Building a Strong Foundation: The Influence of Data Teams on Core Reading Instruction

Effective Tier 1 reading instruction depends on educators’ ability to analyze and apply multiple sources of student data to inform instructional decisions. Within frameworks such as Response to Intervention (RtI) and Multi-Tiered System of Supports (MTSS), data teams have emerged as a collaborative approach for strengthening data use, supporting instructional planning, and improving student outcomes. However, limited research has examined how structured data team processes influence teachers’ use of formative assessment data to guide core reading instruction at the elementary level. The purpose of this mixed-methods action research study was to examine the influence of structured data team meetings on teachers’ use of formative assessment data to inform Tier 1 reading instruction at R.B. Deibler Elementary School in the Pennridge School District. Quantitative data were collected through Study Island diagnostic assessments, Standardized Tests of Reading (STAR) benchmark assessments, and Likert scale items on teacher surveys and exit tickets. Qualitative teacher perception data were gathered through open-ended responses on exit tickets and surveys. The findings from this research investigation suggest that structured data team meetings supported collaborative inquiry, strengthened teachers’ use of student data, and promoted more intentional instructional decision-making. The study highlights the importance of dedicated collaboration time, professional learning, and leadership support in fostering data-informed instructional practices. Implications for practice include the continued development of data team structures, assessment practices, and collaborative processes to support Tier 1 instruction and future MTSS implementation efforts.