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ERIC EJ965902: When Data Drives School Culture PDF

2011·1.7 MB·English
by  ERIC
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drives school culture Data availability and use are crucial to improving academic outcomes at high-performing schools. Jor schools tobe effective learning organizations, their ‘eachers and leaders need ocontnuovyevlaate wht Isworkingand whats, Some ecent esearch shows that such reflection might be particularly important inthe smidlegraesa crucial time to idetify and intervene with st dente atrisk of iter academic flare. To make the bet decison, ‘slucitorsneed to have access to timely asessment and other deta, ‘och atatendanceandbehavor recor. Initestady of grades education, Gaining Grund inthe Mid Grades Why Some Schools Do Bete EeSourcesurveyed 03 rmidlegeaes principals, 157 superintendents, and 3,752 English ‘ndmatheacherstofind out which practices distinguished higher performing from lower performing schools serving stents wth ‘mila socioeconomic characteristic. The dy found that high performing school focus intensely on improving academic ou ‘comer for tagents, and data svallablity and use play crcl part Inwhat these schools do. "The sareyrased about wierangeof practices -inchingthe ‘ue of data thought have an impact on middle racer stadens ‘outcomes. Among the findings the dy provides insights ino how dataare ted in higher performing schools help improve strvtion and stadt earning mistts support higher performing schools by providing timely, sertindy data on students oraschool tobe able effectively we student data to impeone {natuction, it must have th suppor oft ditt ina number of sways. In the EdSource study, dsteets with higher performing 94 Leadership school play pivotal ley etting expectations, supporting school pac making ue data availble and ing data themrsves ‘These dist emphasize regular eacher use of benchmark and! or dagnostic assessments. They soppor teachers and principals by providing» computer-based system tat sey to acess and by ‘raining rao how toute the data management software tec- tive Districts also provide standards-based benchmark testsineach apade and each saject that they expecta shools administer, “They hen aval the dataand provide them prompt othe school in ways that are most useful to teachers and principal, Teaches not onl receive California Standards Tet (CST) data foreach ind ‘idol stunt, bat also dsagrepated by specif sil or academic conten forall stuents that they can se whether the hare been efetve in imparting knowledge or eachinga sil Ina ‘onthe ric provides dt ase on sbgroup (ethnic English learners et) and summary data forall students acrosthe rade Tevelsthey teach Dinritsalio are tudentoutcomestoinfuenceschoolimprove rent such as by recognizing bth ood teacher practices and ares where improvementisnecesty ‘mHighrperorming schools use assessment and othr student sata exteshely and in mutpi ways ‘Very few principals or teachers who repondedt the EéSoatee ey tesouee ud reported never aig tert data to inform ther work However, higher performing schools appeared to die from teirlower pe. forming counterparts inthe frequency of thei date we ~ through cout the year versus few times yea. They az differed in how ‘many sndin what aye they ue dat, The changing rol of raipals Inbigher-performing schools, the principals personaly use ‘he data extensively and in multiple way to develop strategies o Improve student achievement and teaching. Many o these princi palsy they eview CST and benchmarktetsthroughout the year with individual teachers, teachers grouped by grade level, English ‘nd mathteachesby department and other schol administrators ‘They also review the data bated on wubproupe of aden. Many say hey also meet withthe etre scoeltafio review schoolwide benchmackscores. Principalsin these choos report that they se data set goals to improve student uring oval Batthey aso use individual test resltsto focus on speci students develop strategist help them. improve ad fllow upon hei progres. ‘Like their distri endes these princpls st high expectations andemphasize the us of ata to assess progres. They execteach- esto monitor student grades and clases scores to evaluate sab (op progres osetmeasurable dent goals ando api eport ‘ny need forintervetion- They use data examine teachers prac- ‘ices and content knowlege sotheycan determine what profesional development needed for indivi echers or fora department ‘Tey lo use aato Meaty area for schoolwide improvement [Aschootide culture shift ‘The extensive use assessment data by pencil and acers signals culture shift higher-prforming schools toa more in- tense focuson dent outcomes, Tetcersand principals agree that ‘helrschool hasan instructional plan in place and that they asess ‘he effectiveness of hat plan onan ongoing ass. ‘Teachersnhes school report thatthe lyon test data eal tntestodents and themselves. They se data to determine tude progres individually andy subgroup, ten and correct gaps {in their aring, and set goals— ai, individually and by sb group: Teachers aso use data to encourage students to el thes. seehow they ae stad improviog- And equalyimportan.eac- ‘arly on tert datato inform their own instructional practice ‘Teachers thee cools adminitea wide variety ote to a- complish hel goals ncudig ‘Benchmark est to determine whether students ae meting parle standards: Diagnostic asessments to gure out what students know and ‘ensture ofany misconceptions: Classroom-based tts hep gudeiastrvton. Andinsomeofthesehighr performi special eamsmeetto review student atendance dita devi soitions.Resarchbat shown hatstudentbehavior and attendance can pred, for example, whether dents entering high- poverty mile schoolsbeindgradeleein mathematic will, catch up before they leave. This research emphasise the value of immediate eponte toa taden ft unexcused absence snd co sent modelingand recognition of pone tudent behav. nally the schools ae annual dent standards bated ase rent eoresto aid thepacement of tadens ncading determi ration of whether they shold be promoted and whether interven ons areneded. mEtfectv ue of ata artes across the state ‘The BéSoure study points out the variation nthe acessto and se of data throughout theta. Only 163 of 33 princpalssurveyed scrongly agreed that thirds provides computer-based sytem to eoubleschool staff members to aces and review student at, ‘And onl 63 strongly agreed that tei district provides adequate tesiningto fin data management software, ‘The study als indicts the important rol of data in driving school improvement. fective schools in the studyhave a intents focason improving student outcomes, retin continously on ‘wha inworking, whitiot and how wo change, Tete school se dato infor decisions bout addtional academicsopport and sent placemestand'o set goalfor meeting the needs ofinividuas nd student sodgroups Districts play «crucial role in making ongoing evaluation of progress effective tthe school level, They do this by enabling. fchools to aces stadent assessment data quickly and in usable form, andby making reflection on common beacmarksfor student leaning not oly possible, butabso expected. ML For mor information abou the study rad he flrpot go 10 wwmedsoure og midle-gades-sudy hid Soweto rt) ranton xa inca 197 ndepedet and inari 8Soure ces and sibs ‘oman atts 1-4 aveaton sues an pomas hugh obios abot Gallomi’ pub eteton ster. About thls study: Ine esa tam ets eS tve De Waimea Soe at Moe Nt pee snes, an nar pas ae Sarda Stet cfedueatn; a se enone sso sah, ‘Te suet acer cal, ad seperti eta seu plead pcs inte nie pes org he £303 stoos oe utrr wee ste, en arr ges 7, ses ee sent gues 6 Tee etd oo these we i, nested lod idence comms Sunes eae pte 209s ncaa Standort eninge ange ats an mat fast 0¢o00sudensie gate, Tan peel tingade ‘Tsu eld he legates rates pleas ‘atefaemzengeprenng scl ce vgsbongen JanuarylFebroary2011 38

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