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 African-American 67.7% American Indian 0.1% Asian 0.8% Caucasian 24.2% Hispanic 2.2% Multiracial 5.0% LEP3.9% (70 different languages spoken) Percentage participating in federal Free/Reduced-Price Lunch Program 69.8% Information taken from School Year Report Card

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

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 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-12 th ) 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 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 Bursts –Missing LEP plans –Missing Test Scores

Survey Results 1. The ESL Itinerant teacher provided you with resources for your English Language Learners (dictionaries, websites, supplemental materials, ESL Standards, etc.)5 2. The ESL Itinerant teacher explained to you the LEP plan and the teacher ’ s role and responsibilities in regards to the LEP plan4 3. The ESL Itinerant teacher provided or offered to help modify lesson plans or assist the teacher in implementing the accommodations listed in the LEP plan5 4. 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 Learners5 5. 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.” 5

Current Goals Teacher Meetings Progress Monitoring/Intervention Process Family Outreach

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

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

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