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Policy Advocacy: Adoption The 4 C’S Rubrics Into Illinois Vision 20/20, Michael Marassa
Policy Advocacy: Adoption The 4 C’S Rubrics Into Illinois Vision 20/20, Michael Marassa
Dissertations
The focus of this policy advocacy is to add evaluation language to the Illinois Vision 20/20 policy specific to 21st Century Learning. The Illinois Vision 20/20 policy pillar of 21st Century Learning already identifies that students in Illinois develop skills of critical thinking, creativity, communication, and collaboration. The policy does not provide an explanation for school districts on how to achieve this goal. This policy advocacy adds language to the 21st Century Learning pillar through rubrics. These rubrics, specific to the skills described above and referenced throughout this dissertation as the 4 C’s, provide standard definitions for each of these …
Advocating For The Need Of A College And Career Readiness Preparation Accountablity Policy, Mellodie Brown
Advocating For The Need Of A College And Career Readiness Preparation Accountablity Policy, Mellodie Brown
Dissertations
This proposed policy advocates for Chicago Public Schools (CPS) to adopt a College and Career Readiness Preparation Accountability Policy wherein CPS sets district-wide criteria and structures for student college and career readiness at every grade level and ensures that resources and supportive services are available for its most at-risk students in underperforming schools. Also, it is important that CPS recognize the limited capacity of its teachers to transition students toward meeting Common Core State Standards. This can be addressed through professional development aligned to a proposed matrix for college and career readiness for all students. Supplemental funds are needed to …
Lunch Tutoring In One High School’S Regular Daily Schedule: A Policy Advocacy Document., Agnes Ghansah, Agnes Ghansah Ed.D.
Lunch Tutoring In One High School’S Regular Daily Schedule: A Policy Advocacy Document., Agnes Ghansah, Agnes Ghansah Ed.D.
Dissertations
This project discusses capacity-building steps for reconfiguring a school culture as a learning community that values the potential of student and teacher school day time for effective, beyond the classroom, academic support. Stakeholders efficiently leverage all available time for highly engaged, innovative learning in a variety of interconnected contexts as a means for improving student-learning gains. The proposed policy centers on an initial pilot implementation of lunchtime tutoring, yet furthermore, the policy overall provides a way of looking at the school day as a valued time resource that has the potential to support student achievement success within an interconnected, flexible, …