| District administrators use data to examine and create systems, policies, and programs to ensure all students have the opportunities they need to succeed. From their position, they can also track changes in data over time, enabling new practices to work incrementally alongside the opportunity to iterate as needed to ensure that system-level changes benefit all students. |
| School leaders leverage data to examine disparities within existing systems and structures to understand how they impact student learning within their buildings. They also monitor data over time to understand what does or does not work within varying student contexts, allowing teachers and other educational staff to shift their practices. Finally, they incorporate data to identify crucial teacher and student supports, ranging from professional learning, to academic counseling, to specific materials or tools. |
| Teachers rely on data to advocate for systems and structures that allow them to serve their students best, whether new professional learning and curricular resources or additional student supports such as counseling or English language resources. |
| Families can petition districts to use data-driven, equity-focused practices in their designs and request data to ensure newly implemented policies and practices are meaningful for all students. They might also request changes based on discrepancies that may be identified through data analysis. |
| Community advocates leverage data to advocate for social justice. This could be related to changes in policies, the distribution of resources, or specific practices that could better benefit different subpopulations of students. |
| Students sit at the center of this framework and may use data to advocate for learning opportunities that allow them to experience an equitable, effective, and engaging education. |
