SETDA District Survey
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What position do you hold? |
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Superintendent Assistant Superintendent District Technology Director Other Central Office Administrator |
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How many students are enrolled in your district this year? |
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As of this year, how many schools does your district include? |
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Elementary: |
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Middle: |
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High: |
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Special: |
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By the end of this school year, how many years will you have been in your current position? |
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By the end of this school year, how many years will you have been a district administrator? |
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Are data being collected to determine if technology is impacting student achievement in the core content areas (reading, math, science, social studies/sciences)? |
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No. Yes, to some extent. Yes, definitely. |
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Do those data clearly indicate that technology is positively affecting student achievement? |
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No. Yes, to some extent. Yes, definitely. |
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Are data being collected to demonstrate if technology is impacting students’ 21st Century Skills (like visual literacy, self direction, or global awareness)? |
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No. Yes, to some extent. Yes, definitely. |
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Do those data clearly indicate that technology is positively affecting students’ 21st Century Skills (like visual literacy, self direction, or global awareness)? |
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No. Yes, to some extent. Yes, definitely. |
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Are data being collected to determine if technology is impacting students’ technology literacy? |
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No. Yes, to some extent. Yes, definitely. |
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Do those data clearly indicate that technology is positively affecting students’ technology literacy? |
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No. Yes, to some extent. Yes, definitely. |
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Are data being collected to determine if technology is impacting student engagement? |
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No. Yes, to some extent. Yes, definitely. |
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Do those data clearly indicate that technology is positively affecting student engagement? |
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No. Yes, to some extent. Yes, definitely. |
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Is there a district-wide expectation that students will have become proficient by the time they graduate from the school level indicated in: |
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Understanding the fundamentals of technology systems (e.g. understanding distinctions between hardware and software; familiarity with basic computer functions) |
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Elementary Schools Middle Schools High Schools |
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Understanding ethical, legal and societal issues related to technology use (e.g. the internet and individual right to privacy) – and using technology in ethical ways. |
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Elementary Schools Middle Schools High Schools |
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Does your district collect data on student proficiency at the school levels indicated in: |
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Understanding the fundamentals of technology systems (e.g. understanding distinctions between hardware and software; familiarity with basic computer functions) |
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Elementary Schools Middle Schools High Schools |
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Understanding ethical, legal and societal issues related to technology use (e.g. the internet and individual right to privacy) – and to using technology in ethical ways. |
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Elementary Schools Middle Schools High Schools |
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For which technologies does your district specify grade levels and content areas where students will use this technology? |
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Word processing/document processing Spreadsheets (for data analysis and management) Other data analysis (SPSS, Fathom, Mathmatica) or database software (Microsoft Access, Filemaker Pro) Email (including attachment and address book features) and web browsers (including book-marking, “back” or “home” features) Presentation software (PowerPoint, Astound, etc.) Multimedia editing or authoring tools like Authorware, Hyperstudio Photoshop, Illustrator, or video editing technology Graphic editing and manipulation software (for example, Photoshop, Illustrator, etc.) Web browsers – Basic functions and efficiency (for example, book-marking, using the “back” or “home” features) Electronic information sources like the WEB, ERIC, EBSCO (searching these efficiently, for example by using “and”/”or” to narrow/expand your search; identifying synonyms or keywords) Technologies specific to your field (e.g., probeware in the sciences, geographic information systems in the social sciences) |
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For which technologies does your district collect data on student proficiency? |
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Word processing/document processing Spreadsheets (for data analysis and management) Other data analysis (SPSS, Fathom, Mathmatica) or database software (Microsoft Access, Filemaker Pro) Email (including attachment and address book features) and web browsers (including book-marking, “back” or “home” features) Presentation software (PowerPoint, Astound, etc.) Multimedia editing or authoring tools like Authorware, Hyperstudio Photoshop, Illustrator, or video editing technology Graphic editing and manipulation software (for example, Photoshop, Illustrator, etc.) Web browsers – Basic functions and efficiency (for example, book-marking, using the “back” or “home” features) Electronic information sources like the WEB, ERIC, EBSCO (searching these efficiently, for example by using “and”/”or” to narrow/expand your search; identifying synonyms or keywords) Technologies specific to your field (e.g., probeware in the sciences, geographic information systems in the social sciences) |
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Does your district require teachers to use technology for the specific purpose of improving achievement in: |
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Elementary Schools: Writing? |
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Required Suggested Not required/suggested: Left to teacher/school’s discretion |
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Elementary Schools: Mathematics? |
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Required Suggested Not required/suggested: Left to teacher/school’s discretion |
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Elementary Schools: Science? |
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Required Suggested Not required/suggested: Left to teacher/school’s discretion |
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Elementary Schools: Elective areas, where appropriate (arts, foreign language)? |
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Required Suggested Not required/suggested: Left to teacher/school’s discretion |
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Middle Schools: Writing? |
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Required Suggested Not required/suggested: Left to teacher/school’s discretion |
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Middle Schools: Mathematics? |
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Required Suggested Not required/suggested: Left to teacher/school’s discretion |
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Middle Schools: Science? |
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Required Suggested Not required/suggested: Left to teacher/school’s discretion |
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Middle Schools: Elective areas, where appropriate (arts, foreign language)? |
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Required Suggested Not required/suggested: Left to teacher/school’s discretion |
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High Schools: Writing? |
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Required Suggested Not required/suggested: Left to teacher/school’s discretion |
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High Schools: Mathematics? |
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Required Suggested Not required/suggested: Left to teacher/school’s discretion |
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High Schools: Science? |
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Required Suggested Not required/suggested: Left to teacher/school’s discretion |
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High Schools: Elective areas, where appropriate (arts, foreign language)? |
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Required Suggested Not required/suggested: Left to teacher/school’s discretion |
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When the district promotes a specific use of technology, or invests in technology programs for students, how often are those uses based in research (i.e. is there research specifically demonstrating the effect of those uses)? |
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Always or almost always Sometimes or in some subject areas Currently we have no mechanism for reviewing research when integrating technology Not applicable; the district does not promote specific uses of technology |
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In this district, teachers (Select one): |
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Are expected to use technology regularly, as appropriate to their teaching assignment (e.g. once a week) Are expected to use technology a few times each year Decide individually (or school-by-school) whether and how often they will use technology. There are no expectations for how technology will be used. |
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In this district, teachers in the same grade or subject-area (Select one): |
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Share little or no common understanding about how technology will be used. Teachers decide individually whether and how they will use technology. Share some common understanding about how technology should be used; however, some teachers implement these uses and others do not. (For example, your earth science curriculum guide identifies spreadsheets as the adopted way of teaching graphing and data analysis, but some teachers do not use technology for these purposes.) Share a common understanding about how technology will be used to enhance learning, and there are clear expectations that technology will be used in these ways. (For example, your earth science curriculum guide identifies spreadsheets as the adopted way of teaching graphing and data analysis, and every earth science teacher uses technology for these purposes.) |
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My district has (Check all that apply): |
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Identified specific skills (e.g. using technology to collect and organize data) that students must have in order to be technologically literate. A specific program or plan for helping students become technologically literate (e.g. responsibilities are officially assigned to subject areas for covering different technology skills, or students take stand-alone courses to build technology literacy). A formal assessment of student technology literacy. |
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“Best practices with technology” are technology-supported teaching practices that either have a basis in educational theory or are supported by research. |
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Our district: (Select one) |
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Has a formal process for identifying best practices and then ensuring that every classroom teacher (for whom those uses are appropriate) learns of those practices. Has a formal process for identifying best practices and sharing them with school leaders, if they are interested. It is left to the school’s discretion if and how those practices are disseminated to teachers. Does not identify best practices at the district-level. |
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How frequently does your district communicate information about innovations and best practices in teaching with technology to schools and teachers? (Select one) |
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On an ongoing basis Occasionally Almost never |
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Has your district adopted or established technology standards for teachers that define what they should know and be able to do with learning technologies? |
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Yes No |
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Which of the following is your district using? (Select one) |
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ISTE NETs for Teachers Our state’s technology standards for teachers District-developed technology standards for teachers Other Don’t know |
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My district (Select all that apply): |
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Assesses whether teachers have met these standards Has a formal process for certifying teachers who do not meet technology standards Has established a time frame by which new and existing teachers will meet technology standards |
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For which technologies does your district offer teacher professional development (e.g. workshops, courses)? |
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Word processing/document processing Spreadsheets (for data analysis and management) Other data analysis (SPSS, Fathom, Mathmatica) or database software (Microsoft Access, Filemaker Pro) Email (including attachment and address book features) and web browsers (including book-marking, “back” or “home” features) Presentation software (PowerPoint, Astound, etc.) Multimedia editing or authoring tools like Authorware, Hyperstudio Photoshop, Illustrator, or video editing technology Graphic editing and manipulation software (for example, Photoshop, Illustrator, etc.) Web browsers – Basic functions and efficiency (for example, book-marking, using the “back” or “home” features) Electronic information sources like the WEB, ERIC, EBSCO (searching these efficiently, for example by using “and”/”or” to narrow/expand your search; identifying synonyms or keywords) Technologies specific to your field (e.g., probeware in the sciences, geographic information systems in the social sciences, etc.) |
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For which technologies does your district require teachers to either demonstrate proficiency or participate in professional development? |
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Word processing/document processing Spreadsheets (for data analysis and management) Other data analysis (SPSS, Fathom, Mathmatica) or database software (Microsoft Access, Filemaker Pro) Email (including attachment and address book features) and web browsers (including book-marking, “back” or “home” features) Presentation software (PowerPoint, Astound, etc.) Multimedia editing or authoring tools like Authorware, Hyperstudio Photoshop, Illustrator, or video editing technology Graphic editing and manipulation software (for example, Photoshop, Illustrator, etc.) Web browsers – Basic functions and efficiency (for example, book-marking, using the “back” or “home” features) Electronic information sources like the WEB, ERIC, EBSCO (searching these efficiently, for example by using “and”/”or” to narrow/expand your search; identifying synonyms or keywords) Technologies specific to your field (e.g., probeware in the sciences, geographic information systems in the social sciences, etc.) |
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For which technologies does your district assess teacher proficiency? |
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Word processing/document processing Spreadsheets (for data analysis and management) Other data analysis (SPSS, Fathom, Mathmatica) or database software (Microsoft Access, Filemaker Pro) Email (including attachment and address book features) and web browsers (including book-marking, “back” or “home” features) Presentation software (PowerPoint, Astound, etc.) Multimedia editing or authoring tools like Authorware, Hyperstudio Photoshop, Illustrator, or video editing technology Graphic editing and manipulation software (for example, Photoshop, Illustrator, etc.) Web browsers – Basic functions and efficiency (for example, book-marking, using the “back” or “home” features) Electronic information sources like the WEB, ERIC, EBSCO (searching these efficiently, for example by using “and”/”or” to narrow/expand your search; identifying synonyms or keywords) Technologies specific to your field (e.g., probeware in the sciences, geographic information systems in the social sciences, etc.) |
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For which topics does your district offer teacher professional development (e.g. workshops, course)? |
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PLANNING technology-supported instruction that meets content standards (e.g., how technology might enhance students’ content-learning; selecting technologies based on research). IMPLEMENTING technology-supported instruction (e.g., ways of using technology to meet diverse learning needs of students; strategies for managing and organizing the classroom when technology is being used). Using technology to facilitate student assessment (e.g., using electronic gradebooks, or online tests; analyzing and interpreting data on student progress). Assessing student work when it was produced using technology (e.g., assessing students’ work when it is a multi-media products or electronic portfolio rather than the traditional essay) Using technology for one’s own professional work (e.g., using online resources for professional development; using email to communicate with parents and colleagues; using administrative tools for tracking attendance and grades). |
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For which topics does your district require teachers to either demonstrate proficiency on this skill or to participate in professional development? |
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PLANNING technology-supported instruction that meets content standards (e.g., how technology might enhance students’ content-learning; selecting technologies based on research). IMPLEMENTING technology-supported instruction (e.g., ways of using technology to meet diverse learning needs of students; strategies for managing and organizing the classroom when technology is being used). Using technology to facilitate student assessment (e.g., using electronic gradebooks, or online tests; analyzing and interpreting data on student progress). Assessing student work when it was produced using technology (e.g., assessing students’ work when it is a multi-media products or electronic portfolio rather than the traditional essay) Using technology for one’s own professional work (e.g., using online resources for professional development; using email to communicate with parents and colleagues; using administrative tools for tracking attendance and grades). |
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For which topics does your district assess teacher proficiency? |
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PLANNING technology-supported instruction that meets content standards (e.g., how technology might enhance students’ content-learning; selecting technologies based on research). IMPLEMENTING technology-supported instruction (e.g., ways of using technology to meet diverse learning needs of students; strategies for managing and organizing the classroom when technology is being used). Using technology to facilitate student assessment (e.g., using electronic gradebooks, or online tests; analyzing and interpreting data on student progress). Assessing student work when it was produced using technology (e.g., assessing students’ work when it is a multi-media products or electronic portfolio rather than the traditional essay) Using technology for one’s own professional work (e.g., using online resources for professional development; using email to communicate with parents and colleagues; using administrative tools for tracking attendance and grades). |
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IMPORTANT: Questions below ask about technology in “a typical school.” For our purpose, “a typical school” is one that is neither at the high nor the low end of technology infrastructure – but rather represents what happens most frequently in your district. |
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What is the ratio of students to computers in a typical ELEMENTARY school building? |
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1 student to 1 computer (1:1) 2-5 students to 1 computer (2:1 – 5:1) 6-10 students to 1 computer (6:1 – 10:1) 11 or more students to 1 computer (11:1 +) |
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What is the ratio of students to computers in a typical MIDDLE school building? |
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1 student to 1 computer (1:1) 2-5 students to 1 computer (2:1 – 5:1) 6-10 students to 1 computer (6:1 – 10:1) 11 or more students to 1 computer (11:1 +) |
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What is the ratio of students to computers in a typical HIGH school building? |
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1 student to 1 computer (1:1) 2-5 students to 1 computer (2:1 – 5:1) 6-10 students to 1 computer (6:1 – 10:1) 11 or more students to 1 computer (11:1 +) |
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In the typical ELEMENTARY school, what percent of computers (for students) are in each of the environments below? (Note: Total percent should add up to 100) |
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% in classrooms |
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% on mobile carts |
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% in computer labs |
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% in libraries, media centers, or other public places |
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In the typical MIDDLE school, what percent of computers (for students) are in each of the environments below? (Note: Total percent should add up to 100) |
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% in classrooms |
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% on mobile carts |
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% in computer labs |
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% in libraries, media centers, or other public places |
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In the typical HIGH school, what percent of computers (for students) are in each of the environments below? (Note: Total percent should add up to 100) |
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% in classrooms |
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% on mobile carts |
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% in computer labs |
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% in libraries, media centers, or other public places |
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Which best describes school and district access to student information? |
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No access. Some student information is available electronically. All student information is available electronically. |
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District business information (including budgets) is: |
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Not yet automated Partially automated through the use of office applications (e.g., spreadsheets, word processors, etc.) Automated through the use of a comprehensive fund accounting package |
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District personnel records (e.g., sick days, pay scales, credentials) are: |
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Not yet automated Partially automated or not centralized Completely automated in a centralized database |
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What percentage of schools in your district have Internet connectivity (dial up or high speed) in the majority of classrooms |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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What percentage of schools in your district have high speed Internet connectivity in most classrooms? |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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What percentage of schools in your district have high speed Internet connectivity in computer labs? |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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What percentage of schools in your district have high speed Internet connectivity in school library or Media Center? |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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What percentage of schools in your district have high speed Internet connectivity in the Principal/Assistant Principal’s offices? |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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What percentage of schools in your district have high speed Internet connectivity in other school offices (e.g. Guidance Counselor, school psychologist, other specialists)? |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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What percentage of schools in your district have data projectors for use by teachers (may be available for checkout or in classrooms)? |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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What percentage of schools in your district have printers for use by students and teachers? |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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What percentage of schools in your district have scanners for use by students and teachers? |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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What percentage of schools in your district have digital cameras for use by students and teachers? |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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What percentage of schools in your district have digital video cameras for use by students and teachers? |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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In most ELEMENTARY SCHOOLS in your district, students have access to this technology during the school day: |
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Computers with high speed Internet or Intranet connectivity: |
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At any time (class time, free periods, lunch, recess). By special arrangement during free periods, lunch, recess. Only if their teacher has reserved space during a specified time period or if their teacher is teaching a particular unit/course. (Special arrangements are typically not made). Students do not have access to this technology during the school day. |
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Printers: |
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At any time (class time, free periods, lunch, recess). By special arrangement during free periods, lunch, recess. Only if their teacher has reserved space during a specified time period or if their teacher is teaching a particular unit/course. (Special arrangements are typically not made). Students do not have access to this technology during the school day. |
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In most Middle Schools in your district, students have access to this technology during the school day: |
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Computers with high speed Internet or Intranet connectivity: |
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At any time (class time, free periods, lunch, recess). By special arrangement during free periods, lunch, recess. Only if their teacher has reserved space during a specified time period or if their teacher is teaching a particular unit/course. (Special arrangements are typically not made). Students do not have access to this technology during the school day. |
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Printers: |
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At any time (class time, free periods, lunch, recess). By special arrangement during free periods, lunch, recess. Only if their teacher has reserved space during a specified time period or if their teacher is teaching a particular unit/course. (Special arrangements are typically not made). Students do not have access to this technology during the school day. |
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In most High Schools in your district, students have access to this technology during the school day: |
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Computers with high speed Internet or Intranet connectivity: |
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At any time (class time, free periods, lunch, recess). By special arrangement during free periods, lunch, recess. Only if their teacher has reserved space during a specified time period or if their teacher is teaching a particular unit/course. (Special arrangements are typically not made). Students do not have access to this technology during the school day. |
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Printers: |
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At any time (class time, free periods, lunch, recess). By special arrangement during free periods, lunch, recess. Only if their teacher has reserved space during a specified time period or if their teacher is teaching a particular unit/course. (Special arrangements are typically not made). Students do not have access to this technology during the school day. |
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For what proportion of schools in this district are the following statements true? |
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The school provides students with access to computers before and after school and on the weekend. |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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The school provides students with access to the Internet before and after school and on the weekend. |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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A community resource (e.g. Community Center, district office, or local library) provides students with access to computers before and after school. |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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A community resource (e.g. Community Center, district office, or local library) provides students with access to the Internet on the weekend. |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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The majority of students have computers at home. |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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The majority of students have Internet access at home. |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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The majority of students have no access to computers beyond the school day. |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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The majority of students have no access to the Internet beyond the school day. |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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What proportion of schools in this district offer students the following: |
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Their own email accounts, to be used for schoolwork |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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High bandwidth connectivity to the Internet and the district’s Intranet |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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Electronic storage space (e.g., an eLocker or a folder on a server) |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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Online access to the library catalogue (over the Internet or the Intranet) |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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Online access to databases (e.g., EBSCO, SIRS) |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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Online curricula (e.g., Beyond Books) |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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Opportunities for distance learning (e.g., classes or lessons offered over the Internet or through video-conferencing) |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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At-home access to most software that is used in their classes |
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0-20% 21-40% 41-60% 61-80% 81-100% |
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To what extent does your district provide teachers in elementary, middle, high schools with: |
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Elementary Schools: |
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Server space for the purpose of posting their own web pages or class materials (handouts, assignments, notes, practice exams) online |
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Yes, to all schools Yes, to some schools No |
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Access to district resources (multi-media resources, professional development materials) online (over the Internet or Intranet) |
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Yes, to all schools Yes, to some schools No |
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Access to basic productivity software (presentation, word processing, spreadsheets) |
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Yes, to all schools Yes, to some schools No |
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Access to course management and delivery software (e.g., Blackboard, WebCT, and Bigchalk are software programs that allow courses to be delivered online) |
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Yes, to all schools Yes, to some schools No |
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Access to electronic administrative tools (e.g., electronic gradebooks) |
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Yes, to all schools Yes, to some schools No |
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Online curricula (e.g., Beyond Books) |
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Yes, to all schools Yes, to some schools No |
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Opportunities for distance learning (e.g., professional development offered over the Internet or through video-conferencing) |
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Yes, to all schools Yes, to some schools No |
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Middle Schools: |
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Server space for the purpose of posting their own web pages or class materials (handouts, assignments, notes, practice exams) online |
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Yes, to all schools Yes, to some schools No |
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Access to district resources (multi-media resources, professional development materials) online (over the Internet or Intranet) |
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Yes, to all schools Yes, to some schools No |
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Access to basic productivity software (presentation, word processing, spreadsheets) |
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Yes, to all schools Yes, to some schools No |
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Access to course management and delivery software (e.g., Blackboard, WebCT, and Bigchalk are software programs that allow courses to be delivered online) |
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Yes, to all schools Yes, to some schools No |
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Access to electronic administrative tools (e.g., electronic gradebooks) |
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Yes, to all schools Yes, to some schools No |
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Online curricula (e.g., Beyond Books) |
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Yes, to all schools Yes, to some schools No |
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Opportunities for distance learning (e.g., professional development offered over the Internet or through video-conferencing) |
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Yes, to all schools Yes, to some schools No |
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High Schools: |
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Server space for the purpose of posting their own web pages or class materials (handouts, assignments, notes, practice exams) online |
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Yes, to all schools Yes, to some schools No |
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Access to district resources (multi-media resources, professional development materials) online (over the Internet or Intranet) |
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Yes, to all schools Yes, to some schools No |
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Access to basic productivity software (presentation, word processing, spreadsheets) |
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Yes, to all schools Yes, to some schools No |
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Access to course management and delivery software (e.g., Blackboard, WebCT, and Bigchalk are software programs that allow courses to be delivered online) |
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Yes, to all schools Yes, to some schools No |
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Access to electronic administrative tools (e.g., electronic gradebooks) |
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Yes, to all schools Yes, to some schools No |
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Online curricula (e.g., Beyond Books) |
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Yes, to all schools Yes, to some schools No |
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Opportunities for distance learning (e.g., professional development offered over the Internet or through video-conferencing) |
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Yes, to all schools Yes, to some schools No |
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Approximately what percent of elementary, middle, and high schools in your district have 2-way video learning equipment in the building? |
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% of ELEMENTARY schools |
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% of MIDDLE schools |
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% of HIGH schools |
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In a typical school in your district, how long does it take to do each of the following? |
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Get a failed computer repaired? |
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A few minutes .5 to 1 hour 1 to 4 hours .5 to 1 Full day 2 to 5 days 1 to 3 weeks A month or more |
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Get help on a software problem or question? |
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A few minutes .5 to 1 hour 1 to 4 hours .5 to 1 Full day 2 to 5 days 1 to 3 weeks A month or more |
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Get network services restored when the network goes down? |
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A few minutes .5 to 1 hour 1 to 4 hours .5 to 1 Full day 2 to 5 days 1 to 3 weeks A month or more |
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Which best describes the access most teachers in your district have to: |
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Information about student demographics? |
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Available online, accessible directly to teachers from classrooms. Available online, accessible directly to teachers from central school locations (e.g. main office, Staff Rooms). Available electronically (e.g. in an Excel file) if requested from administrative offices. Available on paper if requested from administrative offices. Teachers cannot access this information. |
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Information about student achievement or past academic performance? (Select one) |
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Available online, accessible directly to teachers from classrooms. Available online, accessible directly to teachers from central school locations (e.g. main office, Staff Rooms). Available electronically (e.g. in an Excel file) if requested from administrative offices. Available on paper if requested from administrative offices. Teachers cannot access this information. |
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Information about absences, behavioral referrals, or other related issues? |
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Available online, accessible directly to teachers from classrooms. Available online, accessible directly to teachers from central school locations (e.g. main office, Staff Rooms). Available electronically (e.g. in an Excel file) if requested from administrative offices. Available on paper if requested from administrative offices. Teachers cannot access this information. |
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Which best describes the access that most administrators in this district have to: |
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Information about student demographics? |
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Available online, accessible directly from building offices Available electronically (e.g. in an Excel file) if requested from district administrative offices Available on paper if requested from district administrative offices |
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Information about student achievement or past academic performance? |
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Available online, accessible directly from building offices Available electronically (e.g. in an Excel file) if requested from district administrative offices Available on paper if requested from district administrative offices |
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Information about absences, behavioral referrals, or other related issues? |