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OSEP Project Director s Conference From Unique to Universal: An Urban District s Journey toward Universally Designed In

email: winstom@cps-k12.org phone: 513-363-0300. Basic Facts about Cincinnati Public Schools. Total enrollment (K-12)35,600 Total

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OSEP Project Director s Conference From Unique to Universal: An Urban District s Journey toward Universally Designed In

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    1. email: winstom@cps-k12.org phone: 513-363-0300 OSEP Project Director’s Conference From Unique to Universal: An Urban District’s Journey toward Universally Designed Instruction August 2, 2006 Markay L. Winston, Ph.D. Cincinnati Public Schools, Director of Student Services

    2. email: winstom@cps-k12.org phone: 513-363-0300 Basic Facts about Cincinnati Public Schools Total enrollment (K-12) 35,600 Total # of Schools 70 Total # of Elementary Schools 52 Total # of Junior High Schools 1 Total # of High Schools 17 % receiving Free/Reduced Lunch 66% % of students with disabilities 17% Information taken from district publication “About our Schools”

    3. email: winstom@cps-k12.org phone: 513-363-0300 Basic Facts about Cincinnati Public Schools (continued) Student Ethnic Distribution African American 70.5% Caucasian 24.6% Multiracial 3.2% Asian 0.8% Hispanic 0.7% Native American 0.1% Information taken from district publication “About our Schools”

    4. email: winstom@cps-k12.org phone: 513-363-0300 Cincinnati Public Schools: Service Providers General Educators 3000 Intervention Specialists 350 School Psychologists 80 Speech & Language Pathologists 65 Occupational Therapists 17 Physical Therapists 3 School Social Workers 43 Audiologists 3 *approximations as of 3/1/06

    5. email: winstom@cps-k12.org phone: 513-363-0300

    6. email: winstom@cps-k12.org phone: 513-363-0300

    7. email: winstom@cps-k12.org phone: 513-363-0300 Framing the Work Assessment of Current Practice Identification of District Goals District Action Planning Resource Allocation Professional Development Sustaining Support

    8. email: winstom@cps-k12.org phone: 513-363-0300 State Initiatives Ohio Integrated Systems Change Model (OISM) Universal Design for Learning Leadership

    10. Core components Research-Validated practices- don’ jump on the most recent fad bandwagon. Base instruction on research. Data on student performance collected frequently to monitor effectiveness. Students with most severe deficits, little room for error. Data based decision making-SHOW ME THE DATA. Data is used for decision making What’s in place, what’s working? What are our goals?. How do we modify what we are working. EVIDENCE not OPINION! Without frequent reliable and valid indicators of student performance, whether school wide plans are working. Once a year, inadequate! Resource allocation-data based. Collaborative problem solving- a 5 step systematic process utilized at the systems or individual level to guide action planning. Data guides each step. ADMINISTRATOR involvement and leadership critical. Explicit Instruction of Academic and Social Skills-Academic skills are taught, emphasis placed on presentation of positive examples, corrective feedback, and reminders/prompts that support correct academic performance. Expected behaviors and social skills are directly taught, infrequent social behavior errors are corrected in a proactive manner by focusing on the correct response, chronic social behavior errors are pr-corrected, by providing social skill reminders and practice. Academic & Behavioral Supports for each and all- have to have strong core instruction, next more specialized interventions ( small group). Intensity of supports increases as complexity and intensity of academic or social/behavioral problems. SEE IOWA PRESENTATION for EACH AND ALL. FLEXIBILITY of resources. Culturally Responsive Practices---- Core components Research-Validated practices- don’ jump on the most recent fad bandwagon. Base instruction on research. Data on student performance collected frequently to monitor effectiveness. Students with most severe deficits, little room for error. Data based decision making-SHOW ME THE DATA. Data is used for decision making What’s in place, what’s working? What are our goals?. How do we modify what we are working. EVIDENCE not OPINION! Without frequent reliable and valid indicators of student performance, whether school wide plans are working. Once a year, inadequate! Resource allocation-data based. Collaborative problem solving- a 5 step systematic process utilized at the systems or individual level to guide action planning. Data guides each step. ADMINISTRATOR involvement and leadership critical. Explicit Instruction of Academic and Social Skills-Academic skills are taught, emphasis placed on presentation of positive examples, corrective feedback, and reminders/prompts that support correct academic performance. Expected behaviors and social skills are directly taught, infrequent social behavior errors are corrected in a proactive manner by focusing on the correct response, chronic social behavior errors are pr-corrected, by providing social skill reminders and practice. Academic & Behavioral Supports for each and all- have to have strong core instruction, next more specialized interventions ( small group). Intensity of supports increases as complexity and intensity of academic or social/behavioral problems. SEE IOWA PRESENTATION for EACH AND ALL. FLEXIBILITY of resources. Culturally Responsive Practices----

    11. email: winstom@cps-k12.org phone: 513-363-0300 Why UDL and Why Now? Dr. Phil Philosophy Inclusive- Benefits for ALL Students Promotes Meaningful Access to the General Curriculum Preventive Early Intervention Approach versus retrofitting Supports Differentiation

    12. email: winstom@cps-k12.org phone: 513-363-0300

    13. email: winstom@cps-k12.org phone: 513-363-0300

    14. email: winstom@cps-k12.org phone: 513-363-0300

    15. email: winstom@cps-k12.org phone: 513-363-0300 Improved Resource Management

    16. email: winstom@cps-k12.org phone: 513-363-0300

    17. email: winstom@cps-k12.org phone: 513-363-0300

    18. email: winstom@cps-k12.org phone: 513-363-0300 Our Journey Toward UDL 2002-2003: Collaboration between Central Office Directors (Curriculum and Student Services) 2003-2004: Instructional Management System District Wide CAST led PD for Central Office Administration (Directors/Managers), teacher leaders, curriculum coaches, etc.

    19. email: winstom@cps-k12.org phone: 513-363-0300 The Journey Continues 2003-2004: Three Tiered Model Adopted District Wide UDL Steering Committee Formed 3 UDL Pilot Schools Identified 2004-2005: Development of a District Wide UDL Plan English Language Arts Textbook Adoption with UDL consideration Innovative & Promising Practices Schools expanded

    20. email: winstom@cps-k12.org phone: 513-363-0300 Instructional/Assistive Technology Consultant (Full-time Teacher Position) Targeted school wide PD for Voluntary Schools

    21. email: winstom@cps-k12.org phone: 513-363-0300 Past School Year… 2005-2006: Teacher Dashboard Introduced Continued Pilot Expansion Instructional Technology Toolkits & District Wide Training UDL written into Superintendent’s Strategic Plan Targeted School wide PD on UDL Demonstration Lab

    22. email: winstom@cps-k12.org phone: 513-363-0300 This Fall 2006-2007: Superintendent’s Strategic Plan Implementation Model Lesson Plans infused with UDL Tool Kit Training Building Capacity through Instructional Support Teams District Technology Plan revisited

    23. email: winstom@cps-k12.org phone: 513-363-0300

    24. email: winstom@cps-k12.org phone: 513-363-0300 Applying UDL to our Three-Tiered Model of Support (Pyramid of Interventions) Universal- District/School Wide Supports Targeted Group/Building Supports Individualized, Intensive Student Supports

    25. email: winstom@cps-k12.org phone: 513-363-0300

    26. email: winstom@cps-k12.org phone: 513-363-0300 Tier 1: District Wide Efforts that Support UDL Instruction Model Lesson Plan Development with UDL Textbook Adoption Instructional Technology Toolkits Staff Development District wide Professional Development on Differentiation and Standards Based Instruction Instructional Management System PD and embedded technology support Teacher Dashboard Training Train the Trainer PD

    27. email: winstom@cps-k12.org phone: 513-363-0300 Instructional Technology Toolkits All Schools Collaboration with Technology Department Hardware and Software Embedded PD and Support Interactive Whiteboards Reading Pens AlphaSmart Big Keys Tablet Technology Kurzweil Co-Writer- (Word Prediction Software) WriteOut Loud- (Text to Speech) Dragon- (Speech Recognition) Math Pad Plus

    28. email: winstom@cps-k12.org phone: 513-363-0300

    29. email: winstom@cps-k12.org phone: 513-363-0300 Tier 2: Targeted District Activities that Support Instructional Technology Instruction Innovative and Promising Practices Model Schools Toolkits for Targeted Populations General and Special Education Pilot Collaborative (Co-funded initiatives) Retooling of Teachers (Role and Function) Enhancing Education Through Technology Grants (EETT) Inclusive Practices Coaches and Technology Teacher Leader Staff Development Leadership Team Training in UDL UDL Training for Select School Teams at CAST On-Going Instructional Technology PD through Mayerson Academy Imonthly Seminars and Demonstrations

    30. email: winstom@cps-k12.org phone: 513-363-0300

    31. email: winstom@cps-k12.org phone: 513-363-0300 Tier 3: Intensive Efforts to Support Instructional Technology Instruction Assistive Technology Assessments, Services and Grants Individual Student Success Stories Teacher Self Report on Access to Technology Resources Pilot Classrooms using Specific Technology Tools Disability Specific Innovations in Technology Staff Development Reading and Math Software programs for specific students

    32. email: winstom@cps-k12.org phone: 513-363-0300 District Leadership Structures Curriculum Administrators Student Services Administrators Instructional Leadership Team Building Principals Teacher Leaders

    33. email: winstom@cps-k12.org phone: 513-363-0300 Implementation Considerations District Action Planning Process Staffing Professional Development Resources Stakeholder Support Capacity Builders

    34. email: winstom@cps-k12.org phone: 513-363-0300 Innovation Configuration for UDL & Inclusive Practices Access to the Curriculum Continuum of Services Staff Roles & Responsibilities Staff Scheduling Related Service Delivery Building Structures

    35. email: winstom@cps-k12.org phone: 513-363-0300 Lessons Learned Stakeholder Buy in Sustaining Meaningful Support for Schools High Quality PD User Friendly Resources Community Partnerships Committed District Leadership Team

    36. email: winstom@cps-k12.org phone: 513-363-0300 Challenges Changes in Leadership Maintenance of Technology Supporting staff to use existing resources Sustaining energy and effort On-going Capacity building Securing Funding

    37. email: winstom@cps-k12.org phone: 513-363-0300 Opportunities Alignment to District’s Strategic Plan Enthusiasm of Teachers and Students Administrative Support Implications for teaching and learning Preliminary Outcome Data Decreasing Achievement Gaps Embedded Professional Development Strengthening General Education!

    38. email: winstom@cps-k12.org phone: 513-363-0300 Acknowledgements Superintendent Rosa Blackwell Southwestern Ohio Special Education Regional Resource Center Department of Student Services Administrative Team Staff and Students of Cincinnati Public Schools CAST

    39. email: winstom@cps-k12.org phone: 513-363-0300 Good Things are Happening in Cincinnati Public Schools!

    40. email: winstom@cps-k12.org phone: 513-363-0300 For additional information please contact me at the following: Markay L. Winston, Ph.D. Cincinnati Public Schools Board of Education Office 2651 Burnet Ave Cincinnati, OH 45219 Winstom@cps-k12.org 513-363-0300

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