Regional Work & The Ohio Improvement

Process (OIP)Sharing with ESC Providers

September 22nd, 2008

Ohio Improvement Process (OIP)System of Support: State and Regional Delivery

State Support Teams (SST)

Educational Service Centers (ESCs )

Quad Leads

Regional Facilitators

State Level Design TeamTrain & Mentor Statewide

Coordinate and Coach Regional Facilitators

Provide OIP Related Services for all Districts

Facilitate OIP with SPDG Districts

Facilitate OIP with Assigned Districts

Ohio Improvement Process (OIP)System of Support: State and Regional Delivery

State Support Teams (SST)

Educational Service Centers (ESCs )

Quad Leads

Regional Facilitators

State Level Design Team

State Support Teams (SST)

Educational Service Centers (ESCs )

Quad Leads

Regional Facilitators

State Level Design TeamTrain & Mentor Statewide

Coordinate and Coach Regional Facilitators

Provide OIP Related Services for all Districts

Facilitate OIP with SPDG Districts

Facilitate OIP with Assigned Districts

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

OLAC/ OIP 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.

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

Our Work with the District Leadership Teams –

Primary Functions• Building a foundation for data-driven decision making on a

system-wide basis;• Designing system planning and focused improvement

strategies; structures, and processes;• Setting performance targets aligned with district goals;• Setting up structures to Monitor performance against the

targets;• Facilitating processes resulting in the selection of high

quality PD consistent with district goals;• Allocating system resources toward instructional

improvement.

District/Building Leadership Teams

State Diagnostic Teams (SDTs) work with districts in corrective action

State Support Teams (SSTs) work with districts and schools in need of improvement

Educational Service Centers (ESCs) work with other districts requesting assistance

is involved?

Teams use data tools to identify critical needs

do these teams work in districts and schools?

District/Building Leadership Teams Regional Service Providers External Vendors Higher Education

is involved?

District/Building Leadership Teams State Diagnostic Teams State Support Teams Educational Service Centers

is involved?

District/Building Leadership Teams

State Diagnostic Teams

State Support Teams

Educational Service Centers

Regional Managers

Single Point of Contact

is involved?

Review data Gather evidence of implementation and impact

Provide technical assistance and targeted professional development

Leverage resources

Work with leadership to develop research based strategies and action steps focused on critical needs identified in stage 1.

How

Who

How

Who

How

How

Who

do these teams work in districts and schools?

do these teams work in districts and schools?

do these teams work in districts and schools?

Who

STAGE 1

STAGE 3

STAGE 2

Implement the Focused Plan

Monitor the Improvement Process

Identify Critical Needs of Districts and Schools

Develop a Focused Plan

Ohio Improvement Process

STAGE 4

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

Differentiated Accountability:

What does it mean to me?

How is it calculated?Step 1: Identify the Buildings

in SI status SI status includes buildings that have the

following designations: SI – Year 1 through SI Year 9 SI – Year 1 Delay through SI Year 9

Delay

SI status does not include “At Risk.”

How is it calculated?Step 2: Gather the Local Report Cards for the SI

Buildings and the District Districts and their SI Buildings are

considered one unit of analysis

The percentage of “evaluated cells” that show as “not met” in the District and SI Buildings determines your percentage.

What is an “evaluated cell?”

How is it calculated?

1. How many evaluated cells are there in the grid above?

2. How many evaluated cells got a designation of “not met?”

20…EXCELLENT!

5…PERFECT!

The Formula:

The number of evaluated cells that received a “Not Met” designationThe total number of evaluated cells = %

20

5= 25%

OR

How is it calculated?Step 3: Apply the formula

District with SI Building:

34

5OR 14.71%

20

5

14

0

20

5

14

0=+

How did I become a Tier 1 District?

Step 1: Differentiated Accountability Percentage Your percentage was 20% or greater.

If lower than 20%, you were not rank ordered among those with higher need

How did I become a Tier 1 District?

Step 2: Progress of SWDs in Reading and Math

Students with Disabilities in your District in Reading and/or Math achievement demonstrated a negative trajectory.

State Support Team & Tier 1 Districts

What can I expect? Ohio Improvement Process (OIP) facilitation

Support for limited areas of Curriculum, Instruction & Assessment as determined by regional needs in collaboration with the Regional Advisory Council (RAC).

Support for developing capacity to ensure compliance with Special Education requirements.