Like many schools, we believe in using data to inform instruction. Recently, we began using a new kind of data—cognitive data—that has helped change our approach to data-informed instruction more generally. Here’s how it’s working.
Moving from ‘data-rich” to ‘data literate’
Like many school districts across the country, even when our district was data-rich, we did not feel we were using a synthesis of all data sources to make the best decisions about instruction, curriculum and professional development. We also recognized that there were additional sources of data about the learner that were not traditionally considered in the decision-making process.