Data & Instruction

I use student evidence to support clear instructional decisions—not just to collect information. I help teachers analyze student performance and identify patterns to plan targeted instruction. This work stays aligned to grade-level standards, district curriculum, and consistent instructional practices across classrooms, leading to meaningful growth in both teacher practice and student outcomes. My work focuses on making student evidence practical, actionable, and directly connected to daily instruction and instructional decisions.

This work comes to life through practical systems and tools that support teachers

and teams in applying data to daily instruction through PLC and MTSS processes.

DATA IN PRACTICE

CORE PHONICS SURVEY DATA USE

I support teachers in identifying foundational skill gaps, grouping students, and guiding instructional decisions based on that student evidence using the Core Phonics Survey Data.

AVMR & MATH DATA ANALYSIS

I support teachers in analyzing math assessment data to identify conceptual gaps and plan targeted, concept-based instruction.

SMALL GROUP DATA SYSTEMS

I help teams organize and use data systems to create responsive, flexible small groups within MTSS structures based on student progress that adjust based on student progress and inform ongoing instructional decisions.

FASTBRIDGE & EDUCLIMBER DATA

I guide teams in using district data platforms to analyze trends, identify needs, and lead data conversations that inform instructional decisions at the classroom, team, and systems levels.

EXAMPLE OF IMPACT

Through a structured coaching cycle focused on student evidence, a first-grade team used assessment tools to identify gaps in foundational literacy skills and refine targeted small group instruction. Over six weeks, students demonstrated increased mastery of targeted skills, while teachers developed greater clarity and confidence in using student evidence to guide instruction and determine next steps. This work also led to more consistent use of data systems to form responsive groups and monitor student progress and adjust instruction over time. This work also supported more consistent use of data across the team and strengthened alignment between instruction and student outcomes.

Tools Used:

Core Phonics Survey Assessment Tracker

First Grade Data Grouping System

Systems That Drive Instruction

Consistent use of common assessment systems to guide instruction
Student evidence-driven small group planning and flexible grouping structures
Alignment between student evidence, instruction, and student outcomes
Collaborative student evidence conversations focused on instructional decision-making
Ongoing progress monitoring to adjust and refine instruction