1 pyramid of interventions framework for meeting the needs of all children markay l. winston,...

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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




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

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

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


•Assessment-based

•High Intensity

Tier II: Targeted GroupInterventions (5-10%)•Some students (at-risk)

•High efficiency

•Rapid response


•All Students


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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Model Lessons

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Benchmark Assessments

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Intervention Strategies

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Academic Systems


•Assessment-based

•High Intensity

Tier II: Targeted Group Interventions (5-10%)•Some students (at-risk)

•High efficiency

•Rapid response


•All Students


Behavioral Systems


•Assessment-based

•High Intensity

Tier II: Targeted GroupInterventions (5-10%)•Some students (at-risk)

•High efficiency

•Rapid response


•All Students


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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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/

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

1 pyramid of interventions framework for meeting the needs of all children markay l. winston,...

Documents

academic emergencynot

academic emergencynot

academic emergencynot

report card designation

report card2005

report card2006

academic watchnot met62

academic watchnot met71