Given that our current educational context has required many educators to utilize online instruction in some capacity over the past year, the purpose of this paper is to describe how literacy specialists and teachers can use digital tools to remotely engage in data-based decision-making within a collaborative professional learning community. Digital tools enable teachers to engage in meaningful asynchronous and synchronous collaborative activities online. Drawing upon our experience as literacy teacher educators, we describe our process of using digital tools to teach literacy specialists and educators how to take part in and facilitate professional learning communities (PLC) engaging in the cycle of data based decision making.