West Branch Local SchoolsOhio Improvement Process (OIP)

Building Leadership Team Meeting

Facilitating Building-wide Improvement in

Instructional Practices and Student Performance

OLAC Leadership Framework Provides Foundation for the Ohio Improvement Process

(Handout)

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 Collaborative Leadership Team Structures in the Team Structures in the

OIPOIP

OIP is the enactment

of Ohio’s

Leadership Development Framework (Handout)

Acronyms and OIP Acronyms and OIP GlossaryGlossary

(Handout)

Common Core Standards

PARCC Assessments Race to the Top

Teacher Effectiveness

Ohio Teacher Evaluation System

Formative Instructional Practices

Student Learning Objectives

Value-Added Analysis

College & Career Readiness

Student Growth Measures

Evidence of Student Learning

Teacher-Based TeamsNew Accountability

System

Performance-Based Compensation

21st Century Skills

Ohio Principal Evaluation System

Ohio Educator Preparation Metrics

Ohio Improvement Process!

Ohio Improvement Process!

Performance Assessments

Team Meeting ManagementTeam Meeting Management

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

Setting Ground Rules or Working Agreements

(Handout)

Four Stages of Group DevelopmentFour Stages of Group Development

• Forming

• Storming

•Norming

•Performing(Handout)

Building Leadership TeamsBuilding Leadership Teams

ResponsibilitiesDevelop, 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

Meeting RolesMeeting Roles

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

(Handout)

Meeting Role as a Critical FriendMeeting Role as a Critical FriendFrom 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 person’s 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.”

Resource 4: Resource 4: Meeting Management ChecklistMeeting Management Checklist

(Handout)

Meeting Management Meeting Management Tools and PracticesTools and Practices

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

Effective Team NormsEffective Team Norms

(Handout)

OLAC Video: Facilitating OIPOLAC Video: Facilitating OIP

Building Data Review 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)

Title 1

Programs

Guidance Programs

At- Risk Program for HS Students

Early Childhood ProgramsPrograms

for Homeless Children

Alcohol and Drug

Programs

Limited English

Speaking Programs

Programs for Students

under Section 504

General Education

Program Model – Capper and Frattura (2009)

Program ApproachProgram Approach

Title 1

Programs Guidance Programs Programs

for At-Risk Middle School

Students

Gifted and Talented

Programs

Programs for

Students with ADHD

At- Risk Program for HS Students

Programs for Nonreaders at the Third

GradeEarly

Childhood Programs

Special Education Programs

Programs for

Homeless Children

Alcohol and Drug

Programs

Limited English

Speaking Programs

Programs for Students

under Section 504

Programs for Teenage

Parents

GeneralEducation

Continuation of Program Model – Capper & Frattura (2009)

Program Approach ExpandedProgram Approach Expanded

OIP FrameworkOIP Framework

NOTNOT

Flavor of the Flavor of the Day!Day!

Teacher Based TeamsTeacher Based Teams

Improve instructional practices by following the Ohio 5 Step Process

Report results to the Building Leadership Team (BLT)

Share work and celebrate successes

Responsibilities

The Ohio 5-Step

Process:A Cycle of

Inquiry

Teacher Based Teams

Grade Level

Cross Content

Vertical

TBTs should include ALL instructional personnel, including Intervention specialists

Subject Area

Basis for OIP Plan to Improve Educational Outcomes for ALL Students

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

BLT Work To Be Completed

Create Action Steps and Tasks to support Strategies

Review, revise, and adopt OIP Plan

Stage 3: Implement and Stage 3: Implement and Monitor the OIP Monitor the OIP

Focused Action PlanFocused Action PlanImplementationCarry out the planned

strategies and actions with fidelity

MonitoringEnsure that both adults and

students fulfill focused action plan expectations

Stage 4: Evaluate the Stage 4: Evaluate the Improvement Plan and Improvement Plan and

ProcessProcess Outcomes of Stage 4

Benefits of the Benefits of the Ohio Improvement Ohio Improvement

ProcessProcess