West Branch Local Schools Ohio Improvement Process OIP

West Branch Local Schools Ohio 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)

Collaborative Leadership Team Structures in the OIP Shift focus from single individuals to teams that can function as purposeful communities Distribute key leadership functions Ensure effective leadership is exercised at all levels of the system Align work system-wide while focusing on a limited number of data-based district goals Engage in all four stages of the OIP for the long-term

OIP is the enactment of Ohio’s Leadership Development Framework (Handout)

Acronyms and OIP Glossary (Handout)

Common Core Standards Ohio Principal Evaluation System PARCC Assessments Ohio Teacher Evaluation System Student Growth Measures Race to the Top Ohio Educator Preparation Metrics ! s s Teacher Effectiveness e c o r P t Formative Instructional n e Value-Added Analysis m Practices e v o r College & Career p m Performance-Based I Readiness o i Student Learning h Compensation OObjectives 21 st Century Skills Performance Assessments Teacher-Based Teams New Accountability Evidence of Student System Learning

Team 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 Development • Forming • Storming • Norming • Performing (Handout)

Building Leadership Teams Responsibilities Develop, implement, and monitor the focused building improvement plans Build a school culture that supports effective data-driven decision making Ensure conditions for, support and monitor Teacher Based Teams Report building-level adult and student results to DLT and TBTs Establish priorities for instruction and achievement aligned with district goals Monitor and provide effective feedback on adult implementation and student progress using the Ohio 5 Step Process Make recommendations of resources, time, and personnel to meet district goals

Meeting Roles • Regular Assignments • Rotating Assignments • Informal Roles • Critical Friend (Handout)

Meeting Role as a Critical Friend From 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: Meeting Management Checklist (Handout)

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

Effective Team Norms (Handout)

OLAC Video: Facilitating OIP

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)

Program Approach Programs for Students under Section 504 Alcohol and Drug Programs Title 1 Programs Guidance Programs General Education Limited English Speaking Programs for Homeless Children At- Risk Program for HS Students Early Childhood Programs Program Model – Capper and Frattura (2009)

Program Approach Expanded Programs for Teenage Programs for Parents Students under Section 504 Limited English Speaking Programs Alcohol and Drug Programs Title 1 Programs Guidance Programs for At-Risk Middle School Students General Education Programs for Homeless Children Gifted and Talented Programs for Students with ADHD At- Risk Program for HS Students Special Education Programs Early Childhood Programs for Nonreaders at the Third Grade Continuation of Program Model – Capper & Frattura (2009)

OIP Framework District Leadership Team Building Leadership Teams Teacher Based Teams NOT Flavor of the Day!

Teacher Based Teams Responsibilities Ø Improve instructional practices by following the Ohio 5 Step Process Ø Report results to the Building Leadership Team (BLT) Ø Share work and celebrate successes

Step 1 Collect and chart data Step 5 Collect, chart and analyze post data Step 4 Implement changes consistently across all classrooms The Ohio 5 -Step Process: A Cycle of Inquiry Step 2 Analyze student work specific to the data Step 3 Establish shared expectations for implementing specific effective changes in the classroom

Grade Level Teacher Based Teams Cross Content Subject Area Vertical TBTs should include ALL instructional personnel, including Intervention specialists

DF District or Building Profile Results Select Limited Number of High Priorities Become CCIP Needs Assessment 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 Monitor the OIP Focused Action Plan Implementation Carry out the planned strategies and actions with fidelity Monitoring Ensure that both adults and students fulfill focused action plan expectations

Stage 4: Evaluate the Improvement Plan and Process Outcomes of Stage 4 Identify and apply lessons learned Compare projected results with actual results Identify strategies and actions with greatest impact Assess which adult practices impact student performance Extend successes and eliminate unsuccessful practices

Benefits of the Ohio Improvement Process Reduces Duplication of Effort Focuses on student success not programs Streamlines processes and procedures Promotes shared leadership and collaboration at all levels Builds personnel capacity Sustains entire system as learning organization