LONG SELF ASSESSMENT TOOL

This survey is intended as a tool for prompting school review, reflection, discussion, and ultimately, action aimed at the improvement of data-informed decision-making.¹

No Implementation: There is no evidence that this practice has been implemented at the school.
Under Discussion: The practice is being discussed or is in the planning stages.
Marginal Implementation: There are isolated examples of this practice in the school.
Partial Implementation: This practice is being implemented in some areas of the school in a visible and substantial way.
Full Implementation: This practice has been fully implemented across the school.

PEOPLE
1.	The school has developed a strong history of using data to make decisions.	1	2	3	4	5
2.	The principal and leadership team emphasize the importance of data and actionable information to the health of the school.	1	2	3	4	5
3.	The principal and leadership team frequently use data about student outcomes, especially promotion and learning, to make decisions.	1	2	3	4	5
4.	Teachers are receptive to data on the effectiveness of the school’s programs and teaching methods.	1	2	3	4	5
5.	Teachers meet at least once a semester within and across departments and grade level teams to examine outcomes and to develop strategies for improving student success.	1	2	3	4	5
6.	Teachers are centrally involved in using data to evaluate academic programs and teaching strategies.	1	2	3	4	5
7.	Teachers are integrally involved in developing strategies and action plan that result from data analysis	1	2	3	4	5
8.	Teachers, staff, and administrators see a clear and visible connection between data, school planning, and resource allocation.	1	2	3	4	5
9.	There is a common commitment by all stakeholders to using data to guide school improvement.	1	2	3	4	5
10.	There is a specific team of teachers and administrators who take the lead on data initiatives at the school.	1	2	3	4	5
11.	Professional development opportunities provide all teachers the opportunity to learn to create useful and actionable information from existing data.	1	2	3	4	5
PROCESSES
12.	Multiple forms of data are regularly collected and analyzed throughout the academic year.	1	2	3	4	5
13.	Data is used to answer specific questions or focus areas.	1	2	3	4	5
14.	Data are shared widely regardless of whether they are “good news” or “bad news” information.	1	2	3	4	5
15.	There is frequent dialog among teachers and administrators about what information is critical for the school to know, including qualitative and quantitative data.	1	2	3	4	5
16.	The staff routinely assesses its ability to use data to make decisions.	1	2	3	4	5
17.	Decision-making is viewed by most stakeholders as a logical process.	1	2	3	4	5
18.	Data at the school are typically viewed as being reliable for decision-making.	1	2	3	4	5
19.	Data collected by different groups/accountability offices are combined to present a comprehensive picture of school performance.	1	2	3	4	5
20.	Data depicting student promotion, learning, and attainment are routinely disaggregated and reported by student characteristics including gender, race/ethnicity, and income level.	1	2	3	4	5
21.	The school routinely conducts surveys and focus groups with students, teachers, and parents to identify weaknesses in programs and services and opportunities for improvement.	1	2	3	4	5
22.	Data are collaboratively shared with outside entities (including students, parents, and community stakeholders).	1	2	3	4	5
23.	The school regularly collects, analyzes, and reports data on basic student outcomes (graduation rates, progression, persistence, transfer rates, etc.).	1	2	3	4	5
24.	Action is taken (e.g. instructional programs are modified or replaced) as a result of data collection and analysis.	1	2	3	4	5
25.	The school has a strategic plan that uses data and converts that data into actionable information.	1	2	3	4	5
26.	The school has a strategic plan that uses data to clearly and succinctly state its goals for future development.	1	2	3	4	5
27.	Baseline data are established and targets periodically set.	1	2	3	4	5
28.	Reports inform the user about limitations of the data and/or research processes which might limit generalizations.	1	2	3	4	5
29.	Data users see data as unbiased and reputable.	1	2	3	4	5
30.	In general, data are used to guide discussion and as appropriate, to close off unproductive dialog	1	2	3	4	5
31.	The school provides training to teachers on using data and research to improve programs and services.	1	2	3	4	5
32.	Routine PD occurs to assist teachers in making the best use of existing data.	1	2	3	4	5
33.	There is a concentrated effort to improve teacher knowledge about what data exist and where they can be obtained.	1	2	3	4	5
DATA MANAGEMENT
34.	Data are available before decisions are made, not after.	1	2	3	4	5
35.	Historical data are routinely combined with current data to allow stakeholders to view and analyze trends.	1	2	3	4	5

Optional but requires login if used.

¹This instrument is modified from Richard Voorhees’ (2007) Institutional Data Readiness Assessment Tool and Learning Point Associates (2006) Effective Use of Electronic Data Systems: A Readiness Guide for School and District Leaders.

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