Cincinnati Public Schools

Cincinnati Public Schools:
Successes and challenges in
implementation of tiers of
instruction and intervention
Markay L. Winston, Director of Student Services
Susan Bunte, IST Lead Principal
Kathleen S. Bower, Lead School Psychologist
Mireika Kobayashi, CRP Psychologist
Sarah Trimble-Oliver, Systems Administrator
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Presentation Agenda
• Basic Facts About Who We Are and What We
Have Achieved
• The Cincinnati Public Schools’ Journey to an
Integrated Model
• Efforts to Improve Achievement for ALL Students
• Building the Pyramid with Tools and Products
• Collaborative Systems of Regional Supports
• Implementation Considerations and Lessons
Learned
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Who We Are
3
Basic Facts about
Cincinnati Public Schools
• Total enrollment (K-12)
• Total # of Schools
– Total # of Elementary Schools
– Total # of High Schools
33,781
65
47
18
• % receiving Free/Reduced Lunch
59.9%
Information taken from district publication “About our Schools”
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Basic Facts about Cincinnati
Public Schools (continued)
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Subgroup Distribution
African American
69.4%
Caucasian
23.8%
Multiracial
4.3%
Asian
0.8%
Hispanic
1.6%
Native American
0.1%
LEP
2.5% (Over 100
languages spoken)
Students with Disabilities
20.3%
Economically Disadvantaged 59.9%
Information taken from district Report Card
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CPS Report Card Indicators
School Year
2007-08
2006-07
2005-06
2004-05
2003-04
2002-03
2001-02
2000-01
Category
Continuous Improvement
Continuous Improvement
Continuous Improvement
Continuous Improvement
Academic Watch
Academic Watch
Academic Emergency
Academic Emergency
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Performance Index
100
90
80
72.1
70
60
62.7
64.3
2002
2003
81.5
80.7
81.9
2006
2007
2008
75.2
53.2
50
40
30
20
10
0
2001
2004
2005
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Progress Made by students
with disabilities
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Reading
Mathematics
2004
21%
17%
2005
36%
25%
2006
36%
29%
2007
43%
38%
2008
44%
37%
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LEP Students Percentage Proficient
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Reading
Mathematics
2005
60.6%
49.5%
2006
57.5%
54.0%
2007
64.0%
59.4%
2008
58.8%
54.5%
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Graduation Test – Urban Districts
2007-08 Report Card
District
10th-Grade 10th-Grade
Reading
Math
10th-Grade
Writing
10th-Grade
Science
10th-Grade
Social Studies
Canton
73.9%
76.7%
78.0%
83.3%
62.3%
68.7%
82.2%
74.5%
81.7%
78.0%
83.1%
65.2%
67.3%
84.9%
51.4%
55.6%
58.9%
55.2%
40.2%
43.7%
63.2%
62.9%
66.9%
73.1%
75.5%
49.9%
54.8%
78.0%
Toledo
Akron
Columbus
Dayton
Cleveland
Cincinnati
62.0%
64.0%
68.8%
69.0%
48.5%
55.2%
74.6%
Graduation Rate
100.0%
90.0%
80.0%
2006
2007
82.0%
72.0%
70.0%
60.0%
77.2%
79.1%
57.6%
60.2%
61.0%
2001
2002
2003
51.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
2000
2004
2008
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The CPS Journey to an
Integrated Model
• 2006-2007: Instructional Support Teams; POI
Implementation and Steering District-wide
Committee; POI Tools developed; Focus on
Strengthening Core Curriculum and Effective
Instructional practices (Tier I)
• 2007-2008: Curriculum mapping, Model Lessons,
(Tier I) Embedded and aligned interventions (Tiers I
& II)
• 2008-2009: Strengthening Tier I
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Building Level Leadership Teams
Instructional Support Teams
Implementation Team
Steering Committee
Board of Education
and Superintendent
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CPS’s Implementation of the
Essential Components of RtI
1. Multi-tier model
2. Problem-solving method
3. An integrated data
collection/assessment system
National Association of State Directors of Special Education 2005
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Multi-Tiered Model
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Problem-solving method
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Integrated Assessment
Systems
•Dashboard--State, District, and Classroom
assessment data
•Percent Correct
•Students mastery
•Indicators mastery
•DIBELS/VIP Data
•Regular PSC Data Review
•SIS Web Reports
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• Positive School Culture
Committee
•Pyramid of Interventions
Committees
•District Leadership Meetings
•Instructional Support Teams
•Instructional Leadership
Teams
•Aspiring Principal Academy
•PSC Planning Guide
•Action Plan
•Code of Conduct
•Alternatives to Suspension &
Expulsion
•Textbook Adoption
•Collaboration with
Community Partners
• Tier I-Universal supports
•Tier II-Targeted Supports
•Tier III-Individualized, Intensive supports
•Culturally Responsive
Practices (CRP) Team
•CRP Professional
Development
•Bilingual School
Psychologist
•Bilingual Social Worker
•ESOL Ed. Services
Coordinator
•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
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RtI Emphasis on Core Instruction:
Growing the Green
• Strengthen core instruction
• Improves prevention efforts
• Decreases the number of
students needing targeted
and intensive intervention
• Allows for effective and
efficient Response to
Intervention process
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Cincinnati Public Schools Pyramid of Interventions
Academic Systems
Behavioral Systems
Tier III Intensive, Individual
Interventions (1-5%)
Tier III Intensive, Individual
Interventions (1-5%)
•Individual students
•Individual students
•Assessment-based
•Assessment-based
•High Intensity
•High Intensity
Tier II: Targeted Group
Interventions (5-10%)
Tier II: Targeted Group
Interventions (5-10%)
•Some students (at-risk)
•Some students (at-risk)
•High efficiency
•High efficiency
•Rapid response
•Rapid response
Tier I: School-wide
Interventions (80-90%)
•Core Instruction
•All Students
•Preventive, proactive
Tier I: School-wide
Interventions (80-90%)
•Core Instruction
•All Students
•Preventive, proactive
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RtI – Core Principles
• Importance of intervening early
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K-3 universal interventions
Universal screening
Academics AND Behavior
Progress monitoring
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Tier 1: Reading Core Curriculum
(K-3)—Voyager ULS
• Theme based
• Built in high quality research based interventions and afterschool program
• Incorporates a great deal of science and social studies themes.
• Cooperative learning and systematic explicit teacher
instruction
• DIBELS assessment is embedded to drive decision making.
• Small group instruction = Differentiated instruction
• Home connection and take home materials
• Uses a scope and sequence model
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Each lesson builds on the previous day’s lesson
Each grade level’s skills and strategies build on those from the previous year
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Why Voyager Was Chosen
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Research support (especially independent research) was stronger than other
programs AND the research was done on similar population (urban, low income).
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Piloted in 11 Schools as Part of Reading First Initiative
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High poverty: 70%-100% (88% of Reading First children on Free and
Reduced Lunch)
Low performance
Neighborhood Schools
Largely African-American
Schools chose to be part of Reading First
Voyager rated better than the other programs at each grade level and overall across
all grade levels.
Results from piloted schools indicated it was effective
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Provides District-wide Overview
of Performance
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Provides School-wide Overview of
Performance
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Core Curriculum:
Reading (4th-8th)
Math (K-8th)
Previously released Ohio
Achievement Test items
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Ohio Achievement Test Items
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Curriculum Map: Learning Experiences
Learning Experiences
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Learning Experiences
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Model Lessons
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Learning Experiences
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Benchmark Assessments
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Intervention Strategies
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Cincinnati Public Schools Pyramid of Interventions
Academic Systems
Behavioral Systems
Tier III Intensive, Individual
Interventions (1-5%)
Tier III Intensive, Individual
Interventions (1-5%)
•Individual students
•Individual students
•Assessment-based
•Assessment-based
•High Intensity
•High Intensity
Tier II: Targeted Group
Interventions (5-10%)
Tier II: Targeted Group
Interventions (5-10%)
•Some students (at-risk)
•Some students (at-risk)
•High efficiency
•High efficiency
•Rapid response
•Rapid response
Tier I: School-wide
Interventions (80-90%)
•Core Instruction
•All Students
•Preventive, proactive
Tier I: School-wide
Interventions (80-90%)
•Core Instruction
•All Students
•Preventive, proactive
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Overarching Expectations
School chooses 3-5
overarching expectations
(Be Safe, Be Respectful,
Be Responsible)
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Example Overarching Expectations
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Expectations for Specific
Locations
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Expectations for Specific
Locations
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Teach the Expectations Explicitly
in Each Setting
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SETTING
TEACHING
MATRIX
Expectations
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer
Lab
Study, read,
compute.
Sit in one spot.
Watch for your
stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your best
effort.
Be prepared.
Walk.
Have a plan.
Eat all your
food.
Select healthy
foods.
Respect
Others
Be kind.
Hands/feet to
self.
Help/share
with others.
Use normal
voice volume.
Walk to right.
Play safe.
Include others.
Share equipment.
Practice good
table manners
Whisper.
Return books.
Listen/watch.
Use appropriate
applause.
Use a quiet
voice.
Stay in your seat.
Respect
Property
Recycle.
Clean up after
self.
Pick up litter.
Maintain
physical space.
Use equipment
properly.
Put litter in
garbage can.
Replace trays
& utensils.
Clean up eating
area.
Push in chairs.
Treat books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your feet.
Sit appropriately.
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Teaching Examples
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Reward good behavior
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Reward Examples
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Discipline Works When ….
Prevention creates more Positive than
negative consequences
Reinforcement
(success)
4:1
Punishment
(Failure)
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Measure and Evaluate
• Big Ideas:
– School determines what outcomes are
important
– School identifies the simplest way to get that
information
– School uses that information to evaluate their
plans
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Measure and Evaluate
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Measure and Evaluate
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Rewarding Positive Bus Behavior
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District Tools and Products
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Tools
Instructional
Management System
Teacher Dashboard
Data Audit reports
Short Cycle
Assessments
(Benchmark
Assessments)
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Products
Pyramid of Interventions
Quick Guide
Pyramid of Interventions
Resource Website
Pyramid of Interventions
Quick Guide DVD
Parent Quick Guide
PSC Guidebook
Innovation Configuration
Map for Inclusive Practices
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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
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The Quick Guide provides
tier comparisons!
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Focus
Program
Grouping
Assessment
Interventionist
Setting
Representative Planning
Team Composition
• Representative Planning
Team Activities
• Pyramid Check
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Pyramid of Interventions
Staffnet Web Site
http://staffnet.cps-k12.org/Staffnet/Pyramids/
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Pyramid of Interventions
On the Dashboard
• 3 visualizations
– Behavioral Data
– Academic Data
– Combined Behavioral and Academic Data
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ACADEMIC:
Based on State Test
Performance Levels
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COMBINED
Academic and
Behavioral
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Community Partners’ Use of POI
Data
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YMCA
Cincinnati Youth Collaborative
Family and Children First
Mental Health Partners
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Parents and Community Members
as Partners-What we have done
• Helped create the Parent Guide
• Offered trainings and workshops
• Influenced multiple success stories
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Workshops
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Implementation Considerations
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Staffing
Professional Development
Resources
Stakeholder Support
Capacity Builders
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Lessons Learned
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Stakeholder Buy-in
Sustaining Support
High Quality PD
User Friendly Resources
Community Partnerships
Committed District Leadership Team
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Challenges
• Supporting staff to use existing tools and
data
• Sustaining energy and effort
• On-going Capacity building
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Good Things are Happening
in Cincinnati Public Schools!
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Questions & Answers
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