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Foreword | |
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Preface | |
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What This Book Is Not | |
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What This Book Is | |
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How This Book Is Organized | |
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Acknowledgments | |
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About the Author | |
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Using Data for Alignment and Achievement | |
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Alignment Between Mission and the School Portfolio | |
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Alignment Between Mission, Portfolio and Concerns | |
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Alignment Between Concerns and Priorities | |
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Alignment Among Priorities, Study, and Strategies | |
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Alignment Between Priorities, Strategies, and Evidence | |
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Alignment Betwee Strategies, Evidence, and Action Plans | |
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Consolidating Multiple and Existing Plans | |
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Using Data for Alignment and Achievement | |
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Two Schools Implement a Major Change | |
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Two A's and Three Powerful P's | |
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Making It Public | |
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On the Road Again | |
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Understanding the Importance of Proof | |
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My Data Roots | |
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Data to Close the Achievement Gap | |
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Use of Data Highlighted in National Research Reports | |
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Data Work in High-Performing Schools | |
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Data - Essential, but Not Sufficient | |
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Coping With the Barriers to Data Use | |
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Reasons for Reluctance to Use Data | |
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Assessing Data Readiness | |
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Responding to Concerns | |
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Engaging the People | |
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Internal and External Engagement | |
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The Cultural Problem | |
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Creating the Culture of Collective Responsibility | |
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Finding Time | |
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Making It Public | |
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Arousing the Passion | |
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The Motivation Continuum | |
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Swapping Stories | |
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Language, Humor, and Music | |
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Monitoring Our Mission | |
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Starting With the Significant | |
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Data Test Scores | |
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State and Federal Mandates | |
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The Blue Ribbon Approach | |
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Of Local Significance | |
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No Snapshots, Please | |
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Finding the Starting Point | |
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The Snowball Approach | |
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Displaying the Data | |
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Size | |
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User-Friendly Data Displays | |
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Displaying Longitudinal Data | |
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Color Coding Proficiency | |
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The No-Numbers Approach | |
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Displaying Perceptual Data | |
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The Whole Portfolio | |
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Making It Public | |
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The Acid Test | |
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Interpreting the Results | |
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Carousel Data Analysis | |
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Listening In | |
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Using the Responses | |
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Making It Public | |
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Designing a Data Day | |
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Purpose | |
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Preparation | |
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District Session | |
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School-Based Activities | |
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Follow-Up | |
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Making It Public | |
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Establishing Priorities | |
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Getting It Out and Narrowing It Down | |
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Wordsmithing Works | |
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The Ends or the Means | |
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Mandates and Motivation in Goal Setting | |
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Drilling Down the Priority Data | |
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Planning Forward With Student-Specific Data | |
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Planning Backward With Skill-Specific Data | |
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Ramping Up the Roster | |
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Slicing the Pie | |
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Attacking Anonymity | |
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Checking Out Perceptions | |
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Making It Public - Not | |
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Looking Around and Looking Within | |
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Examining Research | |
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Exploring Best Practice | |
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Probing Our Practice | |
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Capturing Our Culture | |
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Clarifying District, School, and Classroom Roles | |
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Going in Circles | |
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Going With the Flow | |
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Cycling in Synch | |
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Delivering the Data | |
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Coordinating the Common | |
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Planning Your Work and Working Your Plan | |
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Developing Action Plans | |
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Evidence of Implementation | |
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Evidence of Impact | |
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Reaping Unexpected Benefits | |
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Making It Public | |
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Sustaining the Struggle | |
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Analyzing Implementation | |
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Integrating Programs and Practices | |
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Saying No | |
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Celebrating | |
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Spreading a Little Cheer | |
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Leading with Relentless Resilience | |
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Review | |
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Relentless Resilience | |
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Reflection | |
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References | |
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Index | |