“…Rather, through describing the initial steps of working with school practitioners, our goal is to provide examples of how researchers and practitioners could work together to turn data into useful information for knowledge generation. Given the recent sobering research that has indicated that Step 2 of the data use cycle may be a problematic sticking point for many schools (Selwyn et al , in press; Farley-Ripple et al , 2021; Wayman et al , 2017), our results highlight how data science workflows (Agasisti and Bowers, 2017; Krumm et al , 2018) can be integrated into current ongoing improvement cycles within a school or district to help address the needs of practitioners. It is our contention that collaborative educational data science (Bowers et al , 2019; Bowers, 2017; Piety, 2019; Piety et al , 2014; Agasisti and Bowers, 2017) can and should be included within the logic model of data use in schools.…”