Getting Excited About Data: Combining People, Passion, and Proof to Maximize Student Achievement

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Corwin Press, Feb 20, 2004 - Education - 239 pages
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Getting Excited About Data, Second Edition builds upon the best-selling first edition to provide additional guidance and support for educators who are "ready, willing, and able" to explore more sophisticated uses of data. New tools and activities facilitate active engagement with data and a collaborative culture of collective responsibility for the learning of all students.

Precise and on target, this excellent new resource enables educators to effectively use their schools' data to respond to the challenges of the No Child Left Behind Act, and provides: a knowledge base emphasizing the role of data in school effectiveness and successful change; a focus on tapping the professional passion of dedicated educators who want to work for the benefit of students from an intrinsic motivation perspective, group activities that energize people in collaborative efforts; key questions to identify sources of the proof of success necessary to stimulate confidence and further action; a clear understanding of the need for "up close, in real time" assessment to balance high-stakes, external test; and information on how to utilize data to establish priorities and integrate accountability requirements with goals that are data-based and grounded in school values.

 

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Contents

3 Possible Plans Already in Place
8
Understanding the Importance of Proof
17
1 Synopsis of National Research Reports
21
Coping With the Barriers to Data Use
25
3 Data Awareness Questionnaire
34
Engaging the People
39
1 Creating a Culture of Collective Responsibility
43
3 Understanding the New Proficiency Scores
51
1 Agenda for Data Day
127
Establishing Priorities
135
1 GoalSetting Matrix
138
2 ValueAdded School Efforts
146
Drilling Down the Priority Data
149
1 Distribution of Low Reading Scores by Gender
155
Looking Around and Looking Within
159
1 Essential Components of a Balanced Reading Program
162

Arousing the Passion
53
3 Our Own Thesaurus
60
A Completed Example
67
Starting With the Significant
69
2 Data to Answer Questions of Local Significance
75
5 Reading Achievement Scores Disaggregated
82
8 What Does the WASL Look Like?
88
Displaying the Data
91
3 M T Bailey Middle School California Achievement
98
8 Survey Responses From Teachers Students
104
Interpreting the Results
113
1 Carousel Data Analysis
114
4 Summary of Student Performance Results
120
Happy Valley Elementary
169
7 Balancing the Reading Block
175
10 CauseandEffect Diagram of Student Absenteeism
186
Clarifying District School and Classroom Roles
189
Planning Your Work and Working Your Plan
197
1 Action Plan Form
199
3 AnalysisofStudentWork Template
205
5 Gathering Data From Draft Books
209
Sustaining the Struggle
217
Leading With Relentless Resilience
225
l Success With Sunnylands Kindergarten Cohort
229
References
233
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About the author (2004)

Edie L. Holcomb is executive director of curriculum and instructional services for Kenosha Unified School District No. 1 in Kenosha, Wisconsin. She has experienced the challenges of improving student achievement from many perspectives:

  • From classroom teacher to university professor
  • From gifted education coordinator to mainstream teacher of children with multiple disabilities
  • From school- and district-level administration to national and international consulting
  • From small rural districts to the challenges of urban education

She is highly regarded for her ability to link research and practice on issues related to instructional leadership and school and district change—including standards-based curriculum, instruction, assessment, supervision, and accountability. She has taught at all grade levels, served as a building principal and central office administrator, and assisted districts as an external facilitator for accreditation and implementation of school reform designs. As associate director of the National Center for Effective Schools, she developed a training program for site-based teams and provided technical support for implementation of school improvement efforts throughout the United States and in Canada, Guam, St. Lucia, and Hong Kong. She developed a comprehensive standards-based learning system for the staff and 47,000 students of the Seattle, Washington, city district and has supervised K–12 clusters of schools and evaluated principals.

Her work received the Excellence in Staff Development Award from the Iowa Association of Supervision and Curriculum Development in 1988. In 1990, her study of the needs of beginning principals was recognized by the American Association of School Administrators with the Paul F. Salmon Award for Outstanding Education Leadership Research.

She served as an elected member-at-large on the Leadership Council for ASCD International, played an active role in Washington State’s School Improvement Assistance Program, and contributed to development of the new School System Improvement Resource Guide. Holcomb is the author of four previous books and numerous articles and reviews.

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