Regional Work & The Ohio Improvement Process (OIP)

1. Regional Work & The Ohio Improvement Process (OIP) Sharing with ESC Providers September 22nd, 2008

3. Core Principles of OIP • Treat the district and all its schools as if they are a unit and are part of a state system of public education • Use data effectively at each level: classroom, building, district, ESC/SST, state • Focus on improving instructional practice and student performance • Align improvement efforts • Initiate and institute Leadership Team structures and practices

4. OLAC/ OIP Beliefs/Assumptions • The purpose of leadership is the improvement of instructional practice and student performance, regardless of role; • Ohio’s leadership system must be anchored in teaching and learning, focused on building community, and directed to ensuring the success of all children; and • A common and collective understanding of essential practices or behaviors is needed to create a coherent leadership development system.

5. OLAC Leadership Development Framework • Data & the Decision-Making Process • Focused Goal Setting Process • Instruction & the Learning Process • Community Engagement Process • Resource Management Process • Board Development & (District/Building) Governance Process

6. Our Work with the District Leadership Teams –Primary Functions • Building a foundation for data-driven decision making on a system-wide basis; • Designing system planning and focused improvement strategies; structures, and processes; • Setting performance targets aligned with district goals; • Setting up structures to Monitor performance against the targets; • Facilitating processes resulting in the selection of high quality PD consistent with district goals; • Allocating system resources toward instructional improvement.

8. Decision FrameworkCCIP Connection • Needs Assessment (from Decision Framework) • One District Plan: • Goals, strategies, actions steps, fiscal resources • Improvement plan components • HQT plan components • Partnership agreement components • One Building Plan (goals/strategies from district) • Add action steps • Improvement plan components • School-wide components

9. Differentiated Accountability:What does it mean to me?

10. How is it calculated?Step 1: Identify the Buildings in SI status • SI status includes buildings that have the following designations: • SI – Year 1 through SI Year 9 • SI – Year 1 Delay through SI Year 9 Delay • SI status does not include “At Risk.”

11. How is it calculated?Step 2: Gather the Local Report Cards for the SI Buildings and the District • Districts and their SI Buildings are considered one unit of analysis • The percentage of “evaluated cells” that show as “not met” in the District and SI Buildings determines your percentage.

12. What is an “evaluated cell?”

13. How is it calculated? • How many evaluated cells are there in the grid above? 20…EXCELLENT! 2. How many evaluated cells got a designation of “not met?” 5…PERFECT!

14. How is it calculated?Step 3: Apply the formula The Formula: The number of evaluated cells that received a “Not Met” designation = % The total number of evaluated cells OR 5 = 25% 20

15. District with SI Building: 5 20 0 14 5 0 5 OR 14.71% + = 20 14 34

16. How did I become a Tier 1 District?Step 1: Differentiated Accountability Percentage • Your percentage was 20% or greater. • If lower than 20%, you were not rank ordered among those with higher need

17. How did I become a Tier 1 District?Step 2: Progress of SWDs in Reading and Math • Students with Disabilities in your District in Reading and/or Math achievement demonstrated a negative trajectory.

18. State Support Team & Tier 1 DistrictsWhat can I expect? • Ohio Improvement Process (OIP) facilitation • Support for limited areas of Curriculum, Instruction & Assessment as determined by regional needs in collaboration with the Regional Advisory Council (RAC). • Support for developing capacity to ensure compliance with Special Education requirements.