Ohio Improvement Process (OIP) Resources - 2012
OIP resources have been revised, incorporating improvements learned by using them in the past few years. Any of these resources may be customized and used during preparation and most used in more than one stage of the OIP. Please start using these resources and "retire" previous editions.
OIP Resources Index
Describes the purpose of each resource and indicates which collaborative teams can most appropriately use the resource and tools during various stages of the process.
OIP Resources List - Recommend printing this document as a guide to resource content and use.
Resource 1 – OIP Orientation PowerPoint Presentation - FOUNDATIONAL
This resource can be used for district/community school and/or building orientation on the OIP, to inform stakeholders about the continuous improvement process and general information about completing the process, and as material for written and electronic communication to the general public.
Resource 2 - OIP Visual and Summary of Stages - FOUNDATIONAL
This visual illustrates the OIP process (Stages 0, 1, 2, 3, 4), a brief description of each stage, and identifies who is involved in the process (DLT/CSLT, BLT, TBT). This can be used for orientation or professional development, written or electronic communication to a variety of stakeholders.
Resource 3 - DF/BDF Flowchart and DF/BDF Tabs – ADVANCED
This resource is used to orient the district/community school and/or building to the organization of the DF/BDF and how each level relates to each other in order to identify the most critical needs and probable causes.
Resource 4 - Meeting Effectiveness Checklist - FOUNDATIONAL
This checklist provides guidance on how to plan, start, structure and close meetings. Individuals or groups can use the checklist to evaluate the effectiveness of planning and conducting meetings and may be used after each meeting or after a series of meetings.
Resource 5 - OIP Implementation Criteria and Rubric – Pre and Ongoing Assessment
For LEAs in Differentiated Accountability this rubric was used to baseline their progress through the OIP.
If your LEA is beginning to use the OIP, recommend you use this rubric to create a baseline and then for on-going assessment.
These resources are differentiated as FOUNDATIONAL, IMPLEMENTATION, AND ADVANCED depending on your progress on the appropriate rubric area:
Resource 6 - Data Source Identification - ADVANCED
This resource provides a list of possible data needed for informed, data-based decisions necessary to complete each level and area of the DF. This resource has two uses: 1) to guide the discussion to determine what data the district /community school and/or building has readily available that can answer the questions in the DF/BDF, and 2) to provide an organizer for summarizing data to support DF/BDF ratings/judgments.
Resource 7 - DF/BDF Essential & Expanded Questions - IMPLEMENTATION
These questions are built into each level of the electronic DF/BDF and are provided here to allow a facilitator to view the entire set so he/she may probe deeper. The additional questions are designed to deepen investigation of root causes for discrepancies in student achievement and deepen the investigation of factors affecting student achievement including students with disabilities, early childhood, student physical, social and emotional health and school climate.
Resource 8 - Grain Size and Definitions of Goal, Strategy, Action Steps, Tasks and Indicators - FOUNDATIONAL
This visual illustration defines goal, annual goal target and multi-year goal indicator, strategy, action steps, tasks and adult and student performance indicator and can be used to help the DLT/CSLT and BLT understand the differences among them.
Resource 9 - Focused Plan Descriptors Checklist - FOUNDATIONAL
The DLT/CSLT and BLT can use this checklist to determine the degree to which the plan(s) they have created meet specific criteria for SMART goals, strategies, action steps and indicators.
Resource 10 - Focused Plan Templates (Implementation Management/Monitoring - IMM) - IMPLEMENTATION
This paper version of the electronic district and building IMM is provided as a worksheet for the DLT/CSLT and BLTs to use as they draft their plan action steps, monitoring evidence/data, person(s) responsible, timelines, and resources prior to entering them into the CCIP/IMM.
Resource 11 - Task Implementation Template - IMPLEMENTATION
This template helps define the tasks that district and building level collaborative teams will undertake to implement action steps.
Resources 12 A + B - Implementation Effectiveness Survey: Conditions to Support Successful Collaborative Teams - IMPLEMENTATION
A – DLT/CSLT B – BLT
These surveys, customized for each collaborative team (DLT/CSLT, BLT), allow the team to determine its readiness to support and continued growth by examining whether the conditions exist for successful implementation.
Resource 13 - Teacher Based Team (TBT) Conditions and Next Steps Inventory – IMPLEMENTATION
This resource can be used by the DLT/CSLT and/or BLT to assess conditions needed to develop, implement, and sustain TBTs. In addition, this inventory guides discussion around next steps needed for ensuring all conditions are in place for effective implementation of TBTs.
Resource 14 - TBT 5-Step Process Visual - IMPLEMENTATION
This visual illustrates the 5-step teacher based team process. It can be used by the DLT/CSLT, BLT, and TBT as an orientation for teams, professional development for teams, a guide for team meetings or used in written documents.
Resource 15 - TBT 5-Step Process Implementation Checklist - ADVANCED
This checklist provides teacher-based teams a description of what should be accomplished during each step of the 5-step process and approximately how much time it takes to complete each step. This resource also provides a template for recording data for Steps 1 and 5.
Resource 16 - TBT 5-Step Process Rubric for Self-Assessment and Monitoring - ADVANCED
This rubric can be used for TBT self-assessment or by the DLT/CSLT and BLT for monitoring. The results may be used for a) determining which TBTs require additional support and/or PD, and b) identifying TBTs that are effectively implementing the process for replication in a building or district.
Resource 17 - High Quality Professional Development (HQPD) Checklist - IMPLEMENTATION
This checklist includes evidence-based characteristics that help a DLT/CSLT and BLT ensure professional development (PD) is high quality, aligned to the continuous improvement plan and meets state standards for PD. Using this list of characteristics as a checklist helps guide choice and use of PD services. Included is a chart describing the five levels of professional development evaluation.
Resource 18 - PD Alignment Template - ADVANCED
DLTs/CSLTs completing this template will have a thorough description of PD for the district and all buildings. The results will help them determine whether PD is aligned, logically sequenced, monitored and will result in goal accomplishment.
Resource 19 - Assessment Definitions and Inventory Template - To be published
Resource 20 - A +B +C +D - Sample Protocols to Support the OIP - ADVANCED
A – PROTOCOL FOR EXPLORING STUDENT WORK – ANALYSIS OF STUDENT WORK
B – TUNING PROTOCOL
C – PROTOCOL FOR DEVELOPING “LOOK FORS”
D – PROTOCOL FOR ANALYZING SUCCESS
This resource offers samples of protocols for a district and/or building to use with their collaborative structures. Each protocol is for a different purpose as described in the OIP Guide. Protocols create a structure to ask challenging questions and allow for active listening to help teams stay focused and on task.
Resource 21 - 5-Step Process Meeting Agenda and Minutes Templates - IMPLEMENTATION
A – DLT - CSLT B – BLT C – TBT
These three templates, customized for each collaborative team (DLT/CSLT, BLT, TBT), provide a format for a standard meeting agenda using the 5-step process. Each step provides: some questions for consideration, information needed, and a place to record data and instructional conclusions.
Resource 22 - Coaching TBTs: Prompts and Log- ADVANCED
Individuals coaching TBTs may use the prompts that are organized by the 5-step process to guide their conversations with TBTs. A log to record what occurred and next steps for the coach is provided. The completed log can be summarized and submitted to the BLT for its monitoring and follow through.
Resource 23 - Progress Monitoring and Evaluation Model and Descriptors - IMPLEMENTATION
The visual illustrates the monitoring and evaluation model for the OIP and is followed by a chart defining monitoring and evaluation by purpose, focus, timeline, frequency and feedback. This resource can be used for district/community school and/or building orientation on the OIP, to inform stakeholders about the relationship of Stages 3 and 4, and as material for written and electronic communication to the general public.
Resource 24 - Monitoring System Components and Methods to Monitor Student Performance and Adult Implementation - Not published
Resource 25 - A + B - Recording and Reporting Monitoring Data Templates - IMPLEMENTATION
A – TBT 5-STEP PROCESS TEMPLATE B – BLT TO DLT REPORTING TEMPLATE
TBTs may use Template A, which is aligned to the 5-Step Process, for reporting to the BLT at the end of the process and/or they can summarize the data on the form according to a schedule prescribed by the BLT. BLTs can complete Template B on a regular basis and submit them to the DLT. The DLT can then create graphs that show differences/similarities between buildings, grade levels, etc. The DLT can aggregate data to show total numbers/percentages for the entire district.
Resource 26 - Directions for Answering the 6 IMM Evaluation Questions and Evaluation Report Template - IMPLEMENTATON
Steps to answer the six evaluation questions are provided in this resource. The format for responding to these questions can also serve as a template for formative and summative evaluation reporting.
Resource 27 - Facilitator Competencies Assessment - IMPLEMENTATION
The purpose of this resource is to assess competency and enhance performance in knowledge, skills and behavior for any staff employed to facilitate the OIP. Rating of these competencies is meant primarily to inform continuous professional growth of OIP facilitators. Use of the Facilitator Competencies may also inform recruitment, decision-making, professional development design and delivery, and quality assurance for the SSoS.
Last Modified: 2/24/2016 3:25:36 PM