Columbus Urban Systemic Program (CUSP)

哥伦布城市系统计划哥伦布公立学校（CPS）通过哥伦布城市系统计划（CUSP），为144所学校的64,339名学生提供服务，其中62%是少数民族，57%是贫困学生，3%是英语水平有限的学生，建议在哥伦布城市系统计划（USI）下实现的结果基础上建立。在USI期间，CPS开发了一个以建筑为基础的专业发展交付基础设施，促进基于标准的课程，教学和评估策略，以支持所有学生在数学和科学方面取得高水平的学术成就。通过CUSP，学区承诺实现USP招标NSF 01-15的四个驱动目标，包括提高学生成绩，加强以标准为基础的探究性科学和数学的实施，提高教学队伍的能力和多样性，加强与高等教育机构的实质性合作，以改善教师教育。USP实施过程包括三个主要组成部分和相应的使能战略。其中，CUSP将：-集中力量和资源，确定并瞄准那些没有充分实施基于标准的课程的学校，以进行现场专业发展，监督教学，并增加家长在这些学校的参与；-资助长期专业发展，并提供中期跟进，以反映过去模式和当前技术标准的成功；-每年专注于在学区实施最低的学校全面实施基于标准的课程；通过数学、科学、工程和技术方面的暑期桥梁活动、实习和夏令营，为学生提供持续支持；倡导并确保资源和设施足以支持基于标准的学习环境。通过持续的专业发展和跟进，按照国家员工发展委员会的标准，支持现有的K-12教学领导团队和其他在职参与者；-确保教学领导团队（ILT）为其员工提供专业发展，为其他教师提供资源，并协调全校范围的数学和科学活动；-为地区课程专家和同侪协助检讨顾问提供培训，以确保教学的连贯性；-协调校长演练过程中的深度培训；-通过鼓励大学合作、行动研究和传播与提高学生数学和科学成绩有关的研究，扩大对地区绩效提升系统的激励。继续加强大学联盟，以提高职前教育的有效性、CPS劳动力的多样性、CPS毕业生的技术技能以及关于教与学的课堂研究；-支持CPS分类人员攻读数学和科学教育学位；-为地区大学的合作教师和职前教师提供一个论坛，以应用他们在K-12数学和科学标准方面的知识和技术效用；作为大学倡议的重要合作伙伴，即俄亥俄州立大学教师素质研究所，项目发现，俄亥俄州立大学的P-12倡议和城市学院，旨在通过提高数学和科学教师教育的质量来提高学生的成绩。

COLUMBUS URBAN SYSTEMIC PROGRAMThe Columbus Public Schools (CPS) serving 64,339 students, in 144 schools, of which 62% are minority, 57% are poor, and 3% are Limited-English-Proficient, through the Columbus Urban Systemic Program (CUSP), proposes to build upon the results realized under the Columbus Urban Systemic Initiative (USI). During the USI, CPS developed a building-based, professional-development delivery infrastructure promoting standards-based curriculum, instruction, and assessment strategies in support of all students attaining high levels of academic achievement in mathematics and science. Through the CUSP, the District states commitments to achieving the four driving goals of the USP Solicitation, NSF 01-15, related to improved student achievement, enhanced implementation of standards-based-inquiry-centered science and mathematics, increased competency and diversity of the instructional workforce, and intensified substantive collaborations with institutions of higher education towards improved teacher education. The USP implementation process embraces three major components and attendant enabling strategies. Therein, the CUSP will:- Focus Efforts and Resources Identify and target schools that have not fully implemented the standards-based curriculum for on-site professional development, monitoring of instruction, and increased parent involvement at those sites;-Fund long-term professional development with interim follow-up, reflecting the success of past models and current technology standards;-Focus on reaching full implementation of the standards-based curriculum in the District's lowest-implementation schools each year; Sustain support for students through summer bridge activities, internships and summer camps in mathematics, science, engineering, and technology; and-Advocate and ensure that resources and facilities are sufficient to support the standards-based learning environment.-Nurture Building-Level Leadership Support existing K-12 instructional leadership teams and other in-service participants through on-going professional development and follow-up consistent with the National Staff Development Council standards;-Assure that Instructional Leadership Teams (ILT) provide professional development to their staffs, serve as resources for other teachers, and coordinate school-wide mathematics and science events;-Provide training for district-level curriculum specialists and Peer Assistance Review (PAR) consultants to ensure cohesive delivery of instruction;-Coordinate in-depth training in the principal walk-through process;-Expand incentives for the district's Performance Advancement System by encouraging university collaboration, action research, and dissemination of research related to improved student achievement in mathematics and science.-Collaborate with Universities to Improve Teacher Education Continue strengthening university alliances to impact the effectiveness of pre-service education, the diversity of the CPS workforce, the technological skill of CPS graduates, and classroom research on teaching and learning;-Support CPS classified personnel in the pursuit of degrees in mathematics and science education;-Provide a forum for cooperating and pre-service teachers in area universities to apply their knowledge of K-12 mathematics and science standards and technology utility; and-Contribute as a consequential partner in university initiatives, i.e., The Ohio State University Teacher Quality Institute, Project Discovery, the P-12 Initiative of the Ohio State University, and the Urban Academy, designed to increase student achievement by improving the quality of mathematics and science teacher education.