Transcript 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
• Where are we going with this model
District Demographics
Average Daily Student Enrollment 32,525
Student Ethnic Distribution
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African-American
American Indian
Asian
Caucasian
Hispanic
Multiracial
LEP
67.7%
0.1%
0.8%
24.2%
2.2%
5.0%
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
CPS Schools
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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
Over
50 % of
our
ELLS
Academy of Multilingual Immersion Studies
go to
school
s other
than
these
four
school
s
Withrow International High School
Academy of World Languages
5
Roberts Paideia Academy
CPS Students with Limited English Proficiency
1600
1500
1400
1400
1269
P
R
O
J
E
C
T
E
D
2009-10
2010-11
1200
1042
1000
920
858
751
800
615
600
470
400
200
0
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
P
R
O
J
E
C
T
E
D
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
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
Flexible Service Delivery Model
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Initial Assessment (IPT)
School data reviewed
Level of Service determined
Data reviewed periodically to determine changes
in support
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
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
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.
First Year Goals
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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.
Progress
• Survey Data
• OTELA Data
• Email Bursts
– Missing LEP plans
– Missing Test Scores
Survey Results
5.
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The ESL Itinerant teacher provided you with resources for your
English Language Learners (dictionaries, websites,
supplemental materials, ESL Standards, etc.)
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Overall the ESL support provided by the Student Service
Department has improved this year
Open Ended Responses:
“It was really helpful to have support this year, especially in the
writing of LEP plans.”
“Assistance was just a phone call away!”
“Providing the classroom teachers with support, modifications
and strategies has been the best thing!”
“Being on call for any issue that arose was wonderful.”
The ESL Itinerant teacher explained to you the LEP plan and
the teacher’s role and responsibilities in regards to the LEP
plan
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The ESL Itinerant teacher provided or offered to help modify
lesson plans or assist the teacher in implementing the
accommodations listed in the LEP plan
5
The ESL Itinerant teacher gave or offered to give a
demonstration lesson (whole/ small group) to provide
examples of how to incorporate the accommodations or
strategies for your English Language Learners
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5
Current Goals
• Teacher Meetings
• Progress Monitoring/Intervention Process
• Family Outreach
Teacher Meeting
• Teacher Checklist
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Internet resources
Tutor opportunities
Accessing on-line LEP plans
Interpreter request forms/Translation request
State Testing
ELP Standards/Proficiency Levels
Progress Monitoring/ Intervention
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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
Family Outreach
Session F-59
Who Knows our Students Best? Empowering
Parents as Advocates and Collaborators
Saturday 9:25-10:15
Franklin D