Data-Driven Strategic Planning

Does your district have a plan to use data to drive improvement?
Self-Evaluation
Answer the questions below. Yes No
The Board of Education has established a district mission and goals.
District leaders have developed achievement metrics to measure progress towards accomplishing the BOE-established mission and goals.
District leaders have identified 2-3 high yield strategies that are most likely to result in the desired outcomes.
District leaders have developed an action plan to implement these strategies.
District leaders have developed a series of metrics to measure the progress towards implementing these strategies (“implementation metrics’) and their impact on student achievement (“achievement metrics”).
District leaders monitor these achievement and implementation metrics and make adjustments accordingly.
The achievement metrics are publicly reported.
All district staff know and understand the achievement and implementation metrics, and are accountable to them.

Data and IT Strategy

Does your district have a clearly articulated strategy for its data and IT systems?
Self-Evaluation
Answer the questions below. Yes No
The district has identified a senior-level leader to oversee the implementation of the plan.
District leaders have included data and IT team leadership in the process of developing the achievement and implementation metrics.
District leaders have identified which data need to be collected and why, and have established a written list that can be shared with the data department and with educators.
The district has a clear, written strategic plan for its data and information technology systems that will enable the district to collect the data it needs and produce timely, accurate reports, and the district is implementing the plan.

Resource Availability

Does your district invest the human and financial capital in its data and IT systems that they need to perform well?
Self-Evaluation
Answer the questions below. Yes No
The district has allocated sufficient human and financial resources to data and information technology departments to allow those departments to run smoothly and efficiently.
The district has a sufficient number of staff who have the skills and expertise necessary to develop reports, analyze data trends, and produce ad-hoc reports, as needed.
The district continually seeks to identify alternative funding sources (e.g. e-rate, grant funding, etc.) to make more investments in technology and use technology in new and innovative ways.
The district has invested in technology infrastructure to meet strategic goals (e.g. the district has enough computers, tablets, etc. to meet instructional goals; the district has sufficient internet bandwidth to meet demand, etc.).

Student Data Reporting

Does your district have easy-to-understand, actionable data reports that give teachers, leaders, parents and students the information they need to know if they are on track to meet their goals?
Self-Evaluation
Answer the questions below. Yes No
The district has developed simple reports that clearly illustrate achievement and implementation metrics at the district-, school-, and classroom-levels.
The district has a flexible enough reporting system that ad-hoc reports can be produced, as needed, for further analysis at the district-, school- and classroom-levels.
District staff members are able to easily review the reports that are appropriate to them. (In other words, central office administrators can see district-level reports, school administrators can see school-level reports and teachers can see classroom-level reports.)
Reports can be "drilled down" to view the performance of individual students.
Parents can easily log in to a district data portal on a computer or mobile device and access relevant information about their child (e.g. academic progress and attendance information).
Reports are timely and accurate.
Administrators, teachers, and parents regularly access reports.

Assessments

Does the district use high-quality assessments that give teachers and leaders the information they need to know if students are on track?
Self-Evaluation
Answer the questions below. Yes No
The district’s formative and summative assessments are aligned to the district’s goals and curriculum.
The district uses periodic formative assessments and summative assessments to track student learning and growth.
The assessments that are selected or designed by the district drive strong instructional practice.
Formative and summative assessment data is used to inform instructional practice.
The district collects and analyzes longitudinal assessment data for trends at the district-, school-, classroom- and student-levels.

Teacher Evaluation and Support

Does the district use data from teacher evaluations to plan professional development that will help all teachers improve their practice?
Self-Evaluation
Answer the questions below. Yes No
The process for collecting and reviewing teacher evaluation data is clear, simple, and easy for teachers and administrators.
The district has developed reports that allow for timely analysis of teacher evaluation data.
The district has established a district-wide professional development plan that is aligned to the district’s goals.
Teacher evaluation data is used to develop individualized professional growth plans for teachers.
Print
Results
Data-Driven Strategic Planning Yes No
The Board of Education has established a district mission and goals.
District leaders have developed achievement metrics to measure progress towards accomplishing the BOE-established mission and goals.
District leaders have identified 2-3 high yield strategies that are most likely to result in the desired outcomes.
District leaders have developed an action plan to implement these strategies.
District leaders have developed a series of metrics to measure the progress towards implementing these strategies (“implementation metrics’) and their impact on student achievement (“achievement metrics”).
District leaders monitor these achievement and implementation metrics and make adjustments accordingly.
The achievement metrics are publicly reported.
All district staff know and understand the achievement and implementation metrics, and are accountable to them.
Data and IT Strategy Yes No
The district has identified a senior-level leader to oversee the implementation of the plan.
District leaders have included data and IT team leadership in the process of developing the achievement and implementation metrics.
District leaders have identified which data need to be collected and why, and have established a written list that can be shared with the data department and with educators.
The district has a clear, written strategic plan for its data and information technology systems that will enable the district to collect the data it needs and produce timely, accurate reports, and the district is implementing the plan.
Resource Availability Yes No
The district has allocated sufficient human and financial resources to data and information technology departments to allow those departments to run smoothly and efficiently.
The district has a sufficient number of staff who have the skills and expertise necessary to develop reports, analyze data trends, and produce ad-hoc reports, as needed.
The district continually seeks to identify alternative funding sources (e.g. e-rate, grant funding, etc.) to make more investments in technology and use technology in new and innovative ways.
The district has invested in technology infrastructure to meet strategic goals (e.g. the district has enough computers, tablets, etc. to meet instructional goals; the district has sufficient internet bandwidth to meet demand, etc.).
Student Data Reporting Yes No
The district has developed simple reports that clearly illustrate achievement and implementation metrics at the district-, school-, and classroom-levels.
The district has a flexible enough reporting system that ad-hoc reports can be produced, as needed, for further analysis at the district-, school- and classroom-levels.
District staff members are able to easily review the reports that are appropriate to them. (In other words, central office administrators can see district-level reports, school administrators can see school-level reports and teachers can see classroom-level reports.)
Reports can be "drilled down" to view the performance of individual students.
Parents can easily log in to a district data portal on a computer or mobile device and access relevant information about their child (e.g. academic progress and attendance information).
Reports are timely and accurate.
Administrators, teachers, and parents regularly access reports.
Assessments Yes No
The district’s formative and summative assessments are aligned to the district’s goals and curriculum.
The district uses periodic formative assessments and summative assessments to track student learning and growth.
The assessments that are selected or designed by the district drive strong instructional practice.
Formative and summative assessment data is used to inform instructional practice.
The district collects and analyzes longitudinal assessment data for trends at the district-, school-, classroom- and student-levels.
Teacher Evaluation and Support Yes No
The process for collecting and reviewing teacher evaluation data is clear, simple, and easy for teachers and administrators.
The district has developed reports that allow for timely analysis of teacher evaluation data.
The district has established a district-wide professional development plan that is aligned to the district’s goals.
Teacher evaluation data is used to develop individualized professional growth plans for teachers.
Teacher Evaluation and Support Resources