Futuristic Instructional Planning

Planning for the future of teaching and learning in a district is vital to a district’s success. We facilitate a strategic planning process that will focus on how to meet the needs of all students.

School districts need to be proactive in planning for how best to meet the needs of their students over the next five to 10 years. Our process guides a district in creating a long-range learning plan. Time is spent determining what teaching and learning will look like in the future in that district.

This process includes reviewing current research on how students will be learning in the future. The impact of the plan is measured in seeing how teaching and learning change overtime. This is a service that can be one of the most powerful processes in which a district can participate.

Karen Austin
513.674.4512
karen.austin@hcesc.org

SIOP Virtual Coaching

Do you have content or grade level teachers who attended SIOP (Sheltered Instruction Observation Protocol) Training? Are they practicing their skills as related to the eight SIOP components? English Language consultants can help them refine their practices through virtual coaching.

Each content specialist or grade level teacher will engage in two coaching cycles. A cycle consists of an initial meeting, or first step, during which the consultant and teacher converse and plan. The second step involves the teacher recording their practices and uploading the video to be viewed by the consultant. The third step in the cycle includes consultant feedback, teacher reflection, and the development of an action plan for the scene coaching cycle. Teachers participating in the virtual coaching cycle will receive final input from an English Language consultant via rubric. 

Throughout the process, the consultant and teacher are utilizing research-based strategies proven effective with English Learners. The eight SIOP strategies and practices apply to any student who struggles with academic vocabulary. 

Capacity is limited.

Connie Reyes-Rau
513.674.4298
connie.reyesrau@hcesc.org

Instructional Technology Audit

After technology has increased within a school or district, its use often grows organically and “pockets of excellence” arise. After several years, it is often difficult for districts to determine the impact of their investment. We can assist with this by providing an instructional technology audit to understand how, how often, and how well technology is being used and integrated into the classroom.

The audit is a comprehensive process, working closely with district/building leadership, to survey, conduct focus groups, and on-site observations. Following this process, the district will receive a comprehensive report aggregating the data collected and providing recommendations for improving the impact that these powerful tools can have in the teaching and learning process. The team will work with district and building leadership to determine the number of on-site days required, the number of focus groups, as well as the focus of the audit.

Learn about additional technology services at https://www.hcesc.org/technology.

Arline Pique
513.674.4312
arline.pique@hcesc.org

Program Evaluation and Auditing

Evaluating and assessing programs is provided to meet specific district needs and goals. Hamilton County ESC provides project and program evaluation that can be customized for specific district needs. Work and products can be designed in compliance with grant funding and/or government guidelines.

We can provide:

  • qualitative and quantitative data collecting interviews
  • site visits
  • survey design
  • assessment of teacher and administrator attitudes
  • assessment of parent and community involvement

Final evaluations and reports will be customized in format and delivery.

Karen Austin
513.674.4512
karen.austin@hcesc.org

Expedited Data Analysis

Successful school leaders utilize data to increase student achievement and learning. We expedite your improvement process by providing custom analysis of your data, capturing observations and creating data statements to present to your team.

Data analysis could include:

  • Local Report Card data
  • Decision Framework
  • Value-Added
  • Measure Up
  • Success/OOARS
  • Local assessment data
  • DIBELS data
  • EXPLORE, PLAN, ACT
  • Intervention supports and programs
  • Behavior data
  • Perception data

With analyzed data, your team will have more time to discover data patterns, pose hypotheses, determine specific areas of need, determine root causes, and develop a detailed action plan and monitoring system.

Karen Austin
513.674.4512
karen.austin@hcesc.org

School Improvement Services

Hamilton County ESC’s Center for Urban Educational Services (CUES), specializes in urban education professional development.

School improvement is a multi-dimensional process. It involves taking a system-wide approach to overcome the challenges urban education faces. We help to strategically align your resources with your goals and vision.

 

School Improvement Coaching/Consulting

We have coaches and consultants who work in schools and classrooms on a part-time or full-time embedded basis. That means they work side-by-side with teachers and administrators, offering resources, co-planning and co-teaching, feedback, or whatever meets a school’s particular needs. Our coaches work with content-area teachers on curriculum and instruction. We help implement school-wide initiatives, from literacy across the curriculum to positive behavior intervention programs and more.

 

After School: Extended Day/Extended Year

We provide academic structure for extended day and extended year programs. We partner with you to focus on the instructional components for your program.

 

Federal Programs Consulting

Federal Title services can be a challenging items to manage fiscally. We can help. We consult with districts to create Title budgets and expenditure reports.

 

Understanding Poverty

Our consultants facilitate discussion on the unique aspects of overcoming the barriers of poverty.

 

Collaborating to Achieve Student Excellence (CASE)

CASE is a system we’ve developed for partnering with you to solve your challenges. When we first meet to start a CASE-file, we look at six key areas:

  • Data Collection & Review
  • Implementation Plan
  • Knowledge Base
  • Accountability
  • Support
  • Evaluation

Paul Smith
513.674.4214
paul.smith@hcesc.org

PBIS

School-wide PBIS is a framework comprised of instructional practices and organizational systems for establishing the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success for ALL students.

Benefits of PBIS include:

  • improved school and classroom climate/culture
  • reductions in office discipline referrals
  • gains in administrator time for instructional leadership
  • increases in student academic and behavioral performance

Services provided include:

  • responsive consultation with district and building leaders
  • customized professional development
  • technical assistance to implement behavioral interventions across multiple tiers of support

Alicia Lateer-Huhn
513.674.4289
alicia.lateerhuhn@hcesc.org

MTSS and RtI

Multi-Tiered System of Support (MTSS)/Response to Intervention (RtI) is a framework designed to bring together general, special, compensatory and gifted education with the goal of providing a comprehensive, proactive and unified system of education to meet the needs of, and improve results for, all students in an effort to close achievement gaps.

Benefits of RtI implementation include:

  • Increased student engagement in instructional activities
  • Instructional support to meet specific student needs
  • Gains in student attendance and academic performance
  • Efficient use of limited district and building resources

Services provided include:

  • Audit of current practices for alignment with MTSS/RtI components
  • Consultation at the district/building/grade levels
  • Customized professional development

Alicia Lateer-Huhn
513.674.4289
alicia.lateerhuhn@hcesc.org

Culturally Responsive Practices

Culturally Responsive Practices (CRP) encompasses the use of cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective in an effort to close existing achievement gaps.

Benefits of CRP include:

  • Enhanced ability of educators to support diverse learners
  • Increased student engagement and achievement
  • Improved school climate

Services provided include:

  • Self-paced online course to increase cultural competence
  • In-district customized professional development
  • Technical assistance related to culturally responsive practices and cultural competence

Patty Fong
513.674.4284
patty.fong@hcesc.org

Connie Reyes-Rau
513.674.4298
connie.reyesrau@hcesc.org

Curriculum, Instruction, and Assessment

Successful teaching and learning begins with the alignment of curriculum, instruction, and assessment. Our consultants promote effective, research-based instructional practices to engage and motivate learners and accelerate their achievement in core academic subject areas. We promote effective, research-based instructional practices to engage and motivate 21st Century Learners and accelerate their achievement in core academic subject areas.

Our consultants have expertise in the following:

  • Ohio’s Learning Standards
  • Ohio’s State Assessments
  • Curriculum and Assessment Mapping
  • MAP implementation and follow-up professional development
  • Assessment Literacy
  • Creation of Quality Assessments
  • Marzano’s High-Yield Instructional Strategies
  • Teacher Expectations and Student Achievement (TESA)
  • A Complete Assessment System with High Quality
  • Formative Assessments (FIP)
  • Inquiry-Based Learning in Math and Science
  • Forming and facilitating Teacher Based Teams
  • Instructional Technology Integration
  • Common Core: Merging Thinking Skills,
  • Informational Literacy Technology
  • School-Based Instructional Coaching-Math, ELA, Science, and Social Studies
  • Online Course Construction and Blended Learning
  • Differentiated Instruction for Teachers and Administrators
  • Effective Classroom Management
  • Response to Intervention (RtI)
  • Strategies for Gifted and Talented Students

Karen Austin
513.674.4512
karen.austin@hcesc.org