Ohio Improvement Process (OIP) Facilitating District-wide Improvement in Instructional Practices and Student Performance

Seven Core Principles of OIP 1. 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.

Roles and Responsibilities: Principals in the OIP -Approve/support a single focused, data-driven, researched-based plan -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 and provide support for TBTs -Ensure data is shared across levels (DLT, BLTs, TBTs -Align resources to the school plan with a focus on improved instructional improvement for all students -Hold participants accountable for results Roles and Responsibilities: Principals in the OIP

The OIP: Four Stages of Continuous Improvement

STAGE 1: IDENTIFY CRITICAL NEEDS DATA -- ask essential and probing questions

STAGE 2: DEVELOP FOCUSED PLAN Produce one focused, integrated plan that directs all district/building work and resources Goals Strategies Action Steps Indicators

Outcomes of Stage 2 Develop a Focused Plan  Develop 2-3 SMART Goals  Composes Strategies for each Goal  Establish Adult Implementation and Student Performance Indicators for every Strategy  Create Action Steps  Develop Tasks needed to complete each Action Step  Review, revise, adopt Plan

Stage 3: Implement and Monitor Focused Plan Implementation Carry out the planned strategies and actions with fidelity Monitoring Ensure that both adults and students fulfill focused action plan expectations

Collaborative Leadership Team Structures in the OIP 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

Teacher Based Teams (TBTs / PLCs) Building Leadership Team (BLT) District Leadership Team (DLT) Division Based Teams (DBTs) Ohio Improvement Process Collaborative Structures in Columbus City Schools

Roles and Responsibilities: Teacher Based Teams  Collect and chart student performance data relative to plan indicators  Analyze student work  Establish expectations for implementing specific effective classroom changes relative to the data  Implement changes in all classrooms  Collect, chart and analyze post student performance data relative to plan indicators and determine effectiveness of practices  Make course corrections in the classroom  Report results to the Building Leadership Team (BLT)  Share work and celebrate successes

Roles and Responsibilities: Building Leadership Teams  Support the development, implementation, and monitoring of 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;  Make recommendations for the management of resources, including time, and personnel to meet district goals.  Report results to District/Division Leadership Team

Roles and Responsibilities: Division and District Leadership Teams  Set performance targets aligned with district goals;  Monitor performance against the adult implementation and student performance indicators;  Build a foundation for data-driven decision making on a system-wide basis;  Design system planning and focused improvement strategies; structures, and processes;  Facilitate the development and use of collaborative structures, i.e., Building Leadership Teams and Teacher Based Teams;  Broker or facilitate high quality PD consistent with district goals; and  Allocate system resources toward instructional improvement.

Stage 4: Evaluate the Improvement Plan and Process Identifies how lessons learned can be applied to ongoing improvement efforts Compares projected results with actual results Assesses which changes in adult practices impact student performance Identifies strategies and actions with the greatest impact Supports actions to institutionalize successes and eliminate unsuccessful practices

Benefits of the Ohio Improvement Process Reduces duplication of effort Focuses on student success not programs Streamlines processes and procedures Promotes shared leadership and collaboration at all levels Builds personnel capacity Develops and supports the entire system as a learning organization