Departmental Processes and Procedures

CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGEMENT • FOOD SERVICES • STUDENT SERVICES • HUMAN RESOURCES • COMMUNICATIONS & ENGAGEMENT • FACILITIES • PERFORMANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDUCATION • TALENT DEVELOPMENT • PURCHASING • INTERNAL AUDIT • SECURITY • GENERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECH-NOLOGY MANAGEMENT • FOOD SERVICES • STUDENT SERVICES • HUMAN RESOURCES • COMMUNICATIONS & ENGAGE-MENT • FACILITIES • PERFORMANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDUCATION • TALENT DEVELOPMENT • PURCHASING • INTERNAL AUDIT • SECURITY • GENERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGEMENT • FOOD SERVICES • STUDENT SERVICES • HUMAN RESOURCES • COMMUNICATIONS & ENGAGEMENT • FACILITIES • PERFORMANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDUCATION • TALENT DEVELOPMENT • PURCHASING • INTERNAL AUDIT • SECURITY • GENERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGEMENT • FOOD SERVICES • STUDENT SERVICES • HUMAN RESOURCES • COMMUNICATIONS & ENGAGEMENT • FACILITIES • PERFOR-MANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDUCATION • TALENT DEVELOPMENT • PURCHASING • INTERNAL AUDIT • SECURITY • GENERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGEMENT • FOOD SERVICES • STUDENT SERVICES • HUMAN RESOURCES • COMMUNICATIONS & ENGAGEMENT • FACILITIES • PERFORMANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDUCATION • TALENT DEVELOPMENT • PURCHASING • INTERNAL AUDIT • SECURITY • GENERAL COUNSEL • CURRICULUM & INSTRUC-TION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGEMENT • FOOD SERVICES • STUDENT SERVICES • HUMAN RESOURCES • COMMUNICATIONS & ENGAGEMENT • FACILITIES • PERFORMANCE & ACCOUNTABILITY • TREA-SURER • EARLY CHILDHOOD EDUCATION • TALENT DEVELOPMENT • PURCHASING • INTERNAL AUDIT • SECURITY • GEN-ERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGEMENT • FOOD SERVICES • STUDENT SERVICES • HUMAN RESOURCES • COMMUNICATIONS & ENGAGEMENT • FACILITIES • PER-FORMANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDUCATION • TALENT DEVELOPMENT • PURCHASING • INTERNAL AUDIT • SECURITY • GENERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMA-TION & TECHNOLOGY MANAGEMENT • FOOD SERVICES • STUDENT SERVICES • HUMAN RESOURCES • COMMUNICA-TIONS & ENGAGEMENT • FACILITIES • PERFORMANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDUCA-TION • TALENT DEVELOPMENT • PURCHASING • INTERNAL AUDIT • SECURITY • GENERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGEMENT • FOOD SERVICES • STUDENT SER-VICES • HUMAN RESOURCES • COMMUNICATIONS & ENGAGEMENT • FACILITIES • PERFORMANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDUCATION • TALENT DEVELOPMENT • PURCHASING • INTERNAL AUDIT • SECURITY • GENERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGE-MENT • FOOD SERVICES • STUDENT SERVICES • HUMAN RESOURCES • COMMUNICATIONS & ENGAGEMENT • FACILITIES • PERFORMANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDUCATION • TALENT DEVELOPMENT • PUR-CHASING • INTERNAL AUDIT • SECURITY • GENERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGEMENT • FOOD SERVICES • STUDENT SERVICES • HUMAN RESOURCES • COMMU-NICATIONS & ENGAGEMENT • FACILITIES • PERFORMANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDU-CATION • TALENT DEVELOPMENT • PURCHASING • INTERNAL AUDIT • SECURITY • GENERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGEMENT • FOOD SERVICES • STUDENT SER-VICES • HUMAN RESOURCES • COMMUNICATIONS & ENGAGEMENT • FACILITIES • PERFORMANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDUCATION • TALENT DEVELOPMENT • PURCHASING • INTERNAL AUDIT • SECURITY• GENERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGE-MENT • FOOD SERVICES • STUDENT SERVICES • HUMAN RESOURCES • COMMUNICATIONS & ENGAGEMENT • FACILITIES • PERFORMANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDUCATION • TALENT DEVELOPMENT • PUR-CHASING • INTERNAL AUDIT • SECURITY • GENERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGEMENT • FOOD SERVICES • STUDENT SERVICES • HUMAN RESOURCES • COMMU-NICATIONS & ENGAGEMENT • FACILITIES • PERFORMANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDU-CATION • TALENT DEVELOPMENT • PURCHASING • INTERNAL AUDIT • SECURITY • GENERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGEMENT • FOOD SERVICES • STUDENT SER-VICES • HUMAN RESOURCES • COMMUNICATIONS & ENGAGEMENT • FACILITIES • PERFORMANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDUCATION • TALENT DEVELOPMENT • PURCHASING • INTERNAL AUDIT • SECURITY • GENERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGE-MENT • FOOD SERVICES • STUDENT SERVICES • HUMAN RESOURCES • COMMUNICATIONS & ENGAGEMENT • FACILITIES • PERFORMANCE & ACCOUNTABILITY • TREASURER • EARLY CHILDHOOD EDUCATION • TALENT DEVELOPMENT • PUR-CHASING • INTERNAL AUDIT • SECURITY • GENERAL COUNSEL • CURRICULUM & INSTRUCTION • TRANSPORTATION • INFORMATION & TECHNOLOGY MANAGEMENT • FOOD SERVICES • STUDENT SERVICES • HUMAN RESOURCES • COMMU-

CPSCPS

CPS7470

OFFICE OF CURRICULUM & INSTRUCTION

Departmental Processes and Procedures

CPS

OFFICE OFCURRICULUM & INSTRUCTION

Table of Contents

Table of Contents:

Section Name Page Number

Organizational Chart…………………………………………………………………………………………………………………………5

Core Services…………………………………………………………………………………………………………………………………….7

Curriculum and Instruction Procedures and Forms…………………………………………………………………………..9

Cincinnati Public Schools Board Policies………………………………………………………………………………………….42


Department Organizational Chart

Director Emily Campbell

Manager Science, PE, Health Wellness

Dr. Jennifer Williams

Implementation of New Health Wellness & PE

Curriculum

ACT

Implementation of K-6 Science

150 Minutes of Movement

My Tomorrow

Manager Math

Dr. Dawn Williams

Math Adoption

Gates Grant 8 and Algebra 1 QI

Math Specialists

Summer Learning

Tutoring PD

Manager K-6 ELA

Lucie Collier

Implementation of Wit and Wisdom

K-3 Literacy C to A

K-6 Reading Specialists

Tutoring PD

Manager 7-12 ELA

Lanisha Simmons

Implementation of My Perspectives

9th Grade QI

7-12 Reading Specialists

Tutoring PD

Manager Social Studies

David Traubert

LINK Project

Microsoft

2nd Year Implementation of K-12 TCI

Manager Fine Arts

Dr. Isidore Rudnick

International Jazzz Academy

Arts and Math

STEAM Map of CPS

Gifted Arts - Increase the Number of Students

Identified

Manager World Language Sarah Morales

AP Offerings

Credit Flex

World Language Offerings

Manager Diverse Learners Bridget McComas

Multi-Tiered System of Support

Math Adoption

Manager Grants

Terry Davis

Grant Writing

Lead Secretary Candace Fields

Senior Support Specialist Kristin Greene

Senior Support Specialist Robin Griffin

Curriculum and Instruction


Department Core Services

Cincinnati Public Schools

Curriculum and Instruction

Core Service: Standards and Alignment

• Develop, revise and maintain Curriculum Maps andGuides for English Language Arts, Social Studies,Mathematics, Science and Fine Arts

• Ensure Courses of Study align to expectations forlearning of national, state and local standards

• Ensure alignment of standards and grading practices

Core Service: Teaching and Learning

• Visit classrooms and buildings to support implementation of core and supplemental curriculum

and r esources

• Pr ovide professional development opportunities to teac hers and principals

• C oordinate professional development opportunities for tutors and other partners

• Maintain strong partnerships with teachers through Curriculum Councils

• C oordinate Academic Leadership Team to assess and inform growth opportunities

• Provide coaching services to educators

• Provide framework for assessment literacyto inform instruction

Core Service: Materials and Resources

• Ensure alignment of materials and resources to expectations for learning of national, state and local standards

• Facilitate textbook and materials adoption committee as needed

• Provide training on core and supplemental resources• Provide other available resources as needed

Core Service: Test Administration

• Ensure Cincinnati Public Schools is compliant withOhio assessment requirements

• Provide training to school Test Coordinators for testadministration

• Provide training to teachers and administrators onusing data from assessment systems

• Coordinate and oversee the Special CollegePreparatory Program (SCPP) tests for entrance intoWalnut Hills and Dater high schools

• Import assessment results into district’s data systems

• Upload and update staff and students in all testingsystems


Procedures and Forms

PROJECT OWNER

Name:

Email:

Phone:

School Name/Education Center:

Title/Department:

Principal's Name (School-based proposals):

Date Principal Approved Project:

Alternate Contact (if any):

Email:

Phone:

FUNDING SOURCE

Foundation/Funder Name:

Official Name of Grant:

Your Grant Project/Program Title:

Proposal Submission Deadline: Anticipated Award Date:

USE OF FUNDS

Amount of Funding Request:

CPS School or Ed Center Dept Receiving Deposit:

Purpose of Proposed Program/Project:

Does the proposal involve IT equipment? Y or N

Will you need to hire or contract personnel? Y or N

Thank you for completing the CPS Grant Alert. Please check often for updates on grants procedures at [email protected]

Type of Award: □Check □Reimbursable □Materials □Other Grant Duration (e.g. 1yr, 3yrs, etc.):

Check ALL boxes relating to the primary focus areas of your proposal. (drop down box)

List names of new partner agencies for this grant project and date LSDMC approved partner/s.

Provide a clear, concise summary of project:


GRANT ALERTwith tabs for

PART I: Grant Submission PART II: Budget Template PART III: Grant Awards

Who must complete this form? CPS staff applying for grant support from charitable organizations, the City of Cincinnati, and Grants.gov.

Does the proposal involve student surveys or District generated data? Y or N

PART I: GRANT SUBMISSION

NEXT: Complete the Budget Template, using the PART II tab on this spreadsheet.

INSTRUCTIONS: Post your completed Grant Alert form in the Grants Google Drive folder at [email protected]

After submitting your proposal to the funder, upload a copy of your proposal to the same CPS folder.

Instructions for accessing the online folder are found here.

NOTE: Even if the 10 day window has passed, always submit a Grant Alert and a copy of your proposal, to support processing of the potential grant award.

Project Owner: School, Department or Agency: Your Email:

Funder: Name of Funder's Grant Program: Your Phone Number:

$

$

$

SALARIES WAGES AND BENEFITS AMOUNT REQUESTED IN THIS PROPOSAL NOTES

Employee Salaries and Wages $

Employee Benefits $

Extended Time $

Substitute Teachers $

Other: Please describe below. (250 character limit) $

PURCHASED SERVICES AMOUNT REQUESTED IN THIS PROPOSAL NOTES

Professional and/or Technical Services. (Examples include:

Contracted instruction, management, legal, data

processing, evaluation services, media production, and

speaker fees.)

$

Rentals $

Repairs and Maintenance $

Lease Purchase Agreements $


TRAVEL AND MEETING EXPENSES AMOUNT REQUESTED IN THIS PROPOSAL NOTES

Registration Fees $

Airfare $

Mileage $

Per Diem $

Hotel $

Parking $


(Continues on reverse side)

PART II

NOTE: You do not need to include costs for existing personnel or items that are already scheduled to continue under existing funds

INSTRUCTIONS: Please enter all expenses you are proposing to fund with this grant award, using the categories outlined below.

Current Per Diem rates may be found at

Gov.org

,

Please contact your accountant for help

with calculating fringe benefits.


GRANT ALERT: BUDGET TEMPLATE

REMINDER: BE SURE TO REVIEW THE GRANT'S RESTRICTIONS TO ENSURE YOUR EXPENSES ARE ALLOWABLE.

TOTAL PROJECT BUDGET (Proposed grant funds PLUS any other funds):

TOTAL FUNDING REQUESTED IN THIS GRANT PROPOSAL

TOTAL FUNDS FROM OTHER SOURCES:

All contracts for services or personnel must

be submitted to the CPS Contracts Office for

review within 30 days of the grant award.

PUPIL TRANSPORTATIONAMOUNT REQUESTED IN THIS PROPOSAL NOTES

Transportation Services-through CPS $

Transportation Services- Outside Vendor $


CONTRACTED SERVICESAMOUNT REQUESTED IN THIS PROPOSAL NOTES

Printing (Out-Sourced) $

Contracted Food Services (if allowable) $


FOOD: Non-Contract (if allowable) AMOUNT REQUESTED IN THIS PROPOSAL NOTES

Food and Beverages $ Verify that food is an allowable cost.

SUPPLIES AND MATERIALSAMOUNT REQUESTED IN THIS PROPOSAL NOTES

General, Classroom, Office Supplies $

Computers, Hardware (less than $5,000) $

Software $

Textbooks, Hard Copy or Electronic $

Library Books $

Electronic Media or Subscriptions $


MAJOR PURCHASESAMOUNT REQUESTED IN THIS PROPOSAL NOTES

Computers, Hardware (over $5,000) $ Please complete an ATI form for IT.

Furniture $

Buildings, Land, Bldg Improvements, Other Improvements$

Vehicles $


MISCELLANEOUSAMOUNT REQUESTED IN THIS PROPOSAL NOTES

Awards, Prizes, Memorials, Scholarships $

Dues, Fees, Memberships $


UPLOAD THE COMPLETED FORM TO YOUR GOOGLE DRIVE FOLDER, or return by email to [email protected]

Includes musical instruments costing less

than $5,000

,

All contracts for services or personnel must

be submitted to the CPS Contracts Office for

review within 30 days of the Grant Award.

Today's Date: Date of Award Notification:

Foundation/Funder Name:

Official Name of Grant:

Your Program/Project Title:

Project Owner's Name:

Project Owner's Email:

Project Owner's Phone:

Amount of Award:

Anticipated Date Funds Disbursed to CPS:

Will this funding be used to hire personnel? Y N

Deadline specified by funder for returning signed grant agreement:

Grant Term Begin Date: Grant Term End Date:

List ALL required grant report dates, including dates for mid-year/multiple year reports:

Report 1 Due: Report 2 Due:

Report 3 Due: Report 4 Due:

Using bullet points, please outline any special instructions for processing the grant agreement:

Please update your project budget, using the PART II Budget tab. Your budget information will be used by CPS accountants to

create your account codes, which must be properly aligned with State requirements. You may expedite

access to your funds by giving your attention to these details.

PART III: GRANT AWARD

Post your completed Grant Alert in the Grants Google Drive folder at [email protected]

Will this funding be used to make purchases that require a contract? Y N

INSTRUCTIONS: Complete PART III after a notice of a grant award has been received. If the funder has provided any special

forms or instructions, upload them to The CPS Grants Google Drive folder at [email protected]

This information is repeated from Part I to ensure

that materilas are matched correctly.

RETURN to PART II

PART I: Grant Submission PART II: Budget Template PART III: Grant Awards


GRANT ALERTwith tabs for

Thank you for completing the CPS Grant Alert. Please check often for updates on grants procedures at [email protected]

Curriculum and Instruction Office revised 8.1.2018 Date course created: ____________________________ (Joyce Bird)

Request for New Course Approval

Why should a form and documentation be submitted?

The Office of Curriculum has the responsibility to align all new courses to content standards ensuring course requirements are reported properly for graduation.

How do I complete and submit a request for a new course or elective?

1. Once form is complete, submit the form with documentation via email or interoffice mail to theDirector of Curriculum and Instruction, Emily Campbell, [email protected] and CCJoyce Bird, [email protected] .

2. Once the request has been received, an email will be sent to confirm receipt.

When should the form be submitted?

To ensure the process is done within a timely manner, submit your course approval request as you build your master schedule.

What happens after I submit the form?

Once the form is received by the Curriculum Director, email confirmation of receipt will be sent. If there are questions about your submission, the appropriate Curriculum Manager will contact you to correct course documentation, submit additional documentation or deny the course. If there are no corrections, the Curriculum Manager will sign, submit to Curriculum Director for signature and submitted to Joyce Bird. Upon completion, you will receive email confirmation stating the course is created.

Tip: Proper documentation needs to accompany the form or it will be returned which will delay approval. This includes course description, aligned standards and course syllabus.

mailto:[email protected]

mailto:[email protected]


Cincinnati Public Schools Office of Curriculum

Request for Approval – New Course and/or

Request for Approval to Continue a Non-Traditional Course School: _______________________________________ Date: __________________________

Course Title: _____________________________________________________________________

Course Description – Please describe the purpose, expected outcomes, and rationale to have a new course (and/or to continue this course) instead of using another course code/traditional course. Describe the difference between old and new course requested if applicable.

___________________________________________________________________________________

___________________________________________________________________________________

Course Standards – Please answer the following questions:

1. Which core standards does this proposed course most closely align to? Please list specificstandards.

___________________________________________________________________________________

2. Is there a published curriculum available, to your knowledge, which aligns to this course?___________________________________________________________________________________

3. Explain where this course will fall in a sequence of courses. i.e. is there a pre-requisite orsubsequent course related to this course?

___________________________________________________________________________________

Attachment - Please attach the course syllabus.

Semester __________ (0.5 credit only) or School Year __________ (1.0 credit)

Submitted by: _____________________________________ Title: __________________________

Principal Signature: _______________________________________________________________


Complete all information and submit to the Curriculum Director, Emily Campbell, for approval.

Approved: ____________________________________ (Content Manager) Date: ________________

EMIS Subject code: ___________________________________

Approved: ____________________________________ (Curriculum Director) Date: ________________

CPS Exemptions to Physical Education

The board of education may adopt a policy to excuse from the high school physical education requirement each student who, during high school, has participated in varsity level: interscholastic athletics, marching band or cheerleading for at least two full seasons. If the board or authority approves such a exemption, the board or authority shall not require the student to complete any Physical Education course as a condition to graduate. However, the student shall be required to complete one-half unit, consisting of at least 60 hours of instruction, in another course of study.


2651 Burnet Ave.

Cincinnati, Ohio 45201-5381

Physical Education Waiver Request Form

Eligible students who have participated or will be participating in interscholastic sports, marching band,

cheerleading, are eligible to apply for a PE waiver. Students must participate at least two (2) full seasons,

as defined by the student handbook, and documented by the Athletic Director, Coach and verified by

his/her signature on the bottom of this form. These seasons must be while the student is enrolled in

grades 9-12. Students electing this waiver shall complete one-half unit of credit (60 hours of instruction)

in another course of study which is designated by the Cincinnati Public School Board of Education as

meeting the high school curriculum requirements. The student will NOT receive academic credit for the

sport or activity for which the waiver is requested.

_________________________________class of ____________has participated in__________________ Printed student name graduation year sport/activity/School Name

and __________________________________ for at least 2 full seasons/semesters during the year sport/activity/School Name

of ____________________ and the year of ________________ while enrolled in grades 9-12. year participated year participated

_______________________________________ _________________________________ Student signature Date

_______________________________________ _________________________________ Parent signature Date

_______________________________________ _________________________________ Coach, AD, or Instructor signature Date

_______________________________________ _________________________________ Counselor signature Date

Page 2 of 5

READING IMPROVEMENT AND MONITORING PLAN

School: ________________ Date: __________ School Year: _____________ Student Name:_________________________ Student ID: ____________________________ Birth Date: ____________________________ Grade: ________________________________ Teacher Name:_________________________ US School Entry Date (ESL): ______________ Grade Level(s) Retained: Exempt from Retention (provide reason):_ ___________________________________ Grade Level on a RIMP: Referred for Evaluation: No Yes Date

Based on the information in Section A, your child has been identified as needing Academic Improvement in the area of READING.

A1: Fill in the diagnostic and reading levels of the student.

Grade Level

Assessment

Fall MAP Score

Status of Diagnostic Assessment administered by September 30 or

entry date

Report independent reading levels for each

grading period.

Not on Track Winter MAP Score

Spring MAP Score

A2: Fill in performance, diagnostic or other observation data used to identify and monitor progress in areas of academic need. Measure

District or

School Level Assessment

Data Information

DIBELS and/or MAP Fall (Beginning)

DIBELS and/or MAP Winter (Middle)

DIBELS and/or MAP Spring (End)

B: This section should be reviewed and adapted as necessary throughout the school year. Progress Monitoring for reading growth: (S) satisfactory ● (P) progressing ● (U)unsatisfactory

Check one area for curriculum and instructional focus: __Comprehension ___Text Reading Level ___Phonemic Awareness ___Phonics and Word Recognition ___Fluency ___Vocabulary ___Other: Note: CPS Students receive at least 90 minutes of core reading instruction daily.

Specify one or more instructional strategies employed in response to instructional focus:

___Large group ___Small group ___Individual

Specific Reading Needs based on diagnostic data:

1st Nine weeks

Dates: Progress: Strategy:

2nd Nine weeks


Transfer Student Date of Enrollment:_______________________ Prior School/District: _____________________

Page 2 of 5

3rd Nine weeks


4th Nine weeks


Page 2 of 5

C: Enter Intervention Information (Choose all that apply.)

INTERVENTION – Please fill in and list the resource(s)e used as part of the intervention. Starting Date

Ending Date

Increase Reading Time A substantial increase in the intensity and duration of instruction, designed to accelerate reading development and proficiency. Intervention is generally provided in small group or one-on-one settings and delivered at a pace that is responsive to students' specific instructional needs. Resources:

Impact of Intervention: Intervention Provided By: Classroom Teacher Reading Specialist Intervention Specialist Other ________________________

Phonemic Awareness and Phonics for Decoding and Encoding Phonemic awareness is the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. This understanding improves students’ word reading and comprehension and helps them learn to spell. To decode words, learners must recognize the letters in the word, associate each letter with its sound, hold these sounds in sequence in memory, blend these sounds together to determine the word and retrieve the memory of the words. Together, phonemic awareness and phonemic decoding are key foundational skills for beginning readers. Resources:

Impact of Intervention: Intervention Provided By: Classroom Teacher Reading Specialist Intervention Specialist Other ________________________ Other Explicit Instruction of Comprehension Interventions A comprehension intervention is selected based on student’s area of need and is taught through modeling, guided practice, group practice, and independent application. Growth is monitored to determine impact whereby strategy is continued or abandoned. Resources:

Impact of Intervention: Intervention Provided By: Classroom Teacher Reading Specialist Intervention Specialist Other ________________________ Other Explicit Instruction of Vocabulary Interventions A vocabulary intervention is selected based on student’s area of need and is taught through modeling, guided practice, group practice, and independent application. Growth is monitored to determine impact whereby strategy is continued or abandoned. Resources:

Impact of Intervention: Intervention Provided By: Classroom Teacher Reading Specialist Intervention Specialist Other ________________________:

Other Intervention An intervention included in a student’s Reading Improvement and Monitoring Plan that is not described by any other intervention in the 152500 – 152610 or 151500 program codes Resources:

Summary of Intervention and Impact:

Note to Parents: Families are encouraged to frequently discuss the student’s progress with the school. Progress will be reviewed every 9 weeks using classroom work, teacher observations, tests, grades, and other relevant information. The strategies may be revised based on progress monitoring. Interventions may vary depending on the school. This specific plan may or may not need to be revised when a student transfers to another school A copy of the student’s Progress Monitoring data using Dibels must be attached to this document.

Page 2 of 5

Student_________________________

FALL

Comments/Concerns from Parent/Guardian Quarter 1:

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________ Teacher __________________________________ Parent/Guardian Signature/Notification

WINTER


__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________ Teacher __________________________________ Parent/Guardian Signature/Notification

SPRING


__________________________________________________________________________________________________ __________________________________________________________________________________________________ _________________________________ Teacher __________________________________ Parent/Guardian Signature/Notification

GRADE 3 STUDENTS ONLY:

A student must attain the appropriate level of reading competency, which is set by the Ohio Department of Education, by the end of third grade or the student will be retained in third grade.

☐Student has NOT met a promotable score. ___________Date

☐Student has met a promotable score. _______Date _______ Assessment










Department-related Board Policies and Procedures

Policy Number

2114

2210

2220

2240

2250

2270

2330

2370

2440

2510

2520

2575

5311

5420

5461

Board Policies

Title of Policy

Meeting State Performance Indicators

Curriculum Development

Adoption of Courses of Study

Controversial Issues

Curriculum Initiatives

Religion in the Curriculum

Homework

Credit Flexibility Educational Options

Extended Learning Opportunities (Summer School)

Adoption of Textbooks

Selection of Instructional Materials and Equipment

Service Learning

Wellness Curriculum

Reporting Student Progress

Exemption to the Physical Education Graduation Reqs

Book Cincinnati City School District Policies Section 2000 Programs Title Meeting State Performance Indicators Number 2114 Status Active Legal R.C. 3302.02

R.C. 3302.03 Adopted Not provided Last Revised Not provided Last Reviewed Not provided It is the intent of the Board of Education that the District annually meet the specified number of performance indicators established by the State Board of Education to be designated as at least an "Effective" School District, while striving to meet the specified number of performance indicators established by the State Board of Education to be designated as an "Excellent" School District. The Superintendent shall develop a Continuous Comprehensive Improvement Plan that outlines the steps the District needs to take if at least the required percentage of students is to meet or exceed the performance levels established by the State Board of Education for each of the performance indicators. S/He shall also estimate the additional resources that will or may be necessary to be able to implement the annual plan and the annual cost to the District to provide such resources. These estimated costs shall then be incorporated into the budget proposals submitted to the Board each year and identified as such. Thus it will be the responsibility of the Superintendent to establish and maintain a communications program to the community to keep them informed of: A. the current performance status of the District and the resources that are needed;

B. the impact on students and staff if higher performance standards are not met.

CINCINNATI CITY SCHOOL DISTRICT ADMINISTRATIVE PROCEDURES

Procedure Name: Meeting Performance Indicators

Procedure No. 2114-00-01 Eff. Date: 5.18.2018 Implements Board Policy(ies) 2114 Last Reviewed: 5.21.2018

1. Background This procedure describes the process for compiling a Continuous Comprehensive Improvement Plan for meeting performance indicators to better ensure they meet the specified number of performance indicators established by the State Board of Education to be designated as at least an "Effective" School District, while striving to meet the specified number of performance indicators established by the State Board of Education to be designated as an "Excellent" School District.

http://codes.ohio.gov/orc/3302.02


2. Responsibilities Title: Assistant Superintendent or Designee of Superintendent Address: 2651 Burnet Avenue, 45219 Phone: 513-363-0074 Describe responsibilities: The Assistant Superintendent shall be responsible for maintaining an efficient process deemed necessary to meeting state performance indicators, shall help establish a vision, expect continuous improvement, and develop a focused plan to better ensure accomplishment of the District’s educational goals, recurring progress reports, as well as participation in programs of education research. 3. Action Steps Compile Continuous Comprehensive Improvement Plan to meet performance indicators

1. Organize a district leadership team to include individuals with key positions at the various levels of the organization

2. Notify parents and stakeholders of District/School status on meeting state performance indicators

3. Utilize Quality Improvement and PDSA cycles to determine, implement and evaluate strategic initiatives for school improvement

4. Devise targeted evidence- and research-based support for schools designated in need of improvement according to State Board criteria and report card performance indicators

5. Develop reporting mechanisms to monitor and evaluate district and individual school progress towards performance indicators

6. Estimate the additional resources needed to execute the Continuous Comprehensive Improvement Plan and prepare a budget for submission to the State Board.

7. Provide quarterly progress reports to the Cincinnati Board of Education and stakeholders 8. Ensure compliance with State Board Requirements as outlined in Ohio Improvement

Process 9. Implement additional requirements as directed by Cincinnati Board of Education

4. Equity Considerations Describe any equity considerations relevant to the implementation of this policy. Access to resources Access to evidence- and research-based support 5. Related Documents / Forms Document Title Description Last Reviewed 1. State Report Card

6. Additional Information None to include.

Book Cincinnati City School District Policies Section 2000 Programs Title Curriculum Development Number 2210 Status Active Legal R.C. 3301.07

R.C. 3301.132 R.C. 3313.60 R.C. 3313.602 R.C. 3313.843 R.C. 3315.07 R.C. 3317.023 R.C. 3317.11 R.C. 3319.02 A.C. 3301-99-01 A.C. 3301-35-02

Adopted Not provided Last Revised Not provided Last Reviewed Not provided

The Board of Education recognizes its responsibility for the quality of the educational program of the schools. To this end, the curriculum shall be developed, evaluated, and adopted on a continuing basis and in accordance with a plan for curriculum growth established by the Superintendent. For purposes of this policy and consistent communication throughout the District, curriculum shall be defined as that which is written, taught and tested. Accordingly it encompasses: A. approved content standards, which are aligned with State and National standards, that determine what students should know and be able to demonstrate; B. the courses of study, subjects, classes, and organized activities provided by the school; C. learning activities for individuals or groups of students and expressed in terms of specific instructional objectives or class periods; D. all the planned activities of the schools, including formal classroom instruction and out-of-class activity, both individual and group, necessary to accomplish the educational goals of the District; E. state and local assessments, both formal and informal, that are used to measure learning. The Board directs that the curriculum of this District: A. provides instruction consistent with the operating standards of the State Department of Education; B. be consistent with the District's philosophy and goals and ensure the possibility of their achievement; C. allows for the development of individual talents and interests as well as recognize that learning styles of students may differ; D. provides for continuous and cumulative learning through effective articulation at all levels; E. utilizes a variety of learning resources to accomplish the educational goals; F. encourages students to utilize available guidance and counseling services in their academic and career planning. As educational leader of the District, the Superintendent shall be responsible to the Board for the development and evaluation of curriculum and the preparation of courses of study. The Superintendent shall make progress reports to the Board periodically. The District may conduct such curriculum initiatives as are deemed to be necessary to the continuing growth of the instructional program and to better ensure accomplishment of the District's educational goals. In accordance with the operating standards such programs shall be proposed by the appropriate stakeholder. When requested, the Superintendent shall report on the progress of such curriculum initiatives. The Board encourages, where it is feasible and in the best interest of the District, participation in programs of educational research. The Board directs the Superintendent to pursue actively State and Federal aid in support of the District's innovative activities.



http://codes.ohio.gov/orc/3313.60v2







http://codes.ohio.gov/oac/3301-35-02


Procedure Name: Curriculum Development


1. Background This procedure describes the process for curriculum development as deemed necessary to the continuing growth of the instructional program and to support the achievement of the District’s educational goals and State requirements, process monitoring, as well as participation in programs of education research.

2. Responsibilities Title: Director of Curriculum and Instruction Address: 2651 Burnet Avenue, 45219 Phone: 513-363-0127 Describe responsibilities: The Director of Curriculum and Instruction shall be responsible for maintaining an efficient process for curriculum development as deemed necessary to the continuing growth of the instructional program and to support the achievement of the District’s educational goals and State requirements, process monitoring, as well as participation in programs of education research.

3. Action Steps Developing written, taught and tested Curriculum:

1. Curriculum Managers, Steering Committee, and Councils use research-based state or national alignment tool to evaluate instructional resources in development of curriculum

2. Council and Manager evaluate of potential resources using State or National aligned tool.

3. To ensure engagement of teachers and support of council delegates will vote on all curriculum resources

If Applicable Participating in programs of education research requires the completion of Cincinnati Public Schools research application and proposal process. This applies to research studies and program evaluation but may also include data requests when involving student identifiable records. The process involves the following steps:

e principal investigator completes and submits the on-line CPS Research Application. An email confirmation will signify the application was received.

hin three weeks of confirmation the principal investigator will receive formal notification indicating if the application has been accepted or denied. If denied, the process ends here. If accepted, the letter will include instructions on how to submit research proposal and any associated electronic documents.

e technical review of the research proposal, consisting of a data sharing MOU and scope of work, begins at this stage. All correspondence must include research proposal number, principal investigator name and project title. When complete, an approval or denial recommendation is made

pproved, a signed copy of the data sharing MOU is returned to the principal investigator. If denied an email notice is sent.

4. Equity Considerations Describe any equity considerations relevant to the implementation of this policy: All students have access to all resources in alignment with student populations data and needs All students have access to courses and courses represent the student population

5. Related Documents / Forms Document Title Description Last

Reviewed 1. Fine Arts Course of Study

• Outlines approved content standards, which are aligned with State and National standards, that determine what students should know and be able to demonstrate.

• Learning activities for individuals or groups of students expressed in terms of specific instructional outcomes

• State and Local assessments, both formal and

Spring 2019

2. Science Curriculum Maps and Guides

Spring 2019

3. Social Studies Curriculum Maps and Guides

Summer 2019

4. Mathematics Curriculum Maps and Guides

informal to measure learning

Spring 2019

5. English Language Arts Curriculum Maps and Guides

Summer 2019

6. Health Wellness Curriculum Maps and Guides

Spring 2019

7. Physical Education Curriculum Maps and Guides

Spring 2019

8. District Master Course List

Aligned EMIS code to Powerschool Courses Numbers, Titles, Appropriate Codes and Credits, Descriptions

Spring 2019

9. High School Course Guide

Includes various resources for students and families including but not limited to Graduation Requirements; Career and Tech Programs; My Tomorrow Initiative; Unique opportunities at each High School

Spri

6. Additional Information Describe any additional information relevant to the implementation of the policy

Book Cincinnati City School District Policies Section 2000 Programs Title Adoption of Courses of Study Number 2220 Status Active Legal R.C. 3301.07

R.C. 3313.60 A.C. 3301-35-02

Adopted Not provided Last Revised Not provided Last Reviewed Not provided

The Board of Education shall provide a comprehensive standards-based instructional program to serve the educational needs of the students of this District. In furtherance of this goal and pursuant to law, the Board shall periodically adopt courses of study. No course of study shall be taught in the schools of this District unless it has been adopted by the Board. The Superintendent shall determine which units of the instructional program constitute courses of study and are thereby subject to the adoption procedures of the Board. The Superintendent shall recommend to the Board such courses of study as are deemed to be in the best interests of the students. The Superintendent's recommendation shall include the following information about each course of study: A. the Ohio academic content standards defined by grade-level indicators; B. its scope and sequence; C. its justification in terms of the national standards, especially when it is proposed to take the place of an existing course of study; or for which there are no Ohio academic content standards; D. its instructional methods and learning strategies; E. the resources that its implementation will require, including instructional materials, equipment, specially-trained personnel, etc. Each course of study is intended to provide a framework for instruction and learning. Within this framework, each teacher shall use the course of study in a manner best designed to meet the needs of the students for whom s/he is responsible. Deviation from its content must be approved in accordance with the Superintendent's administrative guidelines. The Superintendent shall maintain a current list of all courses of study offered by this District.


Procedure Name: Adoption of Courses of Study

Procedure No. 2220-00-01 Eff. Date: February 14, 2018 Implements Board Policy(ies): 2220 Last Reviewed: February 14, 2018

1. Background




This procedure describes the responsibility of the Office of Curriculum to align all new courses to content standards ensuring course requirements are reported properly for graduation.

2. Responsibilities Title: Director of Curriculum Address: 2651 Burnet Avenue, 45219 Phone: 513-363-0127 Describe responsibilities: The Director of Curriculum and Instruction shall be responsible for maintaining an efficient process for the alignment of new courses to content standards ensuring course requirements are reported properly for graduation.

3. Action Steps Describe the action steps relevant to the implementation of the policy. See included form below with steps.

4. Equity Considerations

Describe any equity considerations relevant to the implementation of this policy. Access to courses. Access to resources.


Reviewed 1.Request for New Course Approval (See below)

Form that requires schools to provide the need for new courses as they align to state standards.

February 14, 2018


Book Cincinnati City School District Policies Section 2000 Programs Title Controversial Issues Number 2240 Status Active Adopted Not provided Last Revised Not provided Last Reviewed Not provided The Board of Education believes that the consideration of controversial issues has a legitimate place in the instructional program of the schools. Properly introduced and conducted, the consideration of such issues can help students learn to identify important issues, explore fully and fairly all sides of an issue, weigh carefully the values and factors involved, and develop techniques for formulating and evaluating positions. For purposes of this policy, a controversial issue is a topic on which opposing points of view have been promulgated by responsible opinion and/or likely to arouse both support and opposition in the community. The Board will permit the introduction and proper educational use of controversial issues provided that their use in the instructional program: A. is related to the academic content standards of the course of study and level of maturity of the students; B. C. does not tend to indoctrinate or persuade students to a particular point of view; D. E. encourages open-mindedness and is conducted in a spirit of scholarly inquiry. Controversial issues related to the curriculum may be initiated by the students themselves provided they are presented in the ordinary course of classroom instruction and it is not substantially disruptive to the educational setting. Controversial issues may not be initiated by a source outside the schools unless prior approval has been given by the principal. When controversial issues have not been specified in the course of study, the Board will permit the instructional use of only those issues which have been approved by the principal. In the discussion of any issue, a teacher may express a personal opinion, but shall identify it as such, and must not express such an opinion for the purpose of persuading students to his/her point of view. No classroom teacher shall be prohibited from providing reasonable periods of time for activities of a moral, philosophical, or patriotic theme. No student shall be required to participate in such activities if they are contrary to the religious, moral or ethical convictions of the student or his/her parents or guardians. The Board acknowledges that it may not adopt any policy or rule respecting or promoting an establishment of religion or prohibiting any individual from the free, individual, and voluntary exercise or expression of the individual's religious beliefs. However, such exercise or expression may be limited to lunch periods or other non instructional time periods when individuals are free to associate. The Board also recognizes that a course of study or certain instructional materials may contain content and/or activities that some parents find objectionable. If after careful, personal review of the program lessons and/or materials, a parent indicates to the school that either the content or activities conflicts with his/her religious beliefs or value system, the school will honor a written request for his/her child to be excused from a particular class for specified reasons. The student, however, will not be excused from participating in the course and will be provided alternate learning activities during times of such parent requested absences. The Superintendent shall develop administrative guidelines for dealing with controversial issues and with parental concerns about program content or the use of particular materials.

CINCINNATI CITY SCHOOL DISTRICT

ADMINISTRATIVE PROCEDURES Procedure Name: Controversial Issues

Procedure No. 2240-00-01 Eff. Date: 08/01/18 Implements Board Policy(ies) 2240 Last Reviewed: May 2018

1. Background This procedure provides guidance around Board Policy 2240. Specifically, the procedures provide guidance to educators on the use of “controversial issues” and the procedure for addressing parental concerns about program content or the use of particular materials. Board Policy 2240 addresses “Controversial Issues” in the curriculum within Cincinnati Public Schools. The policy states, “The Board of Education believes that the consideration of controversial issues has a legitimate place in the instructional program of the schools.” The policy then goes on to define “controversial issues” and the conditions in which “controversial issues” are permitted in the classroom and curriculum. 2. Responsibilities Title: Director of Curriculum & Instruction Address: 2651 Burnet Avenue, Cincinnati, Ohio, 45219 Phone: 513.363.0127 Describe responsibilities: The Director of Curriculum & Instruction shall be responsible for the review of this Board Policy and the regular review and revision of this connected Board Procedure. The procedures should address the following, as directed by the Board Policy: “develop administrative guidelines for dealing with controversial issues” and parental concerns about program content or the use of particular materials.”

3. Action Steps

1. Initial procedures need to be completed for Board Policy 2240 that address developing “administrative guidelines for dealing with controversial issues and addressing parental concerns about program content or the use of particular materials.

2. Curriculum Department should then review and update procedures annually.

4. Equity Considerations Curriculum resources need to be aligned with guidelines in this Board Policy.


Reviewed 1. Controversial Issues in Social Studies

(refer to link or information below) https://docs.google.com/document/d/1-5Qjm4_tZ7p39RBbiR5H3MuTLJMz8czYeSlL-1vV6Ig

This document represents guidance given to social studies teachers on controversial issues in Social Studies. It is presented here as a sample of procedures/guidelines around controversial issues within one content area.

March 2018


https://docs.google.com/document/d/1-5Qjm4_tZ7p39RBbiR5H3MuTLJMz8czYeSlL-1vV6Ig



Book Cincinnati City School District Policies Section 2000 Programs Title Curriculum Initiative Number 2250 Status Active Adopted Not provided Last Revised Not provided Last Reviewed Not provided The Board of Education wishes to promote the continued improvement of the instructional and curricular program of the schools through all appropriate means. The Board will encourage members of the school staff and of the student body who wish to pursue a promising program for school improvement. An innovative program design shall address the steps below when appropriate to the project: A. Rationale and program description B. Specific objectives and/or content standards C. Action plan D. Supportive research E. Budgeting F. Professional development requirements G. Assessment of the student achievement H. Plans for broader implementation I. Methods for Program evaluation Each innovative program shall be consistent with the District's objectives and strategic plans. Programs must comply with Federal and State guidelines


Procedure Name: Curriculum Initiatives


1. Background This procedure describes the conditions for developing and implementing new curricular initiatives in accordance with the items listed in board policy. Members of the District and School staff may pursue promising new programs in an effort to improve instruction as long as it is consistent with District Strategic Plan and Legal Guidelines.

2. Responsibilities Title: Director of Curriculum and Instruction Address: 2651 Burnet Avenue, 45219 Phone: 513-363-0127 Describe responsibilities: The Director of Curriculum and Instruction shall be responsible for maintaining an efficient process for the development, approval, and implementation of curriculum initiatives to better ensure accomplishment of the District’s Strategic Plan. The Director may act as the arbiter of proposed initiatives that come from the building or teacher level and will receive those items listed in Board Policy as appropriate. 3. Action Steps Curriculum Department Initiatives:

1. Curriculum Managers, school ILT/LSDMC and/or Councils examine data and research needs.

2. Curriculum Manager may consult with the school ILT/LSDMC and/or Council to plan and develop a response to promising opportunities.

3. The Manager may work to address the necessary items from board policy when needed or directed.

4. Steering, school representative and Manager make recommendations to Education Initiative Panel and/or Student Achievement Council to examine rationale, objectives, action plan, research, budgeting, professional development requirements, assessments, implementation plan, and program evaluation.

4. Equity Considerations Describe any equity considerations relevant to the implementation of this policy. Access to resources Financial Limitations Access to community and outside partners 5. Related Documents / Forms Document Title Description Last Reviewed Not at this time. 6. Additional Information None to include.

Book Cincinnati City School District Policies Section 2000 Programs Title Religion in the Curriculum Number 2270 Status Active Adopted Date Last Revised Date Last Reviewed Date Based on the First Amendment protection against the establishment of religion in the schools, no devotional exercises or displays of a religious character will be permitted in the District in the conduct of any program or activity under the jurisdiction of the Board. Instructional activities shall not be permitted to advance or inhibit any particular religion or religion generally. An understanding of religions and their effects on civilization is essential to the thorough education of young people and to their appreciation of a pluralistic society. To that end, curriculum may include as appropriate to the various ages and attainments of the students, instruction about the religions of the world. The Board acknowledges the degree to which a religious consciousness has permeated the arts, literature, music, and issues of morality. The instructional and resource materials approved for use in the District’s schools frequently contain religious references or concern moral issues that have traditionally been the focus of religious concern. That such materials may be religious in nature shall not, by itself, bar their use in the District. The Board directs that professional staff members employing such materials be neutral in their approach and avoid using them to advance or inhibit religion in any way. The Board recognizes that religious traditions vary in their perceptions and doctrines regarding the natural world and its processes. The curriculum is chosen for its place in the education of the District’s students,not for its conformity to religious principles. Students should receive unbiased instruction in the schools so they may privately accept or reject the knowledge thus gained, in accordance with their own religious tenets. Accordingly, no student shall be exempted from attendance in a required course of study on the grounds that the instruction therein interferes with the free exercise of his/her religion. However, if after careful, personal review of the program’s lessons and/or materials, a parent indicates to the school that either the content or activities conflict with his/her religious beliefs or value system, the school will honor a written request for his/her child to be excused from particular class periods for specified reasons. The student will be provided with alternate learning activities during the times of such parent requested absence. No classroom teacher shall be prohibited from providing reasonable periods of time for activities of a moral, philosophical, or patriotic theme. No student shall be required to participate in such activities if they are contrary to the religious convictions of the student or his/her parents or guardians. The Board acknowledges that it may not adopt any policy or rule respecting or promoting an establishment of religion or prohibiting any student from the free, individual, and voluntary exercise or expression of the student’s religious beliefs. However, such exercise or expression may be limited to lunch periods or other non instructional time periods when students are free to associate.


Procedure Name: Religion in the Curriculum

Procedure No. 2247-00-01 Eff. Date: 08/01/18

Implements Board Policy(ies) 2270 Last Reviewed: May 2018

1. Background

This procedure provides guidance around Board Policy 2270.

2. Responsibilities Title: Director of Curriculum & Instruction Address: 2651 Burnet Avenue, Cincinnati, Ohio, 45219 Phone: 513.363.0127 Cell phone: Describe responsibilities: The Director of Curriculum & Instruction shall be responsible for the review of this Board Policy and the regular review and revision of this connected Board Procedure. 3. Action Steps

1. Initial procedures need to be completed for Board Policy 2270. Procedures developed for addressing parent concerns about controversial issues could also incorporate this Board Policy and establish procedures for addressing parent concerns about religion in the curriculum.

2. Consider if there is a need for a procedure and form for the following section of the Board Policy: “Accordingly, no student shall be exempted from attendance in a required course of study on the grounds that the instruction therein interferes with the free exercise of his/her religion. However, if after careful, personal review of the program’s lessons and/or materials, a parent indicates to the school that either the content or activities conflict with his/her religious beliefs or value system, the school will honor a written request for his/her child to be excused from particular class periods for specified reasons. The student will be provided with alternate learning activities during the times of such parent requested absence.”

3. Consider if there is a need for a procedure and form for parents to opt children out of activities ‘are contrary to the religious convictions of the student or his/her parents or guardians.

4. Curriculum Department should then review and update procedures annually. 4. Equity Considerations

Review and selection of curriculum materials and resources should be in accordance with Board Policy 2270.

5. Related Documents / Forms Document Title Description Last Reviewed 1. 2. 3. 6. Additional Information Describe any additional information relevant to the implementation of the policy.

Book Cincinnati City School District Policies Section 2000 Programs Title Homework Number 2330 Status Active Adopted Not provided Last Revised Not provided Last Reviewed Not provided

The Board of Education acknowledges the educational validity of out-of-school assignments as adjuncts to and extensions of the instructional program of the schools. "Homework" shall refer to those assignments to be completed outside of the regular period of instruction. The Superintendent shall develop Administrative Guidelines for the assignment of homework.


Procedure Name: Homework


1. Background This procedures describes homework as those assignments to be completed outside of the regular period of instruction. The Superintendent shall develop Administrative Guidelines for the assignment of homework.

2. Responsibilities Title: Director of Curriculum and Instruction Address: 2651 Burnet Avenue, 45219 Phone: 513-363-0127 Describe responsibilities: The Director of Curriculum and Instruction shall be responsible for maintaining an efficient process for how curriculum initiatives are deemed necessary to the continuing growth of the instructional program and to better ensure accomplishment of the District’s educational goals, recurring progress reports, as well as participation in programs of education research.

3. Action Steps Buildings make decisions regarding homework based on the needs and resources of student population in alignment with broader goals of district. 4. Equity Considerations Describe any equity considerations relevant to the implementation of this policy. Availability of support and resources outside of the classroom

5. Related Documents / Forms Document Title Description Last Reviewed Not at this time. 6. Additional Information Not at this time.

Book Cincinnati City School District Policies Section 2000 Programs Title Credit Flexibility Educational Options Number 2370 Status Active Legal A.C. 3301-35-06(G) Adopted Not provided Last Revised June 14, 2010 Last Reviewed Not provided The Board of Education recognizes the need to provide alternative means by which students achieve the goals of the District. The Superintendent shall prepare a plan of credit flexibility (9-12)/educational options (K-8) for use in meeting the needs of students. Such options may include, but not be limited to, distance learning, on-line coursework, tutorial programs, independent study, correspondence courses, educational travel, mentorship programs, summer school, and early college entrance. Prior approval of the credit flexibility/educational option application (Form 2370 F1) by the Superintendent shall be required before a student participates in a credit flex/educational option. Prior permission of a parent or guardian shall also be required before a student under age eighteen (18) participates in a credit flex/educational option. Participation in a credit flexibility/educational option shall be in accordance with an instructional plan which will be developed based on the individual student's needs. Participation must be subject to the oversight of a credentialed teacher who will review the instructional plan, provide or supervise instruction, and evaluate student performance. Credit shall be granted to the student upon successful completion of the program. The credit shall be placed on the student transcript. Credits earned from credit flexibility/educational options may be counted toward graduation requirements in accordance with applicable State law and administrative code.


Procedure Name: Credit Flexibility Educational Options

Procedure No. 2370-00-01 Eff. Date: June 14, 2010 Implements Board Policy(ies) 2370 Last Reviewed: 5.21.2018

1. Background


This procedure describes the process by which students may participate in Credit Flexibility as an educational option and provides requirements for district and school level staff. Credit Flexibility is based on competencies and is not equivalent to traditional Carnegie seat time hours. This education option gives students a way to be in charge of their learning. For some students, they see more value in school (“Why do I have to learn this?”) when they can connect learning with real world situations and future jobs. Credit flexibility is one way to increase a student’s interest in school and motivation to learn. The key to this option is that the student drives the request to learn differently as well as the plan to earn the credit. A specific interest of the student is the basis for the request. The family starts by listening to their child.

1. Every school district has a policy on credit flexibility. The student and family should find and review the policy.

2. The student and family talks with the principal, counselor and teachers about the way to fulfill the student’s request and to meet requirements for earning a high school credit or credits.

3. The school approves the plan, which includes how the student will know he or she has succeeded. In some cases, the how could be a test, a project or a combination of several measures.

2. Responsibilities Title: Director of Curriculum and Instruction Address: 2651 Burnet Avenue, 45219 Phone: 513-363-0127 Describe responsibilities: The Director of Curriculum shall ensure the Credit Flexibility Program meets the criteria as outlined by the State Board and the requirements of Cincinnati Board of Education policy. Guidelines are necessary to ensure compliance with District Policy, State rules and regulations. 3. Action Steps Guidelines to ensure compliance with District policy State Rules and regulations for Credit Flexibility.

1. District shall provide an application form and timeline for requesting opportunity to participate in credit flexibility. The application form shall be housed on the district website and accessible to all students and families.

2. District shall communicate HQT requirements for credential teacher, outside company or organization who has oversight of the student’s credit flexibility plan

3. Students, requesting Credit Flexibility, must meet with school counselor prior to submitting an application

4. Students under age eighteen (18) must have parental/guardian consent to participate in Credit Flexibility.

5. Credit Flexibility application review, approval, and denial are conducted at the school level and involves, counselor, teacher, principal, student, parents/guardian of students

under the age of eighteen (18) 6. Procedures for review, approval, denial, and appeal shall be provided in writing and

provided on the district website. 7. District shall provide annual reports to include: 1) number of credit flex applications, 2)

number of applications awarded credit, 3) number of applications denied, 4) appeals 8. Credit shall be granted to the student upon successful completion of the program. The

credit shall be placed on the student transcript 9. Each school shall comply with EMIS reporting requirements for credit flexibility plans that

have been awarded credit and placed on the student transcript. 4. Equity Considerations Describe any equity considerations relevant to the implementation of this policy. Students and families are responsible for any costs associated with the credit flexibility plans.


Reviewed 1. HQT Requirements

HQT and EMIS reporting requirements for Credit Flexibility. There are three parts to meeting the HQT requirement: 1. Teachers must have at least a bachelor’s degree, 2. Teachers must have a certificate/license that is appropriate to their teaching assignment, and 3. Teachers must be able to demonstrate their subject area expertise in the Core Academic Subjects (refer to ODE site link).

2. Outside Company or Organization

It has been determined that HQT is not required for the contracted teacher listed on the Credit Flex course described by this new curriculum element (OC). It has been determined that HQT is not required for a teacher who monitors a course described by this new delivery method (CI). (refer to the ODE site link).

Appeals Process Provide process student should follow if credit flexibility application has been denied (refer to ODE site link).

6. Additional Information Credit Flexibility is an Educational Option for personalized learning.

http://education.ohio.gov/getattachment/Topics/School-Choice/Credit-Flexibility-Plan/Credit-Flexibility-Guidance-Documents/HQT-Requirements.pdf.aspx

http://education.ohio.gov/getattachment/Topics/School-Choice/Credit-Flexibility-Plan/Credit-Flexibility-Guidance-Documents/HQT-Requirements.pdf.aspx

http://education.ohio.gov/getattachment/Topics/School-Choice/Credit-Flexibility-Plan/Credit-Flexibility-Guidance-Documents/HQT-update-Expert-Contracted-from-Outside-Company-Computer-as-Instructor.pdf.aspx



http://education.ohio.gov/getattachment/Topics/School-Choice/Credit-Flexibility-Plan/Credit-Flexibility-Guidance-Documents/Appeals-Process.pdf.aspx

Book Cincinnati City School District Policies Section 2000 Programs Title Extended Learning Opportunities (Summer School) Final Code 2440 Status Active Legal R.C. 3313.57

R.C. 3313.641 Adopted August 13, 2007 Last Revised November 5, 2012 Cincinnati City School District Policies In order to support such a program of summer instruction, the Board may purchase such books, materials, supplies, and equipment as may be necessary.Tuition fees shall not be charged to high school seniors residing Tuition will be charged to students in grades 911 .Tuition shall be charged for nonresident students at rates as determined by the Board.Instructional fees may be charged to all students, when necessary.Revi 11-5-12Adopted: 8-13-07



Book Cincinnati City School District Policies Section 2000 Programs Title Adoption Of Textbooks Code 2510 Status Active Legal R.C. 3329.01 et seq. A.C. 3301-35-03(B) Cincinnati City School District Policies It is the legal responsibility of the Board of Education to approve all textbooks used as part of the educational program of this District. No such textbook will be approved which is not on a list duly filed in the Office of the Superintendent of Public Instruction. The Board shall, at a regular meeting, approve the textbooks to be used in the schools of this District. Furthermore, it is the legal responsibility of the Board to provide the duly adopted, required textbooks to students who are enrolled in the District free of charge. Textbooks may be in a printed and bound or electronic format. An "electronic textbook" is defined as computer software, interactive videodisc, magnetic media, CD-ROM, computer courseware, on-line service, electronic medium, or other means of conveying information to the student or otherwise contributing to the learning process through electronic means. A student or his/her parent(s) may purchase a copy of the duly-adopted textbook, regardless of format, for the District’s purchase price,including shipping and handling plus ten percent (10%). The Board shall consider for approval only those textbooks which have been selected and recommended for their consideration by the Superintendent. The staff should continually research new sources and types of supplementary text materials and explore their innovative use. The Superintendent shall develop a plan for the review and recommendation of textbooks to ensure staff participation and that members of the community are consulted, where appropriate, in the selection process.



Book Cincinnati City School District Policies Section 2000 Programs Title Selection of Instructional Materials and Equipment Number 2520 Status Active Legal R.C. 3329.05

A.C. 3301-35-03 (B) Adopted Not provided Last Revised Not provided Last Reviewed Not provided The Board of Education shall provide instructional materials and equipment, within budgetary constraints, to implement the District's educational goals and objectives and to meet students' needs. The primary objective of such instructional materials and equipment shall be to enrich, support, and implement the educational program of the school. The Superintendent shall develop administrative guidelines for the selection and maintenance of all educational and instructional materials and equipment. In addition s/he shall periodically provide for a systematic review of the District's educational resources in order to ensure that they are appropriate for the current educational program. Any revisions that occur should be a result of the school-improvement process. A. Students shall be held responsible for the cost of replacing any materials or property which are lost or

damaged through their negligence. B. Cost of materials may be charged for materials used in those activities beyond the basic curriculum in

which a student elects to participate, particularly in activities where the product becomes the property of the student.

R.C. 3329.05 A.C. 3301-35-03 (B)


Procedure Name: Selection of Instructional Materials and Equipment


1. Background This procedure describes the process for the selection and maintenance of all educational and instructional materials and equipment as well as a systematic review of the District’s educational resources in order to ensure that they are appropriate for the current educational program. Any revisions that occur should be a result of the school-improvement process.





2. Responsibilities Title: Director of Curriculum of Instruction Address: 2651 Burnet Avenue, 45219 Phone: 513-363-0127 Describe responsibilities: The Director of Curriculum and Instruction shall be responsible for maintaining an efficient process for the selection and maintenance of all educational and instructional materials and equipment as well as a systematic review of the District’s educational resources in order to ensure that they are appropriate for the current educational program. This person is also responsible for ensuring the revisions that occur are in alignment with the school-improvement process.

3. Action Steps Instructional Resource Selection Process

1. Curriculum Managers and Councils in the evaluation of instructional resources using state aligned tool.

2. Steering Committee and Manager to examine results of evaluation 3. Council and Manager in resource exploration if applicable 4. Council and Manager evaluate of potential resources using State aligned tool. 5. Steering and Manager make recommendation to Education Initiative Panel and/or

Student Achievement Council demonstrating engagement of all teachers; teacher feedback reviewed and council making recommendation as well as Implementation and Support

Equipment Resource Selection Process 1. Similar process to Instructional Resource Selection used for Curriculum connection 2. Must also complete Application for Technology Initiative if appropriate

4. Equity Considerations

Describe any equity considerations relevant to the implementation of this policy. Costs of replacing materials or property which are lost or damaged through negligence. Costs of materials may be charged for materials used in those activities beyond the basic curriculum in which a student elects to participate, particularly in activities where the product becomes the property of the student.


Reviewed 1. Instructional Resource

Selection Process A process map outlining the key steps to approve selection of new instructional resources.

Spring 2018

2. Application for Technology Initiative

Any new technologies must be applied for through this form

Summer 2017

6. Additional Information

None to Include.

Book Cincinnati City School District Policies Section 2000 Programs Title Service Learning Number 2575 Status Active Adopted Not provided Last Revised Not provided Last Reviewed Not provided

The Board of Education believes that participating actively in community service will enhance students' interpersonal skills and self-esteem, enable them to connect their academic learning to the real world, and make them aware of the wide range of opportunities for service that exist in any community. The Board further believes that devoting time during a student's school years to serve others or the community as a whole may engender a life-long commitment to service, and, thereby, make this community or, any community where our graduates make a life, a better place. Accordingly, the Superintendent may provide opportunities for learning through service as a part of the co-curricular and/or academic program of the Cincinnati City Public School District.


Procedure Name: Service Learning

Procedure No. 2575-00-01 Eff. Date: 08/01/18 Implements Board Policy(ies) 2575 Last Reviewed: May 18, 2018

1. Background Board Policy 2575 states the Board’s belief that student engagement in service learning opportunities are valuable experiences that can have benefits for the student, schools, and communities. The policy directs that the Superintendent has the discretion to provide extracurricular and academic programs around service learning for students.

2. Responsibilities Title: Director of Curriculum & Instruction Address: 2651 Burnet Avenue, Cincinnati, Ohio, 45219 Phone: 513.363.0127 Describe responsibilities:

The Director of Curriculum & Instruction and the Curriculum Department should provide guidance and assistance to schools to support both extracurricular and academic service learning programs. 3. Action Steps

1. Procedures do not need to be developed but the Curriculum Department should provide schools guidance and research on best practices for service learning.

4. Equity Considerations Ensuring that all schools offer students an opportunity to engage in service learning supported by the School.

5. Related Documents / Forms Document Title Description Last Reviewed None to include. 6. Additional Information None to include.

Book Cincinnati City School District Policies Section 5000 Programs Title Wellness Curriculum Number 5311 Status Active Adopted August 16, 2018

Cincinnati City School District Policies

Consistent with the Board’s Wellness Policy, the Board of Education supports and adopts a wellness curriculum that shall include the following:

1. Nutrition Education

Sequential and Interdisciplinary Nutrition Education will be provided and promoted in alignment with National Health Education standards.

• Nutrition promotion: Students and staff will receive consistent nutrition messages throughout schools, classrooms, gymnasiums, and cafeterias. Nutrition promotion also includes marketing and advertising nutritious foods and beverages to students and is most effective when implemented consistently through a comprehensive and multi-channel approach by school staff and teachers, parents, students, and the community.

• Sequential and interdisciplinary prevention education targeting abuse of tobacco, alcohol and other drugs will be provided and promoted.

1. Physical and Health Education (P.E.)

P.E. should be provided with a comprehensive state standard curriculum. The District will provide students with physical education, using an age-appropriate, sequential physical education curriculum consistent with national and state standards for physical education. The physical education curriculum will promote the benefits of a physically active lifestyle and will help students develop skills to engage in lifelong healthy habits.

• Students will be provided opportunities to participate in physical education classes. The District will make appropriate accommodations to allow for equitable participation for all students and will adapt physical education classes and equipment as necessary.

• District elementary students in each grade will receive physical education. • District secondary students are required to take the equivalent of .5 credit hours of physical education to

meet Ohio Department of Education graduation requirements. • The District physical education program will promote student physical fitness through individualized fitness

and activity assessments aligned to Ohio Department of Education Physical Education Evaluation Assessment.

• Students will be moderately to vigorously active during most or all physical education class sessions. • Physical education teachers in the District will be required to maintain licensure. • Waivers, exemptions, or substitutions for physical education classes may be granted for students who

qualify under intramural sports, credit flexibility programs or due to a disability as determined by the student’s 504 plan under Section 504 or the student’s Individualized Education Program under the Individuals with Disabilities Act.

1. Health Education

Health Education will be provided using age-appropriate curriculum adopted by the Board of Education consistent with national and state standards. The curriculum will be medically and scientifically accurate and will incorporate essential health education concepts including:

• Nutrition; • The harmful effects of drug abuse, alcohol, and tobacco; • Sexually transmitted infections; • In grades kindergarten through six, personal safety and assault prevention;

• In grades seven through twelve, dating violence prevention and warning signs, as well as characteristics of healthy relationships;

• Prescription opioid abuse prevention, with an emphasis on prescription drug epidemic and the connection between prescription opioid abuse and addition to other drugs, including heroin;

• Organ donation as well as how to become an organ donor under Chapter 2108 of the Revised Code.


Procedure Name: Wellness Curriculum Development


1. Background This procedure describes the process for wellness curriculum development as deemed necessary to the continuing growth of the instructional program and to support the achievement of the District’s educational goals and State requirements, process monitoring, as well as participation in programs of education research.

2. Responsibilities Title: Director of Curriculum and Instruction Address: 2651 Burnet Avenue, 45219 Phone: 513-363-0127 Describe responsibilities: The Director of Curriculum and Instruction shall be responsible for maintaining an efficient process for wellness curriculum development as deemed necessary to the continuing growth of the instructional program and to support the achievement of the District’s educational goals and State requirements, process monitoring, as well as participation in programs of education research.

3. Action Steps Developing written, taught and tested Curriculum:

1. Curriculum Managers, Steering Committee, and Councils use research-based state or national alignment tool to evaluate instructional resources in development of curriculum

2. Council and Manager evaluate of potential resources using State or National aligned tool.

3. To ensure engagement of teachers and support of council delegates will vote on all curriculum resources

If Applicable Participating in programs of education research requires the completion of Cincinnati Public Schools research application and proposal process. This applies to research studies and program evaluation but may also include data requests when involving student identifiable records. The process involves the following steps:

e principal investigator completes and submits the on-line CPS Research Application. An email confirmation will signify the application was received.

hin three weeks of confirmation the principal investigator will receive formal notification indicating if the application has been accepted or denied. If denied, the process ends here. If accepted, the letter will include instructions on how to submit a research proposal and any associated electronic documents.

e technical review of the research proposal, consisting of a data sharing MOU and scope of work, begins at this stage. All correspondence must include research proposal number, principal investigator name and project title. When complete, an approval or denial recommendation is made

pproved, a signed copy of the data sharing MOU is returned to the principal investigator. If denied an email notice is sent.

4. Equity Considerations Describe any equity considerations relevant to the implementation of this policy: All students have access to all resources in alignment with student populations data and needs All students have access to courses and courses represent the student population


Reviewed 1. Fine Arts Course of Study

• Outlines approved content standards, which are aligned with State and National standards, that determine what students should know and be able to demonstrate.

• Learning activities for individuals or groups of

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2. Science Curriculum Maps and Guides

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3. Social Studies Curriculum Maps and Guides

students expressed in terms of specific instructional outcomes

• State and Local assessments, both formal and informal to measure learning

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4. Mathematics Curriculum Maps and Guides

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5. English Language Arts Curriculum Maps and Guides

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6. Health Wellness Curriculum Maps and Guides

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7. Physical Education Curriculum Maps and Guides

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8. District Master Course List

Aligned EMIS code to Powerschool Courses Numbers, Titles, Appropriate Codes and Credits, Descriptions

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9. High School Course Guide

Includes various resources for students and families including but not limited to Graduation Requirements; Career and Tech Programs; My Tomorrow Initiative; Unique opportunities at each High School

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6. Additional Information Describe any additional information relevant to the implementation of the policy

Book Cincinnati City School District Policies Section 5000 Students Title Reporting Student Progress Number 5420 Status Active Adopted Date Last Revised Date Last Reviewed Date *Include Description of Policy The Board of Education believes that the cooperation of school and home is a vital ingredient to the growth and education of the whole child. It recognizes its responsibility to keep parents informed of student welfare and progress in school. The Board directs the establishment of a system of reporting student progress which shall include written reports, parent conferences with teachers, and shall require all appropriate staff members to comply with such a system as part of their professional responsibility. The Superintendent, in conjunction with appropriate staff members, shall develop procedures for reporting student progress to parents/guardians which: A. ensure that both student and parent/guardian receive ample warning of a pending grade that would adversely affect the student's status, including but not limited to grade progression or graduation; B. enable the scheduling of parent-teacher conferences at such times and in such places as will ensure the greatest degree of participation by parents/guardians; C. specify the issuance of report cards at intervals of not more than quarterly.

R.C. 3301.0714 A.C. 3301-11, 3301-35-02(B)(4)


Procedure Name: Reporting Student Progress

Procedure No. 5420-00-01 Eff. Date: 5.14.2018

Implements Board Policy(ies) 5420 Last Reviewed: 5.14.2018

1. Background This procedure describes the process for reporting progress to parents/guardians. Teachers and Administrators will provide ample warning of a pending grade that would adversely affect the student’s status, including but not limited to grade promotion or graduation. Buildings will schedule parent-teacher conferences at times and places that will ensure the greatest degree of participation by parents/guardians. The district will specify the issuance of report cards at intervals of not more than quarterly.

2. Responsibilities Title: Director of Curriculum and Instruction Address: 2651 Burnet Avenue, 45219 Phone: 513-363-0127 Cell phone: Describe responsibilities: The Director of Curriculum and Instruction shall be responsible for maintaining an efficient process for the Grading and Assessment team to review, update and communicate revisions of the Cincinnati Public Schools Grade Reporting Procedures Handbooks, outlining procedures for an ample warning system of a pending grade that would adversely affect the student’s status, including but not limited to grade promotion and graduation, buildings’ scheduling of parent-teacher conferences at times and places that will ensure the greatest degree of participation with parents/guardians and the issuance of report cards at intervals of not more than quarterly.

3. Action Steps

1. Convene Grading and Assessment Committee no less than 2 times per year to review the CPS Grade Reporting Procedures Handbook(s)

2. Grading and Assessment Committee updates and/or discusses with Education Initiatives Panel any revisions of the CPS Grade Reporting Procedures Handbook(s).

3. All revisions to CPS Grade Reporting Procedures Handbook(s) will be communicated across multiple platforms such as the current LMS and Councils

4. Equity Considerations Describe any equity considerations relevant to the implementation of this policy. Digital Access Mobility of students across buildings Mobility and Schedules of Parents able to attend Conferences


Reviewed 1.Cincinnati Public The procedures and policies in this document apply Spring

Schools Grade Reporting Procedures 7-12

to all students in grades 7 through 12 in high school buildings. These procedures were developed by the Cincinnati Public Schools Grading and Assessment Committee. This joint CPS/ CFT standing committee is composed of teachers, administrators, members of the curriculum department and other educational staff.

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2.Cincinnati Public Schools Grade Reporting Procedures for Elementary Schools

The procedures and policies in this document apply to all students in grades K through 6 in Elementary buildings. These procedures were developed by the Cincinnati Public Schools Grading and Assessment Committee. This joint CPS/ CFT standing committee is composed of teachers, administrators, members of the curriculum department and other educational staff.

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3. 6. Additional Information Describe any additional information relevant to the implementation of the policy.

Book Cincinnati City School District Policies Section 5000 Students Title Exemption To The Physical Education Graduation Requirements Code 5461 Status Active Legal ORC: Sect. 3313.603(L) Adopted October 7, 2013 Cincinnati City School District Policies Students in the Cincinnati City School District (CPS) in grades 9, 10, and 11 may be excused from the high school physical education (.5) unit requirement if they successfully complete two full seasons of interscholastic athletics, marching band, or cheerleading. The two full season requirement may be completed within one school year. The two full season requirement must be completed by the end of the student’s junior year to ensure no student their senior year lacks the requirement and is unable to graduate. Partial exemption may not be granted. A student may be exempted from the physical education requirement ONLY if two seasons are successfully completed. In order to successfully complete a season a student must participate with a 90% attendance level AND complete the season as a member of the team or group. The 90% participation requirement applies to a student who transfers to CPS during a season. If the transfer student is capable of completing 90% of all the activities for the entire season, then that student may be exempted from the physical education requirement.
