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Allan R. Odden 2. Prime Education Goal. Dramatically improve student achievement and close the gapRhetoric: all students to high standardsOur definition: Double Student Performance and halve the achievement gap. Allan R. Odden 3. School Finance Perspective. Adequacy" covers thes
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1. Linking School Resources to Strategies to Double Student Performance and Close the Achievement Gap Every Child Counts:
A Symposium Dedicated to Ending the Gap
New York State United Teachers
Albany, NY October 25, 2007
Allan R. Odden
Lawrence O. Picus and Associates
2. Allan R. Odden 2 Prime Education Goal Dramatically improve student achievement and close the gap
Rhetoric: all students to high standards
Our definition: Double Student Performance and halve the achievement gap
3. Allan R. Odden 3 School Finance Perspective
Adequacy covers these goals, and adds the funding and resource use dimensions
4. Allan R. Odden 4 Adequacy
What it costs to educate children to world class performance standards and close the achievement gap
5. Allan R. Odden 5 Why Adequacy? Odd word for an ambitious goal
We mean doubling performance and at least halving the achievement gap in five years
Without doubling costs We is Allan Odden and myself
We is Allan Odden and myself
6. Allan R. Odden 6 Evidence-Based Approach
Not just a funding model
Linked to what it takes to dramatically improve student performance
7. Allan R. Odden 7 It Covers All Aspects of School Tough challenges require top talent, so it provides resources to staff schools with high quality teachers and leaders
Core academics and electives
Extra resources for students struggling to meet standards
High quality professional development
Students personal and social skills
So all the key resources to respond to performance pressures from NCLB and state accountability systems to boost student achievement and end the achievement gap
8. Allan R. Odden 8 Three Bases of Knowledge How students learn complex materials: How People Learn
Resource dimension of individual programs that work
Resources for the strategies schools need to double student performance How People Learn (Bransford)
How Students Learn: (Donovan & Bransford)
Mathematics in the Classroom
Science in the Classroom
History in the Classroom
Reading
What Teachers Should Learn and Be Able to Do
Darling-Hammond & Bransford
How People Learn (Bransford)
How Students Learn: (Donovan & Bransford)
Mathematics in the Classroom
Science in the Classroom
History in the Classroom
Reading
What Teachers Should Learn and Be Able to Do
Darling-Hammond & Bransford
9. Allan R. Odden 9 What We Do We link state school finance policy with what works in local schools.
We know what works from studying schools that have doubled performance and reviewing existing research on individual programs that work.
We turn the results into a new state school funding models.
10. Allan R. Odden 10 Study of Districts that have Aligned Resources with School Effectiveness Our studies in:
Arkansas
Washington
Wisconsin
Wyoming
Other studies in:
New York, Texas, California, etc.
Other districts
Aldine (TX)
Garden Grove (CA)
Chula Vista (CA)
Jacksonville (FLOther districts
Aldine (TX)
Garden Grove (CA)
Chula Vista (CA)
Jacksonville (FL
11. Allan R. Odden 11 Ten Steps to Double Performance Conduct needs assessment
Set higher goals
Adopt a new curriculum
Commit to data-based decision making
Invest in on-going professional development
Conduct a needs assessment
Set higher goals
Double performance
90 percent of children at or above proficiency or advanced.
Adopt a new research-based curriculum
Implement Data-based decision making
Formative assessments
Tailor instruction to exactly what students do and do not know
Invest in extensive, long-term professional development
Summer institutes for teachers
Instructional facilitators in schools
Money for trainers
Conduct a needs assessment
Set higher goals
Double performance
90 percent of children at or above proficiency or advanced.
Adopt a new research-based curriculum
Implement Data-based decision making
Formative assessments
Tailor instruction to exactly what students do and do not know
Invest in extensive, long-term professional development
Summer institutes for teachers
Instructional facilitators in schools
Money for trainers
12. Allan R. Odden 12
Focus class time more efficiently
Provide multiple interventions for struggling students
Create professional learning communities
Empower leaders to support instructional improvement
Take advantage of external expertise
Ten Steps to Double Performance Use school time more efficiently
90-120 minute reading blocks
Protected math blocks
Replace electives with double reading or math periods for struggling students
Multiple extra-help strategies for struggling students
1-1 tutoring (by licensed teachers)
Small group tutoring (by licensed teachers)
Double periods during the regular day
Extended day programs
Summer school
Extensive assistance for students with disabilities
Create professional learning communities that work together relentlessly to boost student performance
Support for improving instruction by
Teachers
School principal
District leadership
Take advantage of external professional expertise
State department of education, Regional service units, Consultants, Research-based curriculum programs, Practice-based research findings, etc.
Use school time more efficiently
90-120 minute reading blocks
Protected math blocks
Replace electives with double reading or math periods for struggling students
Multiple extra-help strategies for struggling students
1-1 tutoring (by licensed teachers)
Small group tutoring (by licensed teachers)
Double periods during the regular day
Extended day programs
Summer school
Extensive assistance for students with disabilities
Create professional learning communities that work together relentlessly to boost student performance
Support for improving instruction by
Teachers
School principal
District leadership
Take advantage of external professional expertise
State department of education, Regional service units, Consultants, Research-based curriculum programs, Practice-based research findings, etc.
13. Allan R. Odden 13 The Challenge Scale up these strategies in all districts
and
Develop an adequate funding formula that provides all schools with the resources they need to deploy strategies to double performance and close the gap
14. Allan R. Odden 14 Our Process We work with the broad spectrum of education officials
We develop state specific evidence-based models
We help states design funding formulas that offer equity and adequacy but which are focused on improving student performance
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22. Allan R. Odden 22 What Does the Evidence-Based Model Cost? Compared to current expenditures
Model costs are 2-9 percent above national average; the same for Wisconsin
Full funding of NCLB and IDEA would enable full model funding on average nationally
Exceeds current costs in low spending states
Less than current costs in high spending states
23. Allan R. Odden 23 Major Implementation Issues Would schools use such resources for the most effective strategies? NO
Thus what restrictions should be placed on the use of funds, and trade off block grant v. categorical program?
What other implementation and leadership strategies are needed?
24. Allan R. Odden 24 Resources Odden, A.R. and Picus, L.O. (2008). School Finance: A Policy Perspective, 4th edition. New York, NY: McGraw-Hill. Available April 2007.
How People Learn (Bransford, Brown and Cocking)
How Students Learn: (Donovan & Bransford)
Mathematics in the Classroom
Science in the Classroom
History in the Classroom
Reading
Forthcoming book on Doubling Student Performance
Allan Odden and Sarah Archibald
25. Allan R. Odden 25 Allan R. Odden Professor, and Co-Director, Consortium for Policy Research in Education, University of Wisconsin-Madison
Partner, Lawrence O. Picus and Associates
608 239 4671
arodden@lpicus.com