|DBDM Coaching Companion|
|Title||Type of Resource||Source||APA Citation|
|Data-Driven Teachers||White Paper|
Outlines many of the basic competencies teachers need to be effective data-driven classroom instructors. These competencies were developed in conjuction with the International Society for Technology in Education as part of a comprehensive professional development initiative for the Chicago Public Schools.
|https://www.hved.org/documents/DataManagement/Data_Driven_Teachers.pdf||McLeod, S. (2005). Data-driven teachers. UCEA Center for the Advanced Study of Technology Leadership in Education. Retrieved from https://www.hved.org/documents/DataManagement/Data_Driven_Teachers.pdf|
|Eight Steps to Becoming Data Wise||Article |
This article outlines the data-based decision making process developed by Harvard School of Education and the Boston Public Schools.
|http://www.ascd.org/publications/educational-leadership/nov15/vol73/num03/Eight-Steps-to-Becoming-Data-Wise.aspx||Oberman, M., & Boudett, K. P. (2015, November). Eight steps to becoming data wise. Educational Leadership 73(3). Retrieved from http://www.ascd.org/publications/educational-leadership/nov15/vol73/num03/Eight-Steps-to-Becoming-Data-Wise.aspx|
|Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning||Book |
Based on the Data Wise Project developed by Harvard Graduate School of Education, this blueprint for data-based decision making shows how educators can use collaborative data inquiry to drive continuous improvement of teaching and learning for all students. Examining test scores and other classroom data can become a catalyst for important schoolwide conversations that will enhance schools’ abilities to capture teachers’ knowledge, foster collaboration, identify obstacles to change, and enhance school culture and climate.
|Boudett, K. P., City, E. A., & Murnane, R. J. (2013). Data wise: A step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press.|
|Data Driven Instruction||Blog Post|
This short post by the Children’s Literacy Initiative provides a simple process for DBDM using formative assessments to drive instruction.
|https://cli.org/blog/what-is-data-driven-instruction/||Children's Literacy Initiative. (2015, April 2). Data driven instruction [Web log post]. Retrieved from https://cli.org/2015/04/02/what-is-data-driven-instruction/|
|Using Student Achievement Data to Support Instructional Decision Making||White Paper |
This white paper outlines five recommendations to help principals put student acheivement data to the best possible use.
|http://www.naesp.org/sites/default/files/Student%20Achievement_blue.pdf||National Association of Elementary School Principals. Using student achievement data to support instructional decision making. Retrieved from www.naesp.org/sites/default/files/Student%20Achievement_blue.pdf|
|Using Data to Improve Schools: What's Working||Report|
This report provides a guide to using data to drive school improvement. School system leaders and their staff can learn how to build a districtwide culture of inquiry that values the use of data for sound decision-making.
|http://www.aasa.org/uploadedFiles/Policy_and_Advocacy/files/UsingDataToImproveSchools.pdf||American Association of School Administrators. Using data to improve schools: What's working (Award R215 U99). Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education.|
|Doing Data Right: Lessons in School Data Planning||Article|
This article explores the challenges of data use in schools and suggests some methods for overcoming those challenges.
|http://www.seenmagazine.us/Articles/Article-Detail/articleid/4672/doing-data-right||Ziegenhagen. L., & Julka, J. (2015, April 23). Doing data right: Lessons in school data planning. Seen Magazine. Retrieved from http://www.seenmagazine.us/Articles/Article-Detail/articleid/4672/doing-data-right|
|Opening or Closing Doors for Students? Equity and Data-Drive Decision-Making||White Paper|
The relationship between data use and equity are examined as well as uncovering how data use can open and close doors for students.
|https://research.acer.edu.au/cgi/viewcontent.cgi?article=1317&context=research_conference||Datnow, A. (2017). Opening or closing doors for students? Equity and data-driven decision-making. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1317&context=research_conference|
|How Classroom Assessments Improve Learning||Article |
Teachers who develop useful assessments, effectively use data from assessments, provide corrective instruction, and give students second chances to demonstrate success can improve their instruction and help students learn.
|http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-Learning.aspx||Guskey, T. R. (2003). How classroom assessments improve learning. Educational Leadership, 60(5), 6-11 [online article]. Retrieved from http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-Learning.aspx|
|Data in Schools–Understanding What it is, How it’s Used, and How We Can Improve||Blog Post|
This article addresses the primary challenges of using data in educational decision-making and provides insight into how to overcome these challenges.
|https://www.nciea.org/blog/assessment/data-schools-understanding-what-it-how-its-used-and-how-we-can-improve||DePascale, C. (2018, August 8). Data in schools–understanding what it is, how it’s used, and how we can improve [Web log post]. Retrieved from https://www.nciea.org/blog/assessment/data-schools-understanding-what-it-how-its-used-and-how-we-can-improve|
|Using Data to Improve Learning for All: A Collaborative Inquiry Approach||Book |
Presenting a conceptual framework and practical methods, this resource combines a powerful collaborative inquiry process, reflective dialogue, and rigoruous use of data to improve student outcomes.
|Love, N. (2008). Using data to improve learning for all: A collaborative inquiry approach. Thousand Oaks, CA: Corwin Press.|
|Making Sense of Data-Driven Decision Making in Education: Evidence from Recent RAND Research||White Paper|
This "occasional paper" seeks to clarify the ways in which multiple types of data are being used in schools and districts by synthesizing findings from recent research conducted by the RAND Corporation. This paper addresses four fundamental questions: What types of data are administrators and teachers using?; How are administrators and teachers using these data?; What kinds of support are available to help with data use?; and What factors influence the use of data for decision making?
|https://www.rand.org/content/dam/rand/pubs/occasional_papers/2006/RAND_OP170.pdf||Marsh, J. A., Pane, J. F., & Hamilton, L. S. (2006). Making sense of data-driven decision making in education: Evidence from recent RAND research. Retrieved from http://www.rand.org/pubs/occasional_papers/OP170.html.|
|District and School Data Team Toolkit||Toolkit |
This toolkit can help engage all members of a district community in using multiple data sources and the inquiry process to continuously improve teaching and learning. Developed by the state of Washington School Information Processing Cooperative (WSIPC), this toolkit is designed to help district staff lead all members of the district community in the development of data use to improve student achievement. Tools and resources provided are primarily for district data use but can be adapted for classroom data use as well.
|http://www.k12.wa.us/CEDARS/Data/pubdocs/FullToolkit.pdf||Geier, R., Smith, S., Chmielewski,E., & Morton, A. (2011). District and school data team toolkit. Retrieved from http://www.k12.wa.us/CEDARS/Data/pubdocs/FullToolkit.pdf|
|Central Beliefs About Data Inquiry Teams||Webpage |
Data teams are defined and five key points are described to make data teams most effective.
|https://eleducation.org/resources/central-beliefs-about-data-inquiry-teams||EL Education. (2019). Central beliefs about data inquiry teams. Retrieved frhttps://eleducation.org/resources/central-beliefs-about-data-inquiry-teamsom|
|Using Data and Formative Assessment to Drive Instruction||Handbook & Tools|
This handbook provides indepth information on forming and implementing collaborative data teams, types of assessments, analyzing data, identifying student errors and misconceptions, and developing a plan to improve instruction. Tools and templates are provided to assist teams with the process.
|https://www.siprep.org/uploaded/ProfessionalDevelopment/Minutes/Using_Data_Formative_Assessment_St.Ignatius_MAHS_Oct2016.pdf||Research for Better Teaching, Inc. (2016). Using data and formative assessment to drive instruction. Retrieved from https://www.siprep.org/uploaded/ProfessionalDevelopment/Minutes/Using_Data_Formative_Assessment_St.Ignatius_MAHS_Oct2016.pdf|