Preparing to Use This Video with Staff:
Materials/Resources:Print copies for each person, regardless of audience, of the following resources found on any OIP Stage 0 Module page:
OIP Four Stage Graphic DLT/CSLT-BLT-TBT Cog Graphic OIP Tools Connection Graph
Print copies of the following when used with DLT/CSLT, BLTs and TBTs: Where Are We Today? OIP Orientation Activity Compass Points: Group Work Preferences Activity
Poster Paper and/or projector
Time Needed:20 Minutes to watch videoYou may want to stop the video at certain points to discuss the information provided and/or clarify important points, which would add additional time.
Ohio Improvement Process (OIP)
Facilitating District-wide Improvement in
Instructional Practices and Student Performance
OLAC Leadership Framework Provides Foundation for the Ohio Improvement Process
OIP is the enactment
of Ohio’s
Leadership Development Framework
Seven Core Principles of OIP1. A focused plan aligns vision, mission, and philosophy. 2. The process is continuous and recursive, and the plan is a
dynamic document. 3. The process relies on quality data interpretation. 4. All leadership teams use a collaborative, collegial process.5. An efficient communication approach ensures all stakeholders
are consistently informed of progress at each stage. 6. The process produces one focused, integrated plan that directs
all work and resources.7. The process expects substantive changes in student
performance and adult practices as a result of implementing, monitoring and evaluating the process and plan.
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 Team Structures in the OIP
District/Community School Leadership TeamResponsibilities:
Develop, implement and monitor a district focused action plan
based on critical data Build a system-wide foundation for data-driven
decision makingFacilitate 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 planEnsure high quality, differentiated PD
consistent with district goals and based on adult and student data at all levels
DLT/CSLT Membership
• Superintendent
• Curriculum, Instruction and Assessment
• Special Education Director
• Building Administrators
• Other Stakeholders
At least 50% Instructional Staff
Building Leadership TeamsResponsibilities
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
BLT Membership
Classroom
Teacher
PrincipalClassroom
Teacher
Classroom Teacher
Intervention Specialist
ELL Specialist
Instructio
nal Coach
Parent Liaison
Guidance Counselor
Other Stakeholder
Teacher Based Teams
Improve instructional practices by following the Ohio 5-Step Process:Step 1: Collect and chart data to identify how students are
performing and progressingStep 2: Analyze student work specific to the dataStep 3: Establish shared expectations for implementing specific
effective changes in the classroomStep 4: Implement changes consistently across all classroomsStep 5: Collect, chart and analyze pre/post data and determine
effectiveness of instructional practices
Report results to the Building Leadership Team (BLT) Share work and celebrate successes
Responsibilities
Teacher Based Teams
Grade Level
Cross Content
Vertical
TBTs should include ALL instructional personnel, including Intervention specialists
Subject Area
Stage 0: Planning and Preparing for the
Ohio Improvement Process
The OIP:Four Stages
ofContinuous
Improvement
STAGE 1: IDENTIFY CRITICAL NEEDS
DATA -- ask and answer
essential and probing questions to identify strengths, needs and causes
DECISION FRAMEWORK
Basis for OIP Plan to Improve Educational Outcomes for ALL Students
STAGE 2: DEVELOP FOCUSED PLAN
Produce one focused,
integrated plan that directs all district and/or
building work and resources
GoalsStrategies
Action StepsIndicators
Outcomes of Stage 2
Establish Adult Implementation and Student Performance Indicators for every Strategy
Create Action Steps and Tasks to support Strategies
Review, revise, and adopt OIP Plan
Develop 2-3 SMART Goals
Compose 2-3 Strategies for each Goal
Stage 3: Implement and Monitor
the OIP Focused Action Plan
ImplementationCarry out the planned
strategies and actions with fidelity
MonitoringEnsure that both adults and
students fulfill focused action plan expectations
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
Stage 4: Evaluate the Improvement Plan and Process
Outcomes of Stage 4
Benefits of the Ohio Improvement Process
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
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
• 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.