School Improvement Systems (OIP Process)

What is the Ohio Improvement Process (OIP)?

Ohio's Statewide System of Support utilizes the Ohio Improvement Process as a framework to establish systemic collaborative structures. These structures support the development and implementation of focused goals and strategic plans looking at both student academic and non-academic needs.

The Ohio Improvement Process (OIP) includes, but goes well beyond, the traditional plan-do-study-act (PDSA) cycle. When viewed as an organizational strategy, rather than an exercise in compliance, the OIP gives districts a template through which focused and intentional action can take place. It brings educators together through collaborative team structures to learn from each other, and it facilitates communication and decision-making between and across levels of the system (district, central office, school, grade levels, content areas, classrooms).

The team structures at the core of the OIP form peer-to-peer networks, giving more people a voice and allowing for the inclusion of multiple perspectives in guiding each district’s journey toward organizational learning and continuous improvement.

To learn more, reach out to one of the consultants on the SST16 OIP Consultant Team or expand each section below.

The 5 Step Process

Step One: Identifying Critical Needs

Identifying critical needs begins with collecting and analyzing data, which encourages impartial, nonjudgmental decision-making. With analysis of reliable data, teams can pinpoint the areas of greatest concern. Ohio’s One Needs Assessment (ONA) launches the process. Other district, school and classroom data to include are ongoing student performance, adult implementation, organizational, school climate and culture, and family and community stakeholder data.

Learn more about Step One: Identifying Critical Needs

Step Two: Research and Select Evidence Based Strategies

After identifying critical needs and root causes, teams research and select an evidence-based strategy that addresses the prioritized, critical needs. Benefits of selecting an evidence-based strategy include:

Greater likelihood of positive student outcomes if the strategy is implemented as outlined in the research; and
Assurance that time and resources will go toward strategies that show evidence of achieving positive student outcomes.

Learn more about Step Two: Research and Select Evidence Based Strategies

Step Three: Plan for Implementation

Teams planning for implementation should focus on the critical needs identified during Step 1, Identify Critical Needs, and the evidence-based strategies selected during Step 2, Research and Select Evidence-Based Strategies. An effective plan includes:

A limited number of SMART goals;
Evidence-based strategies;
A progress-monitoring process for:
- Adult implementation indicators; and
- Student performance indicators; and
Action steps.

Creating a multiyear plan gives schools the opportunity to make systemic change. It takes time to move through the implementation stages.

Learn more about Step 3: Plan for Implementation

Step Four: Implement and Monitor

Implementation requires changes in adult behaviors and practices. Implementation is the main focus of the district leadership team (DLT), building leadership team (BLT) and teacher-based teams (TBTs).

Monitoring is collaborative learning through observing implementation of adult practices and their impact on student outcomes

Learn more about Step Four: Implement and Monitor