regional work & the ohio improvement process (oip) sharing with esc providers september 22 nd,...
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Regional Work & The Ohio Improvement
Process (OIP)Sharing with ESC Providers
September 22nd, 2008
Ohio Improvement Process (OIP)System of Support: State and Regional Delivery
State Support Teams (SST)
Educational Service Centers (ESCs )
Quad Leads
Regional Facilitators
State Level Design TeamTrain & Mentor Statewide
Coordinate and Coach Regional Facilitators
Provide OIP Related Services for all Districts
Facilitate OIP with SPDG Districts
Facilitate OIP with Assigned Districts
Ohio Improvement Process (OIP)System of Support: State and Regional Delivery
State Support Teams (SST)
Educational Service Centers (ESCs )
Quad Leads
Regional Facilitators
State Level Design Team
State Support Teams (SST)
Educational Service Centers (ESCs )
Quad Leads
Regional Facilitators
State Level Design TeamTrain & Mentor Statewide
Coordinate and Coach Regional Facilitators
Provide OIP Related Services for all Districts
Facilitate OIP with SPDG Districts
Facilitate OIP with Assigned Districts
Core Principles of OIP• Treat the district and all its schools as if they
are a unit and are part of a state system of public education
• Use data effectively at each level: classroom, building, district, ESC/SST, state
• Focus on improving instructional practice and student performance
• Align improvement efforts• Initiate and institute Leadership Team
structures and practices
OLAC/ OIP Beliefs/Assumptions
• The purpose of leadership is the improvement of instructional practice and student performance, regardless of role;
• Ohio’s leadership system must be anchored in teaching and learning, focused on building community, and directed to ensuring the success of all children; and
• A common and collective understanding of essential practices or behaviors is needed to create a coherent leadership development system.
OLAC Leadership Development Framework
• Data & the Decision-Making Process• Focused Goal Setting Process • Instruction & the Learning Process • Community Engagement Process • Resource Management Process • Board Development & (District/Building)
Governance Process
Our Work with the District Leadership Teams –
Primary Functions• Building a foundation for data-driven decision making on a
system-wide basis;• Designing system planning and focused improvement
strategies; structures, and processes;• Setting performance targets aligned with district goals;• Setting up structures to Monitor performance against the
targets;• Facilitating processes resulting in the selection of high
quality PD consistent with district goals;• Allocating system resources toward instructional
improvement.
District/Building Leadership Teams
State Diagnostic Teams (SDTs) work with districts in corrective action
State Support Teams (SSTs) work with districts and schools in need of improvement
Educational Service Centers (ESCs) work with other districts requesting assistance
is involved?
Teams use data tools to identify critical needs
do these teams work in districts and schools?
District/Building Leadership Teams Regional Service Providers External Vendors Higher Education
is involved?
District/Building Leadership Teams State Diagnostic Teams State Support Teams Educational Service Centers
is involved?
District/Building Leadership Teams
State Diagnostic Teams
State Support Teams
Educational Service Centers
Regional Managers
Single Point of Contact
is involved?
Review data Gather evidence of implementation and impact
Provide technical assistance and targeted professional development
Leverage resources
Work with leadership to develop research based strategies and action steps focused on critical needs identified in stage 1.
How
Who
How
Who
How
How
Who
do these teams work in districts and schools?
do these teams work in districts and schools?
do these teams work in districts and schools?
Who
STAGE 1
STAGE 3
STAGE 2
Implement the Focused Plan
Monitor the Improvement Process
Identify Critical Needs of Districts and Schools
Develop a Focused Plan
Ohio Improvement Process
STAGE 4
Decision FrameworkCCIP Connection
• Needs Assessment (from Decision Framework)• One District Plan:
– Goals, strategies, actions steps, fiscal resources• Improvement plan components• HQT plan components• Partnership agreement components
• One Building Plan (goals/strategies from district)– Add action steps
• Improvement plan components• School-wide components
Differentiated Accountability:
What does it mean to me?
How is it calculated?Step 1: Identify the Buildings
in SI status SI status includes buildings that have the
following designations: SI – Year 1 through SI Year 9 SI – Year 1 Delay through SI Year 9
Delay
SI status does not include “At Risk.”
How is it calculated?Step 2: Gather the Local Report Cards for the SI
Buildings and the District Districts and their SI Buildings are
considered one unit of analysis
The percentage of “evaluated cells” that show as “not met” in the District and SI Buildings determines your percentage.
What is an “evaluated cell?”
How is it calculated?
1. How many evaluated cells are there in the grid above?
2. How many evaluated cells got a designation of “not met?”
20…EXCELLENT!
5…PERFECT!
The Formula:
The number of evaluated cells that received a “Not Met” designationThe total number of evaluated cells = %
20
5= 25%
OR
How is it calculated?Step 3: Apply the formula
District with SI Building:
34
5OR 14.71%
20
5
14
0
20
5
14
0=+
How did I become a Tier 1 District?
Step 1: Differentiated Accountability Percentage Your percentage was 20% or greater.
If lower than 20%, you were not rank ordered among those with higher need
How did I become a Tier 1 District?
Step 2: Progress of SWDs in Reading and Math
Students with Disabilities in your District in Reading and/or Math achievement demonstrated a negative trajectory.
State Support Team & Tier 1 Districts
What can I expect? Ohio Improvement Process (OIP) facilitation
Support for limited areas of Curriculum, Instruction & Assessment as determined by regional needs in collaboration with the Regional Advisory Council (RAC).
Support for developing capacity to ensure compliance with Special Education requirements.