ABSTRACT
Translating the district data into content, curriculum, and program revision is the step in the Data-Driven Instructional System (DDIS) model that will determine how and in what areas the data will affect instruction at the classroom level. Data translation is tied closely to data-driven instructional design in school districts, and it is evidenced by visible changes within school buildings. Although data translation and data-driven instructional design are two separate components of the DDIS model, they are closely related to each other. One provides the ways in which to accomplish change at the program or service level (data translation), whereas the other demonstrates the actual changes that have taken place at the classroom or instructional level (data-driven instructional design).
