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Preface ix
Acknowledgments xxi
About the Author xxiii
1 Understanding the Performance Challenge 1
1 Pressure to Improve Performance 2
Pressure From NCLB 2
Pressure From State Standards-Based Reforms 2
Pressure From the Business Community 2
Moral Drive to Improve Results 3
Pressure From Competition 4
2 Analyzing State Student Test Data 4
Rural Districts 4
Urban Districts and Schools 5
Suburban Districts 6
Nagging Achievement Gap Districts 7
Don't Focus Primarily on Demographics 8
3 Conducting Curriculum Standards Audits 9
4 Summary 10
2 Set Ambitious Goals 13
1 Beyond Motivational Theory 14
2 Beyond the Soft Bigotry of Low Expectations 15
Two Examples 16
3 Setting Very High Goals 18
Some Initially Modest Goals 18
Urban District Goal Setting 19
Rural District Goal Setting 21
Suburban Goal Setting 22
90-90-90 School Goals 22
4 Thinking Big is Quintessentially American 23
5 Summary 24
3 Change the Curriculum Program and Create a New Instructional Vision 27
1 Adopting New Textbooks and Instructional Visions 28
A New Approach to Reading 28
A New Approach to Mathematics 31
A High School Approach 34
A Point of View About Good Instructional Practice 35
Kennewick, Washington 35
Aldine, Texas 37
Montgomery County, Maryland 39
Long Beach, California 40
An Approach Geared to a Specific Population 41
2 Assessing Effectiveness of Curriculum and Instructional Approaches 42
3 Collaborative Work 43
4 Summary 44
4 Benchmark and Formative Assessments and Data-Based Decision Making 47
1 Overview of Benchmark and Formative Assessments 48
Benchmark Assessments 48
Formative Assessments 48
NWEA MAP Assessments50
Early Literacy Formative Assessments 51
2 Benchmark and Formative Assessments in Montgomery County, Maryland 51
3 A Comment on Value-Added Measures 55
4 Summary 57
5 Provide Ongoing, Intensive Professional Development 59
1 The Features of Effective Professional Development 60
Resource Requirements of Effective Professional 63
Development 63
Pupil-Free Days 63
Training Funds 64
Instructional Coaches 64
Collaborative Time During the Regular School Day 65
2 Examples of Professional Development Programs 66
3 Summary 69
6 Using Time Efficiently and Effectively 71
1 Extending the School Year and Day 71
2 Better Uses of Time 73
Elementary Schools 73
Protecting Instructional Time for Core Subjects 73
Extending Time for Some Subjects 73
Maximize Effective Use of Instructional Time 74
Providing More Time for Struggling Students 75
Reducing Primary Grade Class Sizes to 15 75
Secondary Schools 76
Adopting a Six-Period Day 76
Reducing Electives and Providing Double Periods for Some Core Classes 77
Extending Planning and Preparation Time for Collaborative Work 78
Strategies to Provide More Collaborative Time During the Day 79
3 Summary 83
7 Extend Learning Time for Struggling Students 85
Some Contextual Points 86
1 Time During the Regular School Day 88
Research on Tutoring 89
Approaches for Secondary Students 91
What Time Does Tutoring Replace? 92
2 Time Outside the Regular School Day but Within the Regular School Year 92
Research on Extended-Day Programs 93
3 Time Outside the Regular School Year Research on Summer School Programming 94
4 Summary 96
8 Collaborative Cultures and Distributed Leadership 99
1 A Collaborative School Culture 100
PLCs as an Extension of the Notion of a Professional School Culture 103
2 Structuring Collaborative Cultures 105
3 Distributed Leadership 107
4 Summary 109
9 Professional and Best Practices 111
1 Indicators of Acting Professionally 112
Seeking Research Knowledge 112
Accessing Research 113
Seeking Best Practices 114
Seeking Advice From Knowledgeable Others 115
2 Not Doing It Alone 116
3 Summary 117
10 The Human Capital Side of Doubling Student Performance 119
1 Overview 119
2 First, Recruit Top Talent 122
Acquiring Talent 124
Actively Recruit Teachers and Principals 124
Tap Nontraditional Sources and National Organizations for Top Talent 125
Grow Your Own Teachers and Principals 126
Use an Array of Incentives 126
Recruiting Works 126
New Policies and Practices to Facilitate New Recruitment Initiatives 127
3 Second, Develop Top Talent 128
4 Sometimes Initial Talent Turnover Is Required 129
5 Summary 131
11 Putting It All Together: The Dramatically Improving School 133
1 The Core Elements of the Improving School 133
Understanding the Performance Situation 133
Curriculum Mapping 134
Set High Goals 135
Adopt New Curriculum Materials and Create a Point of View About Instruction 135
Data-Based Decision Making 137
Professional Development 138
Use Time Effectively 139
Interventions for Struggling Students 140
Leadership and Professional Culture 141
A Professional Organization 142
Address Talent and Human Capital Issues 142
2 Summary 142
3 The Kennewick Approach to Dramatic Improvement 143
References 147
Index 155
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