Cincinnati Public Schools, Ohio Presentation Agenda Introduction - - PowerPoint PPT Presentation

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Cincinnati Public Schools, Ohio Presentation Agenda Introduction - - PowerPoint PPT Presentation

Jul 20, 2023 205 likes •546 views

Urban Special Education Leadership Collaborative: Response to Intervention: Cincinnatis Framework for Implementation Cincinnati Public Schools, Ohio Presentation Agenda Introduction to Cincinnati Public Schools The journey toward an

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Urban Special Education Leadership Collaborative:

Response to Intervention: Cincinnati’s Framework for Implementation

Cincinnati Public Schools, Ohio

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email: winstom@cps-k12.org phone: 513-363-0300

Presentation Agenda

  • Introduction to Cincinnati Public Schools
  • The journey toward an Integrated Model
  • Think-Pair-Share
  • DVD Clips
  • Think-Pair-Share
  • Pyramid of Interventions Quick Guide
  • Case study for Measuring RtI and making educational

decisions

  • Lessons Learned, Challenges presented and Next Steps
  • Questions/Answers
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email: winstom@cps-k12.org phone: 513-363-0300

Basic Facts about Cincinnati Public Schools (continued)

Subgroup Distribution – African American 69.7% – Caucasian 23.6% – Multiracial 3.8% – Asian 0.9% – Hispanic 1.4% – Native American 0.1% – LEP 2.1% (Over 100 languages spoken) – Students with Disabilities 18.5% – Economically Disadvantaged 66%

Information taken from district publication “About our Schools”

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email: winstom@cps-k12.org phone: 513-363-0300

Total CPS Enrollment and Students with Disabilities

50036 49488 48798 45956 44014 42449 41630 38779 36818 35493 6246 6333 6833 6739 6827 7147 7801 7492 7899 7709 12.5% 12.8% 14.0% 14.7% 15.5% 16.8% 18.7% 19.3% 21.7% 21.5% 10000 20000 30000 40000 50000 60000 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 School Years Number of Students 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% Percentage of Enrollment with Disabilities

  • Tot. Enroll.
  • St. w/ Dis.

% w/ Disability

Updated 8/14/06

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email: winstom@cps-k12.org phone: 513-363-0300

Updated 8/14/06

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email: winstom@cps-k12.org phone: 513-363-0300

The CPS Journey to an Integrated Model

  • 2002-2003:District wide training on multi-tiered model
  • f academic and behavior supports- District In-Service
  • 2003-2004: Positive School Culture and Pyramids of

Intervention Commitment

  • 2000-2001: Identifying the need through individual school

and regional training(SERRC)

  • 2001-2002: Pilot school implementation
  • 2004-2005:Quarterly train the trainer model for all schools
  • 2005-2006: Building internal capacity through Standards in

Practice (SIP), Standards, Evaluation Assessment & Learning (SEAL), Classroom Walkthrough (CWT)

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email: winstom@cps-k12.org phone: 513-363-0300

Think-Pair-Share

  • With a partner or in a small group discuss

what your district is doing toward implementing an RtI or Pyramid of Interventions framework.

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email: winstom@cps-k12.org phone: 513-363-0300

Cincinnati Public Schools’ RtI Framework: Pyramid of Interventions

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email: winstom@cps-k12.org phone: 513-363-0300

  • PSC Planning Guide
  • Action Plan
  • Code of Conduct
  • Alternatives to Suspension &

Expulsion

  • Textbook Adoption
  • Collaboration with

Community Partners

  • SERRC
  • Mayerson Academy
  • Hamilton County
  • Local Universities
  • UDL
  • Treasure Chest
  • Instructional Technology

Toolkits

  • Pacing Guides
  • Textbook Adoptions
  • Dashboard
  • Percent Correct
  • Students mastery
  • Indicators mastery
  • Regular Discipline Data Review
  • SIS Web Reports
  • Culturally Responsive

Practices (CRP) Team

  • CRP Professional

Development

  • Bilingual School

Psychologist

  • Bilingual Social Worker
  • ESOL Ed. Services

Coordinator

  • Tier I-Universal supports
  • Tier II-Targeted Supports
  • Tier III-Individualized, Intensive supports
  • Positive School Culture

Committee

  • Pyramid of Interventions

Committees

  • District Leadership Meetings
  • Instructional Support Teams
  • Instructional Leadership

Teams

  • Aspiring Principal Academy
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email: winstom@cps-k12.org phone: 513-363-0300

District Tools and Products

Products

  • Pyramid of Interventions Quick

Guide DVD

  • Pyramid of Interventions Quick

Guide

  • Pyramid of Interventions Resource

Website

  • Parent Quick Guide
  • PSC Guidebook
  • Innovation Configuration Map for

Inclusive Practices

Tools

  • Instructional Management

System

  • Teacher Dashboard
  • Data Audit reports
  • Short Cycle Assessments

(Benchmark Assessments)

  • eSIS pilot
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email: winstom@cps-k12.org phone: 513-363-0300

Clips from DVD

  • After viewing clips, with a partner or small

group share your reactions and discuss how you are or are able to help facilitate a Pyramid of Interventions in your school or district

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email: winstom@cps-k12.org phone: 513-363-0300

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email: winstom@cps-k12.org phone: 513-363-0300

The Pyramid of Interventions

Quick Guide…

  • Is a user-friendly reference and resource for

educators, families, and community partners

  • Promotes understanding and implementation
  • f the district’s three-tiered model of

instruction and intervention

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email: winstom@cps-k12.org phone: 513-363-0300

The Quick Guide provides tier comparisons!

  • Focus
  • Program
  • Grouping
  • Assessment
  • Interventionist
  • Setting
  • Representative Planning

Team Composition

  • Representative Planning

Team Activities

  • Pyramid Check
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email: winstom@cps-k12.org phone: 513-363-0300

The Quick Guide describes each tier!

  • Tier I Schoolwide Interventions
  • Tier II Targeted Interventions
  • Tier III Intensive Interventions
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email: winstom@cps-k12.org phone: 513-363-0300

The Quick Guide helps users understand POI terminology

  • Glossary
  • Commonly Used

Acronyms

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email: winstom@cps-k12.org phone: 513-363-0300

The Quick Guide clarifies questions about POI

  • Questions and Answers
  • Key District Initiative

Supported by the Pyramid of Interventions

  • Articles
  • Legislation
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email: winstom@cps-k12.org phone: 513-363-0300

Available Now or Coming Soon…

  • NOW: Pyramid of

Interventions DVD

  • Almost Ready: Parent

Quick Guide

  • Available on Staffnet

Website: Web Resource Access

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email: winstom@cps-k12.org phone: 513-363-0300

Case Study:

  • Measuring Response to Interventions and

making data-based educational decisions:

  • Carlos:
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Number of Words Read Correctly in One Minute

20 40 60 80 100 120 1/25/2002 2/1/2002 2/8/2002 2/15/2002 2/22/2002 3/1/2002 3/8/2002 3/15/2002 3/22/2002 3/29/2002 Fecha

Carlos Typical Monolingual peers Typical Bilingual peers

Tier 1:

Without Interventions

Goal Line

Tier 2:

Small Group Instruction Small Group Instruction & Individual Intervention Individual Instruction with Reading Specialist

Tier 3

The target student, Carlos (red squares), is reading approximately 20 correct words per minute. Typical bilingual, similarly acculturated peers (black triangle), are reading more words per minute as compared to Carlos. Monolingual, native-English speaking peers (blue circles) are reading significantly more words per minute than the target child.

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email: winstom@cps-k12.org phone: 513-363-0300

Number of Words Read Correctly in One Minute

20 40 60 80 100 120 1/25/2002 2/1/2002 2/8/2002 2/15/2002 2/22/2002 3/1/2002 3/8/2002 3/15/2002 3/22/2002 3/29/2002 Fecha

Carlos Typical Monolingual peers Typical Bilingual peers

Tier 1:

Without Interventions

Goal Line

Tier 2:

Small Group Instruction Small Group Instruction & Individual Intervention Individual Instruction with Reading Specialist

Tier 3

When given additional small group instructional support, Carlos makes very little progress.

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email: winstom@cps-k12.org phone: 513-363-0300

Number of Words Read Correctly in One Minute

20 40 60 80 100 120 1/25/2002 2/1/2002 2/8/2002 2/15/2002 2/22/2002 3/1/2002 3/8/2002 3/15/2002 3/22/2002 3/29/2002 Fecha

Carlos Typical Monolingual peers Typical Bilingual peers

Tier 1:

Without Interventions

Goal Line

Tier 2:

Small Group Instruction Small Group Instruction & Individual Intervention Individual Instruction with Reading Specialist

Tier 3

Carlos is given more intensive, individualized

  • support. However, he

continues to make little progress as compared to similarly acculturated bilingual peers.

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email: winstom@cps-k12.org phone: 513-363-0300

Number of Words Read Correctly in One Minute

20 40 60 80 100 120 1/25/2002 2/1/2002 2/8/2002 2/15/2002 2/22/2002 3/1/2002 3/8/2002 3/15/2002 3/22/2002 3/29/2002 Fecha

Carlos Typical Monolingual peers Typical Bilingual peers

Tier 1:

Without Interventions

Goal Line

Tier 2:

Small Group Instruction Small Group Instruction & Individual Intervention Individual Instruction with Reading Specialist

Tier 3

Carlos needs individualized interventions in

  • rder to progres

that is significantly mor intensive than th supports other similarly acculturated bilingual peers require.

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Case Example--Carlos

When compared to his peers, does this student need special educational services?

email: winstom@cps-k12.org phone: 513-363-0300

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email: winstom@cps-k12.org phone: 513-363-0300

Think-Pair-Share

  • With a partner or a small group, discuss

how your district is or needs to use data to monitor Response to Interventions and make educational decisions.

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email: winstom@cps-k12.org phone: 513-363-0300

Professional Development Priority Areas

  • Assessment and Service Delivery:

– Response to Intervention – Universal Design for Learning

  • Standards-Based Instruction:

– Supporting Students on the Autism Spectrum – Training on “A Treasure chest for Principal-Led Building Teams”

  • Culturally Responsive Practices:

– SIOP (Sheltered Instruction Observation Protocol)

  • Compliance:

– High School Transition Institute – Training for Building-Level Case Coordinators (15 hours)

  • Innovative and Promising Practices:

– Critical Incident Stress Management (CISM) – Assistive Technology training – Summer Institute 2006

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email: winstom@cps-k12.org phone: 513-363-0300

Job Embedded Support

  • Facilitation of System Level Change
  • Culturally Responsive Practices
  • Building Pyramid of Interventions: An Integrated

Model of Academic & Behavior Supports

  • School-wide Positive Behavior Supports
  • District Positive School Culture Plans
  • Collaborative Problem Solving
  • High Quality Professional Development (HQPD)
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email: winstom@cps-k12.org phone: 513-363-0300

Implementation Considerations

  • Staffing
  • Professional Development
  • Resources
  • Stakeholder Support
  • Capacity Builders
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email: winstom@cps-k12.org phone: 513-363-0300

Lessons Learned

  • Stakeholder Buy-in
  • Sustaining Support
  • High Quality PD
  • User Friendly Resources
  • Community Partnerships
  • Committed District Leadership Team
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email: winstom@cps-k12.org phone: 513-363-0300

Challenges

  • Supporting staff to use existing tools and

data

  • Sustaining energy and effort
  • On-going Capacity building
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email: winstom@cps-k12.org phone: 513-363-0300

Acknowledgements

  • Superintendent Rosa Blackwell
  • Southwestern Ohio Special Education Regional

Resource Center

  • Mayerson Academy
  • Department of Student Services Administrative

Team

  • Hamilton County Educational Service Center
  • Staff and Students of Cincinnati Public Schools
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email: winstom@cps-k12.org phone: 513-363-0300

Good Things are Happening in Cincinnati Public Schools! Good Things are Happening in Cincinnati Public Schools!