CPS unveils district instructional plan with a heavy push on third‑grade reading and classroom supports

Cincinnati Public Schools presented a multi‑layer instructional plan on Oct. 6 designed to align curriculum, assessments and school‑level coaching and to lift outcomes—particularly early literacy.

Superintendent Laura Murphy introduced the plan and asked the board to endorse a districtwide “road map for teaching and learning” that the administration says will ensure consistent, high‑quality Tier 1 instruction across schools. The presentation included data review, classroom observation protocols, professional development cycles, benchmark tools, and targeted supports for third grade and Algebra 1.

Key points and targets - Third grade reading: staff highlighted past patterns in the district’s third‑grade Ohio State Test (OST) and local benchmark data. The district reported a pattern in which fall benchmark proficiency is often lower and schools improve by spring; staff set school‑level realistic third‑grade OST goals and district supports to increase fall→spring gains. (Staff cited that in one prior year the district’s fall third‑grade OST was about 39% and rose to about 55% in spring.) - Benchmarks and MyPath/i‑Ready: K–8 schools use i‑Ready for fall/winter/spring benchmarks and MyPath personalized learning; the district expects weekly MyPath engagement (30–49 minutes per week and passing two lessons at ≥70% as a suggested target) and will monitor usage and passage data as an early indicator of student work time on task. - Instructional rounds and coaching cycles: the district will conduct instructional rounds in participating schools, deploy coaches in targeted six‑week cycles and expand content collaboratives (the Algebra 1 collaborative is the model). The plan includes an instructional framework (sample bell schedules, comprehension checks, formative checks for understanding) and a coaching handbook with video exemplars. - Tutoring and tutors: the district said it has named three tutor coordinators (one per corridor) focused on third‑grade reading interventions and trained volunteers aligned with district curriculum. - Algebra 1 pilot: CPS described an Algebra 1 pilot across three high schools with small classes (caps around 25), licensed Algebra teachers, educational specialists and common planning time; district managers provide biweekly professional development to participating teachers.

Administration emphasized the connection between the instructional plan and the board’s goals and guardrails, and said a January “reset” PD and winter benchmark cycle will let principals and teachers refine plans before spring testing.

Ending: The district will present a data dashboard and school scorecards for board use; staff asked the board to endorse the road map and said they will return with progress updates and scorecards.