As teachers and leaders are well aware, schools and districts across the country have invested enormous amounts of money and energy in creating data management systems so that teachers can access information about their students’ performance. With these systems in place, the focus now needs to move to the structures and allocation of time that will allow teachers to engage in data conversations about student achievement and its implications for classroom planning and instruction. Such time and structures will ensure that the necessary conditions are in place for data to be used to impact student achievement. Following and in the table on p. 16, we summarize a framework that outlines a variety of types of data conversations. For each type of data conversation, we define