1. Ohio Improvement Process (OIP) Your Local School District District Team Orientation Date Time

2. 2 General Outcomes for Today  Discuss the Development of the OIP  Understand the four stages of the Ohio Improvement Process  Understand the Roles and Responsibilities of the District Leadership Team (DLT)  Set the ground rules for work on the DLT  Create a schedule to complete the OIP  Discuss Next Steps: OLAC Survey

3. 3 Shift Happens Video

4. 4 OIP Overview and Development Recent Developments 1.Advancements in technology have allowed ODE to identify and gather data tools to support districts in decision making and planning. 2.Research has provided concrete knowledge about what works and how leadership in districts should be distributed to improve instructional practice and student performance.

5. 5 Recent Developments (Cont.) 3.Many federal and state initiatives attempting to design improvement processes have fallen short of the mark. 4.The 126th General Assembly created a coordinated, efficient regional service delivery system to support state and regional improvement initiatives. Substitute HB 115 clarified roles and responsibilities of regional service providers with an emphasis on districts improving student performance. OIP Overview and Development

6. 6 Ohio Leadership Advisory Council (OLAC) – District Expectations Common Characteristics in Districts that Plan Successfully  Collaborative structures and community engagement  Culture and expectation for the use of data in decision making  One plan with focused goals for achievement  Board alignment and support of district and building goals  Monitoring goals for achievement and instruction  Use of resources to support achievement and instruction that are intentionally allocated

7. 7 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

8. 8

9. 9 Being on OIP Pioneer

10. 10 Preparing for the OIP Define Leadership in Terms of Practice  Superintendents  DLTs  BLTs

11. 11 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

12. 12 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;

13. 13  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. District Leadership Teams Primary Functions

14. 14 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;

15. 15  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. Building Leadership Teams Primary Functions

16. 16 Data Wranglers

17. 17 Stage 1: Identify Critical Needs DATA ask essential and probing questions

18. 18 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

19. 19 Decision Framework Focus  Achievement  Expectations & Conditions  Resource Management

20. 20 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

21. 21 Expectations & Conditions  Leadership practices  Discipline, attendance, expulsions, graduation, dropout - 3-year trend - Aggregated/disaggregated  Parent/community engagement and practices

22. 22 Resource Management  Time  Personnel  Money  Intentional decision-making

23. 23 District Profile

24. 24 Stage 2: Develop Focused Plan SYSTEM all parts must be integrated and connected

25. 25 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

26. 26 Stage 3: Implement Focused Plan Full Implementation – require actions aligned with district goals to occur in every classroom across the district

27. 27 Stage 4: Monitor Improvement Process CONTINUOUS – system of ongoing feedback and monitoring at the district, school, classroom, and student level

28. 28 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

29. 29 Contact Information State Support Team Region 5 -Single Point of Contact (SPOC) – Richard Kajuth Phone: 1(800) 776-8298Email: ferc_rjk@access-k12.org -Consultants Lead: Email Support: Email Tel: Your County Educational Service Center -Your Contacts Here

30. 30 Next Steps for ???? DLT  OLAC District Leadership Survey  Data Wrangling  Next Meeting: )