The Data-Driven School : Collaborating to Improve Student Outcomes
Language: English
Published by Guilford Publications Jul 2020, 2020
Series: Book 55 of 70 - The Guilford Practical Intervention in the Schools Series
- Softcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
AbeBooks seller since August 14, 2006
Condition: New
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Add to basketItem description from seller
Neuware - This indispensable practitioner's guide helps to build the capacity of school psychologists, administrators, and teachers to use data in collaborative decision making. It presents an applied, step-by-step approach for creating and running effective data teams within a problem-solving framework. The authors describe innovative ways to improve academic and behavioral outcomes at the individual, class, grade, school, and district levels. Applications of readily available technology tools are highlighted. In a large-size format for easy photocopying, the book includes learning activities and helpful reproducible forms. The companion website provides downloadable copies of the reproducible forms as well as Excel spreadsheets, PowerPoint slides, and an online-only chapter on characteristics of effective teams. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Seller Inventory # 9781462543069
- Title
- The Data-Driven School : Collaborating to Improve Student Outcomes
- Author
- Daniel M Hyson
- Publisher
- Guilford Publications Jul 2020
- Publication year
- 2020
- Condition
- Neu
- Binding
- Taschenbuch
- Language
- English
- ISBN 10
- 1462543065
- ISBN 13
- 9781462543069
- Item weight
- 576 grams
- Dimensions
- 267x201x20 mm
- Series
- Book 55 of 70: The Guilford Practical Intervention in the Schools Series
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
"Synopsis" may belong to another edition of this title.
About the Author
Joseph F. Kovaleski, DEd, NCSP, is Professor Emeritus of Educational and School Psychology at Indiana University of Pennsylvania, where he directed the Doctoral Program in School Psychology. Dr. Kovaleski has worked as a school psychologist and district administrator in school districts in Pennsylvania and New Jersey. He directed Pennsylvania’s Instructional Support Team Project and has served as a university consultant for Pennsylvania’s Response to Intervention and Multi-Tiered System of Support initiatives. Dr. Kovaleski’s special areas of expertise include using student data to inform instructional planning and behavior change programs. He has published a number of articles and book chapters on RTI and data-based decision making and presents frequently at national and state conferences. Dr. Kovaleski is a recipient of awards from the National Association of School Psychologists, the Pennsylvania Psychological Association, the Association of School Psychologists of Pennsylvania, and The Pennsylvania State University.
Benjamin Silberglitt, PhD, is Executive Director of Research, Outcomes, and Implementation at Intermediate District 287, a consortium of 11 school districts in the Twin Cities metropolitan area in Minnesota. He has founded, launched, and led the implementation of multiple education technology products since the early 2000s. Dr. Silberglitt is a cofounder of Cedar Labs, a universal data integration platform with statewide implementations in the United States and Australia. He regularly consults with school districts and presents on the effective use of data to support decision making.
Jason A. Pedersen, PhD, NCSP, is a school psychologist in the Derry Township School District in Hershey, Pennsylvania. He has worked with school staff to develop a comprehensive K–12 curriculum to foster and promote resilience, and he previously spearheaded schoolwide positive behavior support, response to intervention (RTI), and multi-tiered systems of support (MTSS) initiatives. Dr. Pedersen is coauthor (with Joseph F. Kovaleski) of a chapter on data-analysis teaming in Best Practices in School Psychology, Sixth Edition, as well as several articles in peer-reviewed journals. He has given numerous presentations on MTSS and RTI at the local, state, and national levels, and has consulted with school districts in Pennsylvania, New York, New Jersey, and Texas.
"About the title" may belong to another edition of this title.
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