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Regional Work & The Ohio Improvement Process (OIP). Sharing with ESC Providers September 22 nd , 2008. 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

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regional work the ohio improvement process oip

Regional Work & The Ohio Improvement Process (OIP)

Sharing with ESC Providers

September 22nd, 2008

core principles of oip
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
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
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
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.
decision framework ccip connection
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
how is it calculated step 1 identify the buildings in si status

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

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.
how is it calculated

How is it calculated?

  • How many evaluated cells are there in the grid above?

20…EXCELLENT!

2. How many evaluated cells got a designation of “not met?”

5…PERFECT!

the formula

How is it calculated?Step 3: Apply the formula

The Formula:

The number of evaluated cells that received a “Not Met” designation

= %

The total number of evaluated cells

OR

5

= 25%

20

district with si building

District with SI Building:

5

20

0

14

5

0

5

OR 14.71%

+

=

20

14

34

how did i become a tier 1 district step 1 differentiated accountability percentage

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

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

State Support Team & Tier 1 DistrictsWhat 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.