1 pyramid of interventions framework for meeting the needs of all children markay l. winston,...
TRANSCRIPT
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Pyramid of Interventions Framework for Meeting the Needs of All Children
Markay L. Winston, Director of Student Services
Susan Bunte, IST Lead Principal
Kathleen S. Bower, Lead School Psychologist
Mireika Kobayashi, CRP Psychologist
Sandra Tolliver, Parent Mentor
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
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Basic Facts about Cincinnati Public
Schools• Total enrollment (K-12) 33,781
• Total # of Schools 65– Total # of Elementary Schools 47– Total # of High Schools 18
• % receiving Free/Reduced Lunch59.9%Information taken from district publication “About our Schools”
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Basic Facts about Cincinnati Public Schools (continued)
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 IndicatorsSchool Year Category
2007-08 Continuous Improvement
2006-07 Continuous Improvement
2005-06 Continuous Improvement
2004-05 Continuous Improvement
2003-04 Academic Watch
2002-03 Academic Watch
2001-02 Academic Emergency
2000-01 Academic Emergency
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Performance Index
53.2
62.7 64.3
72.175.2
81.5 80.7 81.9
0
10
20
30
40
50
60
70
80
90
100
2001 2002 2003 2004 2005 2006 2007 2008
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Progress Made by students with disabilities
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
2004 21% 17%
2005 36% 25%
2006 36% 29%
2007 43% 38%
2008 44% 37%
Reading Mathematics
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LEP Students Percentage Proficient
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
2005 60.6% 49.5%
2006 57.5% 54.0%
2007 64.0% 59.4%
2008 58.8% 54.5%
Reading Mathematics
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Graduation Test – Urban Districts2007-08 Report Card
District 10th-Grade Reading
10th-Grade Math
10th-Grade Writing
10th-Grade
Science
10th-Grade
Social Studies
Canton 73.9% 62.0% 74.5% 51.4% 62.9%Toledo 76.7% 64.0% 81.7% 55.6% 66.9%Akron 78.0% 68.8% 78.0% 58.9% 73.1%Columbus 83.3% 69.0% 83.1% 55.2% 75.5%Dayton 62.3% 48.5% 65.2% 40.2% 49.9%Cleveland 68.7% 55.2% 67.3% 43.7% 54.8%Cincinnati 82.2% 74.6% 84.9% 63.2% 78.0%
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Graduation Rate
51.0%57.6% 60.2% 61.0%
72.0%77.2% 79.1% 82.0%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
2000 2001 2002 2003 2004 2006 2007 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)
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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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•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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• 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
RtI Emphasis on Core Instruction: Growing the Green
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Academic Systems
Tier III Intensive, Individual Interventions (1-5%)•Individual students
•Assessment-based
•High Intensity
Tier II: Targeted Group Interventions (5-10%)•Some students (at-risk)
•High efficiency
•Rapid response
Tier I: School-wide Interventions (80-90%)•Core Instruction
•All Students
•Preventive, proactive
Behavioral Systems
Tier III Intensive, Individual Interventions (1-5%)•Individual students
•Assessment-based
•High Intensity
Tier II: Targeted GroupInterventions (5-10%)•Some students (at-risk)
•High efficiency
•Rapid response
Tier I: School-wide Interventions (80-90%)•Core Instruction
•All Students
•Preventive, proactive
Cincinnati Public Schools Pyramid of Interventions
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RtI – Core Principles
• Importance of intervening early– 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 after-
school 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
– 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
• Research support (especially independent research) was stronger than other programs AND the research was done on similar population (urban, low income).
• Piloted in 11 Schools as Part of Reading First Initiative– 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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Provides Class-wide Overview of Performance
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Provides Overview of Individual Students’ Performance
NOTE: Parent Reports can be printed in English or Spanish
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Previously released Ohio Achievement Test items
Core Curriculum:Reading (4th-8th)
Math (K-8th)
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Ohio Achievement Test Items
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Learning Experiences
Curriculum Map: 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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Academic Systems
Tier III Intensive, Individual Interventions (1-5%)•Individual students
•Assessment-based
•High Intensity
Tier II: Targeted Group Interventions (5-10%)•Some students (at-risk)
•High efficiency
•Rapid response
Tier I: School-wide Interventions (80-90%)•Core Instruction
•All Students
•Preventive, proactive
Behavioral Systems
Tier III Intensive, Individual Interventions (1-5%)•Individual students
•Assessment-based
•High Intensity
Tier II: Targeted GroupInterventions (5-10%)•Some students (at-risk)
•High efficiency
•Rapid response
Tier I: School-wide Interventions (80-90%)•Core Instruction
•All Students
•Preventive, proactive
Cincinnati Public Schools Pyramid of Interventions
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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
All Settings Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give your best
effort.Be prepared.
Walk. Have a plan.
Eat all your food.
Select healthy foods.
Study, read, compute.
Sit in one spot.Watch for your
stop.
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.
TEACHING MATRIX
Exp
ecta
tions
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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
Punishment(Failure)Reinforceme
nt(success)
4 : 1
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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 ProductsTools
• Instructional Management System
• Teacher Dashboard• Data Audit reports• Short Cycle
Assessments (Benchmark Assessments)
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!
• 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 InterventionsOn 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
• 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
• Staffing
• Professional Development
• Resources
• Stakeholder Support
• Capacity Builders
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Lessons Learned
• 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!
Good Things are Happening in Cincinnati Public
Schools!
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Questions & Answers