Urban Special Education Leadership Collaborative: Response to Intervention: Cincinnati’s Framework for Implementation Cincinnati Public Schools, Ohio
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 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” email: winstom@cps-k12.org phone: 513-363-0300
Total CPS Enrollment and Students with Disabilities 60000 25.0% 21.5% 21.7% 50036 49488 48798 50000 20.0% 45956 19.3% 44014 18.7% Percentage of Enrollment with Disabilities 42449 41630 16.8% 38779 40000 36818 15.5% 35493 Number of Students 15.0% 14.7% 14.0% 12.8% 30000 12.5% 10.0% 20000 5.0% 7801 7899 7709 7492 10000 7147 6833 Tot. Enroll. 6739 6827 6246 6333 St. w/ Dis. % w/ Disability 0 0.0% 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 School Years email: winstom@cps-k12.org Updated 8/14/06 phone: 513-363-0300
Updated 8/14/06 email: winstom@cps-k12.org phone: 513-363-0300
The CPS Journey to an Integrated Model • 2000-2001: Identifying the need through individual school and regional training(SERRC) • 2001-2002: Pilot school implementation • 2002-2003:District wide training on multi-tiered model of academic and behavior supports- District In-Service • 2003-2004: Positive School Culture and Pyramids of Intervention Commitment • 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) 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. email: winstom@cps-k12.org phone: 513-363-0300
Cincinnati Public Schools’ RtI Framework: Pyramid of Interventions email: winstom@cps-k12.org phone: 513-363-0300
• Positive School Culture Committee •Pyramid of Interventions Committees •District Leadership Meetings •PSC Planning Guide •Instructional Support Teams •Action Plan •Instructional Leadership •Code of Conduct Teams •Alternatives to Suspension & •Aspiring Principal Academy Expulsion •Textbook Adoption •Collaboration with • Tier I-Universal supports Community Partners •Tier II-Targeted Supports •SERRC •Tier III-Individualized, Intensive supports •Mayerson Academy •Hamilton County •Local Universities •UDL •Treasure Chest •Instructional Technology •Culturally Responsive Toolkits Practices (CRP) Team •Pacing Guides •CRP Professional •Textbook Adoptions Development •Bilingual School Psychologist • Dashboard •Bilingual Social Worker • Percent Correct •ESOL Ed. Services • Students mastery Coordinator • Indicators mastery email: winstom@cps-k12.org • Regular Discipline Data Review phone: 513-363-0300 • SIS Web Reports
District Tools and Products Tools Products • Instructional Management • Pyramid of Interventions Quick System Guide DVD • Teacher Dashboard • Pyramid of Interventions Quick • Data Audit reports Guide • Short Cycle Assessments • Pyramid of Interventions Resource (Benchmark Assessments) Website • eSIS pilot • Parent Quick Guide • PSC Guidebook • Innovation Configuration Map for Inclusive Practices 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 email: winstom@cps-k12.org phone: 513-363-0300
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 of the district’s three-tiered model of instruction and intervention 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 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 email: winstom@cps-k12.org phone: 513-363-0300
The Quick Guide helps users understand POI terminology • Glossary • Commonly Used Acronyms 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 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 email: winstom@cps-k12.org phone: 513-363-0300
Case Study: • Measuring Response to Interventions and making data-based educational decisions: • Carlos: email: winstom@cps-k12.org phone: 513-363-0300
Number of Words Read Correctly in One Minute Tier 3 Tier 1: Tier 2: Small Group Instruction & Individual Instruction with Without Small Group Instruction Individual Intervention Reading Specialist Interventions 120 100 Goal Line Monolingual, native-English speaking peers (blue 80 circles) are reading significantly more words per minute than the target child. 60 Typical bilingual, similarly acculturated peers (black Carlos triangle), are reading more words per minute as 40 Typical Monolingual compared to Carlos. peers Typical Bilingual The target student, Carlos (red squares), is reading peers 20 approximately 20 correct words per minute. 0 2/1/2002 2/8/2002 3/1/2002 3/8/2002 1/25/2002 2/15/2002 2/22/2002 3/15/2002 3/22/2002 3/29/2002 Fecha
Number of Words Read Correctly in One Minute Tier 3 Tier 1: Tier 2: Small Group Instruction & Individual Instruction with Without Small Group Instruction Individual Intervention Reading Specialist When given additional small group Interventions 120 instructional support, Carlos makes very little progress. 100 Goal Line 80 60 Carlos 40 Typical Monolingual peers Typical Bilingual peers 20 0 2/1/2002 2/8/2002 3/1/2002 3/8/2002 1/25/2002 2/15/2002 2/22/2002 3/15/2002 3/22/2002 3/29/2002 email: winstom@cps-k12.org phone: 513-363-0300 Fecha
Number of Words Read Correctly in One Minute Tier 3 Tier 1: Tier 2: Small Group Instruction & Individual Instruction with Without Small Group Instruction Individual Intervention Reading Specialist Interventions 120 Carlos is given more 100 Goal Line intensive, individualized support. However, he continues to make little 80 progress as compared to similarly acculturated 60 bilingual peers. Carlos 40 Typical Monolingual peers Typical Bilingual peers 20 0 2/1/2002 2/8/2002 3/1/2002 3/8/2002 1/25/2002 2/15/2002 2/22/2002 3/15/2002 3/22/2002 3/29/2002 email: winstom@cps-k12.org phone: 513-363-0300 Fecha
Carlos needs Number of Words Read Correctly in One Minute individualized Tier 3 Tier 1: Tier 2: interventions in Small Group Instruction & Individual Instruction with Without Small Group Instruction order to progres Individual Intervention Reading Specialist Interventions 120 that is significantly mor intensive than th 100 supports other Goal Line similarly acculturated 80 bilingual peers require. 60 Carlos 40 Typical Monolingual peers Typical Bilingual peers 20 0 2/1/2002 2/8/2002 3/1/2002 3/8/2002 1/25/2002 2/15/2002 2/22/2002 3/15/2002 3/22/2002 3/29/2002 email: winstom@cps-k12.org phone: 513-363-0300 Fecha
Case Example--Carlos When compared to his peers, does this student need special educational services? 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. email: winstom@cps-k12.org phone: 513-363-0300
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