clara martin, cps & karen schaeffer, swo serrc cincinnati public schools journey to positive...

Clara Martin, CPS & Karen Schaeffer, SWO SERRC

Cincinnati Public Schools Journey to Positive School Culture

December 12, 2007


Supporting The Ohio Integrated Systems Model (OISM)

Cincinnati Public School District Makes The Contextual FitA Presentation for Middletown City Schools

December 12, 2006


What to expect

A brief framing in OISM Connecting to culturally responsive practices Cincinnati’s data-driven journey District-level development of people, policies

and practices Building level learning, planning and

implementing

Academic System

Ohio Integrated Systems Model for Academic and Behavior Supports

Decisions about tiers of support are data-based

Behavioral System

1-5% Intensive Individualized Interventions

Adapted from OSEP Effective School-Wide Interventions

5-10% Targeted Interventions5-10% Targeted Interventions

1-5% Intensive Individualized Interventions

80-90% School-Wide Interventions

80-90% School-Wide Interventions

Key Features of an Effective Integrated Model

Administrative Leadership

Collaborative Strategic Planning

(CPS)

Scientifically-Based

Research

Data-Based Decision Making

Culturally Responsive

Practices

Academic & Behavior Supports Across 3-tiers


Specific educational practices, teaming processes, instructional strategies, and curricula content which have been established by research to increase the achievement of historically underachieving culturally diverse students

- NCCRESt 2004

Culturally Responsive Practices

Culturally responsive practices are grounded in the evidence that…

√ Their culture, language, heritage and experiences are valued and used to facilitate their learning and development;

√ They are provided culturally responsive, respectful, rigorous and relevant programs, curricula, and resources; and

√ They have access to high quality educational practitioners

Culturally diverse students excel academically when:


Why choose PBS?


ODR Admin. Benefit

Springfield MS, MD

2001-2002 2277 2002-2003 1322

= 955 42% improvement = 14,325 min. @15 min.

= 238.75 hrs

= 40 days Admin. time


ODR Instruc. Benefit

Springfield MS, MD

2001-2002 2277 2002-2003 1322

= 955 42% improvement = 42,975 min. @ 45 min.

= 716.25 hrs

= 119 days Instruction time


Why choose OISM?

Summative Effects of anIntegrated Model

Shep Kellem, Johns Hopkins University

ReadingInstruction

R BR BR B

Reading &Behavior

Instruction

BehaviorInstruction

Significance

BL


Cincinnati Public Schools Journey to Positive School Culture


CPS Data Drives Change

Cincinnati Public Schools suspension /expulsion rates alarming.

Superintendent calls for radical change.

District-Wide PSC Committee leads charge.

Cincinnati Public Schools committed to Student Academic and Behavioral Success

District Data on Removals

DESCR YR 2002 YR2003 YR2004 YR2005

Out of School Suspension 12774 15649

1175 973

Expulsion 722 963 20 19

Alternative to suspension ** ** 2168 3580

Detention 3891 4722 4855 8058

Emergency Removal 3651 4133 6211 7115

In School Suspension 16478 19804 18252 17848

Alternative to expulsion ** 92 448 684

““Positive Behavior Supports”Positive Behavior Supports”

PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.


Features of a Comprehensive System of PBS Total staff commitment to managing behavior

Clearly defined and communicated expectations and rules

Consequences and clearly stated procedures for rewarding appropriate behavior and correcting rule-breaking behaviors

An instructional component for teaching students self-control, expected behaviors, and social skills strategies

A support plan to address the needs of students with chronic, challenging behaviors.

Highlights of the PBS Journey 2000-2001

– Positive School Culture District-Wide Committee Charged to Make a Change– Studied suspension and expulsion data– Reviewed models for change– Presented overview of PBS– Started partnership with SWO SERRC

2001-2003– Administrators received overview of PBS– Trained teams from initial cohort of schools– Various district level personnel engaged in training and planning– District-Wide Team seeks guidance from national consultant

2003-2004– Created guiding documents, Policy & Alternative Programs

• Developed format for implementing Positive School Culture• Code of Conduct aligned to PBS practice• Data system aligned to PBS decision making needs• Alternative to Suspension & Alternative to Expulsion• 8 CPS schools served as pilot schools prior to the district committing to

the model.


District-Wide Positive School Culture Committee

The Vision

To create and maintain a safe and orderly educational community that keeps students in school and engaged in learning.

District-Wide Positive School Culture

SubcommitteesData Reporting PSC Format &

Code ConductProfessional Development

Alternative Programs

To collect data in order to guide planning and to evaluate the impact of PBS activities on student performance. In addition this committee will support buildings to increase capacity to collect discipline data

To create a format that every school in the district can use to develop a positive school culture plan. The plan will include levels of support and intervention with the framework of Positive Behavior Supports.

To create the capacity with the district to provide training and technical assistance (coaching) in a research- validated model for implementation of PBS district wide.

This committee will create and monitor alternative programs & services that will be provided in lieu of suspension or expulsion. These alternative programs & services provide an extension of tier 3 positive behavior supports for students.The work of this committee includes evaluation and revision of existing programs.


Positive School Culture Manual

PSC Planning Guide

Action Plan Guide and Action Plan

Code of Conduct

Alternatives to Suspension & Expulsion


District Discipline Policy aligned with PBS

District wide expectations

Categories of offenses Definitions of terms Continuum of corrective

consequences Confidential referral

record Due process

considerations


Data entered in SASIxp: Graphs generated by COGNOS

What Percentage of Students May NeedTier 2 or Tier 3 Supports?


Alternative Program Purpose

A2E & A2S Programs:Extend the continuum of supports for students removed from their regular school because of behavior infractions, and Help students to successfully reintegrate back to their home schools. These programs allow students to:

Continue receiving academic instruction, Benefit from services to strengthen their social competencies and study skills.


Removal Periods:

Alternative to Suspension Minimum assignment: 5

days Maximum assignment: 15

days

Alternative to Expulsion Minimum Assignment 1

day Maximum Assignment 80

days

Mean 9.3Median 7.0

Mean 28.1Median 17.0


Anticipated Student Outcomes

Expected Outcomes for Students Attending A2S:

Demonstrate social competencies in communication, decision-making, and problem solving that will facilitate positive peer and adult relationships.

Understand the connection between their own behavior and positive or negative consequences, thus leading to more appropriate social and academic decision-making.


Expected Outcomes for Students in A2E:

Make the necessary progress to meet academic content standards and acquire or maintain school/class credit for completed course work.

Demonstrate social competencies in communication, decision-making, and problem solving that will facilitate positive peer and adult relationships.

Understand the connection between their own behavior and positive or negative consequences, thus leading to more appropriate social and academic decision-making.

4. Make the connection between the impact of their behavior and future outcomes. Student will also understand their relationship to the learning community and community at large.

Program Entry Process for A2S: Students who have committed an offense that is violation of the Code of Conduct which requires removal from the building must be referred to the district panel. Schools make referrals through an online referral system. All referrals are reviewed to ensure that there is a clear violation of the Code of Conduct and that students with disabilities are being assigned in accordance with IDEIA requirements.

A Placement Review panel composed of 3 administrators, one teacher, a C.F.T. representative, and a psychologist, review and make assignment recommendations if there is not a clear violation of the Code of Conduct.

This panel will review a summary of the incident, the school’s previous corrective actions, and the student’s discipline history, (2 year), to determine whether the offense warrants placement at the A2S program. Each panel member submits their recommendations into the online system, which is housed in the districts data warehouse.


Program Entry Process for A2E:

Students in grades 4 –12 who engage in any Category II or III offense according to the district’s Code of Conduct* are eligible to attend the A2E program in lieu of serving an out of school expulsion.

Prior to placement in the A2E program students are assigned to the A2S program pending the hearing outcome. Students and parents participate in a hearing which is conducted by a district Hearing Officer. The Hearing Officer determines if the student committed the offense, whether the student’s offense mandates placement in the Alternative to Expulsion program, and the duration of the placement. The Hearing Officer records the outcome of the hearing in the online system which informs program staff of the students new exit date.

* (other than the possession of a fire arm which requires mandatory expulsion for up to one calendar year)


Highlights of the PBS Journey (cont.)

2003-2004 cont.– Provided overview of school wide PBS through teams of 3 from each

building. (Positive School Culture Teams)– Introduced New Code of Conduct to Administrators– Implemented pilot Alternative to Expulsion Program at high school level

beginning in Feb.

2004-2005– Provided Quarterly PBS Training to Positive School Culture Teams– Distributed new documents and implemented new Code of Conduct– Elimination of Out of School Suspension and Expulsion– Review panel determines when students can be removed from building.– Expanded Alternative to Suspension and Expulsion to serve grades– 4-12– Reviewed ways to provide ongoing support to buildings

Positive School Culture School Teams

Obtain Input From Staff and CommunityMeet with all staffCollect information &/or use existing data

including family, student & community input

Examine Positive School Culture DataGenerate Proactive Solutions

Start by agreeing upon 3-5 overarching expectations

Use matrix to establish rules, routines, arrangements in all settings

Make a plan for teaching and reinforcingEstablish consistent consequences

beginning with re-teaching

Seek Consensus

Monitor progress


Buildings On A Continuum of Learning, Planning & Implementing Overviews provided for

all schools

8 attended a series at Mayerson Academy

14 accessed PD through SWO SERRC

37 engaged to varying degrees in training for “teams of 3”


Building Teams Action Planning


District & Building Level Data

Referrals Per Day Per Enrollment Top 5 Incidents (Offense) Top 5 Locations Top 5 Administrative Corrective

Consequences Students in need of preventive support


Referrals Per Day Per Month


Behavior Incidents (Offenses)


Administrative Corrective Consequences


Location

Highlights of the PBS Journey (cont.)

2005-2006 Building Capacity

– Qualified staff to coach schools– The time challenge– Supporting the needs of ALL schools.– Introduction to Pyramids of Intervention, an integrated model that

parallels OISM– Refining the Alternative Programs: Eliminating the paperwork– Aligning the Code to the practice:

2006-2007– Changing internal structures– Instructional Support Teams (IST) support schools in district initiatives.– What is the data telling us?

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Cincinnati Public Schools’ Pathway to Pyramid of Interventions 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 & District Wide & In-service

• 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, and PSC Support Team


Future Challenges

Building Capacity Sustaining the Effort Developing POI in All Schools Establishing alternative programs to

address K-3 students

clara martin, cps & karen schaeffer, swo serrc cincinnati public schools journey to positive...

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