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Ohio School Improvement

Ohio School Improvement. Day 2 February 27, 2009. Welcome. Building a Plane. Team Norms. Start on time & end on time Listen actively-respect others when they are talking. Participate to the fullest of your ability; growth depends upon the inclusion of every individual voice.

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Ohio School Improvement

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  1. Ohio School Improvement Day 2 February 27, 2009

  2. Welcome

  3. Building a Plane

  4. Team Norms • Start on time & end on time • Listen actively-respect others when they are talking. • Participate to the fullest of your ability; growth depends upon the inclusion of every individual voice. • Respectfully accept and challenge one another when asking questions. • Respect everyone’s opinion (be aware of your own body language and non-verbal responses).

  5. Norms continued: • Turn off cell phones. If you must take a call, please step out of the room. • Data and process are transparent, but dialogue is not. • Decision by consensus (definition: all points of view have been heard and the will of the group is evident)

  6. QuestionsSurvey Data Discussion

  7. Today’s goals • Reach consensus on critical areas of need • Reaffirm SMART goal writing skills • Write SMART goals, strategies, and indicators, action steps

  8. Where are we in the OIP process?

  9. Committee Reports • Team reports to DLT • DLT discussion of findings • Consensus reaching

  10. School Climate

  11. Reading

  12. Math

  13. Educator Quality/Leadership

  14. Resource Management/Parent Involvement

  15. Reaching Consensus of Critical Areas

  16. District Profile • Consider sub scales, curriculum, instruction, assessment, et cetera • Drill down to greatest area(s) of concern

  17. Brain storm the root causes for identified high priorities • Work with partner • Use post-it notes • Creation of affinity diagram

  18. OIPDistrict Plan

  19. Goal(s)(What we will accomplish) • SMART goal • Focused on critical need(s) • Limit the number of goals • Usually 5 year vision

  20. Strategies(How we accomplish) • The how we are going to accomplish goal(s) • 1-3 years duration • Limit the number of strategies that support the goal

  21. Indicators(Measurement) • Monitor progress • Base line data • Performance data • Set time line

  22. Indicators • Adult indicator - actions • Student indicator - student performance

  23. Action Steps(To do list) • Each strategy has action steps • Usually in place for a year • Task lists

  24. Look at sample completed plan and template in your binder

  25. SMART Goals & Examples

  26. SMART Goals • S = strategic or specific • M = measurable • A = attainable and achievable • R = realistic • T = time bound or timely

  27. Goal Writing • Count off by 1 through 6 • Teams 1,2,3 will write a goal for critical need 1 • Teams 4,5,6 will write a goal for critical need 2

  28. Gallery Walk • Spend three minutes at each goal discussing it with your group

  29. Goals Discussion & Consensus

  30. Strategies are… • Action orientated • Describe the key approaches the district will implement • Specific measurable statements about what is going to be accomplished

  31. Strategy Criteria & Examples • Limited to reasonable number per goal (2-4) • Focused • Feasible • Practical • Based on decision framework profile results • Consistent with current research • Written in a format that anyone can understand the concept • Often multi-year

  32. Refining our goals • Three people will refine Goal 1 • Three people will refine Goal 2

  33. Develop Strategies • Team 1,2,3 will develop strategies for Goal 1 • Each team develop 1 or 2 strategies • All three teams meet and share strategies • Teams will come to consensus on 1 - 4 priority strategies

  34. Strategies • Team 4,5,6 will develop strategies for Goal 2 • Each team develop 1 or 2 strategies • All three teams meet and share strategies • Teams will come to consensus on 1 - 4 priority strategies

  35. Indicators

  36. Questions to Consider • What evidence would make us feel we were making progress? • How can we collect this evidence? • Off of all of the measures we could have chosen, why did we choose these? Data sources: classroom observations, survey data, formative assessment results, analysis of lesson plans or team meeting notes, et cetera.

  37. Indicators • Adult indicator - actions • Student indicator - student performance

  38. Measures • Baseline measures • Starting point • Progress measurers • Short term • Track progress

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