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1. Determine the challenges and the priority for addressing them.
   Key Question: What challenges face our state and in what order should we address them (i.e. low math achievement, low reading achievement, or achievement gap)?

2. Determine and compile relevant indicator data.
   Key Question: What indicators help us understand the nature of the challenge (i.e. math achievement scores, standardized tests scores)?

3. Determine the audience for the data.
   Key Question: Who is the audience for this data and how will it help them to understand the challenge (i.e. parents, administrators, or legislators)?

4. Determine the primary influencers on the challenge.
   Key Question: Who has the greatest influence on this challenge? Where does "the rubber meet the road" (i.e. administrators and teachers)?

5. Collect supporting research for interventions to the challenge.
   Key Question: What does the research tell us about various interventions for this challenge (i.e. Kulik, 1994; Martin, 2000; Wenglinsky, 1998)?

6. Determine research-based technological interventions.
   Key Question: What research-based technological interventions can we bring to bear on this challenge (i.e. Texas Online Math Diagnostic, Cognitive tutor, Southern Regional Education Board Spotlight on Algebra, TEAMS Distance Learning)?

7. Effectively communicate the data driven decision-making process and plans for the intervention.
   Key Question: How can we best communicate the resulting decisions made through this process (i.e. Websites, multimedia, conference presentations)?

Challenge	Indicator Data	Audience Affected	Primary Influencer	Supporting Research	Effective Communication Strategies
Low math scores by subgroup	State math assessment Math grades School readiness and environment Teacher certification and effective practice Attendance	Community Administration Teachers Parents Students Higher education Policymakers	Administration and Teachers	Kulik, 1994 Martin, 2000 Wenglinsky, 1998	Multimedia and Website Conference presentations Research summary

Technology Interventions and Examples

Frequency of assessment (Texas Online Math Diagnostic: http://www.accesstmds.com/tmds/) Individualized software (Cognitive tutor: http://www.carnegielearning.com/products/algebra_1/cog_tutor_software/) Authentic and relevant work (Geometry in Architecture) Online professional development (Southern Regional Education Board Spotlight on Algebra: http://www.sreb.org/programs/EdTech/Spotlight/spotlightindex.asp) Tools for construction and expression (spreadsheets, Inspiration, graphing software, etc.) Distance learning courses (TEAMS Distance Learning: http://teams.lacoe.edu/documentation/places/lessons.html)