In this paper, six interviews with course coordinators from two mathematics departments are analysed to better understand the relationship between course coordination and local data in the Precalculus to Calculus 2 sequence with respect to online grading platforms. We highlight several potential coordinator decisions and present illustrative examples to show how the coordinators may be affected by the data available from an online grading platform. Three themes emerged as being most important to the coordinators at both institutions: (a) affordances and constraints related to time, (b) informing instruction and content and (c) data informing grading practices. We argue that attention to these themes by coordinators can result in a more substantial, efficient, and consistent experience affecting all stakeholders involved.