“We’ve been doing this for years, and nothing’s ever happened. This is the first time we’re actually going to do something with the data.” This exclamation came from a teacher who has been participating in summer data retreats for more than 10 years. She has found them enjoyable, but never really knew the purpose of the retreats or what would happen as a result. When using data for professional learning, looking at the numbers is not enough. The numbers are a reflection of past and current practice. They have to be understood at a deeper level, contextualized within a given purpose or goal, and ultimately translated into actions that bring about improved results. This teacher’s experience is not uncommon. In its work with schools, a