Ohio Improvement Process (OIP)

1
Ohio Improvement Process (OIP)

• Training for ESC Representatives
• Fall 2008

2
(No Transcript)
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

5
(No Transcript)
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
• Ohios 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 boys 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, its 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. Hes not to blame. His
fathers people were all the same. Said the
father at the end of the line, I doubt the
rascals 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

20
(No Transcript)