6Why is the Willoughby-Eastlake School District participating in The Ohio Improvement Process? Collective Decision MakingSystemic ApproachEnsure HQPDEfficiency & EffectivenessGood to GREAT!
7Collective Decision Making Collective decision making promotes shared leadership. (We are in this together from teachers, bus drivers, administrators)TEAM approach“Either we are pulling together or we are pulling apart. There’s really no in between.” Kobi YamadaTogether Everyone Achieves More
8Systemic ApproachWe are ONE district and every school and every employee in the district will focus on the same two goals.“All good performance starts with clear goals.” Author Unknown
9Ensure HQPD Focused Research Based Structured Sustained (Follow Through by Leadership Teams)“The quality of a person’s life is in direct proportion to their commitment to excellence, regardless of their chosen field of endeavor.” Vince Lombardi
10Efficiency & Effectiveness FocusTeam WorkWork Smarter“Efficiency is doing things right, Effectiveness is doing the right things.”Peter Drucker
11Good to GREAT! We are good…. we want to be GREAT! “Nothing great in the world has ever been accomplished without passion.” Christian Frederick Hebbel“The greater the loyalty of a group toward the group, the greater is the motivation among the members to achieve the goals of the group, and the greater the probability that the group will achieve its goals.” Rensis Likert
12How was the DLT selected? Twenty administrators and teachers were invited to volunteer to be on the DLT.Each building was represented by either an administrator or teacher.Selection was then based on compiling the most diversified group possible with faculty from all grade/subject levels.In order to ensure WETA representation, the WETA president was invited to participate.
13Using Ohio’s DECISION FRAMEWORK (DF) Sorts and organizes district and building data into specific data sets 1.) Student Performance Data 2.) Curriculum, Assessment, Instruction / Educator Quality / PD 3.) Leadership / School Climate / Family, Student, and Community Involvement 4.) Resource ManagementData helps identify major concerns and causesLeadership teams answer questions about selected data and make data-related decisionsOrganized decision-making process produces clear needs assessment
14Using data to make curriculum and instructional decisions The OIP uses data from multiple sources to make decisions about the current initiatives we are using in the schools and classroom.
15Pre-AssessmentItem 1:Formative assessments are formal and teachers record data.TrueFalse
16Pre-AssessmentItem 2:Formative assessment today will change my instruction tomorrow.TrueFalse
17Pre-AssessmentItem 3:I understand what formative assessments should look like in my classroom.TrueFalse
18Pre-AssessmentItem 4:Most teachers in my school use formative assessments regularly.TrueFalse
19Pre-AssessmentItem 5:Use of common formative assessments will create more work for teachers.TrueFalse
20Academic GoalBy , Willoughby-Eastlake Schools will ensure that all students will meet the AYP targets in all subgroups measured by State tests.Bjm
21Academic Strategy 1a – Common Tools for Instruction and Assessment Collaboratively develop quality, common, easily accessible tools for instruction and assessment.
22Academic Strategy 1b – Use Formative Assessment Teachers will use formative assessment data and provide responsive instructional strategies for students who need intervention, further practice, or enrichment.(L) (P) (M)
23Academic Strategy 1a – Common Tools for Instruction and Assessment Adult implementation: 100% of teachers will participate in creating and using common formative assessments.Student implementation: 100% of students will utilize formative assessments to realize what they know, what they need to know, and how to get there.
24Academic Strategy 1b – Use Formative Assessment Adult implementation: 100% of teachers will provide specific and timely feedback so that students know what correctives will achieve their goals.Student implementation: 100% of students will monitor their own progress toward the learning targets using assessments.
25Climate GoalBy , Willoughby-Eastlake Schools will create an environment that engages and supports all students, resulting in a decrease of 10% in student discipline occurrences.
26Climate Strategy 2a – Positive Behavior Support Develop district wide positive behavior support initiatives where students are empowered and actively engaged in the academic and school community to increase student success.
27Climate Strategy 2a – Positive Behavior Support Adult implementation: 100% of staff will employ the designated positive behavior support initiatives/system to ensure student success.Student implementation:Decrease of student referrals for disciplinary actions by 10%, including a decrease of 10% with all subgroups.
282.a.1 Establish a system that will engage students in an academically positive environment with accountability.collect baseline data on discipline referralsprovide pd on the Positive Behavior Initiatives (starting with the BLTs)-many schools already have in placeinvestigate options for additional learning support opportunities for students
29Response To Intervention (RTI) Model 2.a.2 Develop a system for addressing misbehaviors without interrupting the learning of students.Design and develop a continuum of options designed to meet student needs/behavior/social skills with PDResponse to Intervention Model (RTI)Response To Intervention (RTI) Model
302.a.2 (continued)Review and modify district policy on academic penalties for behavior problemsDevelop a behavior intervention plan through collaboration to include transition between grade levels and buildingsInvestigate the use of flexible scheduling
312.a.3. Create partnership and outreach programs with all community stakeholders. Explore successful models and examine our current system for implementationExample: Business Advisory Council
32Goal Implementation Timeline Academic Goal:: Creation & use of common formative assessments: Utilize formative assessment data and provide responsive instructional strategies for students: On-line storage and access of common formative assessmentsClimate Goal:: Develop district-wide behavior support initiatives: Focus on transitions between grades and buildings: Design a continuum of options designed to meet student learning needs
33Ownership Through Shared Leadership Shift focus from a single individual to a team that can function as purposeful communitiesDistribute key leadership functionsAlign and focus work across the system using few district goalsEnsure effective leadership is exercised at all levels of the system
34Why are YOU here? The role of the BLT is: Setting performance targets aligned with the district goalsMonitoring performance against the targetsBuilding a foundation for data-driven decision making on a system-wide basisDesigning system planning and focused improvement strategies, structures and processesFacilitate the development and use of collaborative structuresBrokering or facilitating high quality PD consistent with district goalsAllocating system resources toward instructional improvement