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Ohio Improvement Process - OIP

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1 Ohio Improvement Process - OIP
Willoughby-Eastlake Schools – District Leadership Team (DLT) May 2010

2 What is The Ohio Improvement Process (OIP)?

3 Not “one more thing to do”
The OIP is designed to pull all of your district initiatives together and "narrow the focus" on fewer goals at a deeper level.

4 Current Initiatives for improving student achivement
  Bridges to Success   Study Island   RTI/Co-teach   Olweus   Formative Assessments   Differentiated Instruction

5 The OIP Process- a 3 year plan

6 Why is the Willoughby-Eastlake School District participating in The Ohio Improvement Process?
Collective Decision Making Systemic Approach Ensure HQPD Efficiency & Effectiveness Good to GREAT!

7 Collective 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 Yamada Together Everyone Achieves More

8 Systemic Approach We 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

9 Ensure 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

10 Efficiency & Effectiveness
Focus Team Work Work Smarter “Efficiency is doing things right, Effectiveness is doing the right things.” Peter Drucker

11 Good 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

12 How 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.

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 Management Data helps identify major concerns and causes Leadership teams answer questions about selected data and make data-related decisions Organized decision-making process produces clear needs assessment

14 Using 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.

15 Pre-Assessment Item 1: Formative assessments are formal and teachers record data. True False

16 Pre-Assessment Item 2: Formative assessment today will change my instruction tomorrow. True False

17 Pre-Assessment Item 3: I understand what formative assessments should look like in my classroom. True False

18 Pre-Assessment Item 4: Most teachers in my school use formative assessments regularly. True False

19 Pre-Assessment Item 5: Use of common formative assessments will create more work for teachers. True False

20 Academic Goal By , Willoughby-Eastlake Schools will ensure that all students will meet the AYP targets in all subgroups measured by State tests. Bjm

21 Academic Strategy 1a – Common Tools for Instruction and Assessment
Collaboratively develop quality, common, easily accessible tools for instruction and assessment.

22 Academic 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)

23 Academic 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.

24 Academic 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.

25 Climate Goal By , Willoughby-Eastlake Schools will create an environment that engages and supports all students, resulting in a decrease of 10% in student discipline occurrences.

26 Climate 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.

27 Climate 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.

28 2.a.1 Establish a system that will engage students in an academically positive environment with accountability. collect baseline data on discipline referrals provide pd on the Positive Behavior Initiatives (starting with the BLTs)-many schools already have in place investigate options for additional learning support opportunities for students

29 Response 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 PD Response to Intervention Model (RTI) Response To Intervention (RTI) Model

30 2.a.2 (continued) Review and modify district policy on academic penalties for behavior problems Develop a behavior intervention plan through collaboration to include transition between grade levels and buildings Investigate the use of flexible scheduling 

31 2.a.3.  Create partnership and outreach programs with all community stakeholders. 
Explore successful models and examine our current system for implementation Example:  Business Advisory Council                  

32 Goal 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 assessments Climate 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

33 Ownership Through Shared Leadership
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

34 Why are YOU here? The role of the BLT is:
Setting performance targets aligned with the 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 Facilitate the development and use of collaborative structures Brokering or facilitating high quality PD consistent with district goals Allocating system resources toward instructional improvement

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