|Sold by:||SIMON & SCHUSTER|
|File size:||11 MB|
|Note:||This product may take a few minutes to download.|
About the Author
Dr. Depka is an educational consultant and author. Eileen has supervised and coordinated curriculum, instruction, assessment, special education, educational technology, and continuous improvement efforts. In addition, she provides professional development for K–12 administrators and teachers. Eileen has taught all subjects at the elementary and middle levels, and she has also taught graduate-level courses. As a consultant, she has worked with schools and districts across the country, focusing on topics including assessment, grading and reporting, portfolio development, rubrics, continuous improvement, and data collection. Since 1998, Eileen has presented at the local, state, and national levels.
Eileen has been featured in and consulted on educational videos, and she has written online courses. She is the author of Focus on Homework, Designing Rubrics for Mathematics, Designing Assessment for Mathematics, and The Data Guidebook for Teachers and Leaders: Tools for Continuous Improvement. She is the co-author of Formative Assessment in the RTI Framework and a contributing author to Data Enhanced Leadership. Her newest book concentrating on questioning strategies will be available later this year through Solution-Tree press.
Eileen earned a bachelor’s degree in elementary education from the University of Wisconsin. Her Master’s and Doctoral degrees were earned from Cardinal Stritch University.
Eileen is passionate about student achievement and is driven by the belief that all children can achieve academic success. Her goal is to work with teachers and administrators to collectively increase expertise and add to strategy banks used in educational settings in an effort to impact student achievement.
Table of Contents
List of FiguresPrefaceAbout the Author1. Data-Based Decision Making and the Improvement Process What Do the Experts Say? The Process The Improvement Cycle Closing Thoughts2. Data Collection What Should Be Collected? Creating a Balance Must-Have Data Tools: The Three “T’s” Closing Thoughts3. Delving Into the Data Getting a Closer Look at Data Defining a Purpose Creating an Atmosphere of Acceptance Planning and Implementing the Data Delve Closing Thoughts4. Standardized and State Test Data Reporting Data Comparing Response Types Item Analysis Promoting Analysis and Discussion Closing Thoughts5. Using District Assessments District Assessments Collecting the Data Why Collect and Share? Closing Thoughts6. Rubrics: Data Use and Organization Gaining a Common Understanding: Holistic and Analytical Rubrics Gathering Individual Student Data From Rubrics Reporting Results Communicating With Students Evaluating Group Data From Rubrics Closing Thoughts7. Classroom Assessment Data The Purpose of Collection Grade Book Highlighting Item Analysis Classroom Disaggregations Rubric Results A Systematic View of Classroom Analysis Daily Reflection Closing Thoughts8. Students and Data Feedback Reflection Charts and Graphs Closing Thoughts9. Experiencing Success Generate Interest Make Data a Habit Involve Others Promote the Cycle Create an Expectation Expect Change Provide Support Celebrate SuccessBibliographyIndex