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Anne Bubnic

Closing the Achievement Gap: How Schools are Making It Happen - 0 views

www.annenberginstitute.org/...gap_cj.htm

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shared by Anne Bubnic on 23 Apr 08 - Cached
  • Anne Bubnic on 23 Apr 08
     
    One of the most vexing problems in American education is the achievement gap. Schools and districts are tackling the problem in different ways and seeing results. The first step in dealing with the achievement gap is acknowledging that the problem exists. Yet not all districts break down student performance data to show how various racial and ethnic groups perform.
Anne Bubnic

Teaming for Success in Underperforming Schools - 0 views

tinyurl.com/5mbhrc

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shared by Anne Bubnic on 04 Sep 08 - Cached
  • Anne Bubnic on 04 Sep 08
     
    Like never before, today's classroom teachers routinely are being asked to collaboratively analyze student data, develop or implement new mandated curricula, and assess the effectiveness of these innovations. Ironically, few preservice preparatory or in-service professional development programs actively train classroom instructors in the use of team-based inquiry or collaborative data- driven problem solving. Framed within the context of the literature and governmental efforts to achieve school reform, this article describes one such in-service program, in practice at public and charter schools in high-need communities in New York City. The Inquiry Based School Improvement Program (IBSIP) was created and designed to help schools serving high-need communities in New York City engage in the types of team-based inquiry and data-driven problem solving needed to meet the everchanging institutional demands on these schools to improve.
Elrod Darnel

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Anne Bubnic

What Is a "Professional Learning Community"? |Richard DuFour - 0 views

pdonline.ascd.org/...el200405_dufour.html

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shared by Anne Bubnic on 04 Sep 08 - Cached
  • Big Idea #1: Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift—from a focus on teaching to a focus on learning—has profound implications for schools.
  • Big Idea #2: A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.
  • Big Idea #3: A Focus on Results Professional learning communities judge their effectiveness on the basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. The focus of team goals shifts. Such goals as "We will adopt the Junior Great Books program" or "We will create three new labs for our science course" give way to "We will increase the percentage of students who meet the state standard in language arts from 83 percent to 90 percent" or "We will reduce the failure rate in our course by 50 percent."
  • Anne Bubnic on 04 Sep 08
     
    The professional learning community model has now reached a critical juncture, one well known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, "This too shall pass."
Anne Bubnic

Improving Teaching and Learning with Data-Based Decisions - 0 views

www.ers.org/sum01a.htm

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shared by Anne Bubnic on 05 Jun 08 - Cached
  • Anne Bubnic on 05 Jun 08
     
    "Data-based decisions"-the phrase has become a buzzword in education over the last few years. However, it does make sense that using information to help clarify issues, identify alternative solutions to problems, and target resources more effectively will lead to better decisions. The real question should not be whether to integrate the use of data in decision making, but how.Finding good data and using it effectively is actually a complex process-one that many schools and districts are just beginning to address. One specific type of data-based decision making that shows promise for helping schools dramatically increase student achievement is the use of assessment data to drive instructional improvement
Anne Bubnic

Taking data to new depths [Nancy Love] - 0 views

www.nsdc.org/...love254.cfm

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shared by Anne Bubnic on 05 Jun 08 - Cached
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  • While collaborative inquiry is appropriate for any content area, it is particularly relevant for mathematics and science because the process mirrors for the adults what students experience in our best mathematics and science classrooms. Data teams investigate not scientific phenomena or mathematics problems, but how to improve teaching and learning. They raise questions, examine student learning and other data, test their hypotheses, and share findings with their colleagues.
  • Typically, one or two teachers, one administrator, and one NSF project staff member become data facilitators for a school. They then convene school-based data teams to focus on improving mathematics and science. Sometimes team members are from the mathematics or science department or are existing grade-level teams. Other times, the team is schoolwide.
  • If data facilitators have only one source of data on student learning, they collect additional data such as local assessments or common grade-level and course assessments for the next data facilitator session. The process emphasizes triangulating data, using three different sources of student learning data before identifying the student learning problem. By triangulating, data facilitators guide data teams to test hunches with other data instead of drawing conclusions from a single measure.
  • ...1 more annotation...
  • In their data facilitator workshops, data facilitators use the "go visual" principle, first developed by nonverbal communications expert Michael Grinder (1997). Grinder revealed the power of large, visually vibrant and color-coded displays of data in fostering group ownership and engagement. Data facilitators work with the team on one data report at a time to avoid overload and confusion. For each report, they create a colorful newsprint-sized graph displaying the results and post it on their "data wall." Then they record their observations and inferences on additional pieces of newsprint that they post under their chart. As they work with additional data, they add more graphs and more observations and inferences to their data wall.
  • Anne Bubnic on 05 Jun 08
     
    There's a ton of data being collected. The trick is to know how to use it effectively.
Anne Bubnic

Case Study: Using Data Mining to Analyze Student Behavior - 0 views

www.schoolcio.com/showArticle.php

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shared by Anne Bubnic on 28 Apr 08 - Cached
  • Anne Bubnic on 28 Apr 08
     
    A Louisiana district scours a year's worth of discipline reports for patterns. It occurred to Bowman that analyzing the reports could provide insight into the root causes of disciplinary problems--tardiness, dress code violations, fighting, vandalism, and more--as well as the effectiveness of how the schools deal with them, and how fairly discipline is enforced. The reports generally contain structured data, including demographic information such as the student's grade and age, and a written narrative that describes the infraction.
allissa meyers

Ontario Payday Master: Valuable Guide That Describes The Important Points Related With ... - 0 views

ontariopaydaymaster.blogspot.com/...-that-describes-important.html

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Best Orthopaedic Hospital in Hyderabad | Prathima Orthopaedic Hospital - 0 views

www.prathimahospitals.com/...orthopaedics

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shared by rajeshsharma10 on 16 Jul 18 - No Cached
  • rajeshsharma10 on 16 Jul 18
     
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Buy Verified Paxful Account- 100% Fully Verified & safe... - 0 views

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  • Nelson Lindsay on 26 Feb 16
     
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Anne Bubnic

Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Lea... - 0 views

www.essentialschools.org/...559

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shared by Anne Bubnic on 27 Aug 08 - Cached
  • The scenarios that illustrate each chapter come from two case studies, one based on a K-8th grade scenario and the other a 9th-12th grade setting. Data Wise grounds its discussion in examples from those contexts, keeping the material accessible and focused on realistic problems and solutions. Data Wise's process depends on collaboration and full faculty participation. With a sympathetic understanding of the inevitable limits on staff time, the authors discuss the best ways to structure collaborative faculty time and include three protocols to involve faculty and staff in gaining insight from data.
  • Anne Bubnic on 27 Aug 08
     
    Demystify that data! A powerful asset to data driven inquiry and improvement, Data Wise comes out of a work group of Boston Public School leaders and Harvard Graduate School of Education faculty and doctoral students and is informed by the development of a data system now used by all Boston Public Schools. Data Wise guides schools and school systems through the growth of comprehensive data systems that encompass classroom work samples as well as standardized tests.
Anne Bubnic

Online Assessment: Put Down Your Pencils - 0 views

www.aasa.org/...saarticledetail.cfm

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shared by Anne Bubnic on 17 Aug 08 - Cached
  • Online testing will require skills beyond those finely honed copying, collating and stapling skills we have acquired from our years of paper-and-pencil testing. Selecting the online assessment tool that works best for your school district can be facilitated by ensuring communication among all potential users of the application from the beginning of the selection process.
  • While online testing shares many of the same preparation requirements as traditional paper-based tests, they now take different forms. Rather than making sure you have enough printed copies of a test, an evaluation of the viability of online testing should involve a review of a district’s ability to provide for sufficient online access within the schedule for administration. For example, based on the number of computers and the network load, how many students can take the assessment during an exam period? Does the software restrict the number of concurrent users? Teachers likely will want the ability to create multiple forms of the test for security within the test administration. Can the application easily provide for this function?  
  • Further, the use of computers for online testing necessitates that students and teachers are already comfortable with using this technology as a regular part of daily instruction. Focused professional development on the usage of the application as well as what to do if things go awry will help the transition for staff. Issues to address could include what to do if a student needs to change an answer after a section of the testing is complete, how are unique log-ins provided for the students or if there is a technical problem during an administration can students resume where they were in the test.
  • ...1 more annotation...
  • While many students are digital natives, they also should be involved in the preparation for the transition to online testing. Their feedback on the format and presentation of the items and the applications’ usability should not be overlooked. A key part of the selection process should also focus on whether the assessment application can provide for accommodations for all learners. For example, does the application provide read-aloud functionality or large print for students with visual impairments? A related consideration is whether the application can provide assessments in a variety of languages for non-native speakers.
  • Anne Bubnic on 17 Aug 08
     
    No. 2 lead pencils might be suffering from "bubbling withdrawal" in many school systems across the country as more schools introduce online testing to assess student learning. Ranging from handheld devices to web-based and local server applications, online testing is now a viable option for formative and summative assessments.
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