Preparing to Use This Video with Staff: Materials/Resources:  Print copies for each person of the following resources found on any OIP Stage 0 Module page:  OIP Four Stage Graphic  DLT/CSLT-BLT-TBT Cog Graphic  Poster Paper and/or projector Time Needed: 20 Minutes to watch video You may want to stop the video at certain points to discuss the information provided and/or clarify important points.

Introduction to The Ohio Improvement Process (OIP) for Superintendent Board of Education District/Building Administrators

OLAC Leadership Framework Provides Foundation for the Ohio Improvement Process

OIP is the enactment of Ohio’s Leadership Development Framework

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.

PREPARING FOR THE OIP Define Leadership in Terms of Practice  Individuals and Board  Collaborative Teams We are all leaders!

Roles and Responsibilities of the Superintendent in the OIP Oversee the OIP and establish systems, structures and supports to implement the process with a primary focus on instructional improvement for all students Select the DLT; set direction and expectations for the DLT Be present and practice shared leadership with the DLT Ensure that teacher based teams are fully implemented across all buildings and grade levels Engage staff and community in the planning process Create collaborative structures to ensure plan development, implementation and evaluation Approve a single focused, data-driven plan, research-based plan Ensure data is shared across all levels (DLT, BLTs, TBTs) Budget the plan Monitor plan development Hold participants accountable for results

Roles and Responsibilities of the Board of Education in the OIP  Create and adopt planning policy  Approve goals prior to full plan development  Adopt focused plan/budget  Monitor plan results (adult and student indicators)  Communicate goals, progress and expectations to community

Roles and Responsibilities of Central Office Administrators in the OIP  Share roles with other central office administrators in support of all students  Be a learner in the district attending trainings and high leverage workshops that focus on improved teaching and student learning  Work with BLTs and TBTs to develop supports based on needs versus isolated funding mechanisms  Provide support to building principals to move to a service delivery model that unifies support for all students  Develop focused PD plan that aligns to OIP plan goals and strategies, and supports TBTs in their differentiated training needs

Roles and Responsibilities of the Building Administrator in the OIP -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 plan action development and provide support for TBTs -Ensure data is shared across levels (DLT, BLTs, TBTs) -Engage staff and community in planning process -Approve/support a single focused, data-driven, researched-based plan -Align resources to the school plan with a focus on improved instructional improvement for all students -Hold participants accountable for results

Roles and Responsibilities of the OIP Facilitator  Serve as a critical friend who is a trusted partner, advocates for the success of the work, asks thought-provoking questions, ensures responses are open and honest, and provides constructive feedback  Manage and direct meeting processes using a range of facilitation strategies  Understand meetings and make decisions affecting meeting dynamics  Keep the group focused on outcomes

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 Collaborative Leadership Team Structures in the OIP

District/Community School Leadership Team Responsibilities : Develop, implement and monitor a district focused action plan based on critical data Build a system-wide foundation for data-driven decision making Facilitate the development and use of collaborative structures (DLT, BLTs and TBTs) Using the Ohio 5-Step Process, monitor adult behaviors against student performance indicators designated in the plan Ensure high quality, differentiated PD consistent with district goals and based on adult and student data at all levels

DLT/CSLT Membership Superintendent Curriculum, Instruction and Assessment Special Education Director Building Administrators Other Stakeholders At least 50% Instructional Staff

Building Leadership Teams Responsibilities Develop, implement, and monitor the 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 using the Ohio 5-Step Process Report building-level adult and student results to DLT and TBTs Make recommendations of resources, time, and personnel to meet district goals

BLT Membership Classroom Teacher Principa l Classroom Teacher Intervention Specialist ELL Specialist Instructional Coach Parent Liaison Guidance Counselor Other Stakeholder

Teacher Based Teams  Improve instructional practices by following the Ohio 5-Step Process:  Step 1: Collect and chart data to identify how students are performing and progressing  Step 2: Analyze student work specific to the data  Step 3: Establish shared expectations for implementing specific effective changes in the classroom  Step 4: Implement changes consistently across all classrooms  Step 5: Collect, chart and analyze pre/post data and determine effectiveness of instructional practices  Report results to the Building Leadership Team (BLT)  Share work and celebrate successes Responsibilities

Teacher Based Teams Grade Level Cross Content Vertical TBTs should include ALL instructional personnel, including Intervention specialists Subject Area

TBTs BLTs DLT/ CSLT

Stage 0: Planning and Preparing for the Ohio Improvement Process See Guide for DLT Membership, Timeline, and Orientation See Task Guide for Establishing BLT

The OIP: Four Stages of Continuous Improvement

STAGE 1: IDENTIFY CRITICAL NEEDS DATA -- ask and answer essential and probing questions to identify strengths, needs and causes DECISION FRAMEWORK

Student Academic Performance and Growth Instructional and Administrative Staff Data Curriculum and Instruction Assessment Processes Culture Discipline Attendance Graduation Drop-out Shared Leadership Practices Infrastructure and Systems Decision Framework

The Decision Framework: Student Achievement Trend Data 9/18/2015

The Decision Framework: Adult Implementation Data

The Decision Framework: Climate and Conditions 9/18/2015

DF District or Building Profile Results Select Limited Number of High Priorities High Priorities Become CCIP Needs Assessment Basis for OIP Plan to Improve Educational Outcomes for ALL Students

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

Outcomes of Stage 2  Establish Adult Implementation and Student Performance Indicators for every Strategy  Create Action Steps and Tasks to support Strategies  Review, revise, and adopt OIP Plan  Develop 2-3 SMART Goals  Compose 2-3 Strategies for each Goal

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

Information Management and Monitoring Tool (IMM) Web-based tool Links automatically to CCIP Transfers CCIP Goals, Strategies and Action Steps into IMM School IMM linked to District IMM Generates valuable reports for monitoring progress –Goal Targets: Projected and Actual –Implementation Timeline –Communication

Stage 4: Evaluate the Improvement Plan and Process Identify and apply lessons learned Compare projected results with actual results Assess which adult practices impact student performance Identify strategies and actions with greatest impact Extend successes and eliminate unsuccessful practices Outcomes of Stage 4

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 Sustains entire system as learning organization