Education reforms such as A Nation at Risk and Goals 2000 have come
and gone. However, we can be confident that the goal of student
improvement shall not pass if the core mission is student learning.
The true mission of learning has prompted educators to ponder the
following questions: How do we need each student to behave? How do
we know when each student has behaved properly? How do we respond
when students misbehave? Standards of behavior such as attendance,
discipline, homework, and academic learning are the answering
points for the first question with connections to school policy and
curriculum. The question of 'how do we know?' is answered by
assessment with relevant data support. Decisions to adjust student
behaviors or to modify a school program are based on thorough data
analysis and interpretation. What is the evidence that a student is
not learning? A teacher is not effective? A school program is not
serving the needs of students? The evidence can be addressed by
information from a student record book; a teacher performance
summary; a program survey or other data based reports. This book
uses a unique blend of quantitative and qualitative strategies to
tackle challenges in both student and school improvement and should
be of interest to all educators.
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