Transcript Slide 1

Building a Unified and Coherent
Statewide System of Support
Sandy Vasu-Sarver, Executive Director, Center for Students, Families & Communities
Deborah Telfer, Executive Director, Center for School Improvement
2009 OESCA/OTESCA Fall Conference
September 15, 2009
OIP is the Enactment of the
Leadership Development Framework
O hio Im provem ent Process
W ho
W ho
is involved?
District/Building Leadership Team s
State Diagnostic Teams (SDTs) work with
selected high support districts
STA G E 1
Identify C ritical N eeds of
D istricts and Schools
is involved?
STA G E 2
D evelop a
Focused Plan
State Support Teams (SSTs) work with
districts and schools in need of improvement
District/Building Leadership Team s
State Diagnostic Teams
State Support Teams
Educational Service Centers
Educational Service Centers (ESCs) work
with other districts requesting assistance
How
do these team s w ork in
districts and schools?
How
W ork with leadership to develop research
based strategies and action steps focused
on critical needs identified in stage 1.
Team s use data tools to identify critical
needs
W ho
is involved?
do these team s w ork in
districts and schools?
W ho
STA G E 4
is involved?
STA G E 3
District/Building Leadership Team s
State Diagnostic Teams
District/Building Leadership Team s
Regional Service Providers
External Vendors
Higher Education
State Support Teams
Educational Service Centers
Regional Managers
Single Point of Contact
How
do these team s w ork in
districts and schools?
Review data
Gather evidence of im plem entation
and im pact
R evised N ovem ber 2008
2
How
Evaluate the
Im provem ent Process
Im plem ent and M onitor
the Focused Plan
do these team s w ork in
districts and schools?
Provide technical assistance and targeted
professional developm ent
Leverage resources
Why Leadership Team Structures?
Shift focus from a single individual to a team
Distribute key leadership functions
Align and focus work using few district goals
Ensure effective leadership at all levels of
the system
Engage in the OIP for the long-term
Redefining Our
Work
Design everyone’s work primarily
in terms of improving the capacity
and performance of someone else
Three Critical Commitments
(from Marzano & Associates, 2008)
• Develop a system of individual student feedback
at the district, school, and classroom levels
• Ensure effective teaching in every classroom
• Build background knowledge for all students
(particularly those with educationally challenging
backgrounds)
Scale &
Sustainability
• Michael Fullan asserts that the difficulty of
sustaining change at the classroom level
occurs if other levels of the system (school,
district, regional agencies, and state) don’t
change in ways that enhance coherence,
alignment, connectedness, synergy, and
capacity for continuous improvement (The
New Meaning of Educational Change, 2007).
SSOS
• Improvement is everyone’s job
• All districts/schools can improve
• State role – to ensure high quality consistent
support to any district/school, regardless of
status
– Consistency in Design and Message – SLDT
– Consistency in Delivery – Quad Leads/Structure
– Consistency in Ongoing Support – SSTs and ESCs
Effective & Aligned Resource
Management
• District-wide
– Districts have local discretion in identifying critical needs and are
better positioned to do so through OIP
• Regionally
– Aggregated data on district identified needs allows for more
intentional and targeted PD/TA by regional providers
• Statewide
– OIP provides common structure for identifying needs and
promoting district focus
– State responds to district and regional directed needs
O h io Im p ro v e m e n t P ro c e s s
W ho
W ho
is in v o lv e d ?
D is tric t/B u ild in g L e a d e rs h ip T e a m s
S ta te D ia g n o stic T e a m s (S D T s) w o rk w ith
se le cte d h ig h su p p o rt d istricts
STAGE 1
Id e n tify C ritic a l N e e d s o f
D is tric ts a n d S c h o o ls
is in v o lv e d ?
STAGE 2
D e v e lo p a
F o c u s e d P la n
S ta te S u p p o rt T e a m s (S S T s) w o rk w ith
d istricts a n d sch o o ls in n e e d o f im p ro ve m e n t
D is tric t/B u ild in g L e a d e rs h ip T e a m s
S ta te D ia g n o stic T e a m s
S ta te S u p p o rt T e a m s
E d u ca tio n a l S e rvice C e n te rs
E d u ca tio n a l S e rvice C e n te rs (E S C s) w o rk
w ith o th e r d istricts re q u e stin g a ssista n ce
How
d o th e s e te a m s w o rk in
d is tric ts a n d s c h o o ls ?
How
W o rk w ith le a d e rs h ip to d e v e lo p re s e a rc h
b a s e d s tra te g ie s a n d a c tio n s te p s fo c u s e d
o n c ritic a l n e e d s id e n tifie d in s ta g e 1 .
T e a m s u s e d a ta to o ls to id e n tify c ritic a l
needs
W ho
is in v o lv e d ?
d o th e s e te a m s w o rk in
d is tric ts a n d s c h o o ls ?
W ho
STAGE 4
is in v o lv e d ?
STAGE 3
D is tric t/B u ild in g L e a d e rs h ip T e a m s
S ta te D ia g n o stic T e a m s
D is tric t/B u ild in g L e a d e rs h ip T e a m s
R e g io n a l S e rvice P ro vid e rs
E xte rn a l V e n d o rs
H ig h e r E d u ca tio n
S ta te S u p p o rt T e a m s
E d u ca tio n a l S e rvice C e n te rs
R e g io n a l M a n a g e rs
S in g le P o in t o f C o n ta ct
How
d o th e s e te a m s w o rk in
d is tric ts a n d s c h o o ls ?
R e v ie w d a ta
G a th e r e v id e n c e o f im p le m e n ta tio n
a n d im p a c t
R e v is e d N o v e m b e r 2 0 0 8
How
E v a lu a te th e
Im p ro v e m e n t P ro c e s s
Im p le m e n t a n d M o n ito r
th e F o c u s e d P la n
d o th e s e te a m s w o rk in
d is tric ts a n d s c h o o ls ?
P ro v id e te c h n ic a l a s s is ta n c e a n d ta rg e te d
p ro fe s s io n a l d e v e lo p m e n t
L e v e ra g e re s o u rc e s
The OIP:
Ohio’s Strategy for Creating a Unified SSOS
• Common process allows for
consistent provision of highquality training and support
through unified regional
infrastructure
• Differentiated accountability
provides additional leverage to
support unified system
Ohio’s Approach: Key Features
• The role/responsibility of the district is key
to making and sustaining improvement
• Data are organized to aid in identifying the
most critical needs and customizing
solutions to critical needs
• High quality consistent training and
support are provided through a unified
regional infrastructure
• Leadership is defined as a set of practices
to be implemented across the system
Core Principles of OIP
Use a collaborative, collegial process
Produce one coherent, focused plan
Rely on quality data and data interpretation
Expect changes in instructional practice
and student performance
OIP Benefit
Eliminate Fragmentation
• Recognize evident connection of district
to all buildings
• Move AWAY FROM program ownership
TO shared/collective ownership for
improvement
• DLT-BLT offers parallel process for
aligning and focusing the work
OIP Promotes Shift in Practice
OLD PRACTICE
NEW PRACTICE
• Plan developed in
response to funding
provided
• Schools develop plans
disconnected from each
other and the district
• Plans include too many
goals/strategies with no
coherence across district
• Plan drives
intentional/aligned
resource management
• District plan drives
development of school
improvement plans
• Plans include a limited
number of goals/strategies
to address biggest
problems
OIP Partnerships &
Accomplishments
• During the past year, over 500 SST and ESC
OIP facilitators were trained during 21 training
events
• SSTs and ESCs facilitated the OIP in 283
districts and with 14 community school sponsors
– These districts and community schools included
over 1000 SI buildings
Addressing ALL Children
What does your “ALL” look like?
Old Thinking
Special
Education
Regular
Education
New Thinking
The School Community Serves
All Students
Students with
Disabilities
Did You Know?
• Of the 294 Ohio school districts that were
identified under Ohio’s Model of
Differentiated Accountability as needing
high, medium or low support, 56% of them
did not meet AYP only for children with
disabilities.
Results for Kids with Disabilities
• IDEA requires states to measure and
improve academic performance results for
SWD annually
• All states must measure districts’
performance on SPP/APR indicators
SPP Performance Indicators
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Graduation/Dropout of SWD
Performance on statewide assessments
Discipline
Least Restrictive Environment
Disproportionality
Early childhood outcomes
Post school outcomes
Learning from Districts
Districts that have consistently shown
high performance for children with
disabilities have engaged in strategic
practices to make this happen.
“Lessons Learned”
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Planning is critical
All means All – Own the kids!
Principals took charge
Schedule for success
Keep data and monitor the course
Maximize teaming
Engage parents and the community
Performance Agreement
Identifies the work of the SST to improve
results for ALL kids
Is connected to the SPP
Supports the development of the SSOS
ESC-SST
Coordination