Promotes shared
leadership and
collaboration
at all levels
Builds
personnel
capacity
Sustains entire
system as learning
organization