What data should a school leader suggest sharing to guide instructional decisions in boosting reading abilities?

Subskill reading assessment scores are highly valuable for guiding instructional decisions aimed at enhancing reading abilities. These assessments provide detailed insights into specific components of reading, such as phonemic awareness, decoding, fluency, and comprehension. By analyzing these individual subskills, school leaders can identify particular areas where students may be struggling and tailor interventions accordingly.

This targeted approach enables educators to develop strategies and instructional practices that directly address students' needs, making it easier to measure progress over time. Subskill assessments allow for more individualized instruction, helping to boost overall reading proficiency in a way that generalized data, such as standardized test scores, might not reveal.

Other choices, while important in their contexts, do not focus specifically on the instructional needs related to reading abilities. Standardized test scores provide a broad overview but do not pinpoint specific skills where students may need improvement. Attendance records are more related to student engagement and participation than to specific skill development, and teacher evaluations, while offering insight into instructional quality, do not directly provide data on student reading abilities.