Transcript Aligning P-12 and Postsecondary Data Systems

Ohio Improvement Process (OIP)
August 2008
Core Principles of OIP
Use 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
Ohio Improvement Process
Who
is involved?
District/Building Leadership Teams
State Diagnostic Teams (SDTs) work with
districts in corrective action
STAGE 1
Identify Critical Needs of
Districts and Schools
State Support Teams (SSTs) work with
districts and schools in need of improvement
Who
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
Monitor the Improvement
Process
Implement the Focused
Plan
do these teams work in
districts and schools?
Provide technical assistance and targeted
professional development
Leverage resources
Preparing for the OIP
Define
Leadership
in Terms of
Practice
 Superintendents
 DLTs
 BLTs
Why Leadership Team Structures?
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
Engage in all four stages of the OIP for the
long-term
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;
• 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 OIP Tasks
 Stage 1: Identify Critical Needs
 Complete the Decision Framework, the foundation for data-driven decision making on a
system-wide basis
 Identify and affirm critical needs
 Stage 2: Develop Focused Plan
 Create few SMART goals with performance indicators
 Develop research-based strategies and progress indicators aligned to goals
 Intentionally align resources to goals, strategies and actions
 Stage 3:Implement the Focused Plan
 Facilitate the development and use of collaborative structures at the district and building
levels
 Broker or facilitate high quality PD consistent with district goals
 Monitor performance against the indicators
 Approve school plans and provide resources and support to schools
 Stage 4: Monitor the Improvement Process
 Provide data and reports to the Superintendent to inform the Board of Education
 Evaluate degree of plan implementation, impact on student achievement and changes in
educator practices
 Use monitoring data to modify instructional practice and revise plan
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;
• 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 OIP Tasks
 Stage 1: Identify Critical Needs
 Complete the building level Decision Framework, the foundation for data-driven
decision making
 Identify and affirm critical needs
 Stage 2: Develop Focused Actions
 Develop research-based actions aligned to district goals and strategies
 Intentionally align resources to actions
 Stage 3:Implement the Focused Plan
 Facilitate opportunities for teachers to learn from each other and greater
opportunity for teacher leadership
 Broker or facilitate high quality PD consistent with plan
 Monitor performance of the plan
 Stage 4: Monitor the Improvement Process
 Provide data and reports to the DLT
 Evaluate degree of plan implementation, impact on student achievement and
changes in educator practices
 Use monitoring data to modify instructional practice and revise plan
Stage 1: Identify Critical Needs
DATA
ask essential
and probing
questions
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
Decision Framework Focus
• Achievement
• Expectations & Conditions
• Resource Management
Achievement
• Student data by content area (i.e. Math)
– 3-year trends
– Aggregated/disaggregated
• Curriculum, assessment, instructional
practices
• Teacher/administrator quality and stability
• PD quality and alignment
Expectations & Conditions
• Leadership practices
• Discipline, attendance, expulsions,
graduation, dropout
– 3-year trend
– Aggregated/disaggregated
• Parent/community engagement and
practices
Resource Management
•
•
•
•
Time
Personnel
Money
Intentional decision-making
Stage 2: Develop Focused Plan
SYSTEM
all parts must
be integrated
and
connected
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
Stage 3: Implement Focused Plan
Full
Implementation
– require actions
aligned with
district goals to
occur in every
classroom across
the district
Stage 4: Monitor Improvement Process
CONTINUOUS
– system of ongoing
feedback and
monitoring at the
district, school,
classroom, and
student level
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