Early Indicators

All Wing Resources

Publications

TITLE
SYNOPSIS
CITATION
Overview of Formative Assessment

Effective ongoing assessment, referred to in the education literature as formative assessment or progress monitoring, is indispensable in promoting teacher and student success. Feedback through formative assessment is ranked at or near the top of practices known to significantly raise student achievement. For decades, formative assessment has been found to be effective in clinical settings and, more important, in typical classroom settings. Formative assessment produces substantial results at a cost significantly below that of other popular school reform initiatives such as smaller class size, charter schools, accountability, and school vouchers. It also serves as a practical diagnostic tool available to all teachers. A core component of formal and informal assessment procedures, formative assessment allows teachers to quickly determine if individual students are progressing at acceptable rates and provides insight into where and how to modify and adapt lessons, with the goal of making sure that students do not fall behind.

 

States, J., Detrich, R. & Keyworth, R. (2017). Overview of Formative Assessment. Oakland, CA: The Wing Institute. http://www.winginstitute.org/student-formative-assessment.

Seeking the Magic Metric: Using Evidence to Identify and Track School System Progress

This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.

Celio, M. B. (2013). Seeking the Magic Metric: Using Evidence to Identify and Track School System Quality. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 97-118). Oakland, CA: The Wing Institute.

Seeking the Magic Metric: Using Evidence to Identify and Track School System Progress

This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.

Celio, M. B. (2013). Seeking the Magic Metric: Using Evidence to Identify and Track School System Quality. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 97-118). Oakland, CA: The Wing Institute.

 

Data Mining

TITLE
SYNOPSIS
CITATION
What is the impact of student absence on student performance?
This review examined the impact of student absences on student achievement.
States, J. (2009). What is the impact of student absence on student performance? Retrieved from what-is-impact-of857.

 

Presentations

TITLE
SYNOPSIS
CITATION
A Systems Approach to Feedback: What You Need to Know and Who Needs
This paper looks at feedback as a powerful systems approach to improving the performance of both student and school faculty.
States, J. (2011). A Systems Approach to Feedback: What You Need to Know and Who Needs [Powerpoint Slides]. Retrieved from 2011-calaba-presentation-jack-states.
Feedback as Education Reform: What We Know
This paper examines the power of feedback as a strategy for improving student performance. Types of feeback are explored building from student and teacher performance that can be aggregated to create a systems wide feedback tool.
States, J. (2011). Feedback as Education Reform: What We Know [Powerpoint Slides]. Retrieved from 2011-aba-presentation-jack-states.
Seeking the Magic Metric: Using Evidence to Identify and Track School System Progress

This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.

Celio, MB. (2011). Seeking the Magic Metric: Using Evidence to Identify and Track School System Progress [Powerpoint Slides]. Retrieved from 2011-wing-presentation-mary-beth-celio.

 

Student Research

TITLE
SYNOPSIS
CITATION
Mental health screening within a tiered model: Investigation of a brief strength-based approach.
The purpose of this study was to evaluate the efficacy of a brief rating scale to identify students at-risk for or requiring intensive social-behavioral and mental health interventions.
Romer, N. R. (2010). Mental health screening within a tiered model: Investigation of a brief strength-based approach. [Studen]. Retrieved from student-research-2010.
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