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The separation of results into different subgroups that make up the population is called______
What demographic data elements can change when leadership changes?
B. A strong staff
C. School district
D. Student population
a strong staff
Why are demographic data important to continuous school improvement?
A. To meet the needs of the students
B. To meet the needs of the staff
C. To meet the needs of the district
D. To meet the needs of all stakeholders
to meet the needs of the students
Which of the following is considered demographic data?
A. Scores on leap test
B. Emotions of students
C. Numbers of students and grade level
D. Opinions of. Teachers
number of students and grade level
Who should know demographic data of a school and why?
The instructional staff, admin team, and school district
this will allow them to better understand what data processes are being implemented for the continuous improvement of the school
What are some questions we should ask about how we do business with perceptions data?
Where are we now?
Where do we want to be?
Is what we are doing making a difference?
Which of the following is not a step in the questionnaire process of perceptions data?
A. collect the data
B. change the perception
C. determine the purpose
D. analyze results
change the perception
Which is not a primary goal for the questionnaire process?
A. move the analysis of perceptions data into reports that can be easily interpreted
B. create a survey to gather relevant data
C. report results in time for them to be used while they are still relevant
D. get the results into the hands of the people that need them.
create a survey to gather relevant data
What is the most effective approach in getting perceptions to change?
Explain one of the ways that we can change people's perceptions?
1. We can change perceptions through behavior changes by involving all stakeholders. We should increase their understanding of approaches used.
2. We can change perception through cognitive dissonance, which is the discomfort one feels when thoughts or ideas are inconsistent. People experience a conflict between what they believe and experience.
3. Use transparent communication. If people do not have the facts, their perceptions are often filled with incorrect information or bias.
Which is not a role of assessment in learning?
A. Assessment for Learning
B. Assessment as Learning
C. Assessment of Learning
D. Assessment to Learning
Assessment to Learning
Which of the following is not a characteristic of an inferential statistic?
A. concerned with measuring a sample from a population
B. making estimates
C. generalize the results of data analysis when one is not using the entire population
D. summarize the basic characteristics of a particular distribution
summarize the basic characteristics of a particular distribution
Which of the following is an example of a descriptive statistic?
C. Percent Correct
D. all of the above
all of the above
mean, medium, percent correct
NCE (National) scores can be used for comparison because.....
they have equal intervals, they can be aggregated, disaggregated, and averaged, and match percentiles of 1 to 99
Explain the difference between the validity of data and the reliability of data
Validity of data measures whether data provides the type of information desired, and reliability is the consistency with which knowledge is measured.
Validity of data concerns the content, and the face of the assessment and the predictiveness.
Reliability is impacted by the length of the exam, the range of item difficulty and the consistency of the testing environment.
Which of the following is an example of a school data process?
lesson plans, pbis programs, after school tutoring
Why are school process data important for continuous school improvement?
A. Produces usable classroom and school wide results
B. Create a competitive atmosphere
C. Displays student discipline
D. Discourages school growth
produces usable classroom and schoolwide results
What is the initial step in analyzing school process data?
list the program and processes being used in your school
At the highest level of data we use?
Prediction and optimization
What's the only measure in which we have almost complete control in the education setting?
Explain who uses school processes data and why.
School processes are actions administrators and teachers take to achieve the purpose of the school/the vision
Name each of the 6 steps of analyzing school data.
small group review
large group consensus
comprehensive analysis for each type of data
aggregation of commonalities
A needs assessment, as well as the evaluation of the different categorical systems which make up the school environment is a:
What is the first step of analyzing school data?
______ are the positive elements one can see in the data:
Which data categories should be independently analyzed?
demographics, perceptions, school processes
What facilitates powerful exploration of the intersections while helping uncover contributing causes of our undesirable results?
the problem solving cycle
What are the four measures of data?
demographics, perceptions, school processes, and student learning
Intersections assist educations with:
A. Gaining information on student demographics
B. Better understanding results we are getting from data gathered in the school
C. Develop and education plan for each student
D. Adjust implementation strategies
better understanding results we are getting from data gathered in the school
List the 4 steps of the problem solving cycle
1. Identify the Problem
2. Staff members brainstorm 20 reasons the problem exist
3. Identify questions and data needed to answer each question
4. Analyze the data
How many steps are there in creating a shared vision?
When creating a shared vision, the flow of information should be:
small group to whole group
Effective visions have which one of the following characteristics:
A. Grounded in research of best practices
B. Organized on what students do
D. Created from individual values
grounded in research of best practices
Which one of these is not a guiding principle when creating a guided vision:
only administration should be committed
Compare random acts of improvement to focused acts of improvement
For the random there isn't no shared vision or goals, because everyone is moving in different directions
For the focused acts of improvement everyone comes together to move in the same direction to improve the school
There are 3 supportive implementation strategies to implementing a school vision and plan. Which of the following is not one of the three?
C. professional learning
A SMART goal is:
Specific Measurable Attainable Realistic Trackable
A continuous improvement plan consists of which of the following:
Which DOES NOT work together to help everyone on staff implement the vision?
A. leadership structures
C. professional learning
Why is a continuous school improvement plan important to continuous school improvement?
A continuous school improvement plan is important to continuous school improvement because it spells out how school improvement is going to occur. It moves the whole system forward to a vision as opposed to just closing the gap. It lays out how to implement a vision including strategies and activities, person(s) responsible, measurement, expenditures, estimated cost, funding sources, and timelines.
According to the text, continuous school improvement is defined as the process of improving school on an ongoing basis, as follows:
1. using data to understand where the school is now
2. understand how the school is getting its current results
3. clarifying where the school wants to go, with respect to vision
4. determining how the school will get to where it wants to go
School Improvement efforts rely on the avaliability of relevant data for answering questions in relation to 4 major categories: Name the categories
Demographics, perceptions, student learning, school processes
enrollment, attendance, drop-out rates, ethnicity, gender, grade level
perceptions of learning environment, values and belief, attitudes, observations
Describe student learning:
standardized tests, Norm/Criterion- referenced tests, teacher observations of abilities, and formative assessments
Describe school processes:
description of school programs and processes
Review the Continuous School Improvement Cycle shared from the text. There are 7 major questions that guide the improvement cycle. List and explain those questions:
1. Where are you now?--- assess current situation
2. How did we get to where we are?-- study the results of processes
3. Where do we want to be?-- create a shared vision
4. How are we going to get to where we want to be?-- develop short and long-term plans
5. How are we going to implement?-- employ leadership structures, professional learning, partnerships
6. Is what we are doing making a difference?-- evaluate programs, processes, and system
7. How can we keep doing the things that make a difference?-- improve processes, strandardize improvement
What should always be at the center of the Continuous School Improvement Cycle?
vision, mission, values and beliefs standards
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