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

2. OLAC Work Provides Foundation for OIP OIP is mechanism for the enactment of Ohio’s Leadership Development Framework

3. 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.

5. 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

6. Roles and Responsibilities: District/Community School 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.

7. 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 Leadership Team

8. 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

10. The OIP: Four Stages of Continuous Improvement

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

12. Ohio’s Decision Framework (DF) Sorts and organizes district/community school and building data into specific data sets Then each DLT/CSLT and BLT will… –answer questions about student and staff data –respond to implementation questions regarding curriculum, assessment, culture, processing, etc. –review climate and condition data, e.g. discipline, attendance, graduation, drop-out –use data and implementation responses to identify major strengths, as well as problems and causes

13. Team analysis results from all levels of the DF are summarized in the District or Building Profile DLT/CSLT or BLT identifies a limited number of high priorities, which become the needs assessment Needs assessment transfers automatically to Ohio’s Comprehensive Continuous Improvement Plan (CCIP) Needs assessment becomes basis for focused goals, strategies and actions to improve educational outcomes for ALL STUDENTS Decision Framework High Priority Areas Become CCIP Needs Assessment

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

15. 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

16. 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

17. 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

18. 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

19. 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

20. The Ohio Improvement Process (OIP) Guide and Resources were co-developed by the Ohio Department of Education, State- Level Design Team and the Great Lakes East Comprehensive Center, funded by the U.S. Department of Education and administered by Learning Point Associates, an affiliate of American Institutes for Research. Co-development of some resources was also supported through a U.S. Department of Education, Office of Special Education Program grant #H323A070014-11. The content does not necessarily reflect the position or policy of the U.S Department of Education, nor does mention or visual representation of trade names, commercial products, or organizations imply endorsement by the federal government. The content does reflect the position and policies of the Ohio Department of Education, and the Department endorses specific processes, procedures and programs mentioned.