ABSTRACT
Collecting and analyzing data make up a very large part of the data-driven instructional system, but if administrators do not make systemic changes based on the discovered data, then the initiative does not come full circle. As data are collected and analyzed, it will become apparent that changes need to be made to the way business is done. Perhaps a schedule may be needed to accommodate the delivery of instruction in a certain situation. Sometimes incentive programs are needed to encourage participation. The data translation, data-driven instructional design, design feedback, and formative/summative assessment components of the DDIS model all discuss ways to utilize the data collected and apply the data to planning effective systemic change.
