West Branch Local Schools Ohio Improvement Process (OIP) Building Leadership Team Meeting

1. West Branch Local SchoolsOhio Improvement Process (OIP)Building Leadership Team Meeting Facilitating Building-wide Improvement in Instructional Practices and Student Performance

2. OLAC Leadership Framework Provides Foundation for the Ohio Improvement Process (Handout)

3. Shift focus from single individuals to teams that can function as purposeful communities Align work system-wide while focusing on a limited number of data-based district goals Distribute key leadership functions Collaborative Leadership Team Structures in the OIP Ensure effective leadership is exercised at all levels of the system Engage in all four stages of the OIP for the long-term

4. OIP is the enactment of Ohio’s Leadership Development Framework (Handout)

5. Acronyms and OIP Glossary (Handout)

6. Common Core Standards Ohio Teacher Evaluation System Ohio Principal Evaluation System Student Growth Measures PARCC Assessments Race to the Top Ohio Educator Preparation Metrics Teacher Effectiveness Ohio Improvement Process! Formative Instructional Practices Value-Added Analysis College & Career Readiness Performance-Based Compensation Student Learning Objectives 21st Century Skills Performance Assessments Teacher-Based Teams New Accountability System Evidence of Student Learning

8. Team Meeting Management • Setting Ground Rules • Engaged Participant • Meeting Management Tools • Group Dynamics • Resource 4: Meeting Management Checklist • Seven Norms of Effective Collaboration

9. Setting Ground Rules or Working Agreements (Handout)

10. Four Stages of Group Development Forming Storming Norming Performing (Handout)

11. 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

12. Meeting Roles • Regular Assignments • Rotating Assignments • Informal Roles • Critical Friend (Handout)

13. Meeting Role as a Critical Friend From Wikipedia: “A critical friend can be defined as a trusted person who asks provocative questions, provides data to be examined through another lens, and offers critiques of a person’s work as a friend. A critical friend takes the time to fully understand the context of the work presented and the outcomes that the person or group is working toward. The friend is an advocate for the success of that work.”

14. Resource 4: Meeting Management Checklist (Handout)

15. Meeting Management Tools and Practices • Pre-sent Timed Agenda • Agenda Review • Parking Lot • Plus/Delta/Rx • Recorded Meeting Minutes Distributed • Written Evaluation or Exit Slip

16. Effective Team Norms (Handout)

17. OLAC Video: Facilitating OIP

18. Building Data Review • Building Local Report Card • OAA/OGT Grade Level and Cohort Data • Building Value Added Data • Special Education State Performance Plan Data (% of Students Proficient) • Scaled OAA/OGT Reading and Math Scores (Typical vs. SWD Gap Analysis)

19. Program Approach Title 1 Programs Guidance Programs Programs for Students under Section 504 • General • Education Limited English Speaking Programs Alcohol and Drug Programs Programs for Homeless Children At- Risk Program for HS Students Early Childhood Programs Program Model – Capper and Frattura (2009)

20. Program Approach Expanded Title 1 Programs Programs for Teenage Parents Guidance Programs Programs for Students under Section 504 Programs for At-Risk Middle School Students • General • Education Limited English Speaking Programs Gifted and Talented Programs Alcohol and Drug Programs Programs for Students with ADHD Programs for Homeless Children At- Risk Program for HS Students Special Education Programs Programs for Nonreaders at the Third Grade Early Childhood Programs Continuation of Program Model – Capper & Frattura (2009)

21. OIP Framework NOT Flavor of the Day!

23. Teacher Based Teams Responsibilities • Improve instructional practices by following the Ohio 5 Step Process • Report results to the Building Leadership Team (BLT) • Share work and celebrate successes

24. The Ohio 5-Step Process: A Cycle of Inquiry

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

26. Basis for OIP Plan to Improve Educational Outcomes for ALL Students

27. DLT Outcomes of Stage 2 Develop 2-3 SMART Goals Compose 2-3 Strategies for each Goal Establish Adult Implementation and Student Performance Indicators for every Strategy

28. BLT Work To Be Completed Create Action Steps and Tasks to support Strategies Review, revise, and adopt OIP Plan

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

30. Stage 4: Evaluate the Improvement Plan and Process Outcomes of Stage 4

31. Benefits of the Ohio Improvement Process