preparing to use this video with staff:
DESCRIPTION
Materials/Resources: Print copies for each person of the following resources found on any OIP Stage 0 Module page: OIP Four Stage Graphic DLT/CSLT-BLT-TBT Cog Graphic Poster Paper and/or projector Time Needed: 20 Minutes to watch video - PowerPoint PPT PresentationTRANSCRIPT
Preparing to Use This Video with Staff:
Materials/Resources:Print copies for each person of the following resources found on any OIP Stage 0 Module page:
OIP Four Stage Graphic DLT/CSLT-BLT-TBT Cog Graphic
Poster Paper and/or projector
Time Needed:20 Minutes to watch videoYou may want to stop the video at certain points to discuss the information provided and/or clarify important points.
Introduction to The Ohio Improvement Process (OIP)
for Superintendent
Board of EducationDistrict/Building Administrators
OLAC Leadership Framework Provides Foundation for the Ohio Improvement Process
OIP is the enactment
of Ohio’s
Leadership Development Framework
Seven Core Principles of OIP1. A focused plan aligns vision, mission, and philosophy. 2. The process is continuous and recursive, and the plan is a
dynamic document. 3. The process relies on quality data interpretation. 4. All leadership teams use a collaborative, collegial process.5. An efficient communication approach ensures all stakeholders
are consistently informed of progress at each stage. 6. The process produces one focused, integrated plan that directs
all work and resources.7. The process expects substantive changes in student
performance and adult practices as a result of implementing, monitoring and evaluating the process and plan.
PREPARING FOR THE OIP
Define Leadership in Terms of
Practice
Individuals and Board Collaborative Teams
We are all
leaders!
www.ohioleadership.org
Roles and Responsibilities of the Superintendent in the OIP
• Oversee the OIP and establish systems, structures and supports to implement the process with a primary focus on instructional improvement for all students
• Select the DLT; set direction and expectations for the DLT• Be present and practice shared leadership with the DLT• Ensure that teacher based teams are fully implemented across all
buildings and grade levels• Engage staff and community in the planning process• Create collaborative structures to ensure plan development,
implementation and evaluation• Approve a single focused, data-driven plan, research-based plan • Ensure data is shared across all levels (DLT, BLTs, TBTs)• Budget the plan• Monitor plan development• Hold participants accountable for results
Roles and Responsibilities of theBoard of Education in the OIP
Create and adopt planning policyApprove goals prior to full plan
developmentAdopt focused plan/budgetMonitor plan results (adult and student
indicators)Communicate goals, progress and
expectations to community
Roles and Responsibilities of Central Office Administrators in the OIP
Share roles with other central office administrators in support of all students
Be a learner in the district attending trainings and high leverage workshops that focus on improved teaching and student learning
Work with BLTs and TBTs to develop supports based on needs versus isolated funding mechanisms
Provide support to building principals to move to a service delivery model that unifies support for all students
Develop focused PD plan that aligns to OIP plan goals and strategies, and supports TBTs in their differentiated training needs
Roles and Responsibilities of the Building Administrator in the OIP
- Be the lead learner in the building by modeling the use and application of data to inform instructional effectiveness, as well as fostering a learning organization throughout the building
- Ensure time for the BLT and TBTs to meet on a regular basis- Select the BLT; set direction and expectations for the BLT- Be present and model shared leadership with the BLT- Prepare TBTs on their roles and responsibilities- Monitor plan action development and provide support for TBTs- Ensure data is shared across levels (DLT, BLTs, TBTs)- Engage staff and community in planning process- Approve/support a single focused, data-driven, researched-based plan- Align resources to the school plan with a focus on improved instructional improvement
for all students- Hold participants accountable for results
Roles and Responsibilities of the OIP Facilitator
Serve as a critical friend who is a trusted partner, advocates for the success of the work, asks thought-provoking questions, ensures responses are open and honest, and provides constructive feedback
Manage and direct meeting processes using a range of facilitation strategies
Understand meetings and make decisions affecting meeting dynamics
Keep the group focused on outcomes
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
Collaborative Leadership Team Structures in the OIP
District/Community School Leadership TeamResponsibilities:
Develop, implement and monitor a district focused action plan
based on critical data Build a system-wide foundation for data-driven
decision makingFacilitate 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 planEnsure high quality, differentiated PD
consistent with district goals and based on adult and student data at all levels
DLT/CSLT Membership
• Superintendent
• Curriculum, Instruction and Assessment
• Special Education Director
• Building Administrators
• Other Stakeholders
At least 50% Instructional Staff
Building Leadership TeamsResponsibilities
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
Monitor and provide effective feedback on adult implementation and student progress
using the Ohio 5-Step Process
Report building-level adult and student results to DLT and TBTs
Make recommendations of resources, time, and personnel to
meet district goals
BLT Membership
Classroom
Teacher
PrincipalClassroom
Teacher
Classroom Teacher
Intervention Specialist
ELL Specialist
Instructio
nal Coach
Parent Liaison
Guidance Counselor
Other Stakeholder
Teacher Based Teams
Improve instructional practices by following the Ohio 5-Step Process:Step 1: Collect and chart data to identify how students are
performing and progressingStep 2: Analyze student work specific to the dataStep 3: Establish shared expectations for implementing specific
effective changes in the classroomStep 4: Implement changes consistently across all classroomsStep 5: Collect, chart and analyze pre/post data and determine
effectiveness of instructional practices
Report results to the Building Leadership Team (BLT) Share work and celebrate successes
Responsibilities
Teacher Based Teams
Grade Level
Cross Content
Vertical
TBTs should include ALL instructional personnel, including Intervention specialists
Subject Area
Stage 0: Planning and Preparing for the
Ohio Improvement Process
See Guide for DLT Membership, Timeline,
and Orientation
See Task Guide for Establishing BLT
The OIP:Four Stages
ofContinuous
Improvement
STAGE 1: IDENTIFY CRITICAL NEEDS
DATA -- ask and answer
essential and probing questions to identify strengths, needs and causes
DECISION FRAMEWORK
The Decision Framework:Student Achievement
Trend Data
Reading % Proficient by Grade Level
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 10th Grade
2005-2006
2006-2007
2007-2008
Cut %
04/19/23
The Decision Framework:Adult Implementation Data
The Decision Framework:Climate and Conditions
Discipline Occurences by Grade
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
K 1 2 3 4 5 6 7 8 9 10 11 12
Grade
Occ
ure
nce
s/10
0 S
tud
net
s
2005-06
2006-07
2007-08
04/19/23
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
GoalsStrategies
Action StepsIndicators
Outcomes of Stage 2
Establish Adult Implementation and Student Performance Indicators for every Strategy
Create Action Steps and Tasks to support Strategies
Review, revise, and adopt OIP Plan
Develop 2-3 SMART Goals
Compose 2-3 Strategies for each Goal
Stage 3: Implement and Monitor
the OIP Focused Action Plan
ImplementationCarry out the planned
strategies and actions with fidelity
MonitoringEnsure that both adults and
students fulfill focused action plan expectations
Information 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
Benefits of the Ohio Improvement Process