West Branch Local Schools Ohio Improvement Process (OIP) Building Leadership Team Meeting

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West Branch Local SchoolsOhio Improvement
Process (OIP)Building Leadership Team Meeting

• Facilitating Building-wide Improvement in
  Instructional Practices and Student Performance

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• OLAC Leadership Framework Provides Foundation for
  the Ohio Improvement Process

(Handout)
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Collaborative Leadership Team Structures in the
OIP
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• OIP is the enactment
• of Ohios
• Leadership Development Framework

(Handout)
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Acronyms and OIP Glossary
(Handout)
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• Common Core Standards

Ohio Teacher Evaluation System
Ohio Principal Evaluation System
Student Growth Measures
PARCC Assessments
Race to the Top
Ohio Educator Preparation Metrics
Teacher Effectiveness
Ohio Improvement Process!
Formative Instructional Practices
Value-Added Analysis
College Career Readiness
Performance-Based Compensation
Student Learning Objectives
21st Century Skills
Performance Assessments
Teacher-Based Teams
New Accountability System
Evidence of Student Learning
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(No Transcript)
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Team Meeting Management

• Setting Ground Rules
• Engaged Participant
• Meeting Management Tools
• Group Dynamics
• Resource 4 Meeting Management Checklist
• Seven Norms of Effective Collaboration

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Setting Ground Rules or Working Agreements
(Handout)
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Four Stages of Group Development

• Forming
• Storming
• Norming
• Performing

(Handout)
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Forming

• Initial orientation to the purpose of the group
• Structure of group not yet formed
• Relationship of group members not yet established
• Group members often speak hesitantly or are quiet
• Group members trying to understand the groups
  purpose, how group will function, their role in
  the group, and the leadership of the group.

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Storming

• Group members questioning the groups purpose,
  how group will function, their role in the group,
  and the leadership of the group
• Conflict can range from almost nonexistent to
  intense
• Conflict leads to clarification and buy-in

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Norming

• Conflict resolved
• Groups purpose, how the group will function,
  each individuals role in the group, and the
  leadership of the group clarified and
  established.
• Group cohesiveness, trust, leadership, and a
  commitment to the groups goals accomplished
• Characterized by questioning, listening,
  clarifying and when need be arbitration and
  mediation between differing positions

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Performing

• Tasks of the group are undertaken
• Group remains on-task
• People participate free flow of information with
  differing positions and viewpoints heard and
  considered
• Decisions made and upheld without a rehearing of
  differing positions or viewpoints

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Building Leadership Teams
Responsibilities
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
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Meeting Roles

• Regular Assignments
• Rotating Assignments
• Informal Roles
• Critical Friend

(Handout)
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Meeting Role as a Critical Friend

• From 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 persons 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.

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Resource 4 Meeting Management Checklist
(Handout)
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Meeting Management Tools and Practices

• Pre-sent Timed Agenda
• Agenda Review
• Parking Lot
• Plus/Delta/Rx
• Recorded Meeting Minutes Distributed
• Written Evaluation or Exit Slip

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Effective Team Norms
(Handout)
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OLAC Video Facilitating OIP
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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)

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Program Approach
General Education
Program Model Capper and Frattura (2009)
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Program Approach Expanded
General Education
Continuation of Program Model Capper Frattura
(2009)
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OIP Framework NOT Flavor of the Day!
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Seven Core Principles of OIP

• A focused plan aligns vision, mission, and
  philosophy.
• The process is continuous and recursive, and the
  plan is a dynamic document.
• The process relies on quality data
  interpretation.
• All leadership teams use a collaborative,
  collegial process.
• An efficient communication approach ensures all
  stakeholders are consistently informed of
  progress at each stage.
• The process produces one focused, integrated plan
  that directs all work and resources.
• The process expects substantive changes in
  student performance and adult practices as a
  result of implementing, monitoring and evaluating
  the process and plan.

(Handout)
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District/Community School Leadership Team
Responsibilities
Develop, implement and monitor a district focused
action plan based on critical data
Build a system-wide foundation for data-driven
decision making
Facilitate 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 plan
Ensure high quality, differentiated PD consistent
with district goals and based on adult and
student data at all levels
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District Team Membership
At least 50 Instructional Staff

• Superintendent
• Curriculum, Instruction and Assessment
• Special Education Director
• Building Administrators
• Other Stakeholders

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BLT Membership
Instructional Coach
Intervention Specialist
Guidance Counselor
Classroom Teacher
Classroom Teacher
ELL Specialist
Principal
Classroom Teacher
Parent Liaison
Other Stakeholder
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Teacher Based Teams
Responsibilities

• Improve instructional practices by following the
  Ohio 5 Step Process
• Report results to the Building Leadership Team
  (BLT)
• Share work and celebrate successes

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The Ohio 5-Step Process A Cycle of Inquiry
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Teacher Based Teams
Subject Area
Grade Level
Cross Content
Vertical
TBTs should include ALL instructional personnel,
including Intervention specialists
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The OIPFour StagesofContinuousImprovement
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STAGE 1 IDENTIFY CRITICAL NEEDS

• DATA --
• ask and answer essential
• and probing
• questions to identify strengths, needs and
  causes

DECISION FRAMEWORK
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(No Transcript)
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(No Transcript)
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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

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BLT Work To Be Completed

• Create Action Steps and Tasks to support
  Strategies
• Review, revise, and adopt OIP Plan

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Stage 3 Implement and Monitor the
OIP Focused Action Plan

• Implementation
• Carry out the planned strategies and actions
  with fidelity
• Monitoring
• Ensure that both adults and students fulfill
  focused action plan expectations

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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

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Stage 4 Evaluate the Improvement Plan and
Process
Outcomes of Stage 4
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Benefits of the Ohio Improvement Process
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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

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Four Stages of Group Development

• Forming
• Storming
• Norming
• Performing

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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

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Stage 1 Identify Critical Needs

DATA ask essential and probing questions
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Stage 1 Identify Critical Needs
Ohios Decision Framework

• Sorts and organizes district and building data
  into specific data sets
• Data helps identify major problems and causes
• Leadership teams answer questions about selected
  data and make data-related decisions
• Decisions displayed in series of scorecards
• Scorecards provide profiles of defined district
  or building needs
• Organized decision-making process produces clear
  Needs Assessment

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Focus of the Decision Framework

• Achievement
• Expectations Conditions
• Resource Management

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Achievement

• Student data by content areas (i.e. Math)
• - 3-year trends
• - Aggregated/disaggregated
• Curriculum, assessment, instructional practices
• Teacher/administrator quality and stability
• PD quality and alignment

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Expectations Conditions

• Leadership practices
• Discipline, attendance, expulsions, graduation,
  dropout
• - 3-year trend
• - Aggregated/disaggregated
• Parent/community engagement and practices

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Resource Management

• Time
• Personnel
• Money
• Intentional decision-making

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Working Through the Decision Framework(Ohios
Five Step Process)

• Previewing and Analyzing Data From Many Sources
• Discussing Strength and Concern Areas
• Rating Level of Concern or Level of
  Implementation for Consensus
• Your Turn to Work the DF

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Working Through the Decision Framework

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• 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.