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Equity Is in the Details: Data That Drives Access

Panelists

• Adam Inder, Head of Education, Pivot Professional Learning
• Françoise Raoult, Teacher, Coach and EAL Coordinator, Inclusive EAL
• Heather Millnick, MTSS coordinator, Fairfax County Public schools

Episode Summary

In this episode of Data in Education, Jenelle and Jessica are joined by school leaders, coaches, and practitioners to explore how data can be used to advance equity rather than unintentionally reinforce gaps.

Rather than centering the conversation on scores, labels, or compliance-driven systems, the discussion focuses on how everyday data practices, when designed thoughtfully, can expand access to rigorous, grade-level instruction and better reflect the full picture of student learning.

The conversation focuses on:

• How data can unintentionally reinforce inequities when it is reduced to a single number or disconnected from context
• What kinds of data actually support access to meaningful, grade-level learning for all students
• How culturally responsive practices show up in day-to-day data use, including qualitative and student-specific information
• What equitable acceleration looks like through exposure, representation, and opportunity
• How school and district leaders can support this work by creating space for deeper, more reflective data conversations
  
  
  

This episode is especially relevant for educators and leaders who want data to feel more supportive, actionable, and human, and who are looking for practical ways to ensure every student has access to high-quality learning experiences.

Actionable Guidance from Our Panelists

Our panelists shared concrete ways educators can rethink and use data to drive equity in classrooms and schools.

Adam Inder

• Pivot Professional Learning
  Free term of access to Pivot PL’s data platform, including one data coaching call
• I can avoid reducing data to a single number.
• I can look at multiple sources of evidence.
• I can recognize that all students deserve access to high-quality instruction, not just those who already demonstrate proficiency.

Françoise Raoult

• I can identify dominant cultural norms embedded in content, tasks, and expectations.
• I can be careful about how students are labeled based on data.
• I can use data to question assumptions rather than confirm them.

Heather Millnick

• I can understand when data expects specific background knowledge.
• I can look at individual skills rather than overall performance.
• I can create a clear roadmap from one skill to the next.
• I can identify whether each student’s growth rate is continuing.

Links to these resources are available wherever you are listening or watching this episode.

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Panelists:
- Dr. Rajagopal Appavu
- Jerod Neff
- Kurtis Hewson

Episode Summary:
In this episode of Data in Education, Jenelle and Jessica are joined by researchers, district leaders, and system-level practitioners to explore why data tools often fail when habits are missing, and what it actually takes to build data-literate teams.
Rather than focusing on new dashboards or one-time professional development, the conversation centers on the daily habits, language, and routines that make data usable, actionable, and human.

The conversation focuses on:
- Why data tools break down when habits, clarity, and shared purpose are missing
- How data literacy shows up (or doesn’t) in everyday team conversations
- What educators and leaders can do differently tomorrow to turn data into action instead of anxiety

This episode is especially relevant for educators and leaders who are thinking about how data is used in real classrooms and meetings, and who want data to feel more supportive, actionable, and human rather than overwhelming or compliance-driven.

Actionable Guidance from Our Panelists:

Dr. Rajagopal Appavu
- I can organize the data to gear toward personalized learning.
- I can identify the difference between structured and unstructured data.
- I can identify how my actions connect to the data.
- I can practice the right habits to collect the right data.
- I can visualize the dashboard with intention.

Jerod Neff
- I can understand that I bring my A-game (best intention) before discussing data.
- I can be aware of the purpose by using simple, shared language.
- I can clarify meaning through clear rubrics and expectations.
- I can feel comfortable talking about struggles with student growth.
- I can move from data talks to data action.
- I can reshape how teachers feel about data and transform teacher conversations.

Kurtis Hewson
- Free Leadership Resources from Jigsaw Learning - https://www.jigsawlearning.ca/free
- I can organize the data so teams can respond.
- I can understand how teams use data to inform planning.
- I can see strengths in the data and identify what led to them.
- I can identify gaps and choose one next step.
- I can ask, “How will you know?” and build systems that support the answer.
- I can ask, “What do you think you did?” to connect actions to outcomes.

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Behavior Is Data Too: Making It Actionable, Not Punitive

Panelists

• Nilsa Real-Carleton, School Psychologist, PCA
• Tom Kaster, Educational Data Consultant, The Datafied Classroom
• Dr. Christopher Graves, K-8 Principal, Jordan Community School

Episode Summary

In this episode of Data in Education, Jenelle and Jessica are joined by school leaders and behavior experts to explore how behavior data can drive real skill-building without becoming punitive or dehumanizing.

The conversation focuses on:

• How behavior data is often misused in ways that overlook skill gaps and emotional context
• How to shift behavior conversations from punishment to instruction and support
• What educators can actually do differently to make behavior progress visible, consistent, and sustainable

This episode is especially relevant for educators and school leaders who are supporting neurodivergent learners, navigating MTSS and behavior systems, or feeling stuck between accountability and empathy. It is for anyone who wants data to feel more supportive, actionable, and human.

Actionable Guidance from Our Panelists

Our panelists generously shared resources connected to this conversation, including:

Tom Kaster

• I can notice when I am dysregulated and take a break.
• I can put behavior before academics.
• I can identify what triggers a behavior.
• I can choose one behavior to focus on instead of everything.
• I can notice which other students may benefit from the same support.

Nilsa-Real Carlton

• I can regulate myself first and recognize my emotional power as an adult.
  
  
  
• I can choose one support, like a visual schedule.
• I can use that support consistently.
• I can remind teachers that consistency builds safety and skills over time.
  
  
  

Dr. Christopher Graves

• I can use empathy exercises to understand student behavior.
• I can reteach skills instead of removing recess.
• I can focus on what is safe and what needs support.
• I can commit to a strategy for three days in a row.
• I can be loving and firm at the same time.

Links to these resources are available wherever you are listening or watching this episode.

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