Students Are Stakeholders, Too!

Edie L. Holcomb is executive director of curriculum and instructional services for Kenosha Unified School District No. 1 in Kenosha, Wisconsin. She has experienced the challenges of improving student achievement from many perspectives: From classroom teacher to university professor From gifted education coordinator to mainstream teacher of children with multiple disabilities From school- and district-level administration to national and international consulting From small rural districts to the challenges of urban education She is highly regarded for her ability to link research and practice on issues related to instructional leadership and school and district change-including standards-based curriculum, instruction, assessment, supervision, and accountability. She has taught at all grade levels, served as a building principal and central office administrator, and assisted districts as an external facilitator for accreditation and implementation of school reform designs. As associate director of the National Center for Effective Schools, she developed a training program for site-based teams and provided technical support for implementation of school improvement efforts throughout the United States and in Canada, Guam, St. Lucia, and Hong Kong. She developed a comprehensive standards-based learning system for the staff and 47,000 students of the Seattle, Washington, city district and has supervised K-12 clusters of schools and evaluated principals. Her work received the Excellence in Staff Development Award from the Iowa Association of Supervision and Curriculum Development in 1988. In 1990, her study of the needs of beginning principals was recognized by the American Association of School Administrators with the Paul F. Salmon Award for Outstanding Education Leadership Research. She served as an elected member-at-large on the Leadership Council for ASCD International, played an active role in Washington State's School Improvement Assistance Program, and contributed to development of the new School System Improvement Resource Guide. Holcomb is the author of four previous books and numerous articles and reviews.

List of Figures Foreword Preface Acknowledgements About the Author 1. September, Year 3: Norris Starts at Knownwell High 2. Puzzles and Premises Puzzles Premises 3. September, Year 1: Morris, Mr. Spark and the Table Ten Advisory Group Questions for Reflection Content for Consideration A Student Gets the Last Word 4. Students as Stakeholders Creating the Space for Active Student Voice The School Improvement Process Alignment Between Mission and the School Portfolio Alignment Between Mission, Portfolio, Celebrations and Concerns Alignment Between Concerns and Priorities Alignment Between Priorities, Study and Strategies Alignment Between Priorities, Strategies and Evidence Alignment Between Strategies, Evidence and Action Plans Use of Data to Guide Decision Making Data for Initial Review Data to Focus Priorities Data from Further Study Data to Document Results Plans for Ongoing Data Collection Untapped Potential: Students as Stakeholders Students as Stakeholders in the School Culture Students as Stakeholders in Use of Data Students as Stakeholders Planning for Change Students as Stakeholders Monitoring Change Students as Stakeholders in Ongoing Issues Students as Stakeholders at Any Age 5. October, Year 1: Sentiments on Surveys, Morris on (a) Mission, and Joe Meets Mo Questions for Reflection Content for Consideration Eight Levels of Student Participation Hawaii's Students Speak Student Voice Team Principal as Keeper of the Mission A Student Gets the Last Word 6. November, Year 1: Morris Does Data Questions for Reflection Content for Consideration Students and Data Service and Service-Learning A Student Gets the Last Word 7. December, Year 1: Morris Minds the C's and R's Questions for Reflection Content for Consideration Value of Group Process Tools Personalization A Student Gets the Last Word 8. January, Year 1: Studying Together Questions for Reflection Content for Consideration Advisories and Extracurriculars The Unheard Voice of the "Middle" Student A Student Gets the Last Word 9. February, Year 1: Mr. Shepley's Epiphany Questions for Reflection Content for Consideration School Stress and School Connectedness The Reading Challenge A Student Gets the Last Word 10. March, Year 1: Students Define Learning Questions for Reflection Content for Consideration Dropout Factors Instruction - Powerful and Differentiated Gender Differences and Reading A Student Gets the Last Word 11. April, Year 1: It's a Match! Questions for Reflection Content for Consideration The Classics: Bloom and Hunter Adult Advocates Personal Plans for Progress Counselors A Student Gets the Last Word 12. May, Year 1: Kick-off Assembly - All Thumbs Up Questions for Reflection Content for Consideration Flexibility and Support for Student Learning Ninth-Grade Transition Programs A Student Gets the Last Word 13. September, Year 2: Fresh Start, Staff Retreat Questions for Reflection Content for Consideration Essential Learnings Advisory Programs A Student Gets the Last Word 14. October, Year 2: Football Faux Pas, Just Walking Through Questions for Reflection Content for Consideration Restorative Justice Walk-Throughs A Student Gets the Last Word 15. November, Year 2: Plans and Portfolios Questions for Reflection Content for Consideration Four-Year Plans Senior Projects and Problems A Student Gets the Last Word 16. December, Year 2: Home for the Holidays Questions for Reflection Content for Consideration A Student Gets the Last Word 17. January, Year 2: Progress Checks Questions for Reflection Content for Consideration A Student Gets the Last Word 18. February, Year 2: Midcourse Corrections and Congratulations Questions for Reflection Content for Consideration A Student Gets the Last Word 19. March, Year 2: Advisory Adversity, and Failure to Meet Commitments Questions for Reflection Content for Consideration Protocols Teacher Study Groups Peer Coaching A Student Gets the Last Word 20. April, Year 2: The Stakes Are High Questions for Reflection Content for Consideration Listening and Leadership Students on Test Prep A Student Gets the Last Word 21. May, Year 2: Morris Graduates 22. Norris' Notebook Epilogues... From a Principal From a Graduate From a Student Leader From a Future Teacher From the Author References Index

"A very timely book with great implication for schools trying to meet NCLB. So profound, yet simple and easy to implement." -- Gina Marx, Assistant Superintendent "I loved its readability and its basic format. A wonderful resource for schools searching for ideas on accreditation." -- Erin A. Rivers, High School English Teacher "Creating a student-focused culture is not an easy task for school principals. This book gives hope to those trying to implement such a culture and gives some practical advice on what steps to take." -- Donald Poplau, Principal