To prepare:Review the following:Chapter 11 in the course textChapter 4 in the Bambrick-Santoyo (2010) textThe video Data-driven Instruction and Assessment: Bethel School District—Data Influences on Instructional DecisionsThe video Data-driven Instruction and Assessment: Spotlight on data—Analyzing and Sharing Data and Making Decisions About Next StepsThe video Data-driven Instruction and Assessment: Leadership Challenges in a Changing SocietyReferences:Laureate Education (Producer). (2011k). Data-driven instruction and assessment: Spotlight on data—Analyzing and sharing data and making decisions about next steps [Video file]. Baltimore, MD: Author. Laureate Education (Producer). (2011d). Data-driven instruction and assessment: Bethel School District—Data influences on instructional decisions [Video file]. Baltimore, MD: Author.Laureate Education (Producer). (2011h). Data-driven instruction and assessment: Leadership challenges in a changing society [Video file]. Baltimore, MD: AuthorBernhardt, V. L. (2016). Data, data everywhere: Bringing all the data together for continuous school improvement (2nd ed.). New York, NY: Routledge.Chapter 11, “Strategies for Teachers: Using Data to Improve Teaching and Learning” (pp. 87–94)Consider all types of qualitative information that may impact understanding of existing gaps in quantitative data.Consider the following scenario: As a new CIA district leader, one of your first tasks might be to review quantitative district data on student achievement. There has been a significant drop in reading and writing scores in the district in the past 5 years.Write a discussion post on:Explain the qualitative data you would need to better understand the gaps in student achievement. Include an explanation for how andragogy would be used to work with teachers.Support your recommendations by citing sources in your response.
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