Our Data-Driven Instructional Systems (DDIS) study looks at how expert school leaders
design systems of structures, people and practices to help teachers translate testing data
into information for everyday use.
Working with nine Wisconsin schools, we capture how school leaders:
- collect and distribute a wide range of achievement and behavioral data;
- build on locally developed systems, as well as, comprehensive school reforms;
- provide organized opportunities for reflection and design, and
- build formative feedback systems to measure the success of internal program design.
The DDIS study showcases the innovative ways in which teachers, school administrators,
and district administrators use data to improve teaching and learning in their schools.
We strive to represent school leader practices so that other school leaders can learn
how to create their own DDIS.