Ohio Improvement Process (OIP)

1. Ohio Improvement Process (OIP) Training for ESC Representatives Fall 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. Ohio Improvement Process • Describe the Process — keep it simple and focus on improving instructional practice • Standardize the Process — consistency • Facilitate the Process • Power tools • Hand tools • Trained personnel • Guidance (simple is better) • Train constantly • Market the Process — internal/external

6. Essential Elements • Define Leadership in Terms of Practice • Superintendent • District Leadership Team (DLT) • Building Leadership Team (BLT) • Data (of course) • Ask essential and probing questions • System • All the parts must be integrated and connected

7. OLAC 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.

8. Who's To Blame? The college professor said, “Such rawness in a student is a shame. Lack of preparation in the high school is to blame,” Said the high school teacher: “Good heavens! That boy’s a fool. The fault of course, is with the middle school.” The middle school teacher said, “From such stupidity may I be spared. They sent him up so unprepared.’ The primary teacher huffed, “Kindergarten blockheads all. They call that preparation – Why, it’s worse than none at all.” The kindergarten teacher said, “Such lack of training never did I see. What kind of a woman must that mother be?” The mother said, “Poor helpless child. He’s not to blame. His father’s people were all the same.” Said the father at the end of the line, “I doubt the rascal’s even mine!”

9. Why Leadership Team Structures? • Shift focus from a single individual to a team that can function as purposeful communities • Distribute key leadership functions • Align and focus work across the system using few district goals • Ensure effective leadership is exercised at all levels of the system

10. 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

11. District Leadership Teams –Primary Functions • Setting performance targets aligned with district goals; • Monitoring performance against the targets; • Building a foundation for data-driven decision making on a system-wide basis; • Designing system planning and focused improvement strategies; structures, and processes; • Facilitating the development and use of collaborative structures; • Brokering or facilitating high quality PD consistent with district goals; • Allocating system resources toward instructional improvement.

12. Building Leadership Teams – Primary Functions • Foster shared efficacy; • Build a school culture that supports effective data-driven decision making; • Establish priorities for instruction and achievement aligned with district goals; • Provide opportunities for teachers to learn from each other and greater opportunity for teacher leadership; • Monitor and provide effective feedback on student progress; • Support the development, implementation, and monitoring of focused building improvement plans; • Make recommendations for the management of resources, including time, and personnel to meet district goals.

13. Decision Framework Development(Power Tool) • Theory – a little time spent on data analysis to focus on the right things saves mega-resources that would be expended doing the wrong things • Concept • Create data-laden picture • Require decisions based on data • Provide trained support in the field • Result – Data Driven Needs Assessment • District-level tool • Building-level tool

14. Decision Framework Focus • Achievement • Expectations & Conditions • Resource Management

15. Achievement • Student data by content area (i.e. Math) • 3-year trends • Aggregated/disaggregated • Curriculum, assessment, instructional practices • Teacher/administrator quality and stability • PD quality and alignment

16. Expectations & Conditions • Leadership practices • Discipline, attendance, expulsions, graduation, dropout • 3-year trend • Aggregated/disaggregated • Parent/community engagement and practices

17. Resource Management • Time • Personnel • Money • Intentional decision-making

18. Decision FrameworkCCIP Connection Decision Framework creates the needs assessment (NA) for the district and building level Comprehensive Continuous Improvement Plan (CCIP) system

19. 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