Transcript No Slide Title

Ohio Improvement Process (OIP)
SPDG Cohort 2
District Leadership Team Training
March 10-11, 2009
Renaissance Hotel
Columbus, Ohio
General Training Outcomes
 Understand the changing role of the DLT in Stage 3
of OIP
 Explore and further define district plans to prepare for
implementation and monitoring
 Define collaborative structures and interactions
 Prepare to assist the BLT in developing an aligned
SIP
The Real Outcome…
Higher Achievement for All Students
March Centralized Training
 Day One: District-Wide
Implementation and Monitoring
 Day Two: District Leadership Team Role in
Supporting Buildings
Parking Lot

Materials
Getting Started
Roles and
Responsibilities
Facilities
The Ohio Improvement Process is the
Enactment of the
Ohio Leadership Development Framework
6
Ohio Improvement Process
Who
Who
is involved?
District/Building Leadership Teams
State Diagnostic Teams (SDTs) work with
selected high support districts
STAGE 1
Identify Critical Needs of
Districts and Schools
State Support Teams (SSTs) work with
districts and schools in need of improvement
is involved?
STAGE 2
Develop a
Focused Plan
District/Building Leadership Teams
State Diagnostic Teams
State Support Teams
Educational Service Centers
Educational Service Centers (ESCs) work
with other districts requesting assistance
How
do these teams work in
districts and schools?
How
Work with leadership to develop research
based strategies and action steps focused
on critical needs identified in stage 1.
Teams use data tools to identify critical
needs
Who
is involved?
do these teams work in
districts and schools?
STAGE 4
Who
STAGE 3
is involved?
District/Building Leadership Teams
State Diagnostic Teams
District/Building Leadership Teams
Regional Service Providers
External Vendors
Higher Education
State Support Teams
Educational Service Centers
Regional Managers
Single Point of Contact
How
do these teams work in
districts and schools?
Review data
Gather evidence of implementation
and impact
Revised November 2008
How
Evaluate the
Improvement Process
Implement and Monitor
the Focused Plan
do these teams work in
districts and schools?
Provide technical assistance and targeted
professional development
Leverage resources
Outcomes of Stage 2
Develop a Focused Plan (CCIP)
 SMART Goals
 Strategies
 Indicators
 Actions
 Tasks
Finalizing Stage 2
 Adopt the Plan
 Input in CCIP
 Allocate Resources
 Work with Buildings
Not Just Another Plan…
Ohio Improvement Process
Who
Who
is involved?
District/Building Leadership Teams
State Diagnostic Teams (SDTs) work with
selected high support districts
STAGE 1
Identify Critical Needs of
Districts and Schools
State Support Teams (SSTs) work with
districts and schools in need of improvement
is involved?
STAGE 2
Develop a
Focused Plan
District/Building Leadership Teams
State Diagnostic Teams
State Support Teams
Educational Service Centers
Educational Service Centers (ESCs) work
with other districts requesting assistance
How
do these teams work in
districts and schools?
How
Work with leadership to develop research
based strategies and action steps focused
on critical needs identified in stage 1.
Teams use data tools to identify critical
needs
Who
is involved?
do these teams work in
districts and schools?
STAGE 4
Who
STAGE 3
is involved?
District/Building Leadership Teams
State Diagnostic Teams
District/Building Leadership Teams
Regional Service Providers
External Vendors
Higher Education
State Support Teams
Educational Service Centers
Regional Managers
Single Point of Contact
How
do these teams work in
districts and schools?
Review data
Gather evidence of implementation
and impact
How
Evaluate the
Improvement Process
Implement and Monitor
the Focused Plan
do these teams work in
districts and schools?
Provide technical assistance and targeted
professional development
Leverage resources
Revised November 2008
Implementation and Monitoring
Stage 3: Implement and Monitor
the Focused Plan
• Collaborative StructuresSupport a Culture of Inquiry
• Implement the Plan Systemically
and Systematically
• Monitor and Analyze Changes in
Student Performance and Adult
Implementation
Stage 3: Implement and Monitor
the Focused Plan
 Collaborative StructuresSupport a Culture of Inquiry
Privacy of practice
produces isolation;
isolation is the enemy of
improvement.
-Richard Elmore (2000)
DLT Supports
Collaborative
Teams at All
Levels
DLT Role in Supporting
Collaborative Teams
• DLT
• BLT
• Teacher Teams
What Is a “Culture of Inquiry”?
Inquiry is a process of rigorous and
systematic thinking about professional
practice, and the context in which it occurs,
in ways that question taken-for-granted
practice. Its purpose is to inform decision
making and action, and to enhance student
learning.
~ Alan Reid (2008)
Stage 3: Implement and Monitor
the Focused Plan
• Collaborative Structures- Support a
Culture of Inquiry
 Implement the Plan Systemically
and Systematically
• Monitor and Analyze Changes in
Student Performance and Adult
Implementation
Implement the Plan
Systemically and Systematically
Systemically
Systematically
• Breadth
• Procedural
• Depth
• Coherent
• Sustainability
• Thorough
• Shared ownership
• Regularity
Implement the Plan
Systemically and Systematically
• Review of Plan Actions for Relationships
• Identify Tasks for Each Action
• Coordinate and Sequence Tasks
Stage 3: Implement and Monitor
the Focused Plan
• Collaborative StructuresSupport a Culture of Inquiry
• Implement the Plan Systemically
and Systematically
 Monitor and Analyze Changes
in Student Performance and
Adult Implementation
Monitor and Analyze Changes
A good monitoring
system relies on
having wellthought through
and clearly defined
indicators.
DLT Role
in
Monitoring
the Plan
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Monitoring the Plan Facilitates
Continuous Improvement
SMART GOALS
Goal 1: tSudentPerformanceContentArea: Reading Goal2:StudentPerform
anceContentArea__________Goal3:Expecta tions
& Conditio ns _____________ Goal4:Operational/Cross
-content
-_________
GOAL 1: By 2011, all s tudents in grades K-12 will improve p erformance on the OAT/OGT (Grades 3-8 and 10) and ocal
l summative assessments (GradesK-2, 9 and 11) by
8% each year in reading.
STRATEGIES, INDICATORS AND PROGRESS MEASURES
STRATEGY 1.A: Implement district identified research-based readingcomprehension strategie s (note taking, summarizing, and graphic organizers).
BASELINE MEASURE
ADULT IMPLEMENTATION INDICATOR
PROGRESS MEASURE
ACTUAL
DEC . 2008
RESULTS
May 2008
100% ofteachers will consistently
implement three research-based reading
comprehension strategies: note taking,
summarizing, and graphic organizers.
PROGRESS MEASURE
ACTUAL
MARCH 2009
RESULTS
PROGRESS MEASURE
ACTUAL
MAY 2009
RESULTS
55% K-3 teachers
25% 4-8 teachers
20% 9-12 teachers
70% K-3
teachers
45% 4-8
teachers
40% 9-12
teachers
80% K-3
teachers
65% 4-8
teachers
60% 9-12
teachers
95% K-3
teachers
85% 4-8
teachers
80% 9-12
teachers
65% K-3 students
on benchmark
No baseline for 412, to be
established in
August. 2008
10%
increase
in # of
students
at benchmark
10%
increase
in # of
students
at benchmark
10%
increase
in # of
students
at benchmark
PROGRESS MEASURE
ACTUAL
DEC . 2009
RESULTS
100% of
teachers
use
strategie s
STUDENTPERFORMANCE INDICATOR
100% ofstudentswill be at benchm
ark on district
required form
ative assessments.
100% or
10%
increase
in # of
students
at benchmark
IMPLEMENTATION DETAILS
?
ACTION STEPS
Monitoring
Evidence/Data
Sour c es
Per son(s )
Responsible /
Gr oup(s)
1. A.1. Provide embeddedprofessionaldevelopment for all building
leadership teams on note taking and summarizing, reciprocal teaching
and graphic organizers.
PD Train ing,
Classroom
Observation
Summaries
District
Teacher
Leaders
Im ple mentation Timeline
SeptNov.
Dec.Feb.
Mar chMay
X
X
JuneAug.
Resour c esNeeded:
Budget/Material/
Tec hnology
Trainingmaterials for
300 teachers
Review of Tactful Local Plan for Monitoring Implementation
Strengths
Weaknesses
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Recommendations
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1.
District
Work
Time
Ohio Improvement Process (OIP)
SPDG Cohort 2
District Leadership Team Training
Welcome to Day 2
March Centralized Training
 Day One: Preparing for District-Wide
Implementation and Monitoring
 Day Two: District Leadership Team
Role in Supporting Buildings
Mingling Activity
• Introduce yourself to your partner.
• Discuss the following:
– OIP as the Enactment of the Ohio
Leadership Development Framework
– OIP Goals, Strategies, and Action Steps
– OIP Indicators - Adult Implementation
and Student Performance
– OIP Implementation and Monitoring
– Role of the DLT in Supporting BLTs
Not Just Another Plan…
Ohio Improvement Process
Who
Who
is involved?
District/Building Leadership Teams
State Diagnostic Teams (SDTs) work with
selected high support districts
STAGE 1
Identify Critical Needs of
Districts and Schools
State Support Teams (SSTs) work with
districts and schools in need of improvement
is involved?
STAGE 2
Develop a
Focused Plan
District/Building Leadership Teams
State Diagnostic Teams
State Support Teams
Educational Service Centers
Educational Service Centers (ESCs) work
with other districts requesting assistance
How
do these teams work in
districts and schools?
How
Work with leadership to develop research
based strategies and action steps focused
on critical needs identified in stage 1.
Teams use data tools to identify critical
needs
Who
is involved?
do these teams work in
districts and schools?
STAGE 4
Who
STAGE 3
is involved?
District/Building Leadership Teams
State Diagnostic Teams
District/Building Leadership Teams
Regional Service Providers
External Vendors
Higher Education
State Support Teams
Educational Service Centers
Regional Managers
Single Point of Contact
How
do these teams work in
districts and schools?
Review data
Gather evidence of implementation
and impact
How
Evaluate the
Improvement Process
Implement and Monitor
the Focused Plan
do these teams work in
districts and schools?
Provide technical assistance and targeted
professional development
Leverage resources
Revised November 2008
DLT and BLT Alignment
“Historically, districts and schools have been
so loosely coupled that they have had little
influence on what occurs in individual
classrooms and consequently have had little
influence on student achievement.”
Getting Serious
About School Reform
Robert Marzano &
Associates (2008)
Implementing &
Monitoring the
Plan
DLT Provide
Supports for
BLTs
Policies
Time
Coaching
Building
Implementation
of ISM
Direction
Data
PD
34
DLT Supports BLTs
Directions for Activity
• In Groups of 4, Assign
Roles
• Review Tactful Local
Documents for Alignment
• Complete “District and
Building Plan Alignment”
Worksheet.
Writing School Plans
• Name the sections of the school improvement
plan that are inherited from the district focused
plan.
• Explain how the Building DF Profile led to
building action steps.
• Chose action step and trace back through BDF
to district strategy to goal.
• Summarize the alignment between the district
plan, building decision framework and school
improvement plan.
Building on the District Plan
Writing a Building Plan
Must Use
District Goals
Must Use Applicable
District Strategies
and Indicators
May Use Some
District Action Steps
Develop Action Steps
Based on Building Data
Outline Tasks for
Action Steps
www.ohioschoolleaders.org/framework/
Ohio's Decision
Framework
Building
IRN:
Building
Name:
Action Step Criteria
 Linked to District
Strategies
 Specific to Building Profile
 Discrete
 Actionable
 Relevant
 Short-term and can be
assigned
 Begins with a verb
What Do You See?
What Do You Hear?
Facilitating the BLT
Perceptions of Principal and Teacher
Washington Local
Handout: Video Guide for Washington Local
42
District Work Time
Prepare to
Support
BLTs