Principal Binder to Accelerate Learning

2021-2022

Principal Binder Table of Contents

Section 1: One Plan FY22

Section 2: Principal Learning Plan

Section 3: 30-60-90 Plan and Checklists

Section 4: Meetings, Templates and Tools

• Data Meetings
• Staff meetings
• Academic Matrix Meetings

Section 5: Accelerating Learning with Adopted Curriculums

• Adopted curriculum
• Classroom Walks (Learning Walk Form and Evidence of Success)
• Planning Protocols
• Curriculum Based Assessments
• Culturally Responsive Teaching

Section 6: Every Child Reads by the End of First Grade

Section 7: Schoology Resources and Tools

Section 8: Early Childhood: Preschool

Section 9: Department of Student Services

Section 10: Calendar of Events

Section 11: Specialists and Coaches

Section 12: Directors of School Leadership

Section 13: P.A.T. (Performance, Accountability, and Testing)

Section 14: Talent Department

Section 15: Positive School Culture

Section 16: College, Career and CTE

Section 17: Effective Tutoring Practices

Section 18: Committees

Section 19: Principal Meeting Agendas and Notes: Appendix

• Other important links and resources
• CFT CBA Redline
• Archived meeting agendas and materials used

“Every child, regardless of circumstances, receives on grade level, standard-aligned high quality curriculum, instruction and technologies.”

“We are working to cultivate an anti-racist community through Education and Awareness, providing a safe space for courageous conversations, and identifying racist policies, practices and ideas. We will use interventions and strategies to disrupt the system and provide equity and access for every student.”

“If not NOW, when; if not US, who?”

Let’s map our plan to Accelerate Learning back to our three calls to action.

Call to Action 1

Find new, affirming ways our students can see themselves and other cultures in their learning.

Call to Action 2

Spend the vast amount of instructional time engaging students in on grade level learning

Call to Action 3

Address unfinished learning with precision (just in time, opposed to just in case.

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Principal Standards

The effective educational leader…

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Standard 1:Mission, Vision and Core Values

• Develops, advocates and enacts a shared mission, vision and core values.

Standard 2: Ethics and Professional Norms

• Acts ethically and according to professional norms.

Standard 3: School Improvement

• Implements collaborative structures and shared leadership to analyze data and causality, align evidence-based strategies to deliberate goals, develop the capacity of staff, and partner with internal and external supports to improve teaching and learning conditions and outcomes.

Standard 4: Curriculum, Instruction and Assessment

• Fosters an environment of effective and rigorous personalized instruction by ensuring each student has equitable access to effective teachers, leaders and learning supports.

Standard 5: Professional Capacity of School Personnel

• Supports all staff by promoting and organizing an environment focused on continuous improvement and personal growth to achieve positive outcomes for each student.

Standard 6: Equity and Cultural Responsiveness

• Models, supports and cultivates a school culture characterized by equity and inclusiveness.

Standard 7: Community of Care and Support

• Develops and sustains positive partnerships with and among students, staff and stakeholders to create a safe and caring school environment.

Standard 8: Meaningful Engagement of Families and Community

• Develops and sustains partnerships with families and the community by acknowledging the school as a community resource and understanding the context of its existence within the larger community.

Standard 9: Strategic Staffing

• Is integral to the recruitment, hiring and assignment of staff to ensure representation of diverse expertise and skill sets are aligned to the priorities of the focused plan while also promoting staff professional growth, cultural competence and opportunities for leadership.

Standard 10: School Operations

• Develops and implements structures to maximize learning through relationships, management, fiscal responsibility and adherence to district and state laws, policies and procedures.

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Full outline, click here.

One Plan FY22

Be the Best at Getting Better!

The Why

Strategic Goal: Optimized Capabilities! We get better.

• CPS is a destination for top talent.
• The science of improvement is how we work.
• We have a model that allows for learning anytime, anywhere.
• Our budget process prioritizes CPS’ core work.
• School staff spends more time with students, teachers and families & less time on operational functions.

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Access your One Plans and Tools Here!

Deadline extended to Oct 1 for those in need.

Link not working? Click here.

Staff / ILT One Plan Kick Off Activity / Discussions

Possible In Person Activity:

• Preparation
• Personalize this template or build your own kick off agenda. See link here.
• Materials Needed
• 1 Printed One Plan for Grade Level Teams (One plan google folder if virtual.)
• Chart paper/ markers (Jamboard if virtual)
• School data (such as achievement, Positive School Culture, Parent surveys, etc)
• Activity
• Set the container with the why and the what
• Review One Plan sections with our teams so that they understand our overall Cincinnati Public Improvement theory and our 3 priority goals for the upcoming year (instruction, students with disabilities and positive school culture)
• Prioritize slides 9, 13 and top of 16
• Team goals may take more time
• Unpack the current state of learning with your staff analyzing
• Instructional trends and patterns
• Student with disabilities trends and patterns
• Positive School culture trends and patterns
• Facilitate a “Notice and Wonder” discussion to allow teams to process the trends and patterns they found.
• Complete section 2
• Provide team time to chart / complete Building and Team Goals section
• Close session by reviewing how teams will progress monitor, what current structures and frequencies are needed to review.
• Could be an additional session
• Celebrate progress
• Find out what your teams need from you!
• Follow Up and Next Steps
• Identify a person who can scribe plans into One Plan
• Schedule meetings and spaces to review and celebrate progress
• Action plan monthly Academic ILT time

One Plan Feedback

GOALs due September 17, 2021

Monthly Updates Expected

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Directors of School Leadership, the District Data Leadership Team and Central Office departments will use the above review windows to provide feedback to you and your school teams.

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In the meantime, reach out if you need any support or have questions:

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• QI Support (SMART aims, KDD, data visuals)
• Erin Kernohan kernohe@cpsboe.k12.oh.us
• Content Specific Support
• Instruction campbem@cpsboe.k12.oh.us
• Students with Disabilities reevech@cpsboe.k12.oh.us and hallmar@cpsboe.k12.oh.us
• Positive School Culture bungerc@cpsboe.k12.oh.us
• Early Childhood Preschool brooksv@cpsboe.k12.oh.us
• Ed Steps/ One Plan
• Priority and Focus schools can reach out to their SST consultant
• Other buildings can reach out to paul.smith@hcesc.org and/ or joanna.sears@hcesc.org

One Plan Checklist

Click here for a checklist on those things that must be read and completed by September 17th and those things that must be updated monthly.

Click here for a checklist on those things that must be read and completed by September 17th and those things that must be updated monthly.

Learning Plan

“Coaching Quote”

Learning Plan

Fall PD Scope and Sequence

• Principals FALL PD Scope and Sequence

30-60-90 Plan and Checklists

People romanticize their plans but dread the execution. The magic you’re looking for is in the work!

~ unknown

Checklists

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Opening Week Checklist

A number of important responsibilities essential to the efficient opening of the 2021-2022 school year need to be addressed by individual principals. The following is a checklist of activities to be completed at the school to ensure a safe and efficient opening. Thoroughly review each of the items relevant to your school’s operation and indicate the status of that item. Use the additional space provided or attachments to write questions or concerns. Please submit this checklist to your Director of School Leadership & cc: Wendy Popejoy by:

Sept 24, 2021

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Click here: Opening School Checklist FY22 - Master

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Remote Learning Transition Checklist

What to do when transitioning to and from Remote Learning.

Click here: Remote transitions DSL/Principal Check List 01.06.22

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Monthly Action Steps

30-60-90 Day Academic Plan!

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August Principal Action Steps FY22

September Principal Action Steps FY22

October Principal Action Steps FY22

November Principal Action Steps FY22

December Principal Action Steps FY22

January Principal Action Steps FY22

February Principal Action Steps FY22

March Principal Action Steps FY22

April Principal Action Steps FY22

May Principal Action Steps FY22

Meetings, Templates and Tools

Unity is strength… when there is teamwork and collaboration, wonderful things can be achieved.

~Mattie Stepanek

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Data/ Dept Meeting Templates and Set Up

The purpose of this time is to collaborate and find ways to increase student mastery of on grade level work evidenced by two week cycle curriculum based assessments, also known as temperature checks.

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Setting the container

• Determine the best space, rhythm and outcomes of your meeting structures.
• Co-create the ethos (formally referred to as norms) with the team to outline the guiding beliefs and ideal working behaviors.
• Set expectations on what should be completed as pre work. For example, data should be collected and organized into data visuals prior to data meeting so the bulk of the time can be used for discussion and action planning.
• Determine ways to progress monitor and celebrate your ethos along the journey!
• Consider using a shared template to progress monitor and celebrate wins, click here for a template and create copy.
• Ensure the right people are invited to the meeting to move the work.

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Build your recurring agenda

• Personalize this Data Meeting template for you and your team using the GROW model. (Elementary Montessori Principals - click here for a template and create a copy.)
• Review goal and/or outcome
• Unpack the reality using data visuals student by student
• Brainstorm options related to how to respond if students didn’t master/ did master content
• Wrap up with action steps asking what your team needs from you!
• Remember Defour’s critical questions:
• What do we want all teachers/ students to know and be able to do?
• How will we know if they know it?
• How will we respond if they don’t know it?
• How will we respond if they do know it?

Staff Meeting Templates and Set Up

Staff meetings are great space to keep one another informed across work streams or to host professional development. This is what you might find on a colleague’s staff meeting agenda. Feel free to use and tweak!

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Staff Meeting Agenda

• Welcome and Celebrations
• Mental Health Partner Update
• Curriculum Council Updates
• Math
• ELA
• Science
• Social Studies
• Intervention Specialists
• World Languages
• Fine Arts
• Include others where applicable
• LSDMC Update
• PTA/O Update
• Technology Update
• Other

Academic Matrix Meeting

Principal Professional Learning Community

The purpose of this time to collaborate and find ways to increase student mastery of on grade level work evidenced by two week cycle curriculum based assessments, also known as temperature checks.

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Clusters will break into 4 smaller groups and login virtually 1 hour/ month to review goals, reality, options and wrap it up with solutions. Click here for agenda. Departments will join to offer support regarding the adaptive and technical shifts necessary to move the work. Evidence of impact will include, but not limited to:

• Increased access to on grade level work
• Increased mastery of on grade level work evidenced by ongoing curriculum based assessments
• Equitable, evidenced based instructional practices
• Learning Walks
• Classroom walkthroughs

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Click here for schedule. (This can also be found on the Teaching and Learning events calendar.

• 2nd Thursday
• Group 1: 11:30-12:30
• Group 2: 12:45-1:45
• 4th Thursday
• Group 3:11:30-12:30
• Group 4: 12:45-1:45

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See revision

Using Ethos and Other Leadership Meetings

Develop a vision and mission with your ILT with these training modules, click here.

• ILT best practices, click here.

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Consider drafting Ethos with your staff to honor the best way to show up to meetings:

• All teach, all learn (no hierarchy)
• Suspend judgement (open minded)
• Be engaged with task and people (active participation)
• Identify and reframe deficit thinking and speaking (asset based approach)
• Start and end on time; flexible agenda; honor meeting results
• Respectfully disagree
• Bias to action (actionable next steps)
• Hold one another accountable
• Be student centered
• Share agenda ahead of time

Accelerating Learning with Adopted Curriculums

Curriculum matters, but the way we implement it, matters even more!

Adopted Curriculums

The number one charge of UnboundED is to adopt a high quality curriculum. In Cincinnati Public Schools we are proud to have collaborated with our teachers, principals and Board of Education to adopt high quality, standards aligned curriculums in:

• English Language Arts
• Mathematics
• Social Studies
• Fine Arts
• Health
• Physical Education

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In the 2021-2022 Academic Year, we plan on making a recommendation to the Board of Education to adopt curriculums in:

• Science
• World Languages

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• Curriculum and Instruction org chart, click link here.

Click here or picture below for maps and year at glances.

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Learning Walks

Driving questions:

• What systems and routines can I establish to ensure I visit classrooms daily?
• What instructional routines and strategies am I seeing that increase vs limit access to on grade level work?
• What are my communication protocols to ensure high expectations and feedback/ celebrations are shared?
• What are ways I can build team learning walks into our practice?
• Consider making a copy of this form to progress monitor standards aligned instruction and how teachers are increasing access to on grade level work, click here and make copy. Thank you, Antwan Lewis!
• Feedback template, click here.
• Use Autocrat to set up your form, click here.
• How can I use the Evidence of Success documents with my team to determine glows and grows?
• How will I provide written feedback to my teachers?

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Use our Evidence of Success Documents to support growth and development of your teams.

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https://sites.google.com/a/cpsboe.k12.oh.us/curriculum/home/evidence-of-success

Instructional Planning Protocols

“Justice is found in the details of teaching and learning.”

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To accelerate learning, it is essential that educators have time to plan ongoing cycles of instruction using best practices.

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Best practice components

• Do the work of the lesson/ two week cycle instruction/ unpack skills and knowledge of the assessment
• Identify the critical work and prerequisites
• Identify the instructional routines/ scaffolds for all students to access
• Within a lesson
• Within the ongoing cycle
• On top of the ongoing cycle
• Identify the instructional routines and needs of individual learners to access
• Review assessment/ progress
• Consider facilitating a plus/ delta conversation with your students. What did we do that helped you learn the critical work? What could we change that would help next time? (Plus/ Delta)

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For more tools and resources, check out this link.

Ongoing Cycle Curriculum Based Assessments

Strong, attentive instruction, with embedded ongoing assessments, enables teachers to respond to student needs in real time and in the context of grade level standards rather than defaulting to wholesale remediation.

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In other words, districts should approach assessments as temperature checks. A thermometer can identify when someone has a fever, but it take a doctor, armed with this data to probe further and identify what is causing the fever and how to restore a patient to health.

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Similarly, teachers should use curriculum based assessments results to alert them to the fact that students have unfinished learning. Restoration looks like teachers carefully identifying where gaps in essential learning exist and what additional scaffolding and support is required. Curriculum acts as a tool and professional development in this work.

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Find our Curriculum Based Assessments outlined by content in our Year at a Glances, click here.

Find a one stop shop of all Tier I temperature checks and assessments, click here.

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For more information on leading a strong data meeting, click here.

Culturally Responsive Teaching

• Culturally responsive teaching isn’t the same as multicultural education or social justice education.
• Culturally responsive teaching builds students’ brain power by improving information processing skills using cultural learning tools.
• Culturally responsive is grounded in social and cognitive neuroscience.
• Culturally responsive teaching requires teachers to recognize the cultural orientation we call “collectivism.”
• There are 6 Brain Rules
1. The brain seeks to minimize social threats and maximizes opportunities to connect with others in community.
2. Positive relationships keep our safety -threat detection system in check.
3. Culture guides how we process information.
4. Attention drives learning.
5. All new information must be coupled with existing funds of knowledge in order to be learned.
6. The brain physically grows through challenge and stretch, expanding its ability to do more complex thinking and learning.

Asset Based, Student Centered Feedback

1. Begin with a check-in. Have a few minutes for reconnecting. Ask about the student and what is going on in his life - how he is feeling.
2. State explicitly the purpose of your meeting and affirming your belief in the student’s capacity as a learner. Give evidence by citing progress and growth in other areas.
3. Validate the student’s ability to master the learning target while acknowledging high demands of the task. Have the student analyze the task with you. Identify the easy parts and the harder parts.
4. Deliver feedback that is specific, actionable, and timely. Restate what the final goal is and what mastery looks like and then show the student where he is in relationship to the goal.
5. Create space for the student to react to what he has heard and how he feels about it.
6. Give the student specific actions to take to improve: new strategies, instructions on what to tweak during the execution of the task. Give feedback and action steps in writing if possible. Provide some ways to track progress.
7. Ask the student to paraphrase what he heard you say - what is wrong, what needs to be fixed, and how to go about fixing it.
8. Offer emotional encouragement and restate our belief in him. It is important not to skip this part, even if the student seems uncomfortable. He is taking it in even if he is playing it cool.
9. Set up time to follow up and check progress.

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Culturally Responsive Teaching & the Brain: Promoting Authentic Engagement & Rigor Among Culturally & Linguistically Diverse Students by Zaretta Hammond

Acceleration vs Remediation

Operational Definitions

Curriculum

• Standards aligned, high quality, grade level curriculum is defined in 4 parts: content, resources, instructional routines and measurement.

Instructional routines

• Consistent best practices that increase access to on grade level work

Unfinished teaching and learning

• Grade level standards and concepts necessary for students learning progression for which they have not yet demonstrated proficiency

Accelerated learning

• Educators address unfinished learning by identifying the most critical prerequisite skills students need to successfully perform at grade level in upcoming ongoing cycles of instruction.

Warm demander

• A warm demander provides instructional strategies and interventions that advance the learning of EVERY student.

Critical work

• Standards based knowledge building needed at each grade level necessary for students to successfully progress from kindergarten to twelfth grade aligned with student goals for success.

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Want examples and slides? Click here.

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Operational Definitions

Universal Accommodations

• Strategies that can be applied for any student, across all subjects, that increase access to on grade level curriculum or remove barriers to learning.

Scaffolds vs Modifications

• Scaffolds
• Tier I instructional routines and strategies that increase student access to on grade level learning and can / should be removed as students move toward independent learning.
• Modifications
• Altering the curriculum in a way that adjusts the expectations, pace and access to on grade level work in order to meet the unique needs of each student.

IEP and LEP Accommodations vs Modifications

• IEP Accommodations
• Supports provided to help students demonstrate their knowledge, provide access and do not change the scope or complexity of the content taught. These must be in place for an English Language Learner or Student with Disabilities to access content materials as determined by the IEP or LEP team.
• IEP Modifications
• Changes in the complexity of the material taught or what the student is expected to learn that changes the progression of the grade level standard as determined by the IEP or LEP team.

Want examples and slides? Click here.

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The Research

• How School Leaders are Accelerating Opportunity for students
• The Acceleration Imperative (Click on word or pdf link at bottom)
• Addressing Unfinished Learning after COVID-19 School Closures
• Culturally Responsive Teaching and the Brain, by Zaretta Hammond
• Three tips to make a lesson more culturally responsive, click here.
• A framework for Culturally Responsive Teaching, click here.
• Edutopia Resources - explore strategies to engage students by connecting to and honoring their cultures, experiences and backgrounds, click here.
• The Knowledge Gap, the Hidden Cause of America’s Broken Education System -- and How to Fix It
• Know Better, Do Better, Teaching the Foundations So Every Child Can Read
• Addressing Unfinished
• Learning After COVID-19
• School Closures
• Transforming Teaching through Curriculum Based Experiences
• Rivet Education
• The Promise of Curriculum
• Curriculum Support Guide
• Learning Acceleration: A Webinar on Planning for Next Year with TNTP and Fordham, click here.
• Broad Based Academic Supports for ALL Students.pdf
• Teaching_for_Equity_Framework_Leading_Educators.pdf

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Every Child Reads by the End of 1st Grade

“A dream written down with a date is a goal. A goal broken down into steps becomes a plan. A plan backed by action makes your dreams come true.”

~ Greg Reid

Every day, you must see first graders having access to....

PRACTICING

FLUENCY

Building KNOWLEDGE

How will we know?

RUBRIC Component RECAP

01

Knowledge and Vocabulary

Wit and Wisdom Curriculum-Based Assessments. ANY Wit and Wisdom Curriculum-Based Assessments.

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Expeditionary Learning for EL Schools.

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3-5 Consecutive at or above 70% AND at or above 55th Percentile on MAP

Fluency

Acadience OR FUNDATIONS Progress Monitoring and/or Benchmark

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3-5 Consecutive Oral Reading Fluency at or above 47

02

Expression

Any grade level appropriate book-- GEODES highly recommended.

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Family VIDEO RELEASE NO LONGER REQUIRED

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Celebrate early and often, students love making videos and giving feedback to their peers.

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03

Wit and Wisdom

Online Resources and Assessments

In Sync

Teachers can assign videos, Geodes with or without read alouds, and other content here

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Affirm

Teachers can assign and proctor online assessments here, then reports are generated.

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Schoology

Curriculum has been translated to Schoology for teachers to copy into their courses and personalize.

Family Resources

Family Guide

Click link here.

Translated versions, click here.

Family Flyer

Click link here.

How will we know we are successful?

• k/1 Reading Specialists have been hired for each building.
• They will review progress weekly in K/1 Reading Specialist PLCs. PLC leaders will review progress weekly with Karen Clemons
• Review Roles and Responsibilities, click here.
• The first 30 days and Monthly Action Steps, click here.
• k/1 Data Tracking Sheet, click here.

We will increase the number of students at or above mastery every ongoings.

Schoology Resources and Tools

“Just try one new thing”

Schoology Resources and Tools

Click on picture to go directly to guide

Click on picture to go directly to slide

Best Practices in Using Schoology* as our Learning Management System

What should I see in a Schoology Course, updated at least every ongoings?

Check out this video, click here.

• Learning outcomes
• Assignments
• Materials, such as digital books, math tools, etc
• Can be found here.
• Due Dates

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Why is this important?

• Being organized and knowing what’s expected of us supports higher levels of engagement
• Consistency across courses allows for students to spend their cognitive energy on learning instead of “finding”

Continuously Improve Together as a Staff

• Consider hosting 10-20 minute Schoology discussions (show and tell) during staff meetings
• Possible discussion prompts
• What is one new thing you tried that saved you time this week?
• What do your ongoing cycle updates look like?
• When do you post that gets the most traffic?
• Where can grade levels, school leaders be more consistent to save cognitive load for students?
• Consistent timing?
• Consistent organization?
• Consistent content?

Early Childhood

Supporting our youngest learners

Early Childhood

Mission and Philosophy

Mission: The mission of Cincinnati Public Schools Early Childhood Education program is to provide high quality, comprehensive programs and collaborative services to support young students and families for lifelong learning.

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Program Philosophy: The Cincinnati Public Schools (CPS) Early Childhood Education (ECE) Department offers families many choices throughout the CIncinnati community to help prepare their students for Kindergarten and life beyond. With preschool programs in forty-three different CPS buildings there are many options to meet student and family needs.

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The ECE Department provides a set of philosophical beliefs to support staff as they individually meet the needs of the families and students being serviced. These beliefs are derived from the understanding that all students have the ability to learn and acquire knowledge when 5 main components are implemented.The five components are:

• The Role of the Teacher
• The Role of the Family
• What Students Learn
• How Students Develop
• The Learning Environment

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ECE Core Priorities:

• Safety
• Kindergarten Readiness - Teaching and Learning
• Social Emotional Learning - Teaching and Learning
• Compliance - Federal, State and Local
• Expansion - Recruitment, Registration and Enrollment

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Continuous Improvement Plan (ONE Plan)

Include Preschool in your plan under Curriculum, Social and Emotional, Transitions and Family Partnership Plan

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Click here to access the Early Childhood Preschool Organization Chart

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Staff and Family Contact Information

Main Numbers for Family and Staff

Early Childhood Goals for SY 2021-22

Goals: Every child reads by the end of first grade.

Increase graduation rate to 85%.

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Language and Literacy Spring 2022 Goals:

• Increase score within the Phonological Awareness Learning Progression from ____ to ____
• Increase score within the Communication Learning Progression from ____ to ____
• Increase score within the Vocabulary Learning Progression from ____ to ____

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Mathematics Spring 2022 Goals:

• Increase score within the Number Sense Learning Progression from ____ to ____

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Social and Emotional Spring 2022 Goals:

• Increase score within the Awareness and Expression of Emotion Learning Progression from _____ to _____

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Motor Development (pre-writing) Spring 2022 Goals

• Increase score within the Small Motor Coordination Learning Progression from ____ to ____

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Growth Spring 2022 Goals:

• Increase the Districts preschool enrollment from 1500 to 2200.

ECE Teaching & Learning

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Instructional Information/Support

• The chosen curriculum for all preschool classrooms is the Teaching Strategies Creative Curriculum. All schools should have at least one copy of the curriculum books and resources.
• Teachers can generate lesson plans using the online resources directly from The Cloud. Click here for a sample lesson (used during Summer Scholars). Lesson plans must be available and up to date for onsite inspection.
• Play is the learning work of our preschool students. Meal times are an important part learning and adults should engage and interact with students during meals and snacks.
• CLASS Observations: Staff from ECE will observe all classrooms once per year using a tool called the CLASS. This observation is not evaluative and is used to support continuous improvement and goal setting. Coaching from the ECE Lead Teachers is provided to support work towards goals.
• Compliance Monitoring for Federal/State/Local Funders: Staff from ECE will complete monitoring visits several times throughout the school year to ensure all requirements are met.

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• The observation forms used for Step Up To Quality help define what preschool classrooms should look like. Click here to access the form. Check out a few pictures of our preschool classrooms in action!

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Evidence of Success - Classroom Visits

Preschool Assessments

In preschool there are 3 assessments that are administered to all preschool students:

• Ages and Stages 3 (ASQ)
• Ages and Stages:Social Emotional 2 (ASQSE)
• Early Learning Assessment (ELA)

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ASQ and ASQ:SE

• Both screeners are used to identify children that would benefit from in-depth evaluation for developmental delays
• Both screenings are administered on “typical” children within the first two weeks of enrollment
• All teachers must be trained to administer the ASQ and ASQ:SE screening
• ECE has worked closely with LaunchED to have this training available on SafeSchools

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Early Learning Assessment (ELA)-

• This is a mandatory assessment required by the state of Ohio
• All preschool teachers must be trained to administer
• Children are assessed using the ELA twice a year (Fall and Spring) with strict deadlines set by the state
• Preschool teachers must upload student scores into the KReady System
• Please click here for ELA Training Schedule for Summer and Fall 2021 to share with new preschool teachers

Teaching Strategies Gold (TSGold)- 4th Assessment for Federally Funded Head Start sites

• TSGold is an online assessment tool completed 3 times a year (Fall, Winter, Spring)
• Due dates are established by the Community Action Agency (CAA) funding source for Head Start sites
• TSGold has 38 Objectives for development and learning
• Teachers must upload scores into the TSGold system

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-All assessments are aligned with the preschool Early Learning and Development Standards (ELDS) developed by the state of Ohio

-Data is collected from both ELA and TSGold to determine progress towards Kindergarten Readiness and to set annual goals for growth in preschool

-Click here to view Educational Due dates and Assessment Checkpoints

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Facts to know about ODE Licensing and Step Up To Quality

ODE Licensing:

• Staff to student ratio is 1 to 10. Classrooms will be returning to capacity for the 2021-22 SY, 2 Staff for 20 Students
• All staff must have a staff file on site for licensing to review during onsite inspections. Click here to see the staff file checklists for teachers/paraprofessionals and student service assistants
• Preschool staff has specialized training, requirements to maintain compliance with Ohio Department of Education, staff may not be moved unless approved by ECE .
• Handwashing must occur upon arrival, before dismissal, before meals and snacks as well as after toileting. Hand sanitizer can only be used when there is no access to a sink (ie., while on the playground)
• Health Checks: TBD based on ODE and district expectations for 2021-22 SY.
• Required Postings: all classrooms have been provided with the required postings. If additional copies are needed, please call ECE.
• All preschool staff must be up to date on the following compliance trainings: Child Abuse, CPR, First Aid, Communicable Disease and Bloodborne Pathogens. Click here for the compliance trainings scheduled in August. This Google Sheet will be maintained to share additional compliance trainings that get scheduled throughout the school year.
• All staff working with preschool must have an account in OCCRRA. Click for instructions to create an OCCRRA account.
• Additional Preschool Background Check: This is a requirement for all staff who work with preschool students. Please click here for additional information.
• ODE requires preschool staff counted in ratio to complete the ODE Orientation for Preschool and School Age Child Care (SACC) Staff Members on www.occrra.org. This includes Student Service Assistants.
• All sites (except Riverview and CANS) are due for a Licensing Inspection from ODE.

Facts to know about ODE Licensing and Step Up To Quality continued

Step Up To Quality:

• Many sites are currently awaiting a SUTQ visit. For a list of sites waiting for their SUTQ visits and those who will have to submit an annual report, click HERE. Please contact Angie McDonald for support and assistance.
• Professional Development is required for all teachers and paraprofessionals. The new biennium begins July, 2021 and all staff are required to earn 30 hours of Ohio Approved/SUTQ Approved PD no later than June 30, 2023. All staff should create a new professional development plan that documents their plan to achieve those hours. Click HERE for a blank PD Plan, sample goal language and instructions to complete PD plan.
• ECE tracks Professional Development for Step Up To Quality purposes. This information is shared with staff and principals throughout the biennium to be certain that star ratings are maintained. Click HERE to view the tracking sheet.
• ECE will be providing a variety of professional development opportunities to support staff in reaching their PD Goals. They are required to earn 30 approved hours during the 2 year biennium which begins July 1, 2021. Click HERE to see the courses that ECE is offering and approved for SUTQ.
• All teachers and paraprofessionals are required to have 2 observations per school year. One observation must be completed at the beginning of the school year. The second observation must be at least 90 days after the initial observation is completed. There are multiple forms to use to meet this requirement. Click HERE for sample forms.
• Because schools were not visited for SUTQ during last school year, staff will need to update all forms at the beginning of the year to maintain their 4 or 5 star rating. Angie McDonald will be sending out sample forms to staff to meet all the requirements. Click HERE To Access All Forms.

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Child and Adult Care Food Program (CACFP)

• The Child and Adult Care Food Program (CACFP) is a federal program that allows our preschool classrooms to receive reimbursement for healthy and nutritious snacks.

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• Meals served to children are reimbursed at rates based on a child’s eligibility for free, reduced, or paid meals. At enrollment, every family is asked to fill out an Enrollment Form and an Income Eligibility Application (IEA). These forms determine eligibility for reimbursement and need to be completed annually.

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• Every snack offered to preschool children consists of two different food groups from the pre-approved snack menu.�
• Ordering snack items: The snack menu is a cycle menu that repeats every two weeks for easy ordering, storage issues, and expiration problems. The menu follows the Ohio Department of Education’s Child and Adult Care Food Program (CACFP) guidelines. Managers should inform teachers of their ordering schedule. Teachers are to calculate the amounts needed and should follow the snack menu as closely as possible. Substitutions are allowed, but must be written on posted menu. Teachers are not permitted to purchase their own snacks. Preschool will be billed for all ordered items, and it is the teacher's responsibility to pick up these items. The teachers are to store leftovers in the room and make arrangements for use. Teachers should not be consuming any preschool snack items.

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• By the 5th of each month, preschool teachers are required complete the following documents in Google Docs.
• Attendance Sheets
• Point of Service Logs
• Para and Teacher Time Logs

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• Required Postings: �Click the computer to access an inter-�active classroom for all your health, �nutrition, and compliance needs!

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ECE Family Engagement

Registration and Enrollment:

-Please visit the CPS Preschool Website to support families enrolling

https://www.cps-k12.org/schools/preschools

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HUBS:

Rising Stars on VIne: 2120 Vine Street 513-363-0240 option 1

LEAP Academy: 2001 Baltimore Ave. 513-363-0240 option 2

Carthage School: 125 West North Bend Rd 513-363-0240 option 3

Rising Stars at Cheviot Westwood 513-363-1575

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Assistant School Community Coordinator (ASCC) Role:ASCC’s provide support to the preschool learning community in many ways. They support by:

• Maintain student records
• Refer families for health and wellness needs
• Advocate/liaison for families
• Collaborate with other community services
• Community engagement recruitment
• Transition to Kindergarten
• Parent meetings to support involvement
• Goal setting with families

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Click HERE to access the list of ASCCs assigned to all schools

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ECE Tools, Resources and Partnerships

Tools and Resources

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Schoology: You can connect to the Early Childhood Curriculum and Classroom page using the following code: 2ZSDD-JTMFQ

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ECE Weekly Newsletter: ECE sends a newsletter every Friday during the school year. You can find the newsletter on Schoology or via email. Click here to access the folder for all 2021-22 SY. Click to access the 2021-22 SY Newsletters

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Teaching Strategies- The Cloud: An electronic curriculum resource that provides access to all planning tools, communication resources with families and is accessible anywhere.

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Ready Rosie: An active family engagement tool that supports home - school partnerships. Visit https://www.readyrosie.com/ to view.

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Partnerships

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Mission2Move:Mission2Move is a comprehensive program that integrates movement, mindfulness, and neural stimulation designed specifically for preschool students (ages 3-5). For the 2021-22 school year, Mission2Move will provide both virtual and in-person instruction. Students will participate weekly in a 15-20 minute class that consists of neural-based warm-ups, aerobic activity, and a feelings circle with hand breathing.

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Cincinnati Fire Department: Provides books and videos on a monthly basis to all Preschool Classrooms to share the love of reading and safety

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Books Alive! For Kids: A literacy program that teaches resilience and stimulates a love for learning by engaging readers through sight, sound and touch.

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SY 2021-22 Important

Dates for Early Childhood

August 19, 2021: CPS First Day of School

Preschool Disability: Classroom in Session

Montessori: All Kindergarten and returning P4 Students

Typical: ½ the Class (Determined by Teacher)

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August 20, 2021 Preschool Disability: Classroom in Session

Montessori: All students (KIndergarten and Preschool)

Typical: ½ the Class (Determined by Teacher)

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August 23, 2021 ALL STUDENTS IN ATTENDANCE

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August/September 1st Virtual Home Visits Completed

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September 17, 2021 1st Home Visits Due in Google

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November 1, 2021 Fall ELA/TS Gold data due in system (No Preschool Students)

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December 8, 2021 1st Conferences due in Google

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January, 2022 2nd Virtual Home Visit Completed

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January 31, 2022 Winter TSGold data due in system

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February 11, 2022 2nd Home Visit due in Google

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April 18, 2022 Spring ELA/TS Gold data due in system (No Preschool Students)

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May 2, 2022 2nd Conferences due in Google

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May 26, 2022 Last day of school for students

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***ASQ/ASQ:SE - completed during first home visit or within ongoings of start data. Data must be uploaded to Google

***Conferences completed based on school schedule

175 Instructional Days

191 Teacher Days

1137.5 Instructional Hours

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Click here to link to a district, preschool staff and preschool family calendar

Department of Student Services

“In special education, there's too much emphasis placed on the deficit and not enough on the strength.”- Temple Grandin

Universal Curriculum Access

for All Learners

• In Cincinnati Public Schools, all students are general education students first
• All of our students not only deserve, but have the right to high-quality, on-grade level curriculum and instruction, with appropriate supports in place as needed
• Scaffolds and accommodations in tier 1 instruction level the playing field for students and remove barriers that prevent them from accessing content
• Implementing a multi-tiered system of supports (MTSS) for both academics and behavior is how we ensure that

Every child, regardless of circumstances, receives on grade level, standard-aligned high quality curriculum, instruction and technologies.

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MTSS Framework

Tier 1 is the universal support and instruction available to all students. It is the foundation for the framework and ecompasses high-quality, focused instruction, positive interventions and ongoing data analysis of student achievement.

Tier 2 is for students who need more intensive interventions and require support beyond Tier 1 instruction. Tier 1 instruction is continued, while Tier 2 might involve greater intensity of instruction for an extended period and the frequency of interventions may be increased.

Tier 3 is for the small group of students who require support beyond the interventions or supports provided in Tiers 1 and 2. This group of students may need more targeted interventions and supports for an even greater intensity or frequency than provided in Tier 2. Tier 3 typically involves supports from the school’s Intervention Assistance Team and is more individualized.

Universal Design for All Learners

Support for All Learners

Document Library

The purpose of this library is to give you quick access to Ohio Department of Education guidelines for best practices for our diverse learner population. Each link leads you to a guidance document for a specific population of diverse learners. In the event links no longer, all documents are available on the Ohio Department of Education website by putting the title of the document in a google search.

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Strategies and Resources for Diverse Learners using the UDL Model Contains guidance in presentation of materials for Diverse Learners and contains resources for differentiation and lesson planning

• Focus on English Language Learners (ELL): https://bit.ly/2UvNHhj
• Focus on Gifted Learners: https://bit.ly/2WJFIzN
• Focus on Students with Disabilities: https://bit.ly/2vMCGjl

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Universal Design for Learning Fact Sheet A universally designed curriculum is responsive to today’s diverse classrooms. Use this fact sheet to learn the definition of UDL and strategies to support a Universally Designed Classroom: https://bit.ly/3blWN6R

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Universal Design for Learners Framework for Diverse Learners: This framework helps educators make the connection between service delivery and access to content for diverse learner groups: https://bit.ly/33FQuZs

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Guidance Document for the Third Grade Reading Guarantee: Students with print disabilities fall under special consideration for high accountability testing and progress monitoring. Individual Education Plan Teams make final determination on Third Grade Reading Guarantee accommodations and exemption. This document provides guidance on frequently asked questions for teams: https://bit.ly/2xlQOQS

CPS English Learner Service Delivery Guide: Cincinnati Public Schools (CPS) currently serves over 3,800 English Learners (ELs) representing more than 82 languages. Types and frequency of services are provided to students based on multiple data points including English proficiency level, literacy needs, and teacher recommendations. Services include direct pull-out service, push-in classroom support, sheltered content classes, co-teaching, and progress monitoring. Services are also provided to ELs indirectly through classroom teacher consultation and professional development.This document outlines federal and state mandates, as well as district guidelines: https://bit.ly/2VdawGT

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Snapshot of Accommodations and Interventions for General Educators Individual Education Plans for students with disabilities specify accommodations and interventions for each learners and are the primary document to guide teams in determining student instruction needs. Guidance for teams through examples are available at the following link: https://bit.ly/3ajadR5

Supporting Students with Disabilities

Guiding Principles

1. More than 80% of students with disabilities have the same cognitive abilities to acquire the knowledge and skills needed to achieve success in life as their nondisabled peers
2. Equity is upheld when students with disabilities are held to the same high expectations as their nondisabled peers
3. The actions, commitment and collaboration among educators and other adults in the life of a student with disabilities is the most impactful contribution to success

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Successfully meeting the needs of students with disabilities requires:

• Inclusive and shared leadership
• Collective responsibility
• Implementing evidence-based instruction and intervention
• Professional development for general education staff and administrators
• Continuous improvement processes

Supporting Students with Disabilities

Guiding Principles

Three Focus Areas

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1. Getting to the problem early--

MTSS

• Building educators’ and systemwide capacity-- Professional Learning
• Education for living a good life--

Postsecondary Readiness and Planning

Supporting Students with Disabilities

Research Basis

• High-quality curriculum and instruction in the general education classroom, with appropriate supports, are an important foundation for meeting the needs of students with disabilities
• But special education staff must have the skills and knowledge to provide specially designed instruction that is evidence-based and highly responsive to the complex and varied needs of students with disabilities
• Special education staff must be flexible problem solvers who have expertise in using highly effective practices and are proficient in monitoring the effectiveness of those practices with individual students and making decision regarding changes in practice as needed
• In order to do this effectively, we have identified a limited number of critical practices that can be used in all settings that will form the basis of a systemic program designed to improve outcomes for students with disabilities

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These practices are based in the following principles:

• Focus directly on instructional practice
• Occur with high frequency in teaching
• Research-based and known to foster important kinds of student engagement and meaning
• Broadly applicable and usable in any content area or approach to teaching
• So important that skillfully executing them is fundamental to effective teaching

Supporting Students with Disabilities

High-Leverage Practices (HLPs)

Collaboration

HLP1 Collaborate with professionals to increase student success.

HLP2 Organize and facilitate effective meetings with professionals and families.

HLP3 Collaborate with families to support student learning and secure needed services.

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Assessment

HLP4 Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.

HLP5 Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs.

HLP6 Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes.

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Social/Emotional/Behavioral Practices

HLP7 Establish a consistent, organized, and respectful learning environment.

HLP8 Provide positive and constructive feedback to guide students’ learning and behavior.

HLP9 Teach social behaviors.

HLP10 Conduct functional behavior assessments to develop individual student behavior support plans.

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Instruction

HLP11 Identify and prioritize long- and short-term learning goals,

HLP12 Systematically design instruction toward a specific learning goal.

HLP13 Adapt curriculum tasks and materials for specific learning goals.

HLP14 Teach cognitive and metacognitive strategies to support learning and independence.

HLP15 Provide scaffolded supports.

HLP16 Use explicit instruction.

HLP17 Use flexible grouping.

HLP18 Use strategies to promote active student engagement.

HLP19 Use assistive and instructional technologies.

HLP20 Provide intensive instruction.

HLP21 Teach students to maintain and generalize new learning across time and settings.

HLP22 Provide positive and constructive feedback to guide student learning and behavior.

Strategies for Supporting Students with Disabilities in Tier 1 Instruction

General Guidelines

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• Students can be identified with one of 13 different disability conditions in Ohio; however, there is significant diversity both between and within these disability conditions. Eighty percent of students with disabilities do not have general cognitive performance deficits as a feature of their disabilities.

• Consult with the student’s intervention specialist to review the student’s strengths and instructional needs as outlined in the student’s Individualized Education Program (IEP) and to determine the most effective ways to support the student in the classroom.

• Ensure that students with disabilities are receiving instruction based on grade-level content standards while also providing the necessary instructional supports and accommodations that will allow them to demonstrate their knowledge. For some students with significant cognitive disabilities, the standards may need to be extended or adjusted but these adjustments should still align with the goals of Ohio’s revised standards.

• Twice Exceptional students are students identified as gifted who also have a disability condition. To meet the unique needs of a Twice Exceptional student, it is important for the classroom teacher to consult with both the student’s intervention specialist and the gifted intervention specialist or coordinator to design the most appropriate instruction for the student. Learning experiences for Twice Exceptional students should address the student’s disability and provide enhanced learning experiences in the student’s areas of strength.

• Make use of technology and digital media to reduce barriers to learning, enhance instruction and provide additional methods for students with disabilities to demonstrate knowledge and skills. The purposeful use of technology is an essential component of college and career readiness for all students, including students with disabilities.

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CLICK HERE FOR SPECIFIC EXAMPLES OF STRATEGIES TO USE TO SUPPORT CORE INSTRUCTION

Strategies for Supporting English Learners in Tier 1 Instruction

General Guidelines

• Find out about the cultural background of students and consider how their cultural knowledge and experiences can serve as teaching/learning resources (for themselves and for other students).

• Find out the level of students’ heritage (native or home) language skills in all four communication modes (listening, speaking, reading and writing), and consider how these skills can serve as teaching/learning resources (for themselves and for other students).

• Find out the students’ current level of English proficiency in all four communication modes (listening, speaking, reading and writing) based on the students’ most recent English language proficiency assessment, and plan for strategies to help the students practice the next level of proficiency benchmarks (based on the Ohio English Language Proficiency Standards).

• Consult with the students’ English as a Second Language (ESL) teachers or tutors, and share ideas on how to support the students’ learning in both the content classroom and the ESL classroom.

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CLICK HERE FOR SPECIFIC EXAMPLES OF STRATEGIES TO USE TO SUPPORT CORE INSTRUCTION

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English Learner Service Delivery Framework

Each building is responsible for providing appropriate instructional/linguistic supports and services to ELs. Each building shall utilize one of the service delivery models described in the following framework. A summary of services offered at each CPS building can be found in Appendix E of the ESOL Service Delivery Guide.

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Service delivery offerings include:

• SLIFE Newcomer Program
• SLIFE Transition to Typical
• Newcomers, non-SLIFE
• Dual Language Immersion
• English Language Development (ELD)
• Literacy Development
• Trial Mainstream/Progress Monitoring

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CLICK HERE FOR A COMPLETE GUIDE TO THE SERVICE DELIVERY FRAMEWORK

Strategies for Supporting Gifted Learners in Tier 1 Instruction

General Guidelines

• Look for strengths in students particularly when exhibited in multiple areas such as academic knowledge, skills or applications and/or social/emotional skills.

• Find out the gifted student’s areas of interest and preferred modes of learning. Gifted students may be highly focused on a specific aspect of a content area and may be extremely strong in one mode of learning. • Consult with a gifted intervention specialist or gifted coordinator about the characteristics and behaviors of gifted learners.

• Consult with a gifted intervention specialist or gifted coordinator and share ideas on how to support the students’ learning in both the content classroom and the gifted classroom.

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CLICK HERE FOR SPECIFIC EXAMPLES OF STRATEGIES TO USE TO SUPPORT CORE INSTRUCTION

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DSS Contact Information

DSS Organizational Chart

DSS Organizational Chart

Calendar of Events

Those important events for major groups of principals, teachers and students.

Teaching and Learning Calendar

Go directly to the calendar by clicking here.

• Add to your Google Calendar by clicking here! (Thank you, Antwan Lewis!)

Bookmark our calendar page on our C & I website, click here.

Specialists and Coaches

Intentionally and consistently support students through our accelerated learning model of instruction.

The Research

“High Dosage Tutoring”

• Research suggests that High Dosage Tutoring (HDT) increased achievement by roughly an additional three to fifteen months of learning across grade levels.
• One of the few school-based interventions with demonstrated large positive effects on both math and reading achievement.
• Most effective with three or more sessions (tough points) per week.
• Frequent assessments of learning allows tutors to personalize instruction based on students’ needs and provide timely feedback.
• Successful programs have clear learning objectives and engage in rigorous evaluation to assess the effectiveness of the program.
• Program should target those students that most need personalized instruction.
• Using high quality instructional materials that are aligned with classroom content allows tutors to reinforce and support teacher’s classroom instruction
• EdResearch for Recovery, Feb 2021

K-6 Reading Specialists

K-6 Reading Specialist Roles and Responsibilities FY22, click here for full description.

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• Specialists will use high quality instructional materials that are aligned with classroom content and allows specialist to reinforce and support teachers’ classroom instruction.
• For acceleration to be effective, there must be a system in place to monitor and verify learning so that critical missing skills and concepts can be identified (Steiner & Weisberg, 2020.) Two week cycle assessments and additional progress monitoring tools will ensure this.
• Specialists will provide interventions that bridget unfinished mathematical and literacy learning to grade-level content.
• Specialists will lead teachers 20% of their time in backwards planning ongoing Cycles of Accelerated Learning.

Student Outcomes:

• Component 1
• Increase percent of students at or above proficiency on ongoing cycle assessments from x to y by May 2022.
• Component 2
• Increase percent of students at or above benchmark on Acadience from x to y by May 2022.

Teacher Outcome

• Increase teacher implementation of ongoing cycles of accelerated learning from x to y by May 2022.

Professional Learning Communities

• Attend RS Summit, Aug 10-12th
• Specialists will meet with their PLCs weekly to share celebrations, data and next steps
• PLCs will be organized by DSLs

Monthly Meetings

• K-1 Reading Specialists, 1st Fridays, 12:30-3:30, Banquet Room
• 2-6 Reading Specialists 3rd Fridays, 12:30-3:30, Banquet Room

7-12 Reading Specialists

7-12 Reading Specialist Roles and Responsibilities FY22, click here for full description.

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• Specialists will use high quality instructional materials that are aligned with classroom content and allows specialist to reinforce and support teachers’ classroom instruction.
• For acceleration to be effective, there must be a system in place to monitor and verify learning so that critical missing skills and concepts can be identified (Steiner & Weisberg, 2020.) Two week cycle assessments and additional progress monitoring tools will ensure this.
• Specialists will provide interventions that bridget unfinished mathematical and literacy learning to grade-level content.
• Specialists will lead teachers 20% of their time in backwards planning ongoing Cycles of Accelerated Learning.

Student Outcomes:

• Component 1
• Increase percent of students at or above proficiency on ongoing cycle assessments from x to y by May 2022.
• Component 2
• Increase percent of students at or above benchmark on Success Maker from x to y by May 2022.

Teacher Outcome

• Increase teacher implementation of ongoing cycles of accelerated learning from x to y by May 2022.

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Professional Learning Communities

• Attend RS Summit, Aug 10-12th
• Specialists will meet with their PLCs weekly to share celebrations, data and next steps
• PLCs will be organized by DSLs

Monthly Meetings

• 7-12 Reading Specialists, 1st Fridays, 12:30-3:30, 112A

K-12 Math Specialists

K-12 Mathematics Specialist Roles and Responsibilities FY22, click here for full description.

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• Specialists will use high quality instructional materials that are aligned with classroom content and allows specialist to reinforce and support teachers’ classroom instruction.
• For acceleration to be effective, there must be a system in place to monitor and verify learning so that critical missing skills and concepts can be identified (Steiner & Weisberg, 2020.) Two week cycle assessments and additional progress monitoring tools will ensure this.
• Specialists will provide interventions that bridget unfinished mathematical and literacy learning to grade-level content.
• Specialists will lead teachers 20% of their time in backwards planning ongoing Cycles of Accelerated Learning.

Student Outcomes:

• Increase percent of students at or above proficiency on ongoing cycle assessments from x to y by May 2022.

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Teacher Outcome

• Increase teacher implementation of ongoing cycles of accelerated learning from x to y by May 2022.

Professional Learning Communities

• Attend RS Summit, Aug 10-12th
• Specialists will meet with their PLCs weekly to share celebrations, data and next steps
• PLCs will be organized by DSLs

Monthly Meetings

• K-6 Math Specialists, 3rd Fridays, 12:30-3:30, 111
• 7-12 Math Specialists 3rd Fridays, 12:30-3:30, 113

Instructional Coaches

Instructional Coach Roles and Responsibilities FY22, click here for full description.

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• Coaches influence change by introducing new ideas, making observations, and challenging current practice when needed to ensure all children receive high quality, on grade level curriculum and instruction during Tier I instruction.
• Coaches are leaders of learning in their schools, planning, modeling and partnering with educators as they learn best practices in implementing our adopted curriculums and the Science of Quality Improvement.
• Coaches collaborate with educators 80% of their time and students 20% of the time.
• Coaches complete other projects as assigned.

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Student Outcomes:

• Increase percent of students proficient on ongoing cycle assessments from x to y by May 2022

Teacher Outcome

• Increase teacher implementation of ongoing cycles of accelerated learning from x to y by May 2022.

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C&I Team Meetings:

• The 4th Friday of every month except for Thanksgiving
• 8:30 - 11:30 = QI, AL, and CRT Deep Dives and PD
• 11:30 - 12:30 = Lunch
• 12:30 - 3:30 = Content Area Work

Department and 1:1 Meetings:

• Meet with each coach weekly (30 minutes or longer if needed)
• 1:1 with documentation of touch points
• Meet as a content area team every other week

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Directors of School Leadership

Realize that you are not alone, that we are in this together and most importantly that there is hope.

~ Deepika Padukone

Director of School Leadership Cluster Assignments

• Directors of School Leadership
• Dr. Dean Blase
• Chris Grant
• Ms. Monisha House
• Dr. Jason Spencer
• Ms. Stacey Hill Simmons
• Ms. Deb Klein
• Cluster assignments, click here.
• Principal Leads
• Taylor Porter
• Michael Owens
• Amber Simpson
• James Zoller
• Terrez Thomas
• Tammy Solomon-Gray
• Angel Roddy
• Director of School Leadership Cluster Assignments, click here.

#1 DSL Role: Investing in Principals

• Focus on Instructional Leadership
• Personalized Coaching
• HIgh levels of support to build leadership, less about compliance/ operations
• Enhanced leadership = higher student results

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DSL Role Clarity

• Consistent focus on instructional improvements through the Science of Quality Improvement
• Coach and supervise, differentiated to each principal’s needs and professional goals
• Frequent classroom visits and student-focused learning walks
• Focus on equity and diverse needs of students
• Weekly communications with other district departments

Performance, Accountability and Testing (PAT)

“In God we trust. All others must bring data.”

~W. E. Deming

Performance, Accountability & Testing

(P.A.T.)

• Organization Chart (Click here)

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• Staff Directory (Click here)

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• Core Services:
• Performance and Accountability (Click here)
• Testing (Click here)

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EMIS and Program Evaluation

• Performance and Accountability Department Manual (Click here)

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• EMIS Support by School (Click here)

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• District Research Protocol (Click here)

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Testing and Assessment

Key Testing & Assessment Websites

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• Testing Updates for 2021 - 2022 (Click here)

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• District Testing Calendar (click here)

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• CPS Testing & Assessment Website (Click here)

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• CPS Testing & Assessment Schoology Page:

Schoology--> Courses--> click on My Courses in the upper right hand corner ---> Choose Join a Course --> enter the course code: BKJ6-FMKP-B47G2

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• Performance Matters Unify ( Click here)

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• Ohio State Testing Portal (Click here)

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• NWEA MAP Growth (Click here)

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• Building Test Coordinators Responsibilities (Click here)

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Testing and Assessment (Continued)

Grading & High School Graduation Procedures

• High School Grading Procedures (Grades 7-12)
• HS Semester Assessment Procedures & Timelines
• Ohio State High School Graduation Requirements
• Elementary Grading Procedures (Grades K-6)

Student Data & Assessment Platforms

• PowerSchool
• CPS’ student information system (SIS). PowerSchool is the main system of record for student data. Academic, attendance, graduation progress and behavior data is recorded and tracked in PowerSchool.
• Click here for more PowerSchool Information
• Performance Matters Unify
• Unify is CPS’ assessment management system. District assessments assessments like Readiness Assessments and Semester Exams are delivered on Unify. National, state, and local assessment data is also displayed in PM Unify. Teachers can also create their own assessment items and assessments on this platform.
• Click here for PM Unify Information
• Schoology
• Schoology is CPS’ learning management system. Teachers provide electronic access to their instructional materials for students on Schoology. Schoology also provides teachers a platform to provide frequent updates and reminders to both students and families.
• Click here for Schoology Support Resources
• NWEA MAP Reading & Math Growth Assessments
• Students in grades K-10 reading classes and K-9 mathematics classes take three interim assessments to assess achievement and growth throughout the school year. Students take these assessments in September, December/November, and April/May.
• Cick here for Information About MAP

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Talent Department

Hiring diverse, excellent talent

Retaining our best

Servicing people managers with excellence

Talent Department Resources

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Evaluation

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POC:Travis Rowley

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Teacher Onboarding/

Induction

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POC: Brad Dillman

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Hiring & Selection

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POC: Ross Turpeau

Evaluation Timelines for SY21-22

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Hiring Guides for External Teacher Hiring

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Hiring Guide for for Internal Teacher Hiring

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Question Bank 1 and Question Bank 2

New Teacher Onboarding Toolkit

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ORE Mentor Program Guidelines

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Gallup Toolkit for Principals

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Employee Engagement

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POC: Rolonda Smith

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Teacher Leadership PD Series Overview

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Leadership Development Resources for Cohesive Teams

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Leadership

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POC:Jenny Mauch

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Professional Learning

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POC:Kevin Rosebrook

Teaching and Learning Calendar

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LaunchED info

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Professional Learning Standards for PD and planning tool

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SY21-22 PD Calendar

Additional Talent Tools and Resources.

Talent Org Chart available here.

Supporting and Developing Paraprofessionals

• CPS, UC and OPEPP Partnership (video)
• This year, CPS has partnered with the Systems Development & Improvement (SDI) Center at UC on an initiative called OPEPP (you can read more about it here: www.opepp.org). Through this collaboration, a district team was formed to take a closer look at how CPS can better support and utilize its paraprofessionals. The OPEPP team is currently focused on providing more relevant training opportunities for paraprofessionals. This information will be communicated as it becomes available
• OPEPP Research regarding Teacher-Para Coaching
• Principal Newsletter updates monthly from Talent Development

Positive School Culture

Lead with heart, then head.

Positive School Culture and Safety Resources

Please find direct links to the following documents below:

PSC Core Services

SEL & CRT Alignment

PBIS: PBIS COVID-19 Preparedness Guide

PBIS Planning and Procedures Manual

ALC: ALC Resource Folder

ALC Facilitator Considerations in Mixed Environments

Discipline: Student Support Guide Code of Conduct 2020-21

Attendance: PSC Attendance Manual

Attendance During Various Learning Environments

Student Safety: Student COVID-19 Guide

Bullying Prevention: Bullying Prevention,Reporting and

Resolutions

BP-PBIS comparison-21-22

College, Career and CTE

Career and Technical Education (CTE)

For a full overview of the CTE programs in CPS.including CTE Department contact info, please click here.

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Each CTE teacher is responsible for a number of compliance-related submissions. All principals are encouraged to join the District Career Tech 2021-2022 Course using this join code: CPFR7-MGCQTHMH. This course is the landing page where teachers and administrators can find out all of the different requirements relating to CTE.

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CTE Teacher Vacancies

CTE licensure is different than any other area in connection with hiring. Therefore, anytime that there is a vacancy for a CTE teacher, the CTE Department must be involved to ensure that all compliance factors are met.

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When hiring a candidate as a CTE teacher, it is important that someone from the CTE Department explain the licensure process before an offer is made.

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Once a candidate has been secured, the CTE Department will work with HR on a salary step offer as well as the licensure process.

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Industry Credentials

It is important that all industry-recognized credentials be reported each year to the CTE Department as well as the EMIS Department. This data affects a variety of report card measures. To see the complete list of ODE approved industry-recognized credentials, please click here.

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One person per school should be designated as the point person. Each school’s point person will gather all information from staff and/or students so that earned credentials can be entered into a master spreadsheet. Please complete this form by Friday, September 3, 2021.

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Reporting industry credentials applies to all students in all schools even if CTE programs do no apply to individual students and/or schools.

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College Bound

The Cincinnati Public Schools (CPS) College Team connects students and their families with opportunities for postsecondary engagement by integrating college-based learning and immersion as an educational strategy; introducing post-secondary experiences and opportunities in partnership and alignment with district, community, and state college access and career partners. The CPS College Team and their partners serve as advocates for equity in post-secondary access and attainment for all CPS students enrolled in grades 7-12 and beyond.

Three Focuses of College-Based Learning

College Readiness- An academic, social, emotional and economic matrix that showcases a student’s preparedness for college as an experience. This focus engages K-12 students, families and partners, with guidance from college access and postsecondary partners.

College Access- Providing and knowledge and resources/avenues for students in partnership between K-12 and postsecondary partners to remove barriers and assist students navigating multiple interfacing systems. This focus is adjoint responsibility between the K-12 and postsecondary partners.

College Success- Supporting a student's journey as they matriculate and persist through college toward graduation and further into career placement. This focus relies on the postsecondary partner leading efforts in guidance from the K-12 partner(s).

District College Team Contacts:

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Emily Moroney (moronee@cpsboe.k12.oh.us) (513-802-4557) - College Manager

Je’Von Calhoun (Calhouj@cpsboe.k12.oh.us) (513-377-7242) - College Specialist

Daneille Reid-Filak (filakda@cpsboe.k12.oh.us) (513-800-9124) - College Specialist

Brianca Gay (gaybian@cpsboe.k12.oh.us) (513-363-9300) - Lead Counselor

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For a full overview of the College Bound Department and programs/services iat CPs, please visit: here.

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Career

Career-Based Learning (CBL) is an educational strategy that connects students with business professionals to provide them with real-life insight into potential careers. It is designed to help students combine what they learn in the classroom with essential workforce skills to develop their employability.

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Career Based Learning occurs throughout the district in three capacities:

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Advisory Grades 3-12

Students from grades 3-12 have a specified time every week to devote to Advisory. Advisory is facilitated by teachers and is structured on 4 goals:

Social and Emotional Learning- Students are engaged in a variety of self assessments focused on the VIA Character Strengths, Clifton Strengthsfinder, and other career development assessments housed within the Naviance learning platform. Students learn about themselves and how to relate better with each other by reviewing and applying the results of these assessments.

Building Community- Students participate in team building activities in an effort to connect with their fellow students and teachers as well as their broader school community.

Post Secondary Planning- Starting at 3rd grade, CPS begins teaching students about the variety of careers that are available to them by utilizing a scaffolded approach that moves students from career awareness, to career exploration, to career readiness, and ending in career attainment.

Academic Monitoring: Students keep track of their grades and progress toward grade completion and graduation. This reinforces the skills of self advocacy and time management.

All of the efforts in Advisory prepare students to be successful not only in their academic career but also prepares them for life after graduation.

Career Based Learning Experiences (Grades 7-12)

Students are connected to employers through multiple engagement activities. Event schedules will be shared with principals, counselors and resource coordinators.

Employment Pipelines (Grades 10-12)

As more and more career sectors face talent gaps, CPS is poised to help students find their career paths and meet industry talent needs through the Employment Pipeline programs. Area businesses can elect to partner with the district to train and employ students during their junior and senior year in high school. In addition to industry specific training, students also get an opportunity to learn about financial literacy and employability skills that will make them successful in their careers. The goal is that students walk away with in demand skills and a job offer upon completion.

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For more information please contact:

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Brittney Cousins, Manager, cousinb@cpsboe.k12.oh.us 513-417-3165

Philip Gibert, Specialist, gibertp@cpsboe.k12.oh.us 513-609-9805

Anne Allen, Coach, alleann@cpsboe.k12.oh.us 614-361-5108

Effective Tutoring Practices

Using high quality instructional materials that are aligned with classroom content allows tutors to reinforce and support teachers’ classroom instruction.

Must Haves

• One on one or very small groups at least 3x a week (50 hours over a semester)
• On top of core instruction, not instead of or during
• Participate in annual PD provided by the Curriculum & Instruction Department
• Structure and accountability
• Build master intervention schedule and list all tutors
• Identify students with the most unfinished learning and assign tutor
• Have teachers highlight activities by student, prioritizing prerequisites needed to successfully access on grade level work
• Have tutors complete the tutoring log for each student at the end of each session and return the activities for review
• Kick off a strong program (Items to be confirmed at a school level prior to tutor placement)
• Alignment meeting with principal
• Identify tutor coordinator
• Review tutor coordinator roles and responsibilities
• Identify tutoring materials from CPS approved resources
• Schedule tutoring orientation and include PD for materials
• Verify structure and accountability
• Identify location and time for tutoring according to master intervention schedule

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High-Dosage Tutoring Is Effective, But Expensive. Ideas for Making It Work

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2021-2022 Committees

Alone we are smart, together we are brilliant

What are the big committees of 2021-2022?

• Grading and Assessment
• Led by Connie Solano and Emily Campbell
• World Languages Adoption
• Led by Sarah Morales
• Science Adoption
• Led by Liz Wolf

Appendix

Other links and forms

Mtgs and Q&A

• Principal Kickoff 8.3.2021 Content, click here.
• Dept Update 8.5.2021, click here.
• Academic Matrix PD 8.11.2021, click here.
• K-3 Literacy PD 8.30.2021, click here.
• Focus and Priority Schools 9.2.2021, click here.
• Academic Matrix Reset PD 1.27.2022, click here.
• RS and MS Refresh PD 2.10.2022, click here.

Other Resources

Department Internal Websites, click here.

• Internal district calendar, click here.

Support Staff Roles Sheet. See link here.

Master Scheduling Resources, click here.

• High School course guide
• Approved courses in Cincinnati Public Schools
• Course approval request

Curriculum and Instruction Website, click here.

• Curriculum Council Dates, Meetings and Agendas, click here.
• One Plan, click here.
• Evidence of Success, click here.
• And much more!

CPS Physical Education Waiver form, click here.

CPS Credit Flex One Pager, click here.

ODE Gifted for Fine Arts, click here.

All Departments website, click here.

Create door introductions with your staff, example, click here.

Example of staff handbooks, click here.

Talking Points, resource to support communication with non English speakers, click here.

CFT CBA Redline 2021, click here.

Thank You

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