Sebring Local Schools Ohio Improvement Process (OIP) Superintendent and Administrative Team Meeting

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Sebring Local SchoolsOhio Improvement Process
(OIP)Superintendent and Administrative Team
Meeting

• Friday, September 12, 2008 1230 pm
• SST R 5 Facilitators Tim Filipovich, Lynn
  Engleman
• Attendees Superintendent Howard Friend HS-JR
  High Principal Vito Weeda Elem Principal
  Virginia Miliken Director of Special Services
  Micki Egli MCESC Curriculum Director Barbara
  Williams MCESC Consultants Betty Washington,
  Regina Teutsch, Dr. Susan Leone, John Kuzma

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Sebring Local SchoolsOhio Improvement Process
(OIP)

• Presentation Overview
• Overview of the development of the OIP
• District Expectations based on the Research of
  the Ohio Leadership Advisory Council (OLAC)
• Eight Guiding Principles of the OIP
• Four Stages of the OIP Process
• District Leadership Team (DLT)
• Roles and Responsibilities Within the DLT
• Identify Next Steps

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OIP Overview and Development

• Recent Developments
• Advancements in technology have allowed ODE to
  identify and gather data tools to support
  districts in decision making and planning.
• 2. Research has provided concrete knowledge about
  what works and how leadership in districts should
  be distributed to improve instructional practice
  and student performance.

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OIP Overview and Development

• Recent Developments (Cont.)
• Many federal and state initiatives attempting to
  design improvement processes have fallen short of
  the mark.
• 4. The 126th General Assembly created a
  coordinated, efficient regional service delivery
  system to support state and regional improvement
  initiatives. Substitute HB 115 clarified roles
  and responsibilities of regional service
  providers with an emphasis on districts improving
  student performance.

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Ohio Leadership Advisory Council (OLAC)
District Expectations

• Common Characteristics
• in
• Districts that Plan Successfully
• Collaborative structures and community engagement
• Culture and expectation for the use of data in
  decision making
• One plan with focused goals for achievement
• Board alignment and support of district and
  building goals
• Monitoring goals for achievement and instruction
• Use of resources to support achievement and
  instruction that are intentionally allocated

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The Eight Guiding Principles of the OIP

• 5. Communicate with those who are affected by the
  success of the district at each stage.
• Produce one district plan that directs work and
  resources.
• Expect substantive changes in performance and
  behavior as a result of implementing, monitoring,
  and evaluating the process and plan.
• Each district is unique. It is important to be
  responsive to their distinctive characteristics
  and individualized needs.

• Align Mission and Goals.
• Commit to a continuous process and use the plan
  as a dynamic document.
• Move beyond preference and opinion by relying on
  quality data and data interpretation.
• Use a collaborative, collegial process which
  initiates and institutes Leadership Teams
  (district and building) structures and practices

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Four Stages of the OIP

• Stage 1
• Identify Critical Needs of Districts and Schools
• Stage 2
• Develop a Focused Plan
• Stage 3
• Implement the Focused Plan
• Stage 4
• Monitor the Improvement Process

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Stage 1 of the OIP Critical Needs

• Pressing needs are identified by the District
  Leadership Team (DLT) by using state and district
  data in this stage. The Decision Framework (DF)
  is an Excel tool used to look at data from four
  different levels (handout)
• Level I Student Performance
• Level II Instructional Management
• Level III Expectations and Conditions
• Level IV Resource Management

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Stage 2 of the OIP Focused Plan

• During this stage, stakeholders including the
  local school board, are involved in specific
  areas that require their engagement and
  direction. Focus areas are turned into two or
  three goals in two areas 1) student performance
  and 2) conditions and
• expectations.
• Strategies are grounded in research to achieve
  the goals and the goals are created to address
  root causes of the most critical problems.
  Progress indicators are put in place to measure
  success. Resources are aligned with action steps
  developed around each strategy.

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Stage 3 of the OIP Implement the Plan

• This stage requires that all district employees
  know their responsibilities for ensuring that the
  goals and strategies are achieved whether they
  have an accountability in the district plan or
  whether they have specific tasks to achieve
  certain actions. (ARROWS ALL ALIGNED)
• In this stage, each school is required to have
  an action plan that has been approved by the
  district leadership and is aligned to the
  district goals and strategies

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Stage 4 of the OIP Monitor the Plan

• This stage requires that district and buildings
  have a systematic process for checking the
  implementation of each strategy and action taken
  toward reaching each goal. Time schedules and
  implementation check sheets for key staff members
  to use for walk-through observations can
  accomplish this.
• More important than checking for the
  implementation portion of the plan, is setting up
  a process to monitor the impact of the district
  and building actions on student performance.

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Roles and Responsibilities

• District Leadership Team (DLT)
• Superintendent
• Board of Education
• Facilitator
• Program Assistant
• Goal Work Groups
• Stakeholders

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The District Leadership Team (DLT)

• Large District (Up to 20)
• Small District (Small as 7)
• Large enough to represent all areas of the
  District
• Membership should include individuals from
  various levels of the organization, examples are
  listed on next slide

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DLT Continued

• Membership Considerations
• - Superintendent / Chair / Co-Chair
• - Treasurer
• - Building Level Administrators
• - Teacher Leaders
• - Program Directors
• - School Board Members
• - Parents
• - Local Businesses
• - Community Organizations
• - ESC support when appropriate

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DLT Continued

• Primary Functions
• Setting performance targets aligned with district
  goals
• Monitoring performance against targets
• Building a foundation for data-driven decision
  making on a system-wide basis
• Designing system planning and focused improvement
  strategies, structures, and processes
• Facilitating the development and use of
  collaborative structures
• Brokering or facilitating high quality PD
  consistent with district goals
• Allocating system resources toward instructional
  improvement through the Superintendent and
  Treasurer

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Superintendent

• Sit as a Functioning Member of DLT (Chair /
  Co-Chair)
• Vision/Mission Keeper
• Oversee OIP, Establishing New Procedures If
  Necessary
• Select District Leadership Team
• Set Expectations and Direction for DLT
• Engage Staff and Community in Planning Process
• Create Collaborative Structure for Plan
  Development
• Foster Culture of Continuous Improvement
• Architect of the Plan
• Approve a Single, Focused, Data and
  Researched-Based Plan
• Resource Allocation along with DLT
• Monitor Plan Development along with DLT

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Board of Education-OIP Support

• Make planning a district priority, as evidence
  through planning resources.
• Expect superior performance from all.
• Be neutral while others are voicing opinions.
• Hold all accountable for meeting their timelines
  with in the process.
• Ask for progress checks on plan development.
• Recognize the team for its hard work and
  commitment to the process.

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Board of Education-Responsibilities

• Create and adopt planning policy.
• Approve goals prior to full plan development.
• Adopt focused plan and budget.
• Monitor plan results (indicators).
• Communicate goals, progress, and expectations to
  community.

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Facilitator SST R 5 Consultants

• A Facilitator must
• Help manage the progression of the discussion and
  process.
• Serve as a critical friend who is a trusted
  partner that asks the right questions, ensures
  all responses are open and honest , and provides
  focused constructive feedback.
• Manage and direct meeting processes using an
  array of facilitation strategies.
• Understand meetings and make decisions affecting
  their dynamics.
• Help to keep the group focused on outcomes.
• Co-plan with district leadership team chair(s).

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Program Assistant

• Arranges Meetings (Location and Technology)
• Creating and Distributing Agendas
• Prepares Necessary Meeting Materials
• Communicating with Team Members
• Taking and Distributing Meeting Minutes
• Creating and Formatting Documents
• Becomes responsible for inputting information and
  editing draft and final plan

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Goal Work Groups

• Collect, Organize, and summarize data during
  Stage 1
• To review district goals and the data upon
• which the goals were developed.
• To develop the strategies, indicators, and
  actions for the goals.
• Goal Group Example Goal could be to improve
  performance in Math for all students on State
  Assessments.
• District Math Teachers and ESC Content
  Supervisors work to develop plans to utilize best
  practice and report back to the DLT.

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Stakeholders

• Individuals or representatives from organizations
  that are affected by the educational system.
• Two Stakeholder Forums One Per Stage
• - Stakeholders comment on the mission and
  context of the critical needs identified through
  the Decision Framework (DF)
• - Stakeholders provide input into the draft
  district plan
• - Stakeholders participate in the required
  public hearing
• Total commitment of time about four hours

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Commitment and Next Steps

• Recruit and Develop the District Leadership Team
  (DLT)
• - Resource 5
• Data Collection for Decision Framework (DF)
• - DF Handout and Resource 10
• Schedule First DLT Meeting (Allow for 2 Hrs)
• Set Pre-Planning Meeting for DLT Meeting with
  Superintendent, Chair, and Core Leadership
  Members to establish Roles and Responsibilities
  during the initial DLT Meeting
• Review materials before the next time we get
  together

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Contact Information

• State Support Team Region 5
• - Single Point of Contact (SPOC) Richard
  Kajuth
• Phone [phone] Email
  ferc_rjk_at_access-k12.org
• - Consultants Tim Filipovich and Lynn Engleman
• TSF Phone [phone](1004) Email
  mcoe_tsf_at_access-k12.org
• LE Phone [phone] Email
  lynncosmo_at_sbcglobal.net
• Mahoning County Educational Service Center
• - Director of Curriculum Barbara Williams
• Phone [phone](1036) Email
  mcoe_baw_at_access-k12.org
• - Instructional Consultant HS Regina Teutsch
• Phone [phone](1012) Email
  mcoe_rmt_at_access-k12.org
• - Instructional Consultant Elem Dr. Susan
  Leone
• Phone [phone](1013) Email
  mcoe_ski_at_access-k12.org
• - Instructional Consultant Elem Betty
  Washington
• Phone [phone](1005) Email
  mcoe_bjw_at_access-k12.org

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