Data-Driven Decisions

With data driving instructional practices students achieve more, and with students achieving more school move closer

Data and statistics is able to be collected through a number of different ways to gather information, the majority of people have taken part

Data driven decision-making is leading to school success for many apparent reasons. Data driven decision-making is the direct correlation between teachers, curriculum coaches, principals, district educational supervisors, superintendent, and board members. According to Boudett and Moody (2005), the first important step in a successful data driven environment is the gathering of the group that will bare the responsibility for the procedural and executional procedural stages of data analysis.

Before, engaging in professional experience this year I was limited in my understanding the key insights into data collecttion and how inportant it is in regard to the GTPA’s 4 Components. To inform my understanding of students’ learning needs and current levels of performance (GTPA, 2017, p.6). This data provided Mathematics, English and Science achievement levels of the whole class in 2016 (See Appendix 5a). Using this data

The major emphasis in education for the 21st century is on data driven accountability measured by student performance on standardized testing. National and state expectations require students to demonstrate mastery of curriculum objectives. Instructional objectives are the focus of the building principals to show measurable student progress. The improvements are evaluated based on data and monitoring of the curriculum.

The district leaders rely heavily on data basis that gather sort and produce usable data to help in the decision making process. Like the individuals in the cases study, leader can become comfortable with the data without checking the validity and the reliability of the data. If the data is coming from MSIS database, which in managed, by Mississippi Department of Education, it is often taken for granted that the information is valid. However, data can be received from testing companies, educational assistance companies and district personnel. Therefore as the educational leaders make decisions they have to consistently check the source of the data. The leadership team should make sure that all data that is being used is valid and reliable. They should also ensure that each department knows what the other departments are doing and their efforts are aligned vertically and

Select one (1) project from the working or educational environment of your choice and specify the variation nature of the project in question. Next, propose the overall manner in which you would apply statistical thinking strategy to improve the end result of the selected project. Provide a rationale to support your response.

When we look around us, we may not recognize that statistics is all around. Before I began to take this course “Statistics for Managers” I was not aware of how statistics actually worked. The first idea that came to my mind about statistics was probability. Not knowing statistics and probability are related because they both determine a possible outcome. Throughout this course I have learned what statistics is and how it works. In this paper, I will describe descriptive and inferential statistics, hypothesis developing and testing, the selection of statistical tests, and how to evaluate statistical results in analyzing data.

By examining various data elements, professional school counselors can understand what influences access and attainment. Attainment data helps counselors figure out if a student needs to advance to the next grade and graduate.

I think that data-driven decision-making is an important indicator of accountability. By continually collecting data (use three levels or tiers) on students and not having to wait on yearly test results the teachers can more easily adapt the lessons so that students are learning more. Furthermore, a Professional Learning Community (PLC) gives “a school organization culture that emphasizes collaboration and all member continuing to learn,” which is

Data-driven instruction means teaching needs to be based on data. The No Child Left Behind Act holds schools and districts responsible for student’s achievement, which implemented schools to collect, store, and manipulated data to modify the instructions. Teachers are held responsible for student reaching their goals. The teacher is able to show improvement by using the data that is collected. In attention, the teacher is about to use the data to show improvement. The data could also be used to modify instructions. The teacher is able to use the collected data to modify instruction to meet the students’ needs. For example, if the teacher is collecting

Specific quantitative data, such as assessments and student work helped to identify the instructional areas they should be targeted by our educators. However, the qualitative data collected (surveys), connected directly to my identified root cause and gave me a deeper, clearer

This is the initial part of the data analysis that many people don’t go beyond. While Kaushik has been praising the need to deliver “actionable insights”, one must first understand the basic data analysis prior to taking the next step.

Educators and scholars draw upon data from many sources and on different subjects to illuminate current issues and trends in educational institutions. These subjects may include data from demography, health, education, culture and environment as well as government institutions and national databases. Educators and scholars use various research methods to collect, analyse and critique their findings to support or refute the topic of inquiry they are undertaking. Many researchers will commonly use the published data of others in the same manor to reinforce/support or counter argue their standing in a subject area.

Data is always the best resource for trying to improve student achievement. The data will help guide continuous improvement of a plan. There are four types of data that will be beneficial to any team during the planning phase of the school improvement process.