CPS Expansion Presentation AEF District Investment Grant Proposal
Arlington Public Schools
Dr. Elizabeth Homan
Superintendent
Sustaining and Expanding Collaborative Problem Solving
Building a continuous trauma-informed support system from Arlington High School to Ottoson Middle School.
Equity
Addressing implicit bias by reframing behavior as lagging skills, not lack of motivation.
Mental Health
Prioritizing empathy and safety through collaborative, trust-based interventions.
MTSS
Strengthening Tier 1 systems with a developmentally aligned approach for secondary schools.
Rationale: The Data Case for Growth
Addressing Disproportionality
Despite overall suspension declines, racial disproportionality persists in behavioral incidents.
"CPS promotes equity by engaging students in skill-building and building trust—particularly for those most affected by exclusionary discipline."
Post-Pandemic Challenges
Significant increase in students needing higher levels of behavioral support.
Ottoson Middle School requires a consistent Tier 1 baseline to support focal groups (IEP, ML, BIPOC).
Strategic Response:
"Shift staff response from assumptions to open-ended inquiry."
Evidence of Success: AHS 2019–2022
-75%
Suspensions
Reduction in behavior requiring out-of-school suspensions over 4 years.
1,100+
CPS Contacts
Logged interactions in the 2020–21 school year alone, reflecting strong staff engagement.
50+
Proactive Plan B
Interventions conducted proactively to solve problems before behavioral escalation.
Evidence-Based
Trauma-Informed
Systemic Impact
Strategic Alignment: APS Vision
1
Equity & Excellence
Supports Initiatives 1.2 & 1.3: Student Belonging and MTSS implementation.
Targeting Disproportionality
2
Valuing All Staff
Supports Initiative 2.2: Reimagined Professional Development through internal coaching.
Internal Trainer Model
4
Partnerships
Sustaining collaboration with Think:Kids at MGH for clinical and systemic expertise.
Global Learning Community
The Plan: Participant & Capacity Data
The 120-Seat Initiative (August 2025)
60
APS Staff
Educators, administrators, and student support staff internal rollout.
60
External Seats
Reserved for outside attendees to generate sustainable funding.
Trainer Capacity: 3 Faculty
AHS faculty currently enrolled in CPS Trainer Certification.
Sustainability Data
External seat fees will offset future coaching costs, ensuring the initiative lives beyond the grant lifecycle.
Internal Capacity High Fidelity
Systems Integration
Fully integrated into school/district PD budgets, MTSS Tier 1, and DEIBJ efforts.
Impact & Evaluation Measures
Anticipated Impact
Stronger student belonging and safety.
Decreased behavior incidents & disproportionality.
Increased staff efficacy and confidence.
Evaluation Measures
Panorama Surveys: Student sense of connection.
Quantitative Analysis: Multi-year suspension trends.
Staff Data: Pre/post surveys on efficacy and bias reduction.
"Embed CPS more broadly and equitably to further professional capacity."
CPS Data Expansion Presentation AEF District Investment Grant Proposal
Arlington Public Schools • January 2026
Dr. Elizabeth Homan
Superintendent
Sustaining & Expanding CPS
A data-driven initiative to embed Collaborative Problem Solving across secondary schools, targeting equity, mental health, and Tier 1 MTSS.
-75%
Suspensions
1,100+
CPS Contacts
120
Training Seats
3
Internal Trainers
Rationale: Identifying the Critical Needs
Current Performance Gaps
Persistent Disproportionality
Racial disparities in behavior incidents remain despite overall volume reduction, highlighting a need for unbiased, trauma-informed intervention.
Post-Pandemic Surge
Observed increase in students requiring Tier 2 & Tier 3 behavioral support; current Tier 1 systems at OMS are in early implementation stages.
Primary Impact Populations
CPS implementation focuses on improving outcomes for our most vulnerable focal groups:
IEP
Students with Individualized Education Programs
ML
Multilingual Learners navigating language barriers
BIPOC
Black, Indigenous, and People of Color
Tier 1
Secondary-wide behavioral baseline
Historical Evidence: Arlington High School
-75%
Suspension Rate
Reduction in behavior incidents requiring out-of-school suspensions (2019–2022).
1,100+
Recorded CPS Contacts
Logged during the 2020–21 school year, showing deep adoption across departments.
50+
Proactive Plan B Interventions
Conversations held before crisis, preventing disciplinary escalation and building thinking skills.
Historical Case Study: 2019–2022 Implementation Fidelity Report
Expansion Scale: Participant & Capacity Data
The 120-Seat Tier 1 Rollout
60 APS Staff Seats
Focused on AHS and OMS administrators, teachers, and support staff.
3
AHS Faculty in
Internal Capacity
Certified Internal Trainers
Ensures long-term fidelity and onboarding of new staff via district PD budgets.
Sustainability Model
60 External Seats
Revenue from external attendees offsets future coaching costs, creating a self-sustaining funding cycle.
CPS Grant Summary Handout AEF District Investment Grant Proposal
Sustaining and Expanding Collaborative Problem Solving (CPS)
Across Arlington High School and Ottoson Middle School
Dr. Elizabeth Homan
Superintendent
APS Central Office
Project Overview
Arlington Public Schools seeks funding to expand the implementation of Collaborative Problem Solving (CPS) . This initiative builds on proven success at Arlington High School (AHS) and initiates a structured Tier 1 rollout at Ottoson Middle School (OMS), directly supporting equity, mental health, and our Multi-Tiered System of Support (MTSS).
Strategic Priorities
1.2 & 1.3: Equity, Excellence, and MTSS alignment.2.2: Reimagined Staff Professional Development.4.0: Sustaining Collaborative Partnerships.
Rationale: Why CPS?
Reframing Behavior
Reframes challenging behavior as lagging skills rather than motivation. This trauma-informed approach shifts staff response from assumptions to inquiry.
Advancing Equity
Reduces implicit bias and exclusionary discipline by engaging students in trust-building and skill-based problem solving.
Addressing Gaps
Targeting persistent racial disproportionality in incident data and a post-pandemic surge in behavioral support needs.
Historical Impact (AHS)
-75%
Suspensions
1.1k+
CPS Contacts
50+
Plan B Interventions
Declining overall suspensions (2019-2022).
Intentional focus on staff-student relationships.
Project Design & Sustainability
1. Training Scale
Tier 1 CPS training for 120 participants (August 2025). Participants include educators, administrators, and student support staff.
2. Internal Capacity
Three AHS faculty members currently in Trainer Certification . Ensures fidelity and internal onboarding capacity for new staff.
3. Funding Cycle
60 external seats (fee-based) reserved to generate revenue. This revenue will offset future coaching and consultation costs.
Intended Impact & Evaluation
Evaluation Measures:
• Panorama Surveys: Culture and climate self-reports.
• Quantitative Audit: Suspension and incident data trends.
CPS Proposal Presenter Guide Presenter Resource
Proposal Script & Talking Points
Support for Dr. Homan: AEF District Investment Grant Presentation
I. Opening: The Vision (Slide 1)
Key Message
"We aren't just adopting a program; we are building a systemic culture of empathy and efficacy."
Talk Tracks
• Hook: Start by acknowledging that behavior is often the biggest barrier to academic engagement. CPS is our evidence-based solution.
• The "Why": Emphasize that this grant isn't just for training—it's for sustaining . We are bridging the gap between Arlington High School's success and Ottoson Middle School's early-stage needs.
II. The Hard Evidence (Slide 3)
Key Message
"The data from AHS isn't just a trend; it's a transformation."
Talk Tracks
• The -75% Stat: This is your most powerful lever. Emphasize that this represents real hours students spent in classrooms instead of at home.
• The 1,100 Contacts: Use this to prove staff buy-in. It shows that teachers find the tool practical and use it daily.
• The 50 Plan B's: Define "Plan B" briefly—it’s proactive problem solving. We are shifting from "putting out fires" to "preventing them."
III. The Equity Anchor (Slide 4)
Key Message
"CPS is our engine for equity."
Talk Tracks
• Disproportionality: Be honest about the data—even with fewer suspensions, the gaps persist. CPS reduces implicit bias by forcing adults to pause and ask "What skills is this student lacking?"
• Student Voice: Mention the open-ended inquiry: "Can you tell me what’s been going on?" This builds the "Student Belonging" priority in our Strategic Plan.
IV. Sustainability & ROI (Slide 5)
Key Message
"We are building a self-sustaining ecosystem."
Talk Tracks
• The Trainer Model: Highlight the 3 faculty members in certification. We won't need to hire external consultants forever; we are building internal expertise .
• External Revenue: The 60/60 split for the 120 seats is a smart fiscal move. Fees from external districts will fund our future coaching, making this a one-time "investment" grant with multi-year returns.
The Closing Pitch
"Investing in this expansion means investing in the thinking skills of our students and the efficacy of our staff. We have the data to prove it works; now we need the partnership to scale it."
