10 Strategies for Doubling Student Performance

by Allan R. Odden

• ISBN13: 9781412971485
• ISBN10: 1412971489
• Format: Paperback
• Copyright: 2009-08-25
• Publisher: Corwin Pr

Summary

With case studies and tools, this companion book to Doubling Student Performance expands on ten research-based strategies for driving significant, measurable gains in student achievement.

Table of Contents

Preface	p. ix
Acknowledgments	p. xxi
About the Author	p. xxiii
Understanding the Performance Challenge	p. 1
Pressure to Improve Performance	p. 2
Pressure From NCLB	p. 2
Pressure From State Standards-Based Reforms	p. 2
Pressure From the Business Community	p. 2
Moral Drive to Improve Results	p. 3
Pressure From Competition	p. 4
Analyzing State Student Test Data	p. 4
Rural Districts	p. 4
Urban Districts and Schools	p. 5
Suburban Districts	p. 6
Nagging Achievement Gap Districts	p. 7
Don't Focus Primarily on Demographics	p. 8
Conducting Curriculum Standards Audits	p. 9
Summary	p. 10
Set Ambitious Goals	p. 13
Beyond Motivational Theory	p. 14
Beyond the Soft Bigotry of Low Expectations	p. 15
Two Examples	p. 16
Setting Very High Goals	p. 18
Some Initially Modest Goals	p. 18
Urban District Goal Setting	p. 19
Rural District Goal Setting	p. 21
Suburban Goal Setting	p. 22
90-90-90 School Goals	p. 22
Thinking Big is Quintessentially American	p. 23
Summary	p. 24
Change the Curriculum Program and Create a New Instructional Vision	p. 27
Adopting New Textbooks and Instructional Visions	p. 28
A New Approach to Reading	p. 28
A New Approach to Mathematics	p. 31
A High School Approach	p. 34
A Point of View About Good Instructional Practice	p. 35
Kennewick, Washington	p. 35
Aldine, Texas	p. 37
Montgomery County, Maryland	p. 39
Long Beach, California	p. 40
An Approach Geared to a Specific Population	p. 41
Assessing Effectiveness of Curriculum and Instructional Approaches	p. 42
Collaborative Work	p. 43
Summary	p. 44
Benchmark and Formative Assessments and Data-Based Decision Making	p. 47
Overview of Benchmark and Formative Assessments	p. 48
Benchmark Assessments	p. 48
Formative Assessments	p. 48
NWEA MAP Assessments	p. 50
Early Literacy Formative Assessments	p. 51
Benchmark and Formative Assessments in Montgomery County, Maryland	p. 51
A Comment on Value-Added Measures	p. 55
Summary	p. 57
Provide Ongoing, Intensive Professional Development	p. 59
The Features of Effective Professional Development	p. 60
Resource Requirements of Effective Professional	p. 63
Development	p. 63
Pupil-Free Days	p. 63
Training Funds	p. 64
Instructional Coaches	p. 64
Collaborative Time During the Regular School Day	p. 65
Examples of Professional Development Programs	p. 66
Summary	p. 69
Using Time Efficiently and Effectively	p. 71
Extending the School Year and Day	p. 71
Better Uses of Time	p. 73
Elementary Schools	p. 73
Protecting Instructional Time for Core Subjects	p. 73
Extending Time for Some Subjects	p. 73
Maximize Effective Use of Instructional Time	p. 74
Providing More Time for Struggling Students	p. 75
Reducing Primary Grade Class Sizes to 15	p. 75
Secondary Schools	p. 76
Adopting a Six-Period Day	p. 76
Reducing Electives and Providing Double Periods for Some Core Classes	p. 77
Extending Planning and Preparation Time for Collaborative Work	p. 78
Strategies to Provide More Collaborative Time During the Day	p. 79
Summary	p. 83
Extend Learning Time for Struggling Students	p. 85
Some Contextual Points	p. 86
Time During the Regular School Day	p. 88
Research on Tutoring	p. 89
Approaches for Secondary Students	p. 91
What Time Does Tutoring Replace?	p. 92
Time Outside the Regular School Day but Within the Regular School Year	p. 92
Research on Extended-Day Programs	p. 93
Time Outside the Regular School Year Research on Summer School Programming	p. 94
Summary	p. 96
Collaborative Cultures and Distributed Leadership	p. 99
A Collaborative School Culture	p. 100
PLCs as an Extension of the Notion of a Professional School Culture	p. 103
Structuring Collaborative Cultures	p. 105
Distributed Leadership	p. 107
Summary	p. 109
Professional and Best Practices	p. 111
Indicators of Acting Professionally	p. 112
Seeking Research Knowledge	p. 112
Accessing Research	p. 113
Seeking Best Practices	p. 114
Seeking Advice From Knowledgeable Others	p. 115
Not Doing It Alone	p. 116
Summary	p. 117
The Human Capital Side of Doubling Student Performance	p. 119
Overview	p. 119
First, Recruit Top Talent	p. 122
Acquiring Talent	p. 124
Actively Recruit Teachers and Principals	p. 124
Tap Nontraditional Sources and National Organizations for Top Talent	p. 125
Grow Your Own Teachers and Principals	p. 126
Use an Array of Incentives	p. 126
Recruiting Works	p. 126
New Policies and Practices to Facilitate New Recruitment Initiatives	p. 127
Second, Develop Top Talent	p. 128
Sometimes Initial Talent Turnover Is Required	p. 129
Summary	p. 131
Putting It All Together: The Dramatically Improving School	p. 133
The Core Elements of the Improving School	p. 133
Understanding the Performance Situation	p. 133
Curriculum Mapping	p. 134
Set High Goals	p. 135
Adopt New Curriculum Materials and Create a Point of View About Instruction	p. 135
Data-Based Decision Making	p. 137
Professional Development	p. 138
Use Time Effectively	p. 139
Interventions for Struggling Students	p. 140
Leadership and Professional Culture	p. 141
A Professional Organization	p. 142
Address Talent and Human Capital Issues	p. 142
Summary	p. 142
The Kennewick Approach to Dramatic Improvement	p. 143
References	p. 147
Index	p. 155
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