Ohio Improvement Process - OIP
Willoughby-Eastlake Schools – District Leadership Team (DLT)
May 2010
What is The Ohio Improvement Process (OIP)?
Not “one more thing to do”
The OIP is designed to pull all of your district initiatives together and "narrow the focus" on fewer goals at a deeper level.
Current Initiatives for improving student achivement1. Bridges to Success2. Study Island3. RTI/Co-teach4. Olweus5. Formative Assessments6. Differentiated Instruction
The OIP Process- a 3 year plan
Why is the Willoughby-Eastlake School
District participating in The Ohio Improvement Process?• Collective Decision Making• Systemic Approach• Ensure HQPD• Efficiency & Effectiveness• Good to GREAT!
Collective Decision Making• Collective decision making promotes
shared leadership. (We are in this together from teachers, bus drivers, administrators)
• TEAM approach “Either we are pulling together or we are pulling apart. There’s really no in between.” Kobi YamadaTogether Everyone Achieves More
Systemic Approach• We are ONE district and every
school and every employee in the district will focus on the same two goals.
“All good performance starts with clear goals.” Author Unknown
Ensure HQPD• Focused• Research Based• Structured • Sustained (Follow Through by Leadership Teams)
“The quality of a person’s life is in direct proportion to their commitment to excellence, regardless of their chosen field of endeavor.” Vince Lombardi
Efficiency & Effectiveness
• Focus• Team Work• Work Smarter
“Efficiency is doing things right, Effectiveness is doing the right things.”Peter Drucker
Good to GREAT!• We are good…. we want to be GREAT!
“Nothing great in the world has ever been accomplished without passion.” Christian Frederick Hebbel “The greater the loyalty of a group toward the group, the greater is the motivation among the members to achieve the goals of the group, and the greater the probability that the group will achieve its goals.” Rensis Likert
How was the DLT selected?• Twenty administrators and teachers were invited to
volunteer to be on the DLT. • Each building was represented by either an administrator
or teacher. • Selection was then based on compiling the most
diversified group possible with faculty from all grade/subject levels.
• In order to ensure WETA representation, the WETA
president was invited to participate.
Using Ohio’s DECISION FRAMEWORK (DF)
• Sorts and organizes district and building data into specific data sets
1.) Student Performance Data 2.) Curriculum, Assessment, Instruction / Educator Quality / PD 3.) Leadership / School Climate / Family, Student, and Community Involvement 4.) Resource Management • Data helps identify major concerns and causes• Leadership teams answer questions about selected data and
make data-related decisions• Organized decision-making process produces clear needs
assessment
Using data to make curriculum and instructional decisions
The OIP uses data from multiple sources to make decisions about the current initiatives we are using in the
schools and classroom.
Pre-Assessment
Item 1:
Formative assessments are formal and teachers record data.
TrueFalse
Pre-Assessment
Item 2:
Formative assessment today will change my instruction tomorrow.
TrueFalse
Pre-Assessment
Item 3:I understand what formative assessments should look like in my classroom.
TrueFalse
Pre-Assessment
Item 4:Most teachers in my school use formative assessments regularly.
TrueFalse
Pre-Assessment
Item 5:Use of common formative assessments will create more work for teachers.
TrueFalse
Academic Goal
By 2013-14, Willoughby-Eastlake Schools will ensure that all students will meet the AYP targets in all subgroups
measured by State tests.
Academic Strategy 1a – Common Tools for Instruction and Assessment
• Collaboratively develop quality, common, easily accessible tools for instruction and assessment.
Academic Strategy 1b – Use Formative Assessment
• Teachers will use formative assessment data and provide responsive instructional strategies for students who need intervention, further practice, or enrichment.
• (L) (P) (M)
Academic Strategy 1a – Common Tools for Instruction and Assessment
• Adult implementation: 100% of teachers will participate in creating and using common formative assessments.
• Student implementation: 100% of students will utilize formative assessments to realize what they know, what they need to know, and how to get there.
Academic Strategy 1b – Use Formative Assessment
• Adult implementation: 100% of teachers will provide specific and timely feedback so that students know what correctives will achieve their goals.
• Student implementation: 100% of students will monitor their own progress toward the learning targets using assessments.
Climate Goal
By 2013-2014, Willoughby-Eastlake Schools will create an environment that engages and
supports all students, resulting in a decrease of 10% in student
discipline occurrences.
Climate Strategy 2a – Positive Behavior Support
• Develop district wide positive behavior support initiatives where students are empowered and actively engaged in the academic and school community to increase student success.
Climate Strategy 2a – Positive Behavior Support
• Adult implementation: 100% of staff will employ the designated positive behavior support initiatives/system to ensure student success.
• Student implementation:• Decrease of student referrals for disciplinary
actions by 10%, including a decrease of 10% with all subgroups.
2.a.1 Establish a system that will engage students in an academically positive environment with accountability.• collect baseline data on discipline referrals • provide pd on the Positive Behavior
Initiatives (starting with the BLTs)-many schools already have in place
• investigate options for additional learning
support opportunities for students
2.a.2 Develop a system for addressing misbehaviors without interrupting the learning of students.
Response To Intervention (RTI) Model
• Design and develop a continuum of options designed to meet student needs/behavior/social skills with PD
Response to Intervention Model (RTI)
2.a.2 (continued)
• Review and modify district policy on academic penalties for behavior problems
• Develop a behavior intervention
plan through collaboration to include transition between grade levels and buildings
• Investigate the use of flexible
scheduling
2.a.3. Create partnership and outreach programs with all community stakeholders. Explore successful models and examine our current system for implementation Example: • Business Advisory Council
Goal Implementation Timeline
Climate Goal:
2010-2011: Develop district-wide behavior support initiatives2011-2012: Focus on transitions between grades and buildings2012-2013: Design a continuum of options designed to meet student learning needs
Academic Goal: 2010-2011: Creation & use of common formative assessments 2011-2012: Utilize formative assessment data and provide responsive instructional strategies for students 2012-2013: On-line storage and access of common formative assessments
Ownership Through Shared Leadership
• Shift focus from a single individual to a team that can function as purposeful communities
• Distribute key leadership functions • Align and focus work across the system using few
district goals • Ensure effective leadership is exercised at all
levels of the system
Why are YOU here?
• Setting performance targets aligned with the district goals• Monitoring performance against the targets• Building a foundation for data-driven decision making on a
system-wide basis• Designing system planning and focused improvement
strategies, structures and processes• Facilitate the development and use of collaborative
structures• Brokering or facilitating high quality PD consistent with
district goals• Allocating system resources toward instructional
improvement
The role of the BLT is:
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