Download - West Branch Local Schools Ohio Improvement Process (OIP) Building Leadership Team Meeting
West Branch Local SchoolsOhio Improvement Process (OIP)
Building Leadership Team Meeting
Facilitating Building-wide Improvement in
Instructional Practices and Student Performance
OLAC Leadership Framework Provides Foundation for the Ohio Improvement Process
(Handout)
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
Collaborative Leadership Collaborative Leadership Team Structures in the Team Structures in the
OIPOIP
OIP is the enactment
of Ohio’s
Leadership Development Framework (Handout)
Acronyms and OIP Acronyms and OIP GlossaryGlossary
(Handout)
Common Core Standards
PARCC Assessments Race to the Top
Teacher Effectiveness
Ohio Teacher Evaluation System
Formative Instructional Practices
Student Learning Objectives
Value-Added Analysis
College & Career Readiness
Student Growth Measures
Evidence of Student Learning
Teacher-Based TeamsNew Accountability
System
Performance-Based Compensation
21st Century Skills
Ohio Principal Evaluation System
Ohio Educator Preparation Metrics
Ohio Improvement Process!
Ohio Improvement Process!
Performance Assessments
Team Meeting ManagementTeam Meeting Management
• Setting Ground Rules• Engaged Participant• Meeting Management Tools • Group Dynamics• Resource 4: Meeting Management Checklist• Seven Norms of Effective Collaboration
Setting Ground Rules or Working Agreements
(Handout)
Four Stages of Group DevelopmentFour Stages of Group Development
• Forming
• Storming
•Norming
•Performing(Handout)
Building Leadership TeamsBuilding Leadership Teams
ResponsibilitiesDevelop, 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
Meeting RolesMeeting Roles
• Regular Assignments• Rotating Assignments• Informal Roles• Critical Friend
(Handout)
Meeting Role as a Critical FriendMeeting Role as a Critical FriendFrom 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.”
Resource 4: Resource 4: Meeting Management ChecklistMeeting Management Checklist
(Handout)
Meeting Management Meeting Management Tools and PracticesTools and Practices
• Pre-sent Timed Agenda• Agenda Review• Parking Lot• Plus/Delta/Rx• Recorded Meeting Minutes Distributed • Written Evaluation or Exit Slip
Effective Team NormsEffective Team Norms
(Handout)
OLAC Video: Facilitating OIPOLAC Video: Facilitating OIP
Building Data Review 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)
Title 1
Programs
Guidance Programs
At- Risk Program for HS Students
Early Childhood ProgramsPrograms
for Homeless Children
Alcohol and Drug
Programs
Limited English
Speaking Programs
Programs for Students
under Section 504
General Education
Program Model – Capper and Frattura (2009)
Program ApproachProgram Approach
Title 1
Programs Guidance Programs Programs
for At-Risk Middle School
Students
Gifted and Talented
Programs
Programs for
Students with ADHD
At- Risk Program for HS Students
Programs for Nonreaders at the Third
GradeEarly
Childhood Programs
Special Education Programs
Programs for
Homeless Children
Alcohol and Drug
Programs
Limited English
Speaking Programs
Programs for Students
under Section 504
Programs for Teenage
Parents
GeneralEducation
Continuation of Program Model – Capper & Frattura (2009)
Program Approach ExpandedProgram Approach Expanded
OIP FrameworkOIP Framework
NOTNOT
Flavor of the Flavor of the Day!Day!
Teacher Based TeamsTeacher Based Teams
Improve instructional practices by following the Ohio 5 Step Process
Report results to the Building Leadership Team (BLT)
Share work and celebrate successes
Responsibilities
The Ohio 5-Step
Process:A Cycle of
Inquiry
Teacher Based Teams
Grade Level
Cross Content
Vertical
TBTs should include ALL instructional personnel, including Intervention specialists
Subject Area
Basis for OIP Plan to Improve Educational Outcomes for ALL Students
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
BLT Work To Be Completed
Create Action Steps and Tasks to support Strategies
Review, revise, and adopt OIP Plan
Stage 3: Implement and Stage 3: Implement and Monitor the OIP Monitor the OIP
Focused Action PlanFocused Action PlanImplementationCarry out the planned
strategies and actions with fidelity
MonitoringEnsure that both adults and
students fulfill focused action plan expectations
Stage 4: Evaluate the Stage 4: Evaluate the Improvement Plan and Improvement Plan and
ProcessProcess Outcomes of Stage 4
Benefits of the Benefits of the Ohio Improvement Ohio Improvement
ProcessProcess