Preparing to Use This Video with Staff:

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

OIP Four Stage Graphic DLT/CSLT-BLT-TBT Cog Graphic

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.

Introduction to The Ohio Improvement Process (OIP)

for Superintendent

Board of EducationDistrict/Building Administrators

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.

PREPARING FOR THE OIP

Define Leadership in Terms of

Practice

Individuals and Board Collaborative Teams

We are all

leaders!

www.ohioleadership.org

Roles and Responsibilities of the Superintendent in the OIP

• Oversee the OIP and establish systems, structures and supports to implement the process with a primary focus on instructional improvement for all students

• Select the DLT; set direction and expectations for the DLT• Be present and practice shared leadership with the DLT• Ensure that teacher based teams are fully implemented across all

buildings and grade levels• Engage staff and community in the planning process• Create collaborative structures to ensure plan development,

implementation and evaluation• Approve a single focused, data-driven plan, research-based plan • Ensure data is shared across all levels (DLT, BLTs, TBTs)• Budget the plan• Monitor plan development• Hold participants accountable for results

Roles and Responsibilities of theBoard of Education in the OIP

Create and adopt planning policyApprove goals prior to full plan

developmentAdopt focused plan/budgetMonitor plan results (adult and student

indicators)Communicate goals, progress and

expectations to community

Roles and Responsibilities of Central Office Administrators in the OIP

Share roles with other central office administrators in support of all students

Be a learner in the district attending trainings and high leverage workshops that focus on improved teaching and student learning

Work with BLTs and TBTs to develop supports based on needs versus isolated funding mechanisms

Provide support to building principals to move to a service delivery model that unifies support for all students

Develop focused PD plan that aligns to OIP plan goals and strategies, and supports TBTs in their differentiated training needs

Roles and Responsibilities of the Building Administrator in the OIP

- Be the lead learner in the building by modeling the use and application of data to inform instructional effectiveness, as well as fostering a learning organization throughout the building

- Ensure time for the BLT and TBTs to meet on a regular basis- Select the BLT; set direction and expectations for the BLT- Be present and model shared leadership with the BLT- Prepare TBTs on their roles and responsibilities- Monitor plan action development and provide support for TBTs- Ensure data is shared across levels (DLT, BLTs, TBTs)- Engage staff and community in planning process- Approve/support a single focused, data-driven, researched-based plan- Align resources to the school plan with a focus on improved instructional improvement

for all students- Hold participants accountable for results

Roles and Responsibilities of the OIP Facilitator

Serve as a critical friend who is a trusted partner, advocates for the success of the work, asks thought-provoking questions, ensures responses are open and honest, and provides constructive feedback

Manage and direct meeting processes using a range of facilitation strategies

Understand meetings and make decisions affecting meeting dynamics

Keep the group focused on outcomes

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

See Guide for DLT Membership, Timeline,

and Orientation

See Task Guide for Establishing BLT

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

The Decision Framework:Student Achievement

Trend Data

Reading % Proficient by Grade Level

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 10th Grade

2005-2006

2006-2007

2007-2008

Cut %

04/19/23

The Decision Framework:Adult Implementation Data

The Decision Framework:Climate and Conditions

Discipline Occurences by Grade

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

K 1 2 3 4 5 6 7 8 9 10 11 12

Grade

Occ

ure

nce

s/10

0 S

tud

net

s

2005-06

2006-07

2007-08

04/19/23

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

Information 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