DrWinston IntegratedSystemsMod el

District-to-District Information Sharing Community Meeting: American Institutes for ResearchUsing an Integrated Systems Model to Address Reading and Behavior Challenges: 

District-to-District Information Sharing Community Meeting: American Institutes for Research Using an Integrated Systems Model to Address Reading and Behavior Challenges Markay L. Winston, Ph.D. Cincinnati Public Schools, Director of Student Services

Basic Facts about Cincinnati Public Schools: 

Basic Facts about Cincinnati Public Schools Total enrollment (K-12) 35,600 Total # of Schools 70 Total # of Elementary Schools 52 Total # of Junior High Schools 1 Total # of High Schools 17 % receiving Free/Reduced Lunch 66% % of students with disabilities 20% Information taken from district publication “About our Schools”

Basic Facts about Cincinnati Public Schools (continued): 

Basic Facts about Cincinnati Public Schools (continued) Student Ethnic Distribution African American 70.5% Caucasian 24.6% Multiracial 3.2% Asian 0.8% Hispanic 0.7% Native American 0.1% Information taken from district publication “About our Schools”

Cincinnati Public Schools:Service Providers: 

Cincinnati Public Schools: Service Providers General Educators 3000 Intervention Specialists 350 School Psychologists 80 Speech & Language Pathologists 65 Occupational Therapists 17 Physical Therapists 3 School Social Workers 43 Audiologists 3 *approximations as of 3/1/06

Framing the Work: 

Framing the Work Foundation for Systemic Intervention Models Integrated Systems Model Overview Cincinnati Public Schools Implementation

Improving Results: 

Improving Results “NCLB, in many respects, is more about building the capacity of an organization than merely complying with a list of regulations and benchmarks.” “To ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach proficiency.” - Mike Armstrong, October 2003

Three Conditions forSustaining Change: 

Three Conditions for Sustaining Change Must believe in the change itself Have to know what needs to be done in order that the critical issues can be addressed Must believe that you have the capacity to do these things - Richard Elmore

Reauthorized IDEIA: 

Reauthorized IDEIA Early intervention Response to intervention Positive behavior support and intervention Highly Qualified Professionals

Ohio’s General Education Intervention Requirements: 

Ohio’s General Education Intervention Requirements Operating Standards for Ohio’s Schools Senate Bill 1

State Initiatives: 

State Initiatives Intervention Based Assessment (IBA) Intervention Based Multi-factored Evaluation (IBMFE) Intervention Based Assessment and Positive Behavior Supports (IBA/PBS) Ohio Integrated Systems Model (OISM)

Slide13: 

An Integrated Systems Approach… Intervention Based Services and Positive Behavior Supports Academic Systems Behavioral Systems Adapted from OSEP Effective School-Wide Interventions Decisions about tiers of support are data-based

Slide14: 

Pyramid of Interventions Core Components B C D E F A

Slide15: 

Services and Supports Foundational to the Pyramid of Interventions Inclusive planning teams A system of data collection and management Data-based decision-making Empirical basis for practice Inclusive Programs and Physical Environments Treatment Integrity and Assessment Reliability Core Instruction & School-Wide Interventions Core Instruction & Targeted Interventions Core Instruction & Intensive Individualized Interventions

Slide16: 

Characteristics of Tier I All students High quality general education instruction in academic and social competencies provided in various school settings that is explicit, systematic, preventative and proactive (i.e. explicit teaching, differentiated instruction, time allotment) Class-wide interventions Instructional methods are based on the concepts of universal design for learning. The core curricula fit the needs of the current student population (contextual fit). PYRAMID OF INTERVENTION SUPPORTS & SERVICES Tier I-- School-wide Interventions Purpose Maximize learning for all students Minimize the number of students in need of interventions Core curriculum addresses the learning needs for most students allowing 80-90% of students to meet performance indicators. Core Instruction & School-Wide Interventions

Tier 1: Universal (School-wide) Interventions: 

Tier 1: Universal (School-wide) Interventions Academics Examples in CPS Reading/Language Arts and Math Textbook Adoptions and Implementation DIBELS (Dynamic Indicators of Basic Early Literacy Skills: K – 3) Universal Design for Learning (UDL) (Instructional Technology) Universal Academic Screening Behavior/Mental Health Examples in CPS Positive School Culture Plans (PSC) Systems of Encouragement Universal Behavior Screening Explicit instruction across school settings. Bully Prevention Programs Character Counts

Tier 1: Universal (School-wide) Interventions (cont.): 

Tier 1: Universal (School-wide) Interventions (cont.) Academics Examples in CPS Culturally Responsive Practices Ohio Reads School-wide staff development/differentiating instruction. Identify non-English speaking students (English not the primary language) Student assessment in English: listening, speaking, reading & writing Co-Teaching Model of Service Delivery Collaborative Teaching Teams Behavior/Mental Health Examples in CPS Schools Classroom Social Skills Instruction Mental Health Partner Prevention Programs School-wide Incentive Plans

Data Examples for Developing Universal ( School-wide) InterventionsTier I: 

Data Examples for Developing Universal ( School-wide) Interventions Tier I Academic Needs Assessment Binder Benchmark Assessments DIBELS/CBM data Local School Report Card Instructional Analysis Tool Teacher Dashboard Behavior Positive School Culture Building Reports Top 5 Incidents YTD Incident Count by Location by Incident Top 5 locations Referrals Per Day Top 5 Administrative Corrective Consequences

Slide20: 

Characteristics of Tier II Standard supplemental programs, scientifically supported as effective for the students’ class of problems and linked to core curricula Instruction in flexible small groups of students with relatively homogeneous academic skill or social behavior and identified as “at-risk” Instruction more explicit and intensive than typical classroom but provided within the context of general education supports. Student progress is monitored more frequently than benchmark assessment Small group, explicit instruction for specific content reinforcement Summer/Extended day programs Consultation by teachers with related-services personnel/specialists Accommodations/adaptations to Tier I PYRAMID OF INTERVENTION SUPPORTS & SERVICES Tier II-- Targeted Interventions Purpose Identify students at risk for not reaching academic and/or behavior standards Provide sufficient and appropriate systematic instruction so that students’ performance rapidly reaches and exceeds established standards thereby preventing school failure Core Instruction & Targeted Interventions Core Instruction & School-Wide Interventions

Tier 2: Targeted Interventions: 

Tier 2: Targeted Interventions Academic Examples in CPS Schools Reading 1st targeted/small group intervention (Paths to Achieving Literacy Success, Paraprofessionals as Reading Tutors, etc.) PALS (Class-wide Reading Intervention Program) Early Intervening Services (K-3) After school tutoring program Peer tutoring & cross-age tutoring After school Homework Club Behavior/Mental Health Examples in CPS Schools Small group counseling services (social skills, grief, divorce, bullying, conflict resolution, etc.) Peer mediation/conflict resolution Step down services for students with mental health challenges Regional Behavior/mental health supports/services

Tier 2: Targeted Interventions (cont.): 

Tier 2: Targeted Interventions (cont.) Academic Examples in CPS Schools Academic Intervention Labs (Reading/math) Credit Recovery Programs (Nova Net) Summer Interventions Proficiency Test Preparation Classes Behavior/Mental Health Examples in CPS Schools

Data Examples for Developing Targeted InterventionsTier II: 

Data Examples for Developing Targeted Interventions Tier II Academic Sub-group data State Report Card Needs Assessment Binder Teacher Dashboard Classroom Formative Assessment Data Instructional Analysis Tool CBM/DIBELs Voyager Intervention Program (VIP) Behavior Discipline Reports Offense Counts by Student Discipline Referrals by Grade Discipline Offenses Per Student Monthly Student Discipline Referrals

Slide24: 

PYRAMID OF INTERVENTION SUPPORTS & SERVICES Characteristics of Tier III Individualized, research-based intensive supports Consultation/direct service provided by specialists Collaborative problem solving process Parental permission/involvement required Referrals to community-based, transition, mental health and medical services as needed Adaptation/modifications to Tier I and II. Intensive student progress monitoring (i.e. at least weekly) and linked to problem-solving process Tier III-- Intensive Interventions Purpose Provide continued and sustained support for students who don’t progress with targeted supports OR whose initial assessment data indicates the needs for support at all 3 levels Data indicate that students may need ongoing, substantial support to make progress Core Instruction & Targeted Interventions Core Instruction & School-Wide Interventions Core Instruction & Intensive Individualized Interventions Core Instruction & Targeted Interventions Core Instruction & School-Wide Interventions

Tier 3: Intensive Interventions: 

Tier 3: Intensive Interventions Academic Examples in CPS Schools Reading 1st Intensive Interventions Collaborative Problem Solving Team planning SRA Corrective Reading (3,4,6) Newcomer/Beginning LEP Classes Behavior/Mental Health Examples in CPS Schools Individual counseling Behavior Intervention Planning Individual crisis intervention services Functional Behavior Assessment Autism Support Team Services Mental Health Partners (Central Clinic, Children & Families First, Talbert House, etc.) Partial Hospitalization Programs Out of District Placements & Services Wraparound Support Collaborative Problem Solving

Data Examples for Developing Intensive InterventionsTier III: 

Data Examples for Developing Intensive Interventions Tier III Academic Individual Student Data Classroom Formative Assessments Teacher Dashboard Response to Intervention Progress Monitoring Individual Time Series Analysis Graph CBM/Progress Monitoring Behavior Discipline Reports Student Discipline Listing For Current School Year Discipline Offenses Per Student Discipline History for Individual Students Functional Behavior Assessments

Percent Correct: 

Percent Correct

Performance Levels (Practice OGT): 

Performance Levels (Practice OGT)

Standards Mastery: 

Standards Mastery

Standards Mastery continued: 

Standards Mastery continued

Indicators Mastery: 

Indicators Mastery

Item Analysis: 

Item Analysis

Student History (for one student): 

Student History (for one student)

Principal – Avg Percent Correct: 

Principal – Avg Percent Correct

District – Avg Percent Correct: 

District – Avg Percent Correct

District – Percent Proficient Cumulative: 

District – Percent Proficient Cumulative

Description of the Three Tiers: 

Description of the Three Tiers

Tier 1: Universal Supports: 

Tier 1: Universal Supports Reading/Language Arts and Math Textbook Adoptions Ready to Learn (After school tutoring program) DIBELS (Dynamic Indicators of Basic Early Literacy Skills: K – 3) Reading 1st Early Reading Program (Voyager Universal Literacy System) Positive School Culture (PBS) Alternatives to Suspension & Alternatives to Expulsion Programs Universal Design for Learning (UDL) (Instructional Technology) Bully Prevention Program Curriculum Reform Models (CRM) Challenging Behavior Specialists District Crisis Response Team Assist in identification of research based curriculum School-wide CBM norming in reading

Tier 1: Universal Supports (cont.): 

Tier 1: Universal Supports (cont.) Culturally Responsive Practices Universal screening of behavior needs at the building level Ohio Reads Train staff in identifying potential speech/language difficulties Train staff in appropriate classroom interventions School-wide screenings for potential speech/language difficulties Speech Pathologists, Intervention Specialists and Audiologists Supports: Service Delivery Model Coordinate data collection School-wide staff development Identify non-English speaking students (English not the primary language) Student assessment in English: listening, speaking, reading & writing Co-Teaching Model of Service Delivery Inclusive Practices Coaches

Tier 2: Targeted Supports: 

Tier 2: Targeted Supports Reading 1st targeted/small group intervention (Paths to Achieving Literacy Success, Paraprofessionals as Reading Tutors, etc.) PALS (Class-wide Reading Intervention Program) Small group counseling services (social skills, grief, divorce, bullying, conflict resolution, etc.) Early Intervening Services (K-3) Peer mediation/conflict resolution After school tutoring program Peer tutoring & cross-age tutoring After school Homework Club Step down services for students with mental health challenges

Tier 2: Targeted Supports (cont.): 

Tier 2: Targeted Supports (cont.) Title I Resource Room Academic Intervention Labs (Reading/math) Inclusive Practices Coaches (Select schools and classrooms) Credit Recovery Programs (Nova Net) Summer Interventions Proficiency Test Preparation Classes School to Work

Tier 3: Intensive Supports: 

Tier 3: Intensive Supports Individual & small group counseling Behavior Intervention Planning Individual crisis intervention services Reading 1st Intensive Interventions Collaborating Problem Solving Team planning SRA Collective Reading Group (3,4,6) Autism Support Team Services Mental Health Partners (Central Clinic, Children & Families First, Talbert House, etc.) Partial Hospitalization SSAMs classes (Social skills, Anger management) Out of District Placements & Services

The CPS Journey to an Integrated Model: 

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)

District Leadership Structures: 

District Leadership Structures Positive School Culture Committee Pyramid of Interventions Steering and Implementation Committees

Local Behavior Committee Manual: 

Local Behavior Committee Manual PSC Planning Guide Action Plan Code of Conduct Alternatives to Suspension & Expulsion

Slide47: 

Framework for Integration Across Initiatives: Pyramid of Interventions Pyramid of Interventions for Academic and Behavior Supports is a comprehensive school-wide prevention & intervention model that provides support systems which address both academic and behavioral needs of ALL students.

POI Products: 

POI Products Quick Guide Quick Guide Resource Toolkit Quick Guide Companion Workbook

Pyramid of Interventions Structure: 

Pyramid of Interventions Structure Steering Committee Teacher Union Administrators Union Instructional Leadership Team Mental Health Board Parent Representatives Higher Education Community Advocacy Groups Regional Leadership (SERRC/HCESC) Mayerson Academy Implementation Team Representation from Steering Membership charged with plan development, monitoring, and implementation

Job Embedded Support: 

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)

Implementation: 

Implementation Staffing Professional Development Resources Stakeholder Support Capacity Builders

Comprehensive Strategic Planning: 

Comprehensive Strategic Planning Emerging partnerships to integrate multiple efforts and sustain comprehensive system improvement SIP SEAL CWT

Improved Student Performance: 

Improved Student Performance Academics

Slide54: 

Department of Student Services October 2005

Slide55: 

Department of Student Services October 2005

Slide56: 

Department of Student Services October 2005

Slide57: 

Department of Student Services October 2005

Slide58: 

Department of Student Services October 2005

Slide59: 

Department of Student Services October 2005

Reading First Schools: 

Reading First Schools

Improved Student Performance: 

Improved Student Performance Behavior

Regular Review of Discipline Data: 

Regular Review of Discipline Data Accurately enter data into SASI Examine data to assess overall success of PSC plan, to determine “hot spots” & students for intervening Share information with learning community

Suspension/Expulsion Data by Year:CPS: 

Suspension/Expulsion Data by Year:CPS Suspension rates in the 04-05 and 05-06 are most likely a combination of no-shows A2S assignments which defaults to out of school suspension and improper coding by the schools.

Closing the Racial Gap: 

Closing the Racial Gap

Initiatives to Improve In-District Services and Supports: 

Initiatives to Improve In-District Services and Supports Integrated Model of Service Delivery

Slide70: 

Standards Based Instruction for ALL Kids Team Based Problem Solving Explicit Instruction Evidence Based Practices Continuum of Academic and Behavioral Support (Targeted Intervention) Accountability Data-based Decision Making High Quality Core Curriculum Aligned with Standards Culturally Responsive Practices

Slide71: 

Alignment Intended Outcomes Rationale Access for ALL Students

Slide72: 

Department of Student Services October 2005

Slide73: 

Department of Student Services October 2005

Slide74: 

Department of Student Services October 2005

Slide75: 

Department of Student Services October 2005

Slide76: 

Department of Student Services October 2005

Slide77: 

Department of Student Services October 2005

Slide78: 

Department of Student Services October 2005

Improved Resource Management: 

Improved Resource Management Human Resources Instructional Resources Community Resources

Innovation Configuration for Inclusive Practices: 

Innovation Configuration for Inclusive Practices Access to the Curriculum Continuum of Services Staff Roles & Responsibilities Staff Scheduling Related Service Delivery Building Structures

Slide87: 

Alignment Intended Outcomes Rationale Access for ALL Students Improved Resource Management Improved Fiscal Management

Slide88: 

Alignment Intended Outcomes Rationale Access for ALL Students Improved Resource Management Improved Fiscal Management

Structural Alignment: 

Structural Alignment Facilities Master Plan Community Learning Centers School Closings High School Restructuring

Conceptual Alignment: 

Conceptual Alignment Standards Based Instruction Positive School Culture Pyramids of Intervention

Slide91: 

Alignment Intended Outcomes Rationale Access for ALL Students Improved Resource Management Improved Fiscal Management

District Tools and Products: 

District Tools and Products Tools Instructional Management System Teacher Dashboard Data Audit reports Short Cycle Assessments (Benchmark Assessments) Products Tiers of Service Quick Guide and Resource Manual PSC Guidebook Innovation Configuration Map

Lessons Learned: 

Lessons Learned Stakeholder Buy in Sustaining Meaningful Support for Schools High Quality PD User Friendly Resources Community Partnerships Committed District Leadership Team

Challenges: 

Challenges Supporting staff to use existing tools and data Sustaining energy and effort On-going Capacity building

Inter-district Dialogue: 

Inter-district Dialogue What is currently in place within your district and/or buildings to support ALL students for academic and behavior success (i.e., Tier 1)?

Inter-district Dialogue Continued: 

Inter-district Dialogue Continued What is currently in place for students at risk; near but not at academic and/or behavior benchmarks at the district and building levels (Tier 2)? What is currently in place for students whose achievement is significantly discrepant from academic and/or behavior expectations (Tier 3)?

Q & A: 

Q & A

Acknowledgements: 

Acknowledgements Superintendent Rosa Blackwell Southwestern Ohio Special Education Regional Resource Center Department of Student Services Administrative Team Staff and Students of Cincinnati Public Schools

Slide100: 

Good Things are Happening in Cincinnati Public Schools!