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Fall 2015 21 Birge Drive Chauncey, OH 45719 740-797-0150 www.sst16.org

Business Name

Support Staff

JoAnn Stack

[email protected]

Julie Howell

[email protected]

The State Support Team 16

Director

Heather Wolfe

[email protected]

Consultants

Lisa Bonner

[email protected]

Lead Special Education Con-

sultant & Secondary Transi-

tion Contact

Linda King

[email protected]

Lead Early Childhood Consult-

ant

Debbie Brewer

[email protected]

PBIS & Assistive Technology

Contact

Jackie Casey

[email protected]

Special Education Consultant

Kathy Dailey

[email protected]

Alternate Assessment & Surro-

gate Parent Contact

Beth Duffy

[email protected]

Early Literacy Contact

Malinda Johnston

[email protected]

Low Incidence Contact

Linda Jones

[email protected]

Parent Contact & Universal

Design for Learning Contact

Dee Dee Dransfield

[email protected]

Autism Contact

Nancy Ruth

[email protected]

OIP Consultant

What’s Inside:

SST 16 1

Closing the Achieve-

ment Gap

2

Closing the Achieve-

ment Gap

3

Ohio Improvement

Process

4

Stage 0 5

Stage 1 6

Stage 2 7

Stage 3 8

5 Step Process 9

Stage 4 10

OIP Resources 11

SST 16

OIP

Quick Start A Guide to the Process

SST 16

Closing the Achievement Gap

students can learn

and succeed—and

show it.

Parents support

their children’s

learning both inside and outside the

classroom. They

partner with teach-

ers, and respond to

outreach. They

worry less about

advocating for their

children to get

good grades and

focus on making

Teachers must es-

tablish ambitious

goals and learning

objectives for stu-

dents that guide

each student’s

mindset that he/she can achieve at his/

her personal best.

When these high

expectations are

coupled with the

students’

knowledge that

teachers believe in

them, they so often

rise to the chal-

lenge.

Growth Mindset in a

school:

Administrators

support teachers’

learning. They are

responsive to hon-

est feedback, rather than defensive.

Teachers collabo-

rate with their col-

leagues and instruc-

tional leaders, ra-

ther than shut their

classroom doors

and fly solo. They

truly believe that all

sure kids are being

challenged and put

in the effort need-

ed to grow.

Students are en-

thusiastic, hard-

working, persistent

learners. They take

charge over their

own success.

ALL Students — Growth Mindset by Carol Dweck

priate), and are

consistently moni-

tored.

Ensure that inclu-

sion is implement-

ed using best prac-

tices — co-planning

to co-serve within

proportionate

classrooms model.

Make them part of

the proportionate

classroom. Include

them in discussions.

Include them in ac-

tivities. Include

them in the mind-

set that they area

part of a communi-

ty of learners who

come together indi-

vidually to make up

the whole with

each individual is a

valued necessity to the equation.

Write IEPs with

meaningful individu-

alized goals that

state clear objec-

tives, have specific

transition plans

(when age appro-

Students with Disabilities

OIP Quick Start

er facts and catego-

rize what we see,

hear, and read.

Differentiate the

ways that students

can express what they know. Strate-

gic Networks are

the "how" of learn-

ing with regard to

planning and per-

forming tasks—

how we organize

and express our

ideas.

Stimulate interest

Bottom line: Teach-

ers in classrooms

must break down

all barriers to

learning, so that all

students can have

access to the con-tent and opportuni-

ty to meet high ex-

pectations.

UDL provides a

blueprint for creat-

ing instructional

goals, methods, ma-

terials, and assess-

ments that work

for everyone--not a

single, one-size-fits-

all solution but ra-

ther flexible ap-

proaches that can

be customized and

adjusted for individ-ual needs.

UDL At A Glance:

Present infor-

mation and content

in different ways.

Recognition Net-

works are the

"what" of learn-

ing—how we gath-

and motivation for

learning. Affective

Networks are the

"why" of learning—

how learners get

engaged and stay

motivated and how

they are chal-

lenged, excited, or

interested.

www.udlcenter.org

ALL Students—Universal Design for Learning (UDL)

The Multi-Tiered

System of Support

(MTSS) model is a

comprehensive,

instructional ap-

proach that ad-

dresses closing achievement gaps

and providing high-

quality differentiat-

ed instruction in all

academic areas to

all students. This

model has formerly

been referred to as

Response to Inter-

vention (RtI).

ALL Students — Multi-Tiered Systems of Support (MTSS)

http://rtinetwork.org/essential/tieredinstruction http://PBIS.org

SST 16

OIP Quick Start

Stage 0: Preparations

level administration

for all grade levels,

teacher leaders

from grade levels/

content areas, in-

tervention special-

ists, special educa-

tion directors, and

curriculum direc-

tors.

Create BLTs with

the following mem-

bership: building-

level administra-

Ensure that the

School Board un-

derstands the OIP;

Share the District

Plan with the

Board.

Ensure that the Su-

perintendent is

present and fosters

a culture of contin-

uous improvement.

Assign an Internal

Facilitator to every

building to assist

with plan imple-

mentation and

monitoring.

Create a DLT with

the following mem-

bership: superin-

tendent, board

member, treasurer/

federal programs

director, building-

tion, teacher lead-

ers from grade lev-

els/content areas,

intervention spe-

cialists, and addi-

tional support staff.

Create TBTs with

the following mem-

bership: teachers

from grade levels/

content areas, in-

tervention special-

ists, and additional

support staff.

Collaborative Processes

need for change —

not change for

change sake.

Involve the teach-

ers. Because they

are the ones imple-menting much of

the plan, they often

have valuable in-

sights into what is

The superintendent

and DLT establish the

district message to in-

clude:

Share the Vision/

Mission and the plan.

Demonstrate ad-

ministrative sup-

port for the plan.

Establish a culture

of continuous im-

provement.

Determine the are-

as in need of im-

provement and

communicate the

needed most and

what may or may

not be effective.

Remove barriers.

Address needs: PD

& equipment/

supplies.

Celebrate success!

District Message

actively, practice

timely attendance,

participate by shar-

ing personal

thoughts/

experiences, etc.

At each DLT and

BLT, asses how the

change is working

Share & understand

District and Build-

ing ESEA Waiver

designations and

SST support ser-

vices.

Communicate the

established timeline

for assessments,

TBT 5 step pro-

cesses, BLT 5 step

processes, DLT 5

step processes.

Communicate

ground rules at

each meeting: listen

and if the change

delivered the plan

results that were

intended. Then

communicate via

feedback from the

DLT to the BLT

and from the BLT

to the TBTs.

Shared Leadership: Communication

SST 16

Stage 1: Needs Assessment

Provide data analy-

sis tools and/or

training to teams

Use the created

needs assessment to write the plan

goals.

Learn how the new

Decision Frame-

work (DF) works.

Ensure everyone

understands the data needed to re-

spond to the new

DF.

Identify additional

data needed to de-

velop a compre-

hensive needs as-

sessment—student

performance, per-ception, program,

and demographic.

Refer to OIP Re-

source 6.

Decision Framework

questions: — What

steps could be tak-

en next? — What

strategies might be

most effective? —

What else would

you like to see hap-pen? What kinds of

assignments or as-

sessments could

provide this infor-

mation? — What

does this conversa-

tion make you

think about in

Many data analysis pro-

tocols exist. This is

just one example:

Step 1: What parts

of this data catch

your attention? Just the facts.

Step 2: What does

the data tell us?

What does the data

NOT tell us?

Step 3: What good

news is there to

celebrate?

Step 4: What are

the problems of

practice suggested by the data?

Step 5: What are

the implications of

this work for

teaching and as-

sessment? Consid-

er the following

terms of your own

practice? About

teaching and learn-

ing in general? —

What are the im-

plications for equi-

ty?

Data Analysis

OIP Quick Start

Stage 2: Focused Plan

imum proficiency

levels.

Write an adult im-

plementation indi-

cator to monitor each strategy. This

will gauge when/if

the strategy has

been met. Evi-

dence may include

observations, sur-

veys, lesson plan

analysis, TBT 5 step

processes, etc.

Write two to three

strategies per goal

that are action ori-

ented and that de-

scribe the key ap-

proaches the dis-trict will imple-

ment.

Ensure strategies

are consistent with

current evidence

and research.

OLAC states that

two results indicate

whether improving

instructional prac-

tice and student

performance are

being implemented

successfully: im-provement in in-

structional practice

districtwide to in-

corporate higher

order thinking and

21st century skills

and 100 % of stu-

dents meeting

more rigorous min-

Write student per-

formance indicator

to monitor each

strategy. This will

gauge when/if the

strategy has been

met.

Review all goals

and strategies and

evaluate the strate-

gies and indicators

using OIP Re-source 9.

Strategies

Write one or two

academic goals.

Ensure both read-

ing and math are

addressed.

Write one culture/

climate goal—high

moderate and in-

tensive districts.

Write SMART

goals.

Write three-

year goals.

Incorporate

monthly 5 step

process monitor-

ing and yearly

OIP stages moni-

toring.

Goals

strategy to be im-

plemented? What

resources are

needed to support

this strategy?

What data is need-

ed to support this strategy?

Review each action

Write action steps

for each strategy.

Begin each action

step with a verb.

Determine action

steps by asking:

What professional

development is

needed to achieve

this strategy?

What communica-

tion needs to take

place in regard to this strategy?

What technology is

needed for this

step monthly to

determine if it

should be kept,

dropped, or modi-

fied.

Determine month-

ly if additional ac-

tion steps should

be added.

Action Steps

SST 16

Monitoring should

be collected so that

the district is moni-

toring at least quar-

terly and the build-

ing at least month-ly.

Refer to OIP Re-

source 24 for assis-

tance with identify-

ing monitoring pro-

cesses. Other

monitoring re-

sources are OIP

Resources 16 and

25.

Design an inten-

tional, consistent

system of adult im-

plementation and

student perfor-

mance indicators both districtwide

and buildingwide.

Indicators need to

be monitored by

looking for specific

student and adult

behaviors. “Look

Fors” must be ex-

plicit about what is

to be seen, evi-

dence-based, trans-

parent to everyone,

focused, aligned to

grade level expec-tations (when ap-

propriate), and spe-

cific to the strategy.

Refer to OIP Re-

source 20 for a

protocol to devel-

op “Look Fors.”

Make monthly cor-

rections based on

the gap between

the projected and

the actual adult and

student measures,

utilizing a feedback

loop to the appro-

priate teams.

Determine a vehi-

cle to generalize

successes across

the district so that the lessons learned

become systemic.

Refer to the Proto-

col for Analyzing

Success in OIP Re-

source 20.

Monitoring

Apply a balanced

assessment system.

Refer to OIP Re-

source 19.

Ensure systemic imple-mentation:

Create TBT sched-

ules that support

collaboration

Ensure systematic im-

plementation:

Maintain a culture

of inquiry through

the DLT and BLT 5

step process to support the work

of TBTs. Refer to

OIP Resources 13

and 15.

Examine district

and building condi-

tions to support

collaborative

teams. Refer to

OIP Resource 12A-B.

Align PD to achieve

results

Ensure consistent

use of the 5 step

process as a rou-

tine. Refer to OIP

Resource 22.

Use protocols to

support the OIP.

Refer to OIP Re-

source 20A-D.

Implementation

Stage 3: Implementation & Monitoring

OIP Quick Start

Stage 3: 5 Step Process

mine patterns,

trends, and urgent

needs. Determine

common errors

and/or misconcep-

tions. (Having the

student work pre-sent may help.)

Steps 3 & 4: Estab-

lish expectations

for all teachers to

implement SPECIF-

IC changes during

core instruction.

De-

Teacher teams use the

5 step process with the

goals of:

Working in a cul-

ture that supports

the effective use of data to improve

OVERALL student

performance (focus

on group, not stu-

dent).

Presenting data in

ways that identify

gaps and trends in

student perfor-

mance that re-

quires intentional

decisions regarding

curriculum and in-

struction.

Working to close

achievement gaps

by accelerating the

progress of low

performing student

groups to meet the

performance level of regularly devel-

oping peer groups.

Step 1: Collect and

chart SHARED,

aggregated data and

data broken down

by subgroups.

Step 2: Analyze stu-

dent work relative

to the data. Deter-

mine OVERALL

(not individual stu-

dent) strengths and

areas of concern by

TOPIC. Deter-

termine groups,

differentiation,

length of imple-

mentation

(minutes, days,

weeks). Deter-

mine post-

assessment.

Step 5: Analyze

post assessment

data. Share best

practices. Com-

pare to pre assess-

ment data.

TBTs

back to BLT from

DLT relative to

growth and areas

of concern in stu-

dent performance,

growth and areas

of concern in adult perfor-

mance, grade-

levels, subject areas

that may be worthy

of replication, and

expectations for

improvement/

changes.

Steps 3 & 4: Review

Step 1: Collect and

chart adult imple-

mentation and stu-

dent performance

data as stated in

the plan as moni-toring data.

Step 2—DLT &

BLT: Analyze adult

implementation and

student perfor-

mance relative to

the data. Deter-

mine overall adult

performance

strengths and areas

of concern by

grade levels, sub-

ject areas, etc. De-

termine patterns,

trends, and urgent needs. Identify

points of possible

replication

(e.g., high perform-

ing TBTs, effective

instructional strate-

gies).

Step 2—BLT ON-

LY: Examine feed-

and/or refine the

building action

steps relative to

the building data,

TBT needs, and

DLT feedback.

Step 5: Define

adult implementa-

tion and student

performance data

for review at next

meeting. (Step 5

becomes Step 1.)

Conduct meeting evaluation.

DLT and BLT

SST 16

actual goal targets

in student perfor-

mance? 2. How do

adult implementa-

tion results com-

pare to student

performance re-sults? 3. Has the

plan been imple-

mented as de-

signed, on time and

within budget? 4.

What were the

strengths and op-

portunities for im-

provement in each

OIP Stage?

Refer to OIP Re-

source 23.

Secure the most

recent annual data

relative to plan

goals and targets.

Secure the pro-

gress monitoring

data relative to stu-

dent performance

and adult imple-

mentation indica-

tors.

Gather DLT and

BLT 5 step process

data .

Compare district

to building annual

goal target data and

student perfor-

mance and adult

implementation

data.

Although the Im-

plementation Man-

agement/

Monitoring (IMM)

Tool is rarely used

by districts, OIP

Resource 26 con-

tains six questions

to assist with Stage

4: 1. How do plan

results compare to

5. What changes

should be made to

the plan to ensure

improved student

achievement? 6.

Based on lessons

learned as a result

of implementing

this plan and pro-

cess, what should

be done to elimi-

nate unsuccessful

practices and insti-

tutionalize success-

es?

Stage 4: Evaluation

Annual Evaluation of the Three-Year Plan

Stage 4: Evaluation

OIP Quick Start

21 Birge Drive

Chauncey, OH 45719

740-707-0150

www.sst16.org

oip quick start start.pdflearning. affective networks are the — how learners get engaged and stay...

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