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E-raamat: Data Analysis for Continuous School Improvement

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(California State University, Chico, USA)
  • Formaat: 426 pages
  • Ilmumisaeg: 19-Sep-2017
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781351587853
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Data Analysis for Continuous School ImprovementSuurem pilt
  • Formaat: 426 pages
  • Ilmumisaeg: 19-Sep-2017
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781351587853
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This book is a call to action. It is about inspiring schools and school districts to commit to continuous school improvement by providing a framework that will result in improving teaching for every teacher and learning for every student through the comprehensive use of data. A culmination of over 30 years of doing the hard work in schools and districts both nationally and internationally, Data Analysis for Continuous School Improvement shares new, evidence-based learnings about how to analyze, report, communicate, and use multiple measures of data. The updated edition provides a wealth of tools, protocols, timelines, examples, and strategies that will help schools and districts become genuine learning organizations. Data Analysis for Continuous School Improvement provides a new definition of school improvement, away from a singular focus on compliance, toward a true commitment to excellence.

Arvustused

"I have experienced the transformational, team empowering breakthrough of going full circle with the 'Continuous School Improvement Framework' using the 4th Editions updated tools and information. Commitment to the comprehensive framework and wealth of ideas as outlined in the book is key to: building data literacy, developing the teams clear, shared vision for success, tracking the progress of all students in alignment with curriculum expectations, and monitoring the effectiveness of programs and processes for sustained learning and improvement."

--Hélène Boudreau, Educator, Ontario, Canada

"Schools today are being held accountable for every childs learning. As education leaders, we must learn how to design and implement a data-driven instructional system to facilitate sustained, measurable learning on the part of all students. This book is an excellent resource to assist school improvement teams in this effort."

Reviewed by Diane E. Reed, associate professor and director, Graduate Educational Leadership Program, St. Fisher College, Rochester N.Y. Full review published in School Administrator magazine, June 2018.

About the Author ix
Acknowledgements x
1 From Compliance to Commitment: Using Data for Continuous School Improvement
1(10)
Moving Away From a Singular Focus on Compliance, Toward a Commitment to Continuous Improvement
2(3)
Purpose of this Book
5(1)
Structure of this Book
5(3)
Updates
8(1)
Intended Audience
9(1)
Reflection Questions
10(1)
Application Opportunities
10(1)
2 The Continuous School Improvement Framework
11(16)
Traditional Continuous Improvement
11(1)
Continuous School Improvement
12(1)
The Continuous School Improvement Framework
13(7)
From Compliance to Continuous School Improvement
20(1)
Assessing Continuous School Improvement with the Education for the Future Continuous Improvement Continuums
20(4)
Assessing on the Continuous Improvement Continuums
24(2)
How Much Time Does it Take?
26(1)
Reflection Questions
26(1)
Application Opportunities
26(1)
3 Who We Are: Demographic Data
27(14)
Demographic Data: What They Are and Why They Are Important to Continuous School Improvement
28(1)
What Demographic Data Are Important for the Learning Organization
29(3)
Seeing the System and Leadership in Demographic Data
32(1)
Telling Your Story by Recording Demographic Information in a Data Profile
32(4)
Analyzing Demographic Information in a Data Profile
36(2)
Disaggregation
38(1)
How Much Time Does it Take?
39(1)
Reflection Questions
40(1)
Application Opportunities
40(1)
4 How We Do Business: Perceptions Data
41(10)
Perceptions Data: What They Are and Why They Are Important to Continuous School Improvement
42(1)
Assessing Perceptions
43(1)
Overview of the Questionnaire Process
44(3)
Changing Perceptions
47(2)
How Much Time Does it Take to Assess Perceptions with Questionnaires?
49(1)
How Much Time Does it Take to Assess Perceptions Through Interviews and Focus Groups?
50(1)
Reflection Questions
50(1)
Application Opportunities
50(1)
5 How Are Our Students Doing: Student Learning Data
51(28)
Student Learning Data: What They Are and Why They Are Important to Continuous School Improvement
52(1)
Measures of Student Learning
53(1)
Ways to Measure Student Learning
53(5)
The Normal Curve and Related Score Types
58(5)
The Meaning of the Bloom Quote
63(6)
Analyzing the Results, Descriptively
69(4)
Analyzing the Results, Inferentially
73(2)
Measurement Error
75(1)
Validity and Reliability of Assessments
76(1)
Validity
77(1)
Reliability
77(1)
How Much Time Does it Take?
78(1)
Reflection Questions
78(1)
Application Opportunities
78(1)
6 What Are Our Processes: School Processes Data
79(14)
School Processes Data: What They Are and Why They Are Important to Continuous School Improvement
80(1)
How to Analyze School Processes Data
81(10)
Measurement of System-Level Processes
91(1)
How Much Time Does it Take?
92(1)
Reflection Questions
92(1)
Application Opportunities
92(1)
7 How Did We Get To Where We Are: Looking Across All the Data
93(8)
Why is it Important for Continuous School Improvement to Look Across All Types of Data?
94(1)
How to Look Across All Types of Data: Analyzing Your School's Data Profile
95(5)
How Much Time Does it Take?
100(1)
Reflection Questions
100(1)
Application Opportunities
100(1)
8 What Is Working and What Is Not Working: Delving Deeper Into the Data
101(14)
Intersections of Multiple Measures of Data
102(3)
Using Intersections in Contributing Cause Analyses
105(3)
Predictive Analytics
108(6)
How Much Time Does it Take?
114(1)
Reflection Questions
114(1)
Application Opportunities
114(1)
9 Where Do We Want to Be: Creating A Shared Vision and Monitoring Its Implementation
115(12)
Why the Shared Vision is Important for Continuous School Improvement
116(1)
Inspiring a Shared Vision
117(1)
How to Create a Shared Vision
118(8)
How Much Time Does it Take?
126(1)
Reflection Questions
126(1)
Application Opportunities
126(1)
10 How Are We Going to Get to Where We Want to Be: Implementing the Shared Vision by Creating a Plan for Continuous School Improvement
127(18)
How Will We Implement
128(16)
How Much Time Does it Take?
144(1)
Reflection Questions
144(1)
Application Opportunities
144(1)
11 Strategies for Teachers: Using Data to Implement the Vision Through the Continuous School Improvement Plan to Improve Teaching and Learning
145(12)
Strategies that Lead to Effective Data Use
147(9)
How Much Time Does it Take?
156(1)
Reflection Questions
156(1)
Application Opportunities
156(1)
12 Is What We Are Doing Making A Difference: Evaluating Our Efforts
157(10)
Why Knowing if What We Are Doing is Making a Difference is Important to Continuous School Improvement
158(1)
How to Know if What We Are Doing is Making a Difference
158(1)
Evaluating Programs and Processes
159(2)
Evaluating the Continuous School Improvement Plan
161(3)
An Example Evaluation of School Goals
164(2)
How Much Time Does it Take?
166(1)
Reflection Questions
166(1)
Application Opportunities
166(1)
13 Continuous School Improvement Timeline: Making Time To Do the Work
167(16)
The Timeline
168(14)
How Much Time Does it Take?
182(1)
Reflection Questions
182(1)
Application Opportunities
182(1)
14 The Transformation From A Complying School To A Learning Organization
183(10)
Becoming Learning Organizations
184(2)
Logic in the Learning Organization
186(4)
Benefits of Continuous School Improvement and Becoming a Learning Organization
190(1)
How Much Time Does it Take?
191(1)
Reflection Questions
191(1)
Application Opportunities
191(2)
Appendix A Continuous Improvement Continuums Self-Assessment 193(12)
Appendix B1 Demographic Data Inventory 205(4)
Appendix B2 Perceptions Data Inventory 209(2)
Appendix B3 Student Learning Data Inventory 211(3)
Appendix B4 School Processes Data Inventory 214(4)
Appendix C Getting to Perceptions Through Questionnaires 218(1)
Appendix C1 Designing Questionnaires 219(12)
Appendix C2 Administering Questionnaires 231(7)
Appendix C3 Analyzing Questionnaire Results 238(3)
Appendix C4 Analyzing Open-Ended Responses 241(2)
Appendix C5 Presenting and Using Questionnaire Results 243(9)
Appendix D Measuring A Program or Process 252(8)
Appendix E Flowcharting School Processes 260(5)
Appendix F Case Study ~ Part 1 ~ The Case Study and Study Questions 265(69)
Appendix G Case Study ~ Part 2 ~ What We Saw In the Data 334(8)
Appendix H Analyzing Data for Continuous School Improvement Planning 342(11)
Appendix I Problem-Solving Cycle 353(5)
Appendix J Creating A Shared Vision 358(9)
Appendix K Monitoring Vision Implementation 367(3)
Appendix L Continuous School Improvement (CSI) Plan 370(7)
Appendix M Monitoring the Implementation of the Plan 377(1)
Appendix N Leadership Structure 378(4)
Appendix O Professional Learning Calendar 382(2)
Appendix P Creating Partnerships 384(2)
Appendix Q Communication Protocol 386(3)
Appendix R Examining Student Work 389(2)
Appendix S Ability to Achievement 391(4)
Appendix T Timeline for Continuous School Improvement Work 395(12)
References and Resources 407(5)
Index 412
Victoria L. Bernhardt, Ph.D., is Executive Director of the Education for the Future Initiative, a not-for-profit organization whose mission is to build the capacity of all learning organizations and use data to improve learning for all students. She is also a Professor Emeritus in the College of Communication and Education at California State University, Chico. This is her 22nd book.
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