SIPR Strategy 1: Promote System-wide Learning

Districts, schools, and instructional teams engage in continuous learning through inquiry processes involving formative assessment, thoughtful reviews of data, and on-going monitoring of agreed-upon actions and their desired outcomes. In other words, they promote system-wide learning through assessment, data use, and monitoring.

Characteristics of Effective Practice by Districts and Their Schools Acceptable Implementation Acceptable Scale

1. Develop focused improvement strategies
  • There is one district plan.
  • At any point in time, it includes no more than three strategies.
  • All of the strategies fit together coherently.
  • Each school has a plan that fits in a coherent way with the one district plan.

2. Monitor the degree of implementation of focused improvement strategies across the system
  • There is a monitoring tool for each strategy (e.g., a practice profile or rubric).
  • Acceptable levels of implementation (as measured on the monitoring tool) are set as fidelity benchmarks.
  • Fidelity of implementation is measured according to a pre- determined schedule.
  • The DLT reviews findings from measures of implementation fidelity.
  • All TBTs use district monitoring tools to measure fidelity of implementation.
  • All TBTs follow the district schedule for measuring implementation fidelity.
  • All TBTs share their implementation fidelity data with the BLT.
  • All TBTs use their implementation fidelity data to improve their use of evidence-based practices.
  • All BLTs use data from fidelity measures to plan for school-wide PD and other supports.

3. Use data well
  • Action steps for using data are incorporated into the one district plan.
  • Needs assessments are specified in the data use part of the district plan.
  • Root cause analyses are specified in the data use part of the district plan.
  • The plan specifies indicators for determining improvement in performance.
  • The plan specifies indicators for determining improvement in equity.
  • All BLTs collect and use data in the ways specified in the one district plan.

4. Select and implement evidence-based instructional practices and monitor their impact
  • The district monitors student progress according to plan.
  • The DLT examines student progress data in consideration of fidelity of implementation data.
  • All TBTs examine student progress data in consideration of fidelity of implementation data.
  • All BLTs monitor student progress according to plan.
  • All BLTs examine student progress data in consideration of fidelity of implementation data.

5. Involve all educators in the use of a systematic and collaborative inquiry process such as the Ohio Improvement Process
  • The district ensures that all educators understand the steps involved in using a systematic and collaborative inquiry process.
  • The district holds regular meetings of the DLT.
  • The DLT structures its meetings to follow the sequence of steps in the systematic and collaborative inquiry process.
  • All educators serve on one or more inquiry teams.
  • All schools hold regular meetings of their BLTs.
  • All schools hold regular meetings of their TBTs.
  • The BLT and TBTs in all schools structure their meetings to follow the sequence of steps in the in the systematic and collaborative inquiry process.