Preparing to Use This Video with Staff: Materials/Resources:

 Print copies for each person, regardless of audience, of the following   resources found on any OIP Stage 0 Module page:  OIP Four Stage Graphic  DLT/CSLT-BLT-TBT Cog Graphic  OIP Tools Connection Graph Print copies of the following when used with DLT/CSLT, BLTs and TBTs:  Where Are We Today? OIP Orientation Activity  Compass Points: Group Work Preferences Activity Poster Paper and/or projector

Time Needed:

20 Minutes to watch video You may want to stop the video at certain points to discuss the information provided and/or clarify important points, which would add additional time .

Ohio Improvement Process (OIP)

Facilitating District-wide Improvement in Instructional Practices and Student Performance

OLAC Leadership Framework Provides Foundation for the Ohio Improvement Process

OIP is the enactment of Ohio

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s Leadership Development Framework

District Leadership Team Building Leadership Teams Teacher Based Teams

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Seven Core Principles of OIP

A focused plan aligns vision, mission, and philosophy. The process is continuous and recursive, and the plan is a dynamic document. The process relies on quality data interpretation. All leadership teams use a collaborative, collegial process.

An efficient communication approach ensures all stakeholders are consistently informed of progress at each stage. The process produces one focused, integrated plan that directs all work and resources.

The process expects substantive changes in student performance and adult practices as a result of implementing, monitoring and evaluating the process and plan.

Collaborative Leadership Team Structures in the OIP

Shift focus from single individuals to teams that can function as purposeful communities Distribute key leadership functions Align work system-wide while focusing on a limited number of data-based 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/Community School Leadership Team Responsibilities

: Develop, implement and monitor a district focused action plan based on critical data Build a system-wide foundation for data-driven decision making Facilitate the development and use of collaborative structures (DLT, BLTs and TBTs) Using the Ohio 5-Step Process, monitor adult behaviors against student performance indicators designated in the plan Ensure high quality, differentiated PD consistent with district goals and based on adult and student data at all levels

DLT/CSLT Membership

At least 50% Instructional Staff

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Superintendent Curriculum, Instruction and Assessment

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Special Education Director

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Building Administrators

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Other Stakeholders

Building Leadership Teams Responsibilities

Develop, implement, and monitor the focused building improvement plans Build a school culture that supports effective data-driven decision making Establish priorities for instruction and achievement aligned with district goals Ensure conditions for, support and monitor Teacher Based Teams Report building-level adult and student results to DLT and TBTs 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

BLT Membership

Guidance Counselor ELL Specialist Other Stakeholder

Teacher Based Teams

Responsibilities

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Improve instructional practices by following the Ohio 5-Step Process

:  Step 1: Collect and chart data to identify how students are performing and progressing  Step 2: Analyze student work specific to the data  Step 3: Establish shared expectations for implementing specific effective changes in the classroom  Step 4: Implement changes consistently across all classrooms  Step 5: Collect, chart and analyze pre/post data and determine effectiveness of instructional practices 

Report results to the Building Leadership Team (BLT)

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Share work and celebrate successes

Grade Level

Teacher Based Teams

Subject Area Cross Content Vertical

TBTs should include ALL instructional personnel, including Intervention specialists

BLTs DLT/ CSLT TBTs

Stage 0: Planning and Preparing for the Ohio Improvement Process

The OIP:

Four Stages of Continuous Improvement

STAGE 1: IDENTIFY CRITICAL NEEDS

DATA - ask and answer essential and probing questions to identify strengths, needs and causes

DECISION FRAMEWORK

Student Academic Performance and Growth Instructional and Administrative Staff Data Discipline

Decision Framework

Attendance Graduation Drop-out Curriculum and Instruction Assessment Processes Culture Shared Leadership Practices Infrastructure and Systems

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

STAGE 2: DEVELOP FOCUSED PLAN

Produce one focused, integrated plan that directs all district and/or building work and resources

Goals Action Steps Strategies Indicators

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  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

Implementation Management and Monitoring Tool (IMM)

• Web-based tool • Links automatically to CCIP • Transfers CCIP Goals, Strategies and Action Steps into IMM • School IMM linked to District IMM • Generates valuable reports for monitoring progress – Goal Targets: Projected and Actual – Implementation Timeline – Communication

Stage 4: Evaluate the Improvement Plan and Process

Outcomes of Stage 4

Identify and apply lessons learned Compare projected results with actual results Assess which adult practices impact student performance Identify strategies and actions with greatest impact 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

Where Are We Today?

An Orientation Activity for DLT/CSLT, BLTs and TBTs

• Review

Where Are We Today?

Activity directions • Without discussion, individually post “ Strengths ” and “ Needs ” notes on each OIP Stage poster • Have one person per poster review post-it notes aloud • Discuss as a group where your district/building is relative to the OIP

What Personality Are You in a Group? Compass Points Teaming Activity

  Take out Compass Points activity and questions Once reviewing the “ Directions ” descriptors whole group, go to self-selected “ Direction ”    Review activity questions and post answers with others in your “ Direction ” Share out answers whole group Debrief importance of activity for collaborative teaming

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The Ohio Improvement Process (OIP) Guide and Resources were co-developed by the Ohio Department of Education, State Level Design Team and the Great Lakes East Comprehensive Center, funded by the U.S. Department of Education and administered by Learning Point Associates, an affiliate of American Institutes for Research. Co-development of some resources were also supported through a U.S. Department of Education, Office of Special Education Program grant #H323A070014-11. The content does not necessarily reflect the position or policy of the U.S Department of Education, nor does mention or visual representation of trade names, commercial products, or organizations imply endorsement by the federal government. The content does reflect the position and policies of the Ohio Department of Education, and the Department endorses specific processes, procedures and programs mentioned.