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Flexible Service Delivery Model Cincinnati Public Schools

Flexible Service Delivery Model Cincinnati Public Schools. Angela Campos • Alison Palassis • Natasha Taylor. Objectives:. To identify the demographics of Cincinnati Public Schools To describe the services offered by Itinerant Teachers To highlight first year goals and successes

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Flexible Service Delivery Model Cincinnati Public Schools

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  1. Flexible Service Delivery ModelCincinnati Public Schools Angela Campos • Alison Palassis • Natasha Taylor

  2. Objectives: • To identify the demographics of Cincinnati Public Schools • To describe the services offered by Itinerant Teachers • To highlight first year goals and successes • Where are we going with this model

  3. District Demographics Average Daily Student Enrollment 32,525 Student Ethnic Distribution • African-American 67.7% • American Indian 0.1% • Asian 0.8% • Caucasian 24.2% • Hispanic 2.2% • Multiracial 5.0% • LEP 3.9% (70 different languages spoken) Percentage participating in federal Free/Reduced-Price Lunch Program 69.8% Information taken from 2009-10 School Year Report Card

  4. CPS Schools • Daily student Enrollment: 32,535 • Daily ELL Enrollment: 1,300 • Number of High Schools: 15 • Number of Elementary Schools: 42 • K-12 Schools included with Elementary • 3 Elementary schools and 1 High School offer ESOL programs

  5. Over 50 % of our ELLS go to schools other than these four schools Academy of Multilingual Immersion Studies Academy of World Languages 5 Withrow International High School Roberts Paideia Academy

  6. Challenges • Proper Identification • Home Language Survey • US School Entry Date • Assessment • Initial Identification within proper time frame • Compliance • Proper Testing/ Classroom Accommodations • LEP plans • High Mobility

  7. Flexible Service Delivery Model • 2 Levels of Supplemental Support Consultative Assist with proper identification Assist with creating service plan Consult about lesson plan accommodations/ modifications Collaboration with intervention process Weekly Supplemental Support Teacher meetings Observations, modeling strategies Collaboration with Intervention process

  8. Flexible Service Delivery Model • Initial Assessment (IPT) • School data reviewed • Level of Service determined • Data reviewed periodically to determine changes in support

  9. Services Provided by Itinerants • Help lesson plan, modify lessons, • Provide Resources • Observe students to provide feedback and suggestions to teachers • Demonstrate accommodations and modifications • Co-teach • Assist in completing LEP plans • Assist in understanding testing accommodations for ELLs

  10. Additional District Support • ESL/Foreign Language Manager • Monitor, evaluate and manage ESL and Foreign Language services for all public and nonpublic schools (pre-K-12th) • CRP School Psychologist • Supports the building psychologist and IAT teams in developing academic/behavior interventions for ELLs • Bilingual School Social Worker • Assist the building’s school social worker • Educational Services Coordinator • Operates as the district liaison with community service agencies to bring resources such as ESL Volunteer tutors to ELLs

  11. Culturally Responsive Psychologists • Intervention process - consultation services provided by the CRP psychologists are meant to support building intervention processes • The school’s intervention team members maintain the lead throughout the intervention and MFE processes. • MFE -assist evaluation teams in collecting appropriate (similarly-acculturated and typically-developing ELL peer comparison) data and in selecting fair assessments tools and administration procedures, including interpreter, if needed.

  12. First Year Goals • Make certain enrollment procedures are followed. • Assist in proper assessment of ELL students. • Ensure that assigned schools are aware that they must follow students LEP plan and provide accommodations to help assist students in the classroom. • Identify support programs and services that the district provides. • Inform classroom teachers and administrators that the state provides ELP standards. • Conduct observations and provide feedback regarding accommodations being provided.

  13. Progress • Survey Data • OTELA Data • Email Bursts • Missing LEP plans • Missing Test Scores

  14. Survey Results

  15. Current Goals • Teacher Meetings • Progress Monitoring/Intervention Process • Family Outreach

  16. Teacher Meeting • Teacher Checklist • Internet resources • Tutor opportunities • Accessing on-line LEP plans • Interpreter request forms/Translation request • State Testing • ELP Standards/Proficiency Levels

  17. Progress Monitoring / Intervention • Highlighting student strengths and deficiencies • Matching assessments to student needs • Curriculum Based Measurements (CBM) • Matching Interventions to student needs • Weekly progress monitoring to highlight growth

  18. Family Outreach Session F-59 Who Knows our Students Best? Empowering Parents as Advocates and Collaborators Saturday 9:25-10:15 Franklin D

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