email: [email protected] phone: 513-363-0300 osep project director’s conference from unique to...

email: [email protected] phone: 513-363-0300

OSEP Project Director’s ConferenceFrom Unique to Universal:

An Urban District’s Journey toward Universally Designed Instruction

August 2, 2006

Markay L. Winston, Ph.D.

Cincinnati Public Schools,

Director of Student Services


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 Lunch66%• % of students with disabilities 17%

Information taken from district publication “About our Schools”


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• 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

• Assessment of Current Practice

• Identification of District Goals

• District Action Planning

• Resource Allocation

• Professional Development

• Sustaining Support


State Initiatives

• Ohio Integrated Systems Change Model (OISM)

• Universal Design for Learning Leadership

An Integrated Systems Approach…Cincinnati Public Schools Pyramid of Interventions

Academic Systems Behavioral Systems

Adapted from OSEP Effective School-Wide Interventions

5-10% Targeted Interventions5-10% Targeted Interventions

1-5% Intensive Individualized Interventions

1-5% Intensive Individualized Interventions

80-90% School-Wide Interventions

80-90% School-Wide Interventions

Decisions about tiers of support are data-based

A B

CDE

F

Pyramid of Interventions

Core Components

CulturallyResponsivePractices

Explicit Instruction of Academic & Social Skills

Data-Based Decision Making

Collaborative ProblemSolving

Research Validated Practices

Academic & Behavioral Supports for Each and All

B

CD

E

F A


Why UDL and Why Now?

• Dr. Phil Philosophy

• Inclusive- Benefits for ALL Students

• Promotes Meaningful Access to the General Curriculum

• Preventive Early Intervention Approach versus retrofitting

• Supports Differentiation


Rationale

Intended Outcomes

Access for ALL Students

Alignment

Standards Based

Instruction for ALL Kids

Bring Support Services TO Kids


Alignment

Intended Outcomes

Rationale

Access for ALL StudentsStandards

Based Instruction

for ALL Kids


Improved Resource

Management

Improved Fiscal Management

Improved Student

Performance


Improved Resource Management

Human Resources

Instructional Resources

Community Resources


Alignment

Intended Outcomes

Rationale


Based Instruction

for ALL Kids

Improved Resource

Management

All Schools


Improved Fiscal Management

Improved Student

Performance

Diverse Learner Needs


Implementation Plan

Intended Outcomes

Rationale


Based Instruction

for ALL Kids

Community Partnerships

Diverse Learner Needs

Professional DevelopmentSchool

District


Fiscal Management

Alignment

Improved Student

Performance

All Schools


Our Journey Toward UDL2002-2003:

• Collaboration between Central Office Directors (Curriculum and Student Services)

2003-2004:

• Instructional Management System District Wide

• CAST led PD for Central Office Administration (Directors/Managers), teacher leaders, curriculum coaches, etc.


The Journey Continues2003-2004:

• Three Tiered Model Adopted

• District Wide UDL Steering Committee Formed

• 3 UDL Pilot Schools Identified

2004-2005:

• Development of a District Wide UDL Plan

• English Language Arts Textbook Adoption with UDL consideration

• Innovative & Promising Practices Schools expanded


• Instructional/Assistive Technology Consultant (Full-time Teacher Position)

• Targeted school wide PD for Voluntary Schools


Past School Year…

2005-2006:• Teacher Dashboard Introduced• Continued Pilot Expansion• Instructional Technology Toolkits &

District Wide Training• UDL written into Superintendent’s Strategic

Plan• Targeted School wide PD on UDL• Demonstration Lab


This Fall

2006-2007:• Superintendent’s Strategic Plan

Implementation• Model Lesson Plans infused with UDL• Tool Kit Training• Building Capacity through Instructional

Support Teams• District Technology Plan revisited


Services and Supports Foundational to the Pyramid of Interventions

1. Inclusive planning teams

2. A system of data collection and management

3. Data-based decision-making

4. Empirical basis for practice

5. Inclusive Programs and Physical Environments

6. Treatment Integrity and Assessment Reliability

Core Instruction &

School-Wide Interventions

Core Instruction & Targeted Interventio

ns

Core Instruction & Intensive

Individualized Interventions


Applying UDL to our Three-Tiered Model of Support

(Pyramid of Interventions)

• Universal- District/School Wide Supports

• Targeted Group/Building Supports

• Individualized, Intensive Student Supports


Core Instruction &School-Wide Interventions

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 InterventionsPurpose•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.


Tier 1: District Wide Efforts that Support UDL

Instruction• Model Lesson Plan

Development with UDL

• Textbook Adoption• Instructional

Technology Toolkits

Staff Development• District wide Professional

Development on Differentiation and

Standards Based Instruction

• Instructional Management System PD and embedded technology support

• Teacher Dashboard Training

• Train the Trainer PD


Instructional Technology Toolkits

All SchoolsCollaboration with Technology

DepartmentHardware and Software

Embedded PD and Support

Interactive Whiteboards

Reading Pens

AlphaSmart

Big Keys

Tablet Technology

Kurzweil

Co-Writer- (Word Prediction Software)

WriteOut Loud- (Text to Speech)

Dragon- (Speech Recognition)

Math Pad Plus



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


Tier II-- Targeted InterventionsPurpose•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


Tier 2: Targeted District Activities that Support Instructional

TechnologyInstruction

• Innovative and Promising Practices Model Schools

• Toolkits for Targeted Populations

• General and Special Education Pilot Collaborative (Co-funded

initiatives)• Retooling of Teachers (Role

and Function)• Enhancing Education Through

Technology Grants (EETT)• Inclusive Practices Coaches and

Technology Teacher Leader

Staff Development• Leadership Team Training in

UDL• UDL Training for Select School

Teams at CAST• On-Going Instructional

Technology PD through Mayerson Academy

• Imonthly Seminars and Demonstrations




Core Instruction &

Targeted Interventions

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 InterventionsPurpose•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 &

Intensive Individualized Interventions


Tier 3: Intensive Efforts to Support Instructional TechnologyInstruction

Assistive Technology Assessments, Services and

GrantsIndividual Student Success StoriesTeacher Self Report on Access to

Technology ResourcesPilot Classrooms using Specific

Technology ToolsDisability Specific Innovations in

Technology

Staff Development• Reading and Math Software

programs for specific students


District Leadership Structures

Curriculum Administrators

Student Services Administrators

Instructional Leadership Team

Building Principals

Teacher Leaders


Implementation Considerations

• District Action Planning Process

• Staffing• Professional

Development• Resources• Stakeholder Support• Capacity Builders


Innovation Configuration for UDL &

Inclusive Practices• Access to the Curriculum

• Continuum of Services

• Staff Roles & Responsibilities

• Staff Scheduling

• Related Service Delivery

• Building Structures


Lessons Learned

• Stakeholder Buy in

• Sustaining Meaningful Support for Schools

• High Quality PD

• User Friendly Resources

• Community Partnerships

• Committed District Leadership Team


Challenges

Changes in Leadership

Maintenance of Technology

Supporting staff to use existing resources

Sustaining energy and effort

On-going Capacity building

Securing Funding


Opportunities

• Alignment to District’s Strategic Plan• Enthusiasm of Teachers and Students• Administrative Support• Implications for teaching and learning• Preliminary Outcome Data• Decreasing Achievement Gaps• Embedded Professional Development• Strengthening General Education!


Acknowledgements

• Superintendent Rosa Blackwell• Southwestern Ohio Special Education

Regional Resource Center• Department of Student Services

Administrative Team• Staff and Students of Cincinnati Public

Schools• CAST


Good Things are Happening in Cincinnati Public

Schools!

Good Things are Happening in Cincinnati Public

Schools!


For additional information please contact me at the following:

Markay L. Winston, Ph.D.Cincinnati Public SchoolsBoard of Education Office

2651 Burnet AveCincinnati, OH 45219

[email protected]

513-363-0300

mailto:[email protected]

email: [email protected] phone: 513-363-0300 osep project director’s conference from unique to...

Documents

learning leadership

elementary schools

targeted interventions

b c d e f slide

b c d e fa slide

support services

designed instruction

district publication