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Which way will YOU go?

Which way will YOU go?. ` Cheshire Cat ,' Alice began. ` Would you tell me, please, which way I ought to go from here ?' ` That depends a good deal on where you want to get to ,' said the Cat. ` I don't much care where-- ' said Alice. ` Then it doesn't matter which way you go ,'

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Which way will YOU go?

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  1. Which way will YOUgo? `Cheshire Cat,' Alice began. ` Would you tell me, please, which way I ought to go from here?' `That depends a good deal on where you want to get to,' said the Cat. `I don't much care where-- 'said Alice. `Then it doesn't matter which way you go,' said the Cat.

  2. What does it mean to be data driven? It means you are: using student assessment data and relevant background information, to inform decisions related to planning and implementing instructional strategies at the district, school, classroom, and individual student levels. John Cradler, Learning Resources

  3. Why Why Why Why WHy Why Why Why 0 Why 0

  4. Random Acts of Achievement

  5. Data is your rudder …your steering gear. Without it, you’ll get off course.

  6. My Data Journey • begin by writing an assessment plan • identify who will give the assessments • identify what assessments they will use • determine when will assessments take place • decide how will the assessment be used • then, share the data…with the team and student

  7. U. S. Department of Education Recommendations for Schools • Set clear expectations around the use of student data as the basis for decisions. • Integrate collaborative exploration of data into existing structures for joint teacher planning and reflection on teaching. • Provide a safe environment for teacher examination of their students’ performance. • Support teachers in making the link between data and alternate instructional strategies.

  8. Conclusion and Policy Recommendations from the Study • A good data system is not enough: Use of data to inform instruction requires leadership and systemic realignment. Data-driven decision making requires leader initiative to align curriculum and assessment practices, professional development, and data systems. • Efforts to promote data-driven decision making are more successful when they are not treated as a separate innovation but are implemented as part of district, school and teacher efforts to provide better instruction for every student. • Timely, credible, interim assessment data is key to motivating teachers to use data systems. Teachers’ inclination to use data systems is affected by the nature of the system interface and the amount of training and support they receive, but these supports are largely futile if the system itself does not contain information that teachers consider relevant to their practice.

  9. …never.

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