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TITAN IMPROVEMENT PLAN

WE BELIEVE IN THE TITAN IMPROVEMENT PROCESS

WE BELIEVE the Titan Improvement Process is an organizational approach to problem solving that requires a high level of staff engagement and collaboration. It is a framework designed to: 
                       
  • Create interdependent connections between and among teams to identify district needs.
  • Determine the appropriate strategies to meet those needs. 
  • Determine the appropriate strategies and establish criteria for success.
  • Provide supports to assure sustained implementation of district initiatives
  • Monitor the strategies to determine the level of effectiveness based on predetermined criteria. 
  • Examine and reflect on implementation of strategies to establish next steps.

  • OUR STRATEGIES WILL implement the Ohio Improvement Process a as a collaborative problem solving process at the teacher, building and district levels. 
  • WE WILL MEASURE BY collecting implementation data on Teacher-Based Teams, Building Leadership Teams, and the District Leadership Team through the implementation rubrics that we will develop and use. 

SELECTION



TITAN IMPROVEMENT PROCESS


SELECTION ACTION STEPS

TIMELINE
TIP 1
The DLT will form work groups to implement action steps based on the NIRN implementation teams guidance documents. 
  • SPR 21
  • SUM 21
  • FALL 21
  • FALL 22
  • FALL 23
  • FALL 24



TIP 2
The DLT will develop a BLT selection process incorporating the cultural and equity selection action steps to develop teams.              
  • SUM 21
  • FALL 21
  • FALL 22
  • FALL 23
  • FALL 24



TIP 3
TBTs will be formed as grade-level or subject teams in alignment with the DLT guidance. 
  • FALL 21
  • FALL 22
  • FALL 23
  • FALL 24






ABOUT COMPETENCY SELECTION

Selection refers to the purposeful process of recruiting, interviewing, and hiring ‘with the end in mind’. Selection through an active implementation lens includes identifying skills and abilities that are prerequisites and/or specific to the innovation or program, as well as attributes that are difficult to train and coach.

TRAINING



TITAN IMPROVEMENT PROCESS


TRAINING ACTION STEPS

TIMELINE
TIP 4
Develop an orientation process for members of the DLT to provide background knowledge on the Ohio Improvement Process, the district plan, and the role of the district leadership team. 
  • SPR 21
  • SPR 22
  • SUM 22
  • SPR 23
  • SUM 23
  • SPR 24
  • SUM 24
  • SPR 25



TIP 5
Develop an orientation process for members of BLTs to provide background knowledge on the Ohio Improvement Process, the district plan, the role of the building leadership team, and the connections to the DLT and TBTs.
  • SPR 21
  • SPR 22
  • SUM 22
  • SPR 23
  • SUM 23
  • SPR 24
  • SUM 24
  • SPR 25



TIP 6
Develop an orientation process for members of the TBTs to provide background knowledge on the Ohio Improvement Process, the revised TBT process, practice opportunities as TBTs, and the connection to the BLT.                
  • FALL 21
  • FALL 22
  • FALL 23
  • FALL 24




ABOUT COMPETENCY TRAINING

All staff members need training in healthy culture to have a clear understanding of what is expected of them. Training through an active implementation lens is defined as purposeful, skill-based, and adult-learning informed processes designed to support teachers and staff in acquiring the skills and information needed to begin using a new program or innovation.
 

COACHING



TITAN IMPROVEMENT PROCESS




COACHING ACTION STEPS

TIMELINE
TIP 7
Explore and develop a coaching process for the DLT. 
  • SUM 21
  • SUM 22
  • SUM 23
  • SUM 24



TIP 8Develop a coaching process that incorporates feedback and support from DLT to BLTs, from BLTs to the DLT, from the BLTs to the TBTs, and from the TBTs to the BLTs. 
  • SUM 21
  • SUM 22
  • SUM 23
  • SUM 24



TIP 9
Develop a resource warehouse for best practices for DLT, BLTs, and TBTs. 
  • FALL 21
  • SPR 22
  • SUM 22
  • FALL 22
  • SUM 23
  • SUM 24



TIP 10
Explore connecting TBT processes to professional learning days where TBTs can learn from and support each other. 
  • FALL 21
  • SPR 22
  • SUM 22
  • FALL 22
  • SPR 23
  • SUM 23
  • FALL 23
  • SPR 24
  • SUM 24
  • FALL 24
  • SPR 25






ABOUT COMPETENCY COACHING

Even with the best training, educators still need frequent, ongoing coaching to ensure successful implementation.  A 2002 meta-analysis by Joyce and Showers makes a compelling case for the need for skillful coaching. The authors noted that even very good training that included demonstration, practice, and feedback resulted in only 5% of teachers using the new skills in the classroom. Only when training was accompanied by coaching in the classroom was there substantial use in the practice setting.

SYSTEMS INTERVENTION



TITAN IMPROVEMENT PROCESS


SYSTEMS INTERVENTION ACTION STEPS

TIMELINE
TIP 11
Conduct the “One Needs Assessment" (ODE) to determine strength and growth areas. 
  • SPR 21



TIP 12
Study and learn the revised OIP process (2020) collectively as a leadership team: 
  • Develop a common understanding around the Ohio Improvement Process (OIP) and how it relates to the people and processes within our district
  • Learn by looking at exemplars in other districts
  • Collaborate with SST2
  • Identify and include experts in the field in this procesS        
  • SPR 21



TIP 13Develop the revised process for DLT, BLT, and TBT, using Ohio Improvement Process (OIP) 2.0 documents and the National Implementation Research Network (NIRN) documents.  
  • SPR 21
  • SUM 21
  • FALL 21






ABOUT ORGANIZATION SYSTEMS INTERVENTION

The purpose is to create and sustain an environment and conditions that support the new way of work. The goal of systems intervention is to identify and eliminate or reduce such barriers, or to enhance and sustain those policies, procedures, and regulations that facilitate the work at hand.

FACILITATIVE ADMINISTRATION



TITAN IMPROVEMENT PROCESS


FACILITATIVE ADMINISTRATION ACTION STEPSTIMELINE
TIP 14
BLTs will create a supportive collaborative environment based on the One Needs Assessment results and the norms of collaboration.                           
  • SPR 21
  • FALL 21
  • SPR 22
  • FALL 22
  • SPR 23
  • FALL 23
  • SPR 24
  • FALL 24
  • SPR 25






ABOUT ORGANIZATION FACILITATIVE ADMINISTRATION

The primary function of Facilitative Administration is to create and maintain hospitable environments to support new ways of work.


TITAN IMPROVEMENT PROCESS | DECISION SUPPORT DATA SYSTEM



TITAN IMPROVEMENT PROCESS


DATA SYSTEMS ACTION STEPS

TIMELINE
TIP 15
Develop a rubric of expectations for the DLT, BLTs, and TBTs for each step of the Ohio Improvement Process to use in conjunction with coaching feedback and support, and use for monitoring the growth of DLT, BLT, and TBT implementation. 
  • SPR 21
  • SUM 21
  • FALL 21






ABOUT ORGANIZATION DECISION SUPPORT DATA SYSTEM

The Decision Support Data System (DSDS) is a system for identifying, collecting, and analyzing data that are useful to the teacher, school, district and other implementing environments. The system itself needs to live up to its name. It must be a data system that provides timely, reliable data for decision-making.


TITAN IMPROVEMENT PROCESS TIMELINE

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COMPETENCY  |  SELECTION


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Identify criteria and policy for curriculum writing for all content courses.









































































Review contractual language for curriculum development.


   






































































COMPETENCY  |  TRAINING


SPR21
SUM21


FALL21
SPR22
SUM22


FALL22
SPR23
SUM23


FALL23
SPR24
SUM24


FALL24
SPR25



Create a training series that develops the purpose and process of developing curriculum maps, unit maps, and daily lesson maps.









































































Understand the format and components of all curriculum, assessments, and instructional pedagogy documents/resources.









































































Create a training series that develops literacy practices (Reading, writing, speaking, listening) across all grade levels and disciplines that includes the science of reading.









































































Create a training series that develops standards based instructional practices that include content, literacy, and social emotional learning standards.








































































Develop a philosophical approach that requires every content area to understand the importance of precise student objectives and standards that are reasonable in number to ensure time to master content.









































































Create a training series that develops an understanding of the Universal Design for Learning (UDL) framework and culturally responsive practices for principals, teachers, and related services providers.









































































Review prior curriculum work to determine a plan for integration to validate the time, effort, and work put in previously.









































































ORGANIZATION  |  SYSTEMS INTERVENTION


SPR21
SUM21


FALL21
SPR22
SUM22


FALL22
SPR23
SUM23


FALL23
SPR24
SUM24


FALL24
SPR25



Develop a comprehensive management plan to direct the design, implementation, evaluation, and delivery of the curriculum.









































































Conduct audit of course offerings and curriculum maps for PreK-12.