1. Ohio Improvement Process (OIP) August 2008

2. Core Principles of OIP  Use a collaborative, collegial process which initiates and institutes Leadership Team (district & building) structures and practices  Produce one focused plan that aligns all improvement efforts  Rely on quality data and data interpretation and use data effectively at each level  Expect substantive changes in student performance and instructional practice

4. Preparing for the OIP Define Leadership in Terms of Practice  Superintendents  DLTs  BLTs

5. Why Leadership Team Structures?  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  Engage in all four stages of the OIP for the long-term

6. District Leadership Teams – Primary Functions Setting performance targets aligned with 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; Facilitating the development and use of collaborative structures; Brokering or facilitating high quality PD consistent with district goals; and Allocating system resources toward instructional improvement.

7. District Leadership Teams – Primary OIP Tasks  Stage 1: Identify Critical Needs  Complete the Decision Framework, the foundation for data-driven decision making on a system-wide basis  Identify and affirm critical needs  Stage 2: Develop Focused Plan  Create few SMART goals with performance indicators  Develop research-based strategies and progress indicators aligned to goals  Intentionally align resources to goals, strategies and actions  Stage 3:Implement the Focused Plan  Facilitate the development and use of collaborative structures at the district and building levels  Broker or facilitate high quality PD consistent with district goals  Monitor performance against the indicators  Approve school plans and provide resources and support to schools  Stage 4: Monitor the Improvement Process  Provide data and reports to the Superintendent to inform the Board of Education  Evaluate degree of plan implementation, impact on student achievement and changes in educator practices  Use monitoring data to modify instructional practice and revise plan

8. Building Leadership Teams – Primary Functions Foster shared efficacy; Build a school culture that supports effective data-driven decision making; Establish priorities for instruction and achievement aligned with district goals; Provide opportunities for teachers to learn from each other and greater opportunity for teacher leadership; Monitor and provide effective feedback on student progress; Support the development, implementation, and monitoring of focused building improvement plans; Make recommendations for the management of resources, including time, and personnel to meet district goals.

9. Building Leadership Teams – Primary OIP Tasks  Stage 1: Identify Critical Needs  Complete the building level Decision Framework, the foundation for data-driven decision making  Identify and affirm critical needs  Stage 2: Develop Focused Actions  Develop research-based actions aligned to district goals and strategies  Intentionally align resources to actions  Stage 3:Implement the Focused Plan  Facilitate opportunities for teachers to learn from each other and greater opportunity for teacher leadership  Broker or facilitate high quality PD consistent with plan  Monitor performance of the plan  Stage 4: Monitor the Improvement Process  Provide data and reports to the DLT  Evaluate degree of plan implementation, impact on student achievement and changes in educator practices  Use monitoring data to modify instructional practice and revise plan

10. Stage 1: Identify Critical Needs DATA ask essential and probing questions

11. Ohio’s Decision Framework Sorts and organizes district and building data into specific data sets Data helps identify major problems and causes Leadership teams answer questions about selected data and make data-related decisions – Decisions displayed in series of scorecards – Scorecards provide profiles of defined district or building needs Organized decision-making process produces clear Needs Assessment

12. Decision Framework Focus Achievement Expectations & Conditions Resource Management

13. Achievement Student data by content area (i.e. Math) – 3-year trends – Aggregated/disaggregated Curriculum, assessment, instructional practices Teacher/administrator quality and stability PD quality and alignment

14. Expectations & Conditions Leadership practices Discipline, attendance, expulsions, graduation, dropout – 3-year trend – Aggregated/disaggregated Parent/community engagement and practices

15. Resource Management Time Personnel Money Intentional decision-making

16. Stage 2: Develop Focused Plan SYSTEM all parts must be integrated and connected

17. Decision Framework Automatically Transfers to CCIP Needs Assessment transfers automatically to Ohio’s Comprehensive Continuous Improvement Plan (CCIP) system Becomes basis for focused goals, strategies and actions to improve educational outcomes for all students

18. Stage 3: Implement Focused Plan Full Implementation – require actions aligned with district goals to occur in every classroom across the district

19. Stage 4: Monitor Improvement Process CONTINUOUS – system of ongoing feedback and monitoring at the district, school, classroom, and student level

20. OIP Benefits Reduces duplication of effort Focuses on student success not programs Streamlines process Promotes coordination and cooperation Builds personnel capacity – Redirects staff time – admin/improvement – Everyone trains on and supports the same process and tools (the agency and the field) – Builds statewide and regional data capacity that supports and informs everyone