Using Collaborative Data Review to Drive Better Decisions

School data is only as powerful as the conversations we have about it.

As principals and vice principals, we often find ourselves staring at dashboards, spreadsheets, and reports—trying to interpret what the numbers mean and what to do next. But real insight doesn’t come from looking at data in isolation. It comes from collaborative data triangulation—when we bring together a diverse group of educators (and sometimes students and families) to explore the data from multiple angles, question assumptions, and co-create solutions.

This is what we call Collaborative Data Review—and it’s one of the most impactful forms of investigative triangulation a school can use.

🤔Why Investigative Triangulation Matters

Different people bring different lenses. A teacher may notice classroom-level nuances that data alone won’t show. A counselor might connect behavior patterns to trauma history. A specialist may spot gaps in service delivery. A student might explain the “why” behind their disengagement—and a parent may surface root causes that aren’t visible at school.

When we gather these voices to analyze data together, we:

• Validate or challenge our own interpretations

• Reduce bias in decision-making

• Catch patterns we might miss on our own

• Increase buy-in and shared ownership of interventions

⏰When to Engage Others in Data Triangulation

You don’t need a full team for every data check, but here are moments when a collaborative review is especially important:

• When data reveals a persistent issue (e.g., chronic absenteeism in one grade, or consistent underperformance in a subgroup)

• When quantitative data doesn’t match qualitative experience (e.g., students are doing well on paper but reporting stress or disconnection)

• When planning a major initiative (e.g., new intervention programs, schedule redesign, restorative practices)

• When you notice assumptions being made without evidence (e.g., “These students just don’t try hard enough”)

• When you’re designing supports that affect students directly—their voice or family perspective should help shape the response

Who to Include in the Review Team

• Administrators – Set the vision and ensure equity-minded facilitation

• Teachers – Share firsthand classroom insight

• Counselors/Social Workers – Offer emotional and contextual perspectives

• Specialists (EL, SPED, MTSS, etc.) – Highlight support systems and gaps

• Students and Caregivers (when appropriate) – Provide lived experience, values, and aspirations

☑️Collaborative Data Review Template

Here’s a simple, structured template to guide your team:

🔍 Collaborative Data Review Protocol

1. What are we looking at?

Identify the data source(s):☐ Academic (grades, test scores, benchmarks)☐ Attendance☐ Behavior☐ Survey or feedback☐ Intervention logs☐ Other: ___________________

2. What do we notice? Facts only. What stands out?

3. What questions does this raise? What do we not yet understand?

4. What assumptions might we be making? Challenging our biases and blind spots.

5. What other perspectives do we need to hear from?Who might see this differently, or add missing context?☐ Teacher☐ Student☐ Parent☐ Counselor☐ Specialist☐ Other: ______________

6. What action might we take? Based on what we know now, what’s one next step? What can we try?

7. How will we follow up? When will we revisit this, what will we track to measure impact, and who’s responsible?

No one sees the full picture alone. By using collaborative data review as a form of investigative triangulation, we create stronger decisions, more equitable systems, and more trust across our school communities.

The process doesn’t need to be perfect—it just needs to be shared. Because the best data conversations are the ones that include the voices of the people who live the story behind the numbers.