Which of the following actions best demonstrates that a principal makes decisions to improve instruction based on evidence from student data?

The action of conducting meetings for Professional Learning Committees based on grade levels and subject areas is particularly effective in demonstrating a principal's commitment to making evidence-based decisions to improve instruction. These committees typically focus on analyzing student data and sharing best practices among educators. By organizing discussions specifically tailored to grade levels and subject areas, the principal fosters a collaborative environment where teachers can examine student performance data together and identify targeted strategies for improving instruction. This approach aligns with data-driven decision-making practices, as it encourages the practical application of student data to enhance teaching strategies and interventions.

The other options, while they may be important activities for a principal, do not directly indicate a focus on evidence-based instructional improvement. For instance, meeting with parents frequently could enhance communication and community engagement but does not specifically relate to the analysis of student data. Similarly, requiring tutorial sessions may be a beneficial initiative for student support but does not inherently connect to using student data to inform instructional decisions. Finally, submitting reports to the district office is a procedural task related to accountability rather than a direct effort to analyze or act upon student data to influence instruction in the classroom. Thus, option B stands out as the most relevant to the question posed.