Data Culture Self-Assessment
Learn where your organization is on the data culture journey
Common Vision & Shared Beliefs
| Practice | Disagree | Somewhat Disagree | Somewhat Agree | Agree |
| As a matter of routine, our district/school leverages data to inform our actions in team meetings. (i.e., professional learning communities, SIP meetings, MTSS teaming meetings, content, departmental, etc..) | ||||
| Our district/school considers data to be a critical tool to inform instructional decisions, boost student achievement, and close gaps (as opposed to a tool used to place blame). | ||||
| Our district/school will use data even when it leads to difficult conversations. | ||||
| Our district has defined what success looks like at each level in the organization (district, school, classroom) through defined metrics. |
Professional Learning to Build Competence and Confidence
| Practice | Disagree | Somewhat Disagree | Somewhat Agree | Agree |
| Our district provides learning opportunities for staff to better understand data and inform their practice. | ||||
| Our district/school forms collaborative teams (i.e., MTSS teams, PLCs, etc.) and prioritizes time for those teams to plan and use data. | ||||
| Teachers have been provided with quality ongoing professional learning around assessment design and data literacy. | ||||
| Educators across the system are aware of district adopted data platforms, assuming there is one, and are actively using and comfortable using this platform. |
Modern Data System with Robust Security in Place
| Practice | Disagree | Somewhat Disagree | Somewhat Agree | Agree |
| School leaders can find a multitude of data (for example student assessment scores, grades, attendance, behavior data, enrollment history and school survey/SEL information) in one place without having to access multiple systems/tools. | ||||
| Appropriate measures are taken to ensure only those who should have access to student data have it and that student data is protected in accordance to Family Educational Rights and Privacy Act (FERPA). | ||||
| Stakeholders in our district trust the data they view is consistent and accurate. | ||||
| Mission-critical data can be accessed with minimal wait time and can be viewed both holistically and disaggregated at a student level. |
Continuous Improvement Cycles & Progress Monitoring
| Practice | Disagree | Somewhat Disagree | Somewhat Agree | Agree |
| Our district/school has a set protocol outlining which data to review throughout the year. This protocol occurs (at the very least) on a quarterly basis. | ||||
| Progress monitoring is used to assess students’ academic and social-emotional behavior progress, evaluate rate of improvement, and examine effectiveness of instruction or intervention. It is typically used with both individual students and small groups at least weekly. | ||||
| Our district/school regularly reviews the quality of common and classroom assessments. | ||||
| Educators can measure student progress through multiple measures – including skills at, above and below grade level – and includes both academic and social emotional / wellbeing data. |
Reinforcement from Leadership
| Practice | Disagree | Somewhat Disagree | Somewhat Agree | Agree |
| Teachers regularly lead meetings within schools, embedding the use of data during this meeting to inform instructional decision-making. | ||||
| District leaders and principals model data-informed decision making as a key part of their roles and responsibilities. | ||||
| Expectations are clear and teams are held accountable for the collaborative use of data at the district, school, and classroom levels. | ||||
| There is a high degree of trust in the accuracy of data that is reviewed. |
Collaboration across Stakeholders
| Practice | Disagree | Somewhat Disagree | Somewhat Agree | Agree |
| Our district/school provides families and students access to and encourages the review of district, school, and student data. | ||||
| Relevant data is provided to community partners to help improve program effectiveness. | ||||
| IT/ Data teams collaborate and communicate with academic teams on a regular basis to establish normed data practices and to understand educator needs. | ||||
| Data is sought from families and students through surveys, focus groups, or other means and incorporated into decision-making, including decisions around policymaking, resource allocation or instruction. |
Complete the Form to See Your Results!
Here are your Results!
Here are your personalized results. Please use the buttons below to navigate to the specific category that you’re interested in. Once you’re done reviewing, you can download a PDF version by navigating to the bottom of the page.
Common Vision & Shared Beliefs
Professional Learning to Build Competence and Confidence
Modern Data System with Robust Security in Place
Continuous Improvement Cycles & Progress Monitoring
Reinforcement from Leadership
Collaboration across Stakeholders
Common Vision & Shared Beliefs
Progressing
Meeting
Exceeding
Professional Learning to Build Competence and Confidence
Progressing
Meeting
Exceeding
Modern Data System with Robust Security in Place
Progressing
Meeting
Exceeding
Continuous Improvement Cycles & Progress Monitoring
Progressing
Meeting
Exceeding
Reinforcement from Leadership
Progressing
Meeting
Exceeding
Collaboration across Stakeholders
Progressing
Meeting
Exceeding