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The Data Guidebook for Teachers and Leaders
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The Data Guidebook for Teachers and Leaders
Tools for Continuous Improvement



February 2006 | 112 pages | Corwin
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 guidebookáoffers practical collection and analysis methods and templates as well as tips for building trust and working together.áThe 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 forIntroducing 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.
 
List of Figures
 
Preface
 
About the Author
 
1. Data-Based Decision Making and the Improvement Process
What Do the Experts Say?

 
The Process

 
The Improvement Cycle

 
Closing Thoughts

 
 
2. Data Collection
What Should Be Collected?

 
Creating a Balance

 
Must-Have Data

 
Tools: The Three “T’s”

 
Closing Thoughts

 
 
3. Delving Into the Data
Getting a Closer Look at Data

 
Defining a Purpose

 
Creating an Atmosphere of Acceptance

 
Planning and Implementing the Data Delve

 
Closing Thoughts

 
 
4. Standardized and State Test Data
Reporting Data

 
Comparing Response Types

 
Item Analysis

 
Promoting Analysis and Discussion

 
Closing Thoughts

 
 
5. Using District Assessments
District Assessments

 
Collecting the Data

 
Why Collect and Share?

 
Closing Thoughts

 
 
6. Rubrics: Data Use and Organization
Gaining a Common Understanding: Holistic and Analytical Rubrics

 
Gathering Individual Student Data From Rubrics

 
Reporting Results

 
Communicating With Students

 
Evaluating Group Data From Rubrics

 
Closing Thoughts

 
 
7. Classroom Assessment Data
The Purpose of Collection

 
Grade Book Highlighting

 
Item Analysis

 
Classroom Disaggregations

 
Rubric Results

 
A Systematic View of Classroom Analysis

 
Daily Reflection

 
Closing Thoughts

 
 
8. Students and Data
Feedback

 
Reflection

 
Charts and Graphs

 
Closing Thoughts

 
 
9. Experiencing Success
Generate Interest

 
Make Data a Habit

 
Involve Others

 
Promote the Cycle

 
Create an Expectation

 
Expect Change

 
Provide Support

 
Celebrate Success

 
 
Bibliography
 
Index

"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
Author/ Consultant

"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 team's dialogue."

Ronald S. Thomas, Associate Director
Center for Leadership in Education, Towson University, Baltimore, Maryland

"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

Did not provide the depth of knowledge needed to fulfill course objectives

Dr Becky Guffin
School Of Education, Northern State University
November 30, 2011

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