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

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


1
Sebring Local Schools Ohio 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

1
2
Sebring Local Schools Ohio 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

2
3
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.

3
4
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.

4
5
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

5
6
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

6
7
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

7
8
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

8
9
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.

9
10
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

10
11
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.

11
12
Roles and Responsibilities
  • District Leadership Team (DLT)
  • Superintendent
  • Board of Education
  • Facilitator
  • Program Assistant
  • Goal Work Groups
  • Stakeholders

13
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

13
14
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

14
15
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

15
15
16
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

17
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.

18
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.

19
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).

19
20
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

20
21
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.

21
22
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

22
23
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

23
24
Contact Information
  • State Support Team Region 5
  • - Single Point of Contact (SPOC) Richard
    Kajuth
  • Phone 1(800) 776-8298 Email
    ferc_rjk_at_access-k12.org
  • - Consultants Tim Filipovich and Lynn Engleman
  • TSF Phone (330) 965-7828(1004) Email
    mcoe_tsf_at_access-k12.org
  • LE Phone (330) 704-8642 Email
    lynncosmo_at_sbcglobal.net
  • Mahoning County Educational Service Center
  • - Director of Curriculum Barbara Williams
  • Phone (330) 965-7828(1036) Email
    mcoe_baw_at_access-k12.org
  • - Instructional Consultant HS Regina Teutsch
  • Phone (330) 965-7828(1012) Email
    mcoe_rmt_at_access-k12.org
  • - Instructional Consultant Elem Dr. Susan
    Leone
  • Phone (330) 965-7828(1013) Email
    mcoe_ski_at_access-k12.org
  • - Instructional Consultant Elem Betty
    Washington
  • Phone (330) 965-7828(1005) Email
    mcoe_bjw_at_access-k12.org

24
24
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