Collect multiple forms of data and connect data to improved student achievement!
Are you looking for new ways to use data in the decision-making process? Are you seeking tools that provide better flow-through from data to improved student achievement? Have you ever considered including students in the data-to-improvement cycle? Schools recognize that data is an essential decision-making tool, but it requires teamwork and reflection to reap the maximum benefits. This guidebook offers practical collection and analysis methods and templates as well as tips for building trust and working together.
The Data Guidebook for Teachers and Leaders accentuates the importance of data collection of multiple types, not just from standardized tests, and analysis within any educational setting. In addition to addressing the practical aspects of data usage, the author presents innovative ideas for
Introducing students to the data analysis cycle Helping students learn how data impacts student achievement Sharing day-to-day data within departments and schools to improve weekly test scores Making data and results accessible to all team members
Data becomes a dynamic tool for change when you learn how to incorporate it into your continuous improvement process.
Arvustused
"At last, a book on data that both teachers and administrators can use to improve student achievement. Her text and user-friendly forms guide veterans and novices through a process that makes data an integral part of teaching and learning." -- Kay Burke "This book is full of examples and tools to enhance the use of data within classrooms, schools, and school districts, and can be used by individuals and groups who work within an educational setting, and would like to know more about data and its connection to continuous school improvement." -- From the Preface "Portraying data review as collegial conversation in school teams, Depka provides discussion starters, reflective worksheets, follow-up plans and graphics to guide the teams dialogue." -- Ronald S. Thomas, Associate Director "Offers a straightforward approach that requires very little statistical experience on the part of the reader. Will be invaluable for educators who are looking for a resource as they delve into their own data." -- Principal Navigator, September 2006
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vii | |
| Preface |
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ix | |
| About the Author |
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xi | |
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Data-Based Decision Making and the Improvement Process |
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1 | (8) |
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3 | (5) |
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8 | (1) |
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What Should Be Collected? |
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10 | (3) |
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13 | (2) |
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15 | (2) |
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17 | (2) |
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Getting a Closer Look at Data |
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19 | (1) |
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19 | (1) |
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Creating an Atmosphere of Acceptance |
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20 | (1) |
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Planning and Implementing the Data Delve |
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21 | (14) |
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35 | (2) |
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Standardized and State Test Data |
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37 | (14) |
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37 | (4) |
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41 | (2) |
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43 | (3) |
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Promoting Analysis and Discussion |
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46 | (4) |
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50 | (1) |
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Using District Assessments |
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51 | (4) |
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51 | (1) |
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52 | (1) |
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52 | (2) |
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54 | (1) |
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Rubrics: Data Use and Organization |
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55 | (12) |
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Gaining a Common Understanding: Holistic and Analytical Rubrics |
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55 | (1) |
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Gathering Individual Student Data From Rubrics |
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56 | (4) |
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60 | (2) |
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Communicating With Students |
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62 | (1) |
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Evaluating Group Data From Rubrics |
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63 | (3) |
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66 | (1) |
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Classroom Assessment Data |
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67 | (10) |
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The Purpose of Collection |
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67 | (2) |
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69 | (1) |
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Classroom Disaggregations |
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A Systematic View of Classroom Analysis |
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72 | (1) |
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72 | (3) |
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75 | (2) |
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77 | (8) |
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77 | (2) |
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79 | (2) |
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81 | (1) |
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82 | (3) |
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85 | (4) |
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85 | (1) |
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85 | (1) |
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86 | (1) |
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86 | (1) |
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86 | (1) |
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87 | (1) |
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87 | (1) |
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88 | (1) |
| Bibliography |
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89 | (2) |
| Index |
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91 | |
Dr. Depka is an educational consultant and author. Eileen has supervised and coordinated curriculum, instruction, assessment, special education, educational technology, and continuous improvement efforts. In addition, she provides professional development for K12 administrators and teachers. Eileen has taught all subjects at the elementary and middle levels, and she has also taught graduate-level courses. As a consultant, she has worked with schools and districts across the country, focusing on topics including assessment, grading and reporting, portfolio development, rubrics, continuous improvement, and data collection. Since 1998, Eileen has presented at the local, state, and national levels.
Eileen has been featured in and consulted on educational videos, and she has written online courses. She is the author of Focus on Homework, Designing Rubrics for Mathematics, Designing Assessment for Mathematics, and The Data Guidebook for Teachers and Leaders: Tools for Continuous Improvement. She is the co-author of Formative Assessment in the RTI Framework and a contributing author to Data Enhanced Leadership. Her newest book concentrating on questioning strategies will be available later this year through Solution-Tree press.
Eileen earned a bachelors degree in elementary education from the University of Wisconsin. Her Masters and Doctoral degrees were earned from Cardinal Stritch University.
Eileen is passionate about student achievement and is driven by the belief that all children can achieve academic success. Her goal is to work with teachers and administrators to collectively increase expertise and add to strategy banks used in educational settings in an effort to impact student achievement.
