CPS Exceeds State Requirements For Reading, Math For Students With Disabilities

From Cincinnati Public Schools:

October 28, 2019

The 2018-19 Ohio Special Education Annual Rating indicates that Cincinnati Public Schools exceeded state requirements for reading and math proficiency rates for Students with Disabilities, district officials reported. The advancements in student achievement and outcomes are an essential aspect of the district’s three-year strategic plan—A Roadmap to Destination Cincinnati Public Schools.

The assessment showed that CPS’ reading and math proficiency scores among Students With Disabilities increased by more than 10 percent in the 2017-18 school year, the data used in the report.

CPS district officials have been presenting results and status reports to the CPS Board of Education on each of the strategic measures included in the district’s strategic plan since the plan rollout in August.

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Twenty percent of CPS children receive services for Students with Disabilities through the district’s Department of Student Services. Of the more than 7,000 students who receive these supports, 72 percent are included in general education more than 40 percent of the school day; 28 percent of students are outside the general classroom more than 60 percent of the school day.

CPS provides services through specialized classrooms, including 86 classrooms throughout the district for students with multiple disabilities, 35 classrooms for children with autism and 18 classrooms for preschool students with disabilities.

CPS also provides differentiated services for students identified as gifted and exceptional, and students who are learning English as a second language. Eleven percent of CPS students are identified as gifted learners; six percent of identified students attend a CPS gifted academy while the majority received gifted learning instructional in the traditional classroom setting.

About 11 percent of CPS students are identified as English Language Learners and more than 90 percent of those students are enrolled in a general education classroom. More than 110 CPS staff members have completed graduate courses in teaching English as a second language (TESOL) and as a result, CPS English learners exceeded the English Language Arts anticipated scores, and exceeded the graduation rate target by more than 10 points.

This press release was produced by Cincinnati Public Schools. The views expressed here are the author’s own.