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A key for MTSS meetings: "abandoning tools that rank students and/or focus on deficits; and replacing them with tools that expose assets and help teachers identify starting points for instruction..."

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Develop an asset-based approach - which opposes the deficit model and asks teachers to identify "starting points" for instruction.

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Data alone does not tell the story. Context, long with the data, provides a better narrative. The more clear the narrative, the more effective goal setting will be.

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Ensuring all staff, regardless of their position, have the necessary traning and resources to understand and interpret data. Making sure that all departments have clear and accessible data visualizations.

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Student learning needs to be analyzed on more than just standardized assessments- more frequent intentional cycles to monitor student progress (and would also help with our MTSS process)

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"Better models to advance equity are assessments that are closer to classroom instruction and more timely, allowing for quick instructional responses." I think we often make the mistake of jumping right to analyzing the high stakes testing and failing to see the patterns which develop in day to day instruction/ assessment.

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"Transform our institutions by eliminating inequitable practices...." Opportunity gaps can be closed REACTIVELY as we remediate instruction. However, if we transform our teaching and learning based on a universal educational framework- we'd be more PROACTIVE in our approach

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"Reviewing student performance and verifying that instruction is not leading to demographic discrepancies should happen beyond yearly state assessment reporting."

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"Make an Action Plan (~30 minutes): Differentiated core action plan focusing on what teachers will do differently, how students will practice skills, and creating instructional groups based on data. Ensure all subgroups show accelerated growth. Involve families in core practices." Involving families and bringing them in for meetings to discuss a child's progress would be an ideal goal.

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Adopting an equity lens can lead to uncomfortable conversations in your conference rooms. However, these conversations are so necessary for educators to consider the socio-economic factors that influence students’ educational outcomes. If educators believe that all students should be successful at school, regardless of social or cultural factors, it is important to adopt a data-driven approach to promote equity in education.

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"It also involves making data on bias visible and disaggregating it to address any disparities." - This approach removes possible bias and causes district leaders and instructors to look more closely at "why" behind the data, keeping the district accountable in the students' learning.

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I appreciated the intent of the article to raise awareness to equity in instruction, but felt the approach fell short of proactive measures and emphasized the reactive measures. It's a great start for a root cause analysis, but DDI should also improve the growth mindset. Examination of data should also inform more robust adjustments.