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	PROGRESS
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	COMPLETE & ONGOING

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	IN PROGRESS

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	IN PROGRESS


	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	PROGRESS
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	COMPLETE

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	NOT STARTED YET

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	NOT STARTED YET


	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	PROGRESS
TIP 7	Explore and develop a coaching process for the DLT.	SUM 21 SUM 22 SUM 23 SUM 24	NOT STARTED YET

TIP 8	Develop 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	NOT STARTED YET

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	COMPLETE

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	COMPLETE & ONGOING


	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	PROGRESS
TIP11	Conduct the “One Needs Assessment" (ODE) to determine strength and growth areas.	SPR 21	COMPLETE

TIP12	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	IN PROGRESS

TIP 13	Develop 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	NOT STARTED YET


	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 STEPS	TIMELINE
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	PROGRESS
TIP15	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	NOT STARTED YET


	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

11SPR2111

11SUM2111

11FALL2111

11SPR2211

11SUM2211

11FALL2211

11SPR2311

11SUM2311

11FALL2311

11SPR2411

11SUM2411

11FALL2411

11SPR2511

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.

Identify the roles and responsibilities of the board of education, central office staff members, and school based staff members in the design and delivery of curriculum.

Use the One Needs Assessment to determine the curricular structures in place for implementation.

Create a process to annually review and revise the LCS Reading Achievement Plan (RAP) and implementation. Tie to Ohio’s Plan to Raise Achievement.

Create a process to evaluate the quality of our curricular resources.

Develop a PreK-12 curriculum team to support the development and implementation of LCS curriculum.

ORGANIZATION | FACILITATIVE ADMINISTRATION

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Ensure the taught and assessed curriculum is aligned to the district’s written curriculum.

DECISION SUPPORT DATA SYSTEM

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Analyze data from course offering audit to prioritize the writing of curriculum maps and unit plans.

Develop a feedback tool to review curriculum maps for continuous improvement.

Develop a classroom visit protocol to learn about classroom instruction and support classroom instruction.

LEADERSHIP | TECHNICAL

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Establish a communication plan for the process of curriculum design and delivery.

Outline how Ohio state standards will be implemented in the curriculum using a frontloaded approach by which design begins with standards.

LEADERSHIP | ADAPTIVE

SPR21

SUM21

FALL21

SPR22

SUM22

FALL22

SPR23

SUM23

FALL23

SPR24

SUM24

FALL24

SPR25

Describe the philosophical framework for the design of curriculum, the alignment of the written, taught, and tested curriculum, and the approaches used in delivering the curriculum.

Emphasize the importance of understanding the difference between non-negotiable curriculum practices (objectives, priority standards, mission, etc.) and flexible curriculum practices (how we engage students, represent information, and provide options for students to show what they know and can do).