Ohio Improvement Process
(OIP)
Facilitating District-wide
Improvement in Instructional
Practices and Student
Performance
Seven Core Principles of OIP
1. A focused plan aligns vision, mission, and philosophy.
2. The process is continuous and recursive, and the plan is a
dynamic document.
3. The process relies on quality data interpretation.
4. All leadership teams use a collaborative, collegial process.
5. An efficient communication approach ensures all stakeholders
are consistently informed of progress at each stage.
6. The process produces one focused, integrated plan that directs
all work and resources.
7. The process expects substantive changes in student
performance and adult practices as a result of implementing,
monitoring and evaluating the process and plan.
Roles and Responsibilities:
Principals in the OIP
- Approve/support a single focused, data-driven,
researched-based plan
- Be the lead learner in the building by modeling the
use and application of data to inform instructional
effectiveness, as well as fostering a learning
organization throughout the building
- Ensure time for the BLT and TBTs to meet on a
regular basis
- Select the BLT; set direction and expectations for
the BLT
- Be present and model shared leadership with the
BLT
Roles and Responsibilities:
Principals in the OIP
- Prepare TBTs on their roles and
responsibilities
- Monitor and provide support for TBTs
- Ensure data is shared across levels (DLT,
BLTs, TBTs
- Align resources to the school plan with a focus
on improved instructional improvement for all
students
- Hold participants accountable for results
The OIP:
Four Stages
of
Continuous
Improvement
STAGE 1:
IDENTIFY CRITICAL NEEDS
DATA -ask essential
and probing
questions
STAGE 2:
DEVELOP FOCUSED PLAN
Produce one
focused, integrated
plan that directs all
district/building
work and
resources
Goals
Strategies
Action Steps
Indicators
Outcomes of Stage 2
Develop a Focused Plan
 Develop 2-3 SMART Goals
 Composes Strategies for each
Goal
 Establish Adult Implementation
and Student Performance
Indicators for every Strategy
 Create Action Steps
 Develop Tasks needed to
complete each Action Step
 Review, revise, adopt Plan
Stage 3:
Implement and Monitor Focused Plan
Implementation
Carry out the planned strategies
and actions with fidelity
Monitoring
Ensure that both adults and
students fulfill focused action
plan expectations
Collaborative Leadership Team Structures in the
OIP
• Shift focus from single individuals to teams that
can function as purposeful communities
• Distribute key leadership functions
• Align work system-wide while focusing on a limited
number of data-based district goals
• Ensure effective leadership is exercised at all
levels of the system
• Engage in all four stages of the OIP for the longterm
Ohio Improvement Process Collaborative
Structures in Columbus City Schools
Teacher
Based
Teams
(TBTs / PLCs)
Building
Leadership
Team
(BLT)
Division
Based
Teams
(DBTs)
District
Leadership
Team
(DLT)
Roles and Responsibilities:
Teacher Based Teams
 Collect and chart student performance data relative to plan indicators
 Analyze student work
 Establish expectations for implementing specific effective classroom
changes relative to the data
 Implement changes in all classrooms
 Collect, chart and analyze post student performance data relative to
plan indicators and determine effectiveness of practices
 Make course corrections in the classroom
 Report results to the Building Leadership Team (BLT)
 Share work and celebrate successes
Roles and Responsibilities:
Building Leadership Teams
 Support the development, implementation, and monitoring of focused
building improvement plans;
 Build a school culture that supports effective data-driven decision
making;
 Establish priorities for instruction and achievement aligned with district
goals;
 Ensure conditions for, support and monitor Teacher Based Teams;
 Monitor and provide effective feedback on adult implementation and
student progress;
 Make recommendations for the management of resources, including
time, and personnel to meet district goals.
 Report results to District/Division Leadership Team
Roles and Responsibilities:
Division and District Leadership Teams
 Set performance targets aligned with district goals;
 Monitor performance against the adult implementation and student
performance indicators;
 Build a foundation for data-driven decision making on a system-wide
basis;
 Design system planning and focused improvement strategies;
structures, and processes;
 Facilitate the development and use of collaborative structures, i.e.,
Building Leadership Teams and Teacher Based Teams;
 Broker or facilitate high quality PD consistent with district goals; and
 Allocate system resources toward instructional improvement.
Stage 4:
Evaluate the Improvement Plan and Process
• Identifies how lessons learned can be applied to
ongoing improvement efforts
• Compares projected results with actual results
• Assesses which changes in adult practices impact
student performance
• Identifies strategies and actions with the greatest impact
• Supports actions to institutionalize successes and
eliminate unsuccessful practices
Benefits of the
Ohio Improvement Process
•
•
•
•
Reduces duplication of effort
Focuses on student success not programs
Streamlines processes and procedures
Promotes shared leadership and
collaboration at all levels
• Builds personnel capacity
• Develops and supports the entire system
as a learning organization