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Journal of Staff Development. New routes open when one type of data crosses another. As educators become more familiar with collecting and interpreting school data, they can begin "running data at each other," framing questions that require analysis of multiple types of information. Educators can cross two, three, and four categories of data in ways that can provide new insight into student learning and how to improve it.

Like never before, today's classroom teachers routinely are being asked to collaboratively analyze student data, develop or implement new mandated curricula, and assess the effectiveness of these innovations. Ironically, few preservice preparatory or in-service professional development programs actively train classroom instructors in the use of team-based inquiry or collaborative data- driven problem solving. Framed within the context of the literature and governmental efforts to achieve school reform, this article describes one such in-service program, in practice at public and charter schools in high-need communities in New York City. The Inquiry Based School Improvement Program (IBSIP) was created and designed to help schools serving high-need communities in New York City engage in the types of team-based inquiry and data-driven problem solving needed to meet the everchanging institutional demands on these schools to improve.