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Anne Bubnic

10 Things You Always Wanted To Know About Data-Driven Decision Making - 0 views

www2.scholastic.com/...article.jsp

d3m

shared by Anne Bubnic on 14 Aug 08 - Cached
  • 1. If you're not using data to make decisions, you're flying blind.
  • 2. This is all about a process, not a specific technology.
  • 4. You will be spending more money, not less.
  • ...8 more annotations...
  • 5. Data-driven decision making does not save time.
  • The first year is all about setting goals in the community and district. Year two is about roll-out and implementation, and it's not until years three or four that you can really see the effects,"
  • 3. Get ready to feel threatened.
  • 6. Your data's cleanliness is next to Godliness.
  • 7. Don't shoot first and ask questions later.
  • 9. NLCB is just the beginning of your journey.
  • 8. A good D3M solution is one you can afford to change.
  • 10. Word of warning: D3M is highly addictive.
  • Anne Bubnic on 14 Aug 08
     
    Everyone's talking about D3M. Use this guide to help prevent all that data from driving you nuts.
Anne Bubnic

Redefining Data-Driven Decision Making - 0 views

www.schoolcio.com/showArticle.php

ctap4data d3m

shared by Anne Bubnic on 30 Apr 08 - Cached
  • Anne Bubnic on 30 Apr 08
     
    How schools can move beyond D3M to embrace a culture of education performance management.
Anne Bubnic

Turning Data into Knowledge [COSN Video] - 1 views

video.google.com/videoplay

assessment cosn ctap4data d3m data driven decision making video

shared by Anne Bubnic on 21 Apr 08 - Cached
  • Anne Bubnic on 21 Apr 08
     
    Karen Greenwood Henke: Presentation at the 12th Annual COSN Conference, San Francisco. Report on the COSN Data Driven Decision Making Initiative.
Anne Bubnic

Data done right - 0 views

www.dangerouslyirrelevant.org/...data-done-right.html

ctap4data d3m learning_outcomes

shared by Anne Bubnic on 14 Aug 08 - Cached
  • This is the NCLB model. Schools are expected to collect data once a year, slice and dice them in various ways, set some goals based on the analyses, do some things differently, and then wait another whole year to see if their efforts were successful. Somehow, this model is supposed to get schools to 100% proficiency on key learning outcomes.
  • he key difference in this model is an emphasis on ongoing progress monitoring and continuous, useful data flow to teachers
  • Under this approach, schools have good baseline data available to them, which means that the data are useful for diagnostic purposes in the classroom and thus relevant to instruction. The data also are timely, meaning that teachers rarely have to wait more than a few days to get results. In an effective data-driven school, educators also are very clear about what essential instructional outcomes they are trying to achieve (this is actually much rarer than one would suppose) and set both short- and long-term measurable instructional goals from their data.
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  • It is this middle part of the model that often is missing in school organizations. When it is in place and functioning well, schools are much more likely to achieve their short- and long-term instructional goals and students are much more likely to achieve proficiency on accountability-oriented standardized tests. Teachers in schools that have this part of the model mastered rarely, if ever, complain about assessment because the data they are getting are helpful to their classroom practice.
  • When done right, data-driven decision-making is about helping educators make informed decisions to benefit students. It is about helping schools know whether what they are doing is working or not
  • Anne Bubnic on 14 Aug 08
     
    Thoughtful analysis from Scott McLeod. In his work with numerous school organizations in multiple states, he has seen the power of data firsthand. When done right, data-driven education can have powerful impacts on the learning outcomes of students. Unfortunately, most school districts still are struggling with their data-driven practice. Much of this is because they continue to think about using data from a compliance mindset rather than using data for meaningful school improvement
Anne Bubnic

Data building better teachers - 0 views

www.jsonline.com/...index.aspx

assessment ctap4data d3m

shared by Anne Bubnic on 19 Aug 08 - Cached
  • The popular term for what's going on in the Richmond School District and other school systems throughout the region is data-driven decision making. How that plays out varies from school district to school district, from weekly meetings and annual data retreats to regular standardized assessments of student performance. What it means is educators are getting more scientific in how they approach teaching and learning in today's schools.
  • Use of the data for instruction is still in its infancy, according to Laura Maly, a math instructional coach who works with teachers at Bradley Tech and Pulaski high schools on applying the benchmark assessments to their classroom work. But she's optimistic that the more teachers learn about what information is available to them on their students, the greater impact it will have.
  • One of the main obstacles that schools say they face in taking advantage of the plethora of information available to them in the technological age is finding time for teachers to study their students' academic performance on objective measures and plan ways to address any shortcomings. In the Oconomowoc School District, each school has held a "data day" for staff before the start of school for the last four years. The Wauwatosa School District is experimenting in several schools with having teachers gather to figure out how to take information from the MAP test and apply it in their classrooms.
  • Anne Bubnic on 19 Aug 08
     
    Districts use new methods to learn what works best for kids
    No longer is it viewed as acceptable for teachers to deliver lectures, administer grades and expect their students to simply try harder. Teachers are increasingly being asked to use assessments and collect data on student learning to gauge whether their methods are succeeding and what more needs to be done.
Anne Bubnic

Data-Driven Decision-Making [John Cradler] - 0 views

www.clrn.org/dddm.cfm

ctap4data d3m elar

shared by Anne Bubnic on 19 Aug 08 - Cached
  • Anne Bubnic on 19 Aug 08
     
    What is Data-Driven Decision-Making (DDDM) and what should be considered before selecting and implementing Electronic Learning Assessment Resources (ELAR)? The following questions should be understood and/or addressed prior to making the time and funding investment to use an ELAR in your school or district.
Anne Bubnic

Data-Driven Decision Making - Chicago Public Schools - Best Practices Case Studies - 0 views

3d2know.cosn.org/...chicago_07.html

best_practice ctap4data d3m student_data

shared by Anne Bubnic on 19 May 08 - Cached
  • Anne Bubnic on 19 May 08
     
    With over 420,000 students and more than 600 schools, Chicago Public Schools finds itself in all three stages of data-driven decision making at once: collection, analysis, and action. The master data warehouse is nearly complete and will be rolled out in fall 2007 along with systems for specialized services management, curriculum instruction, and student information. Analysis is handled by the Office of Research and Analysis and published on a dedicated research Web site (http://research.cps.k12.il.us). The Principals Technology Leadership Institute (PTLI) is training principals in the art and science of using data for decision-making within their schools.
Anne Bubnic

AASA Data Session Handouts 08 - 0 views

ctap4dataresources.pbwiki.com/AASA-Data-Session-Handouts-08

ctap4data d3m

shared by Anne Bubnic on 28 Apr 08 - Cached
  • Anne Bubnic on 28 Apr 08
     
    The following handouts specifially cover data topics from the 2008 AASA Conference:
Anne Bubnic

California ELAR Project - 0 views

www.clrn.org/elar

assessment ctap4data d3m data management data warehouse elar

shared by Anne Bubnic on 23 Apr 08 - Cached
  • Anne Bubnic on 23 Apr 08
     
    Link student assessments with instruction. A one-stop web-based location to review data management systems based on approved criteria.
Anne Bubnic

Improving Decisions with Data [Doug Johnson] - 0 views

www.doug-johnson.com/...oving-decisions-with-data.html

assessment ctap4data d3m

shared by Anne Bubnic on 14 Aug 08 - Cached
  • Harnessing more powerful data tools and greater amounts of data.
  • Granting teacher, parent and community access to data
  • Planning and utilizing interoperability standards
  • ...2 more annotations...
  • Guaranteeing integrity, privacy and security
  • Building data analysis and interpretation skills
  • Anne Bubnic on 14 Aug 08
     
    Administrators will face, if they aren't already, five particular challenges in their use of data.
    1.Harnessing more powerful data tools and greater amounts of data.
    2.Granting teacher, parent and community access to data
    3. Planning and utilizing interoperability standards
    4. Guaranteeing integrity, privacy and security
    5. Building data analysis and interpretation skills

Anne Bubnic

Leading the Data Analysis Discussion: Interpreting Your AYP Results - 0 views

www.mdk12.org/...lead_data.aspx

ayp ctap4data d3m data dialogue

shared by Anne Bubnic on 25 Aug 08 - Cached
  • Anne Bubnic on 25 Aug 08
     
    Analyzing your data is a process in which you will want to involve your entire staff. Good data-driven dialogue keads to data-driven decisions. If you engage staff in an ongoing data dialogue, it is much more likely that you will feel ownership for the data-based decisions you collectively make.
soft-zone

soft-zone - 0 views

www.soft-zone.com/...320-beta-5-soft-zone-free.html

ctap4data assessment student_achievement best_practice d3m data dddm achievement gap ascd formative_assessment

shared by soft-zone on 14 Aug 14 - No Cached
  • soft-zone on 14 Aug 14
     
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