Which type of data is most important for a principal to request for instructional decisions in the reading department?

The most significant type of data for a principal to request for instructional decisions in the reading department is subskill reading assessment scores. These scores provide detailed insights into specific areas where students may be excelling or struggling, allowing for targeted instruction that addresses individual needs.

Subskill assessments break down reading comprehension into various components, such as phonemic awareness, decoding, fluency, and vocabulary. This specificity helps educators identify which particular skills require reinforcement or intervention. Furthermore, by collecting data on subskills, teachers can differentiate instruction more effectively, tailoring their teaching strategies to foster students' growth in reading.

While other types of data also offer value, they might not be as actionable. For instance, reading comprehension surveys can provide general insights into students’ understanding but may lack the granularity needed to determine which foundational skills to focus on. Standardized test results are valuable for benchmarking against broader performance metrics but may not provide the specific insights necessary for tailoring instruction at the individual level. Classroom observation notes can offer useful qualitative information on instructional practices but do not quantify student performance in a way that directly informs instructional adjustments. Thus, subskill reading assessment scores stand out as the most effective data source for guiding instructional decisions in reading.