Cincinnati Public Schools
English Language Arts (ELA)
The K–12 English Language Arts Department is committed to ensuring every student experiences Grade-Level, Engaging, Affirming, and Meaningful* instruction every day. We believe all students can achieve at high levels when provided equitable access to rigorous learning opportunities, strong literacy foundations, and the support needed to grow. Through high-quality instruction, purposeful collaboration, and a focus on continuous improvement, we strive to develop confident readers, writers, thinkers, and communicators who are prepared to pursue their goals and contribute meaningfully to their communities. Our commitment is to grow every student forward and ensure they leave Cincinnati Public Schools equipped with the knowledge, skills, and choices necessary for lifelong success.
GLEAM® (Grade-Level, Engaging, Affirming, and Meaningful) instruction is a framework developed by UnboundEd to ensure all students have access to rigorous, high-quality learning experiences that honor their identities and cultivate academic excellence.
Culturally Responsive Teaching and Learning - We are grounded and continue to grow ourselves in Culturally Responsive teaching and learning practices. This simply means that we are working to create safe and inclusive spaces for ALL students to promote each student becoming a powerful learner.
Curriculum & Instruction (Adopted Core/Tier 1 Curriculum) - We work to ensure all students have access to high-quality curriculum, resources and instruction:
- The K-6 ELA adopted curricula is Wit and Wisdom, which includes Wilson’s FUNdations at K-3 to teach Foundational Skills.
- Note: 4 of our schools have adopted Expeditionary Learning along with Wilson Fundations (CANS, College Hill, Mt. Washington, and Rees E Price), while our dual immersion students at AMIS use Benchmark Advance & Adelante for ELA and Spanish Language Arts)
- The 7-12 ELA adopted curricula is MyPerspectives, which is our core program and textbook. We also utilize ThinkCERA to support writing instruction and literacy.
In the English Language Arts classroom, you will see student-centered learning that engages students in multiple text types, including works of literature, historical texts, art, media, and a variety of nonfiction works, allowing them to make connections to the past, present, and future. We promote increasing the responsibility of the student during the learning process as they set goals and reflect on their learning.
Targeted Support through a Multi-Tierred System of Support (MTSS) Framework - Based on students’ needs, we work to ensure that students receive targeted support in addition to the core curriculum. Needs are determined and addressed by:
- A team-based Data Based Decision Making process 2-3x a year to
- Systematically assign groups of students to
- High-quality, evidence-based literacy interventions and enrichment.
Literacy Interventions (Adopted Tier 2 Curriculum):
- The K-6 ELA adopted curricula is UFLI, Phonics for Reading and Magnetic Reading
- The 7-12 ELA adopted curricula is Phonics for Reading, REWARDS, SuccessMaker Reading and iReady Reading
Monitoring Progress - In core instruction and in targeted intervention, we work to ensure that data is frequently collected and reviewed so we know what knowledge and skills students have mastered and what they need some support with. This might include:
- Observations in class discussion or group work
- Analysis of student responses on assignments and quizzes
- Reading skill assessments like Acadience or Aimsweb
All assessments, core curriculum, interventions and the data-based decision-making process are in alignment with Ohio’s Dyslexia Law and Science of Reading legislation, and on Ohio’s approved lists. All board-adopted materials are research-based and aligned to the State of Ohio learning standards for English Language Arts.
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