Preparing to Use This Video with Staff:

Materials/Resources:Print copies for each person, regardless of audience, of the following resources found on any OIP Stage 0 Module page:

OIP Four Stage Graphic DLT/CSLT-BLT-TBT Cog Graphic OIP Tools Connection Graph

Print copies of the following when used with DLT/CSLT, BLTs and TBTs: Where Are We Today? OIP Orientation Activity Compass Points: Group Work Preferences Activity

Poster Paper and/or projector

Time Needed:20 Minutes to watch videoYou may want to stop the video at certain points to discuss the information provided and/or clarify important points, which would add additional time.

Ohio Improvement Process (OIP)

Facilitating District-wide Improvement in

Instructional Practices and Student Performance

OLAC Leadership Framework Provides Foundation for the Ohio Improvement Process

OIP is the enactment

of Ohio’s

Leadership Development Framework

Seven Core Principles of OIP1. A focused plan aligns vision, mission, and philosophy. 2. The process is continuous and recursive, and the plan is a

dynamic document. 3. The process relies on quality data interpretation. 4. All leadership teams use a collaborative, collegial process.5. An efficient communication approach ensures all stakeholders

are consistently informed of progress at each stage. 6. The process produces one focused, integrated plan that directs

all work and resources.7. The process expects substantive changes in student

performance and adult practices as a result of implementing, monitoring and evaluating the process and plan.

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 Team Structures in the OIP

District/Community School Leadership TeamResponsibilities:

Develop, implement and monitor a district focused action plan

based on critical data Build a system-wide foundation for data-driven

decision makingFacilitate the development and use

of collaborative structures (DLT, BLTs and TBTs) Using the Ohio 5-Step Process,

monitor adult behaviors against student performance indicators

designated in the planEnsure high quality, differentiated PD

consistent with district goals and based on adult and student data at all levels

DLT/CSLT Membership

• Superintendent

• Curriculum, Instruction and Assessment

• Special Education Director

• Building Administrators

• Other Stakeholders

At least 50% Instructional Staff

Building Leadership TeamsResponsibilities

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

BLT Membership

Classroom

Teacher

PrincipalClassroom

Teacher

Classroom Teacher

Intervention Specialist

ELL Specialist

Instructio

nal Coach

Parent Liaison

Guidance Counselor

Other Stakeholder

Teacher Based Teams

Improve instructional practices by following the Ohio 5-Step Process:Step 1: Collect and chart data to identify how students are

performing and progressingStep 2: Analyze student work specific to the dataStep 3: Establish shared expectations for implementing specific

effective changes in the classroomStep 4: Implement changes consistently across all classroomsStep 5: Collect, chart and analyze pre/post data and determine

effectiveness of instructional practices

Report results to the Building Leadership Team (BLT) Share work and celebrate successes

Responsibilities

Teacher Based Teams

Grade Level

Cross Content

Vertical

TBTs should include ALL instructional personnel, including Intervention specialists

Subject Area

Stage 0: Planning and Preparing for the

Ohio Improvement Process

The OIP:Four Stages

ofContinuous

Improvement

STAGE 1: IDENTIFY CRITICAL NEEDS

DATA -- ask and answer

essential and probing questions to identify strengths, needs and causes

DECISION FRAMEWORK

Basis for OIP Plan to Improve Educational Outcomes for ALL Students

STAGE 2: DEVELOP FOCUSED PLAN

Produce one focused,

integrated plan that directs all district and/or

building work and resources

GoalsStrategies

Action StepsIndicators

Outcomes of Stage 2

Establish Adult Implementation and Student Performance Indicators for every Strategy

Create Action Steps and Tasks to support Strategies

Review, revise, and adopt OIP Plan

Develop 2-3 SMART Goals

Compose 2-3 Strategies for each Goal

Stage 3: Implement and Monitor

the OIP Focused Action Plan

ImplementationCarry out the planned

strategies and actions with fidelity

MonitoringEnsure that both adults and

students fulfill focused action plan expectations

Implementation Management and Monitoring Tool (IMM)

• Web-based tool

• Links automatically to CCIP

• Transfers CCIP Goals, Strategies and Action Steps into IMM

• School IMM linked to District IMM

• Generates valuable reports for monitoring progress– Goal Targets:

Projected and Actual

– Implementation Timeline

– Communication

Stage 4: Evaluate the Improvement Plan and Process

Outcomes of Stage 4

Benefits of the Ohio Improvement Process

Where Are We Today? An Orientation Activity

for DLT/CSLT, BLTs and TBTs• Review Where Are We Today?

Activity directions

• Without discussion, individually post “Strengths” and “Needs” notes on each OIP Stage poster

• Have one person per poster review post-it notes aloud

• Discuss as a group where your district/building is relative to the OIP

What Personality Are You in a Group?

Compass Points Teaming Activity

Take out Compass Points activity and questions

Once reviewing the “Directions” descriptors whole group, go to self-selected “Direction”

Review activity questions and post answers with others in your “Direction”

Share out answers whole group Debrief importance of activity for collaborative

teaming

• The Ohio Improvement Process (OIP) Guide and Resources were co-developed by the Ohio Department of Education, State-Level Design Team and the Great Lakes East Comprehensive Center, funded by the U.S. Department of Education and administered by Learning Point Associates, an affiliate of American Institutes for Research. Co-development of some resources were also supported through a U.S. Department of Education, Office of Special Education Program grant #H323A070014-11. The content does not necessarily reflect the position or policy of the U.S Department of Education, nor does mention or visual representation of trade names, commercial products, or organizations imply endorsement by the federal government. The content does reflect the position and policies of the Ohio Department of Education, and the Department endorses specific processes, procedures and programs mentioned.