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Common Core State Standards

Common Core State Standards. Alignment of Standards, Support and Accountability in Chicago Schools. The Fourth Revolution. What’s working?. What’s working: Increasing Graduation & College Enrollment. Final ACT Results: District Composite Scores, by Year. Freshman on Track Rate.

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Common Core State Standards

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  1. Common Core State Standards Alignment of Standards, Support and Accountability in Chicago Schools Office of Instruction

  2. The Fourth Revolution

  3. What’s working?

  4. What’s working: Increasing Graduation & College Enrollment

  5. Final ACT Results:District Composite Scores, by Year

  6. Freshman on Track Rate According to the Consortium on Chicago School Research (CCSR), freshmen who are on track at the end of their freshman year are 3.5 times more likely to graduate from high school in four years than students who are off track1. The lowest on-track rate was among African-American males with a 63% on-track rate. 1http://ccsr.uchicago.edu/sites/default/files/publications/p78.pdf

  7. One-Year Dropout Rate There were 8,781 dropouts in 2012. This includes unverified out-of-district transfers. The highest dropout rate was among African-American males with a 11.6% dropout rate.

  8. What’s not working?

  9. Common Core Standards: True College Readiness Student Achievement Today

  10. Setting Clear Priorities • Incomplete theories of action focus on only a single component of creating great schools: • A focus on standards and curriculum without any impact on instruction • A focus on instructional strategies without the structures necessary to make changes sustainable • A focus on adding resources (time, people, money) without clear guidance on how to use them • A focus on outcomes without concern for the quality of inputs • Transformation requires a sustained focus on the instructional core and the structures to support it. Chief Education Office

  11. Strategic Priorities Common Core: By SY 2014-15 all students will have access to high quality Common Core-aligned curricula as defined by CPS Framework for Content Standards in literacy and mathematics. Framework for Teaching: By SY 2012-13 all educators will be supported by a clear vision for effective instruction as defined by the CPS Framework for Teaching. Full School Day: By SY 2012-13 all students will have access to core academics, intervention, and enrichment through a 7 hour school day Office of Instruction

  12. Implementation in SY13 • SY13 Expectation : All K-12 literacy and 6-8 math and Algebra and Geometry teachers must align their planning and instruction to the Content Framework Planning Guides. • Systems of support: • Network Partnerships: • Cadre of designees for each Network (ISLs, Teacher PD Trainers) • 3 levels of training: New learning, Facilitation, Network-led Teacher Leader Institute • Teacher Leaders facilitate/implement with colleagues • Early Adopters • Continue work from SY12 • New focus on Content Literacy • Exemplars • Toolsets • Early Adopter units • MARS tasks • Benchmark Assessments Office of Instruction

  13. Alignment of support and accountability

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