School Improvement

 Supporting_Implementation webpage


The 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.


  • Supporting OIP Implementation - Supporting implementation consists of setting up the collaborative teams and processes districts and schools need to identify, research, plan, implement and monitor, and examine their improvement efforts
  • 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.
  • Step Two - Research and Select Evidence-Based Practices - 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.
  • 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.
  • 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
  • Step Five - Examine, Reflect, Adjust - During Step 5, Examine, Reflect, Adjust, teams ask themselves:
    - Where did we start?
    - Where are we now?
    - Where do we go next?
    Teams examine and reflect on:
    - Goal Achievement – Was the intended outcome reached?
    - Implementation – Were strategies implemented as designed?
    - Communication – Was information shared?
    Teams adjust by: 
    - Identifying next steps


Every Student Succeeds Act

The Every Student Succeeds Act (ESSA), which replaced the No Child Left Behind Act, asks Ohio to clearly articulate its plans for using federal funds to ensure accountability for all students, create safe and supportive learning environments, encourage innovation and extended learning opportunities, and more.

Ohio Leadership Advisory Council

Ohio Leadership Advisory Council This site, developed by the Ohio Leadership Advisory Council (OLAC), offers wealth of school improvement/OIP resources, including self-assessments, training modules, a video library, and documents/tools for implementing research-based practices. OLAC online modules can be found at

OLI-4 (Ohio Leadership for Inclusion, Implementation and Instructional Improvement)

The Ohio Leadership for Inclusion, Implementation, & Instructional Improvement (OLI-4) will be developed in collaboration with Ohio school districts that agree to serve as partners in the design and use of targeted professional development (PD) including coaching to foster shared leadership for the full implementation of inclusive instructional practices that improve results for all children, including those who have disabilities and other learning difficulties.

The project will provide targeted PD, including technical assistance (TA) and coaching, to (1) build the capacity of school principals to improve results for all students, including students receiving special education services and students with learning difficulties, as part of district and school-wide improvement; (2) build principal knowledge and skill in the use of distributed or shared leadership models, including the facilitation of building leadership teams (BLTs) and teacher-based teams (TBTs) aligned with the Ohio 5-Step Process; (3) identify and support the consistent implementation of specific targeted practices that improve student access to and progress in inclusive educational environments; and (4) collect comprehensive and ongoing needs assessment data and data on the level of inclusive practice and its effects on student outcomes over time.

Webinars for School Improvement

On-Demand Resources for District Teams

Resources for District Internal Facilitators

Coming Soon...
Evidence-Based Strategies trainings 

For more information, please contact:

Janelle Schuler
Schuler, Janelle
Assistant Director
Office: 330-929-6634 x 511269
Denise Ward
Ward, Denise
SST8/ESC Consultant
Office: 330-929-6634 x 511311
Debbie Theirl
Theirl, Debbie
SST8/ESC Consultant
Office: 330-929-6634 x 511231
Heidi Kerchenski
Kerchenski, Heidi
Educational Consultant
Office: 330-929-6634 x 511284
Christine Ferrell
Ferrell, Christine
Educational Consultant
Office: 330-929-6634 x 511240
View text-based website