From Data to Action: Data-Informed Inquiry for Educational Improvement

Yearlong Course: September 2026 – April 2027

Target Audience: Curriculum Coordinators & Directors , Principals, Assistant Principals, School Leadership Roles, District Leaders, Interventionists, Instructional Coaches, Teachers

At a Glance:

Data are not collected to judge people; data are gathered to understand experiences, identify opportunities, and improve outcomes for learners.

Schools collect vast amounts of quantitative and qualitative data, yet we can still struggle to transform information into meaningful action that improves outcomes for students. Effective use of data requires more than technical skills; it demands inquiry, collaboration, systems thinking, and a commitment to equity-centered decision making.

This course develops participants' capacity to engage in data-informed inquiry processes that support instructional improvement, student success, and organizational learning. Participants will examine multiple forms of data—including academic, behavioral, attendance, engagement, belonging, perception, and implementation data—to identify trends, investigate root causes, and design responsive actions within classrooms, teams, schools, and districts.

Grounded in principles of continuous improvement, Multi-Tiered Systems of Support (MTSS), Professional Learning Communities (PLCs), and equity-centered leadership, participants will explore how data can be used to strengthen instruction, improve systems, and support the success and well-being of every learner. Throughout the course, participants will engage in authentic protocols, collaborative inquiry experiences, and reflective practice while applying course concepts to their own educational settings.

The culminating project is a Data-Informed Action Plan in which participants identify a significant problem of practice or opportunity for growth, conduct a structured inquiry process using multiple data sources, and develop a strategic plan for improvement that leverages at least two interconnected systems within their organization.

Upon successful completion of this course, participants will be able to:

Demonstrate data literacy by interpreting and evaluating multiple forms of quantitative and qualitative data used within educational settings.
Analyze data for validity, reliability, bias, limitations, and contextual relevance to support responsible decision making.
Utilize inquiry-based protocols and structured problem-solving processes to investigate problems of practice and identify opportunities for improvement.
Disaggregate and examine data through an equity lens to identify patterns, strengths, barriers, and disparities affecting student outcomes.
Apply systems-thinking approaches to identify organizational drivers, leverage points, and interconnected factors influencing educational results.
Facilitate collaborative data conversations that promote professional learning, shared responsibility, and collective efficacy.
Design instructional, intervention, and organizational responses informed by evidence gathered through data inquiry processes.
Develop methods for monitoring implementation and evaluating the impact of improvement efforts over time.
Communicate data findings and recommendations effectively to diverse invested parties, including educators, students, families, and community members.
Create and present a comprehensive Data-Informed Action Plan that applies course concepts to an authentic educational challenge or opportunity.

EQ, Leadership, & Teaching Standards Addressed:

Vermont EQS

2120.5 Tiered System of Support
2123.2 Local Comprehensive Assessment System
2124.2 Data Disaggregation
2125 Continuous Improvement Planning

PSEL

Standard 3: Equity & Cultural Responsiveness
Standard 4: Curriculum, Instruction & Assessment
Standard 6: Professional Capacity
Standard 7: Professional Community
Standard 10: School Improvement

Teaching & Learning Standards

Standard 1: Learner Development
Standard 6: Assessment
Standard 7: Planning for Instruction
Standard 10: Leadership & Collaboration

Dates:

September 24, 2026

November 5, 2026

January 7, 2027

February 18, 2027

April 29, 2027

Location: CVEDC Classroom

Cost: $1450 for certificate for re licensure hours $1900 for 3 SMC graduate credits

Danielle has been a Vermont educator for over 24 years as a classroom science teacher, Title I math interventionist, lead coach, and as a district leader in data and assessment. This fall she will be moving from FWSU to ESWD to become the next principal at Thomas Fleming School in Essex Junction. She is passionate about bringing careful disruption to systems in order to better support teachers and students. "Disrupt with care and build with hope" is her north star. She believes all students can learn and all adults can work together and do hard things.

When not working with teachers and schools, Danielle enjoys laughing and connecting with friends and family, cooking, and walking.