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School Improvement

Name Ext Title
Barlow, Greg 2113 School Improvement Consultant
Ewry, Misty 3902 School Improvement Consultant
Helterbrand, Sherri 2100 School Improvement Consultant
Kirk, Alexis 2134 Early Learning and School Readiness Consultant
Mead, Linda 2137 Early Learning and School Readiness Consultant
Royalty, Jeff 2129 Single Point of Contact
Stepp, Linda 2111 School Improvement Consultant

The Ohio Improvement Process

Principles and Overview of the Ohio Improvement Process (OIP)

While all states are federally required to have a Statewide System of Support (SSOS) for providing assistance to schools identified as being in need of improvement, Ohio has defined its SSOS to provide high quality consistent support to any district or school regardless of improvement status. Ohio established a Statewide System of Support (SSOS) to use the Ohio Improvement Process (OIP), a structured process based on the use of a connected set of tools. The OIP follows a four-stage cycle that is guided by regional educational service system providers consisting of Region 14 State Support Team and/or Educational Service Center personnel. Within each stage, there is a set of well-defined responsibilities that, when completed, lead to the next stage.

Stages and Tools of the OIP

Stage 1: Identify Critical Needs of Districts and Schools: This stage uses the Decision Framework (DF) as the major tool to analyze the effect of district and school practice in critical areas of student achievement, and to identify the district's most critical needs and the most probable causes.

Stage 2: Develop a Focused Plan: This stage uses identified needs to create a focused plan with two to three goals in two domains: 1) student performance and 2) conditions and expectations. Strategies grounded in evidence and/or research to achieve the goals are determined by examining the probable causes. Indicators for each strategy provide the yardstick by which success is measured. Actions are developed for each strategy and resources are aligned. The major tool used at stage 2 is the Comprehensive Continuous Improvement Plan (CCIP).

Stage 3: Implement and Monitor the Focused Plan: This stage focuses on full implementation of the district's strategies and action steps to reach district goals; the ongoing monitoring of the degree of implementation of the plan; and the plan's effects on desired changes in adult practice and student achievement. This stage requires that each school has a School Improvement Plan (SIP) developed using district goals and strategies, and outlines actions to meet district goals. Stage 3 also requires that the district and buildings have a process for checking the implementation of each strategy and action step taken toward reaching district goals. The major tool used at stage 3 is the Implementation Management and Monitoring (IMM) Tool.

Stage 4: Evaluate the Improvement Process: This stage requires evaluation of all aspects of the improvement process and plan, including degree of implementation as well as the impact of improvement efforts on student achievement. The major tool used for stage 4 is the IMM Tool.

District Expectations

The Ohio Leadership Advisory Council (OLAC) established common expectations for districts in the planning process which include the:

  • Use of collaborative team structures including a District Leadership Team (DLT), Building Leadership Teams (BLTs), and Teacher Based Teams (TBTs) that provide for meaningful engagement of internal and external community members;
  • Required use of relevant data to identify the greatest problems and create the kind of culture and expectation that supports effective decision-making at all levels of the system;
  • Development of a single coherent plan with focused goals for achievement and instruction to guide district-wide improvement efforts;
  • Board alignment and support to sustain a focus on district goals over time;
  • Ongoing monitoring of the degree of implementation of strategies and actions to reach district goals for achievement and instruction;
  • Intentional use of resources, including time and personnel, to support district goals for achievement and instruction.


These common expectations are woven through the process.

The OIP stages are recursive and, therefore, continually inform each other. Specific practices are threaded throughout the process. As districts and buildings move through the four stages of continuous improvement, data will have a major role within each of the stages. As an integral part of the planning and implementation process, communication is essential. The DLT, BLTs and TBTs work collaboratively from the beginning of the planning process to plan implementation, monitoring and evaluation.

The purpose of OIP is "higher achievement for all students," regardless of race, gender, ethnicity, socioeconomic status, limited English proficiency, disability or giftedness. Each district and building is working toward that end, as well as toward ensuring equitable access to high-quality instruction for all student groups.

Source: Draft OIP Facilitator's Guide September 2010


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