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Anne Bubnic

Getting Started with Data Warehousing - 0 views

www.schoolcio.com/showArticle.php

ctap4data data driven decision making data warehouse student_achievement

shared by Anne Bubnic on 21 Apr 08 - Cached
  • Anne Bubnic on 21 Apr 08
     
    Historically available only to large corporations due to price and complexity, data warehousing is now an affordable and manageable option for gathering, manipulating and incorporating district data. While the inclusion of a data warehouse can be a boon for districts, the process of its development and support needs careful planning and management.
Anne Bubnic

Data: Maximize Your Mining, Part Two - 0 views

www.techlearning.com/showArticle.php

ctap4data data driven decision making student_achievement

shared by Anne Bubnic on 21 Apr 08 - Cached
  • Anne Bubnic on 21 Apr 08
     
    Delivering targeted instruction to students at all levels isn't easy. Here are some straightforward strategies. June 15, 2005
Anne Bubnic

Data: Maximize Your Mining, Part One - 0 views

www.techlearning.com/showArticle.php

ctap4data date driven decision making student_achievement

shared by Anne Bubnic on 21 Apr 08 - Cached
  • Anne Bubnic on 21 Apr 08
     
    How schools can harness data over the long term to raise student achievement in a consistent, sustained manner. Technology & Learning Magazine, Oct 2005.
Anne Bubnic

How are Educators Using Data? [MCREL Report] - 0 views

www.mcrel.org/...226

ctap4data nsba student_achievement

shared by Anne Bubnic on 21 Apr 08 - Cached
  • Anne Bubnic on 21 Apr 08
     
    A Comparative Analysis of Superintendent, Principal, and Teachers' Perceptions of Accountability Systems. The purpose of this technical report is to develop a better understanding of the assessment and accountability practices and policies that educators are implementing in the classrooms, schools, and districts and to examine whether those policies are associated with perceived school and student improvements in achievement.\n\nThe study provides descriptive information about the need for schools and districts to effectively use data, how schools and districts use data to guide classroom practice, and the difference in data use based on the level of student proficiency in individual schools.
Anne Bubnic

Essential Practices: Data Driven Decision Making [Video] - 1 views

www.youtube.com/watch

best_practice ctap4data data driven decision making dddm student_achievement video

shared by Anne Bubnic on 21 Apr 08 - Cached
  • Anne Bubnic on 21 Apr 08
     
    From PBS 39 Education. What is data driven decsion making and why is it needed? Using data is critical in strategies for student achievement.
Anne Bubnic

NSBA links: Data-Driven Decision Making - 0 views

www.nsba.org/...DataDrivenDecisionMaking.aspx

ctap4data dddm nsba student_achievement

shared by Anne Bubnic on 21 Apr 08 - Cached
  • Anne Bubnic on 21 Apr 08
     
    Increasingly, school board members from around the country are using data to help make good decisions about improving public education for all children. As school districts across the country grapple with how to think systemically and strategically about reaching student achievement goals and forging creative solutions from standardized test data, data-driven decision making can be used to inform board decisions.
Anne Bubnic

An Exploratory Analysis of School-Based Student Assessment Systems - 0 views

www.ncrel.org/...index.html

assessment ctap4data ncrel student_achievement

shared by Anne Bubnic on 05 Jun 08 - Cached
  • Anne Bubnic on 05 Jun 08
     
    This report addresses some of these issues by summarizing findings from an exploratory study of the school-based assessment practices in a sample of elementary, middle, and secondary schools. The purposes of the study were twofold: (1) to add to the growing base of knowledge about how schools use student assessment data obtained from multiple sources to inform important decisions about programs, instruction, and individual students; and (2) to identify and describe the factors and conditions that make schools' use of the student assessment data more probable and valuable.
Anne Bubnic

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

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

ascd ctap4data dufour plc student_achievement

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

assessment ctap4data dddm student_achievement

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

Using Classroom Data to Improve Student Achievement - 0 views

www.classroomdata.org

ctap4data dddm dennis_fox student_achievement

shared by Anne Bubnic on 05 Jun 08 - Cached
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  • Anne Bubnic on 05 Jun 08
     
    Simple strategies & tools to make sense of your student achievement data from Dennis Fox. The site includes downloadable workshop handouts.
Anne Bubnic

4 Ways to Build Data-Driven Classrooms - 0 views

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

assessment ctap4data dddm student_achievement

shared by Anne Bubnic on 05 Jun 08 - Cached
  • Anne Bubnic on 05 Jun 08
     
    Making data part of instructional planning can be challenging, especially if teachers are not used to thinking about assessment and data as a regular part of the process. This article offers helpful tips.
Anne Bubnic

Using Data to Discipline | - 0 views

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

ctap4data data discipline student_achievement

shared by Anne Bubnic on 05 Jun 08 - Cached
  • Anne Bubnic on 05 Jun 08
     
    The primary purpose of the pro­active schoolwide discipline plan is to create a positive, safe, supportive, and welcoming environment for all students and staff. Once this environment is established, teachers and educators are in a stronger position to provide instruction.
Anne Bubnic

Data Driven Decision Making in Fulton County Schools: A Case Study from COSN - 0 views

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

best_practice ctap4data dddm student_achievement

shared by Anne Bubnic on 05 Jun 08 - Cached
  • Anne Bubnic on 05 Jun 08
     
    This case study from the Consortium for School Networking (CoSN) provides an up-close look at how one of these trailblazers has established a sustainable strategy for data-driven decision making (DDDM).
Anne Bubnic

Accountability That Works - 0 views

www.edweek.org/...37weingarten.h27.html

accountability best_practice ctap4data school improvement student_achievement

shared by Anne Bubnic on 19 May 08 - Cached
  • Anne Bubnic on 19 May 08
     
    Teachers understand the importance of accountability and they embrace it. But an accurate and fair school accountability system remains elusive.Accountability has become a 'gotcha game'-designed to blame and punish, rather than to build capacity for improvement. Article describes four pillars of a new system of accountability.
Anne Bubnic

21st Century Teaching and Learning: Assessing New Knowledge - 0 views

www.thejournal.com/22531

21st_century_learning article assessment ctap4data student_achievement

shared by Anne Bubnic on 01 May 08 - Cached
  • Anne Bubnic on 01 May 08
     
    May 2008 : THE Journal. The challenge for teachers is to find ways to support in-depth learning and increased student achievement, "...while also employing a variety of measures, including standardized tests." What kinds of new methods would provide the kind of learning environments and learning measurements that truly reflect the learning that is taking place? What new skills are needed if instructors are to meet this challenge?
Anne Bubnic

Consider the Evidence: Evidence-driven decision-making - 0 views

www.tki.org.nz/...what-evidence_e.php

ctap4data student_achievement perceptions school_processes demographics

shared by Anne Bubnic on 24 Feb 09 - Cached
  • Anne Bubnic on 24 Feb 09
     
    All schools have data about student achievement. To make the most of these data to improve learning, we need to take be aware of many other factors - evidence that describes our students' wider learning environment.
Anne Bubnic

Framework for a Comprehensive Ed Data System in California - 0 views

www.cde.ca.gov/...yr08mckinsey1218.pdf

ctap4data calpads caltides student_achievement

shared by Anne Bubnic on 23 Jan 09 - No Cached
  • Anne Bubnic on 23 Jan 09
     
    The 118 page report, "Framework for a Comprehensive Education Data System in California - Unlocking the Power of Data to Continually Improve Public Education," recommends significantly expanding and linking information from California's K-12 system to data from pre-K, higher education, workforce, and social services data systems to inform decisions that extend beyond K-12.
Anne Bubnic

Boosting Test Scores: Principal Strategies That Work - 0 views

www.education-world.com/...admin366.shtml

ctap4data student_achievement test_score_data

shared by Anne Bubnic on 13 Sep 08 - Cached
  • Anne Bubnic on 13 Sep 08
     
    Did your students' test scores rise last year? If you're like many of our Principal Files team members, you've witnessed an increase in scores over the past several years. Seldom is it by chance that those scores have risen; it's the result of a concerted effort by an entire staff -- an effort that is very likely to include extensive data analysis, focused teacher training, frequent monitoring of student progress, practice testing throughout the year, student and staff incentives, and other strategies.
Anne Bubnic

Enhancing Student Learning [Rick Stiggins, Jan 2008] - 0 views

www.districtadministration.com/viewarticle.aspx

ctap4data formative_assessment student_achievement

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Both formative assessment and assessment for learning are intended to provide information early enough in the decision-making process to influence student learning. As traditionally conceived, formative assessment helps teachers group students more effectively and select appropriate instructional interventions. The teacher uses the assessment information. However, the litmus test of an effective assessment for learning is that it informs students about their own learning, helping them focus their learning energies where they are likely to be most effective. So formative assessment enlightens the teacher, while assessment for learning enlightens the student
  • Anne Bubnic on 04 Sep 08
     
    Create profound achievement gains through formative assessments
Anne Bubnic

Using Data to Drive Student Achievement in the Classroom and on High-Stakes Tests - 0 views

www.thejournal.com/16259

ctap4data student_achievement

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Anne Bubnic on 04 Sep 08
     
    How can we improve student learning in the classroom and raise student performance on high-stakes tests? The key is continuing assessment and evaluation throughout the school year, as well as a commitment to the success of all students.
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