Reframing Education

Data Use: Gathering Stakeholder Input

Data Use: Gathering Stakeholder Input

Use the contents of this page to guide your "Reframing" discussions. Refer to the "Data Use: Gathering Stakeholder Input" section of the guidebook.


Teacher Surveys

Gather data on teacher attitudes, successes, resources, unexpected challenges, need for PD, other supports

Every teacher deserves high-quality instructional materials that free them to use their talents and passion to reach students.

Instructional materials alone are not the answer. For materials initiatives to be effective, educators need job-embedded professional learning grounded in the materials they use in their daily practice.


A good resource to help districts make sure teachers have access to the necessary PD is called Personalized Professional Learning: A Job-Embedded Pathway for Elevating Teacher Voice, by Allison Rodman.

What methods are teachers using to connect/communicate with families?

    • Methods for informing families

    • Methods of listening to or receiving input from families


Are there common platforms being used across grade levels/schools?  Are families with children in multiple grades required to access too many different forms of communication?


Do teachers need access to communication tools like technology, or resources such as translation,  to communicate back and forth with families facing barriers, such as non-English speaking, no Internet, limited literacy levels. Etc.


How are teachers determining the most effective communication methods/tools to use to reach the families of all learners in their classroom?


How often and how well are you able to communicate with families about their child’s progress?


When children are receiving special education services or learning interventions, how are you providing information to families about their child’s progress? How are you gaining families’ full and welcomed participation in the process?


How are teachers communicating with students and families to address non-academic needs (social, emotional, physical, basic) of students while they are away from the school? How are they connecting families with community resources (food, WiFi, school nurse, school counselor, transition services, etc)?


How did your interactions with families improve during remote learning in the spring of 2020?  How can you continue to have these interactions in 2020-2021?


Student Focus Groups

Gather data on student impressions, experiences and attitudes, effective resources, organizational considerations

All students deserve high-quality instructional materials that are aligned to college and career-ready standards.


Consider, how to check in with students during remote learning for input on student experience of current stressors, emotional status, need for support, etc?

Harvard: Making Caring Common Project

Class check-in survey- Google Form Sample

Class check-in survey- Printable pdf

How were students supported by their teachers/school in regard to their non-academic, more social-emotional needs?

What barriers do you face to being able to access all learning resources from the school and to provide your best effort on your work assignments?

What supports or resources do students believe their families need to support their learning at home? (Such as Wifi, access to computer, access to space for learning, books, paper)?

What was your experience with remote learning?  Do you feel you were able to learn?  How would you feel about continuing to learn remotely?  


Parent Surveys or Focus Groups

Gather data on attitudes, experiences, access – identify unexpected issues or non-education factors (e.g., job loss, health concerns), etc. 

This example survey from NYU (starts on Page 7 of the google doc) is available in English and Spanish. This, and the Remote Survey Link example below from Region 6, could be 2 great sources for a family survey on remote learning experiences of families.

NYU Survey Example (Avail in English/Spanish): Tools for Educators

Example survey- Remote Survey Link

Consider, what electronic format will be best received by parents? Are parents familiar with Google Forms? 

(Provide support, tutorials, for use of any technology/apps/etc)


High-quality instructional materials should reflect districts’ content-specific visions for teaching and learning as well as   the local context and priorities of students, families, and communities. 


A good resource to help districts make sure teachers have access to the necessary PD is called Personalized Professional Learning: A Job-Embedded Pathway for Elevating Teacher Voice, by Allison Rodman.


ITC/Technology Feedback

Gather data from ITC / local Tech coordinators

Do all students in your district have access to the Internet at home?

From Technology workgroup:

Digital Equity- Supporting Students & Families in Out-of-School Learning Sample Out‐of‐School Connecüvity Survey

Survey Example – The district calls households using its phone notification system .District Conducts Internet Access Survey – InFocus

Ellenville School District Internet/Technology Access Survey

Who has it and who does not – home connectivity for both staff and students? On top of that, how fast and how much bandwidth. Remember bandwidth is two factor, one being the speed (download/upload) and usage (unlimited data or capped with overages). 


Are policies already in place covering the network use, filtering , etc? May need to add some verbiage to cover home use if they didn’t have it before.


What are the needs of your IT Department?


Are there additional resources your educators need in order to provide instruction as planned for next year?


In regard to student equipment (laptop, desktop or tablet), what is compatible or needed to use the online tools the district has chosen. If the equipment is district owned, is it being filtered and patched? If it is private, is it being patched and can it be filtered? 


Is the district planning on having designated hotspots for student connectivity? Many setup hotspots off their internal networks for parking lot access for example. The district could provide cellular hotspots (Verizon, AT&T and T-Mobile) which will allow for students that need access to get access, but only if there is cell service at their home. That would be or could be an expensive venture, but they could charge the student a fee to cover it. 



Special Populations Feedback

Gather data from preschool, special education, gifted education, EL, etc.

What populations do you want to be able to disaggregate your data for (SWD, EL, gifted, grade levels, ED, etc.)?  How will you ask them to identify themselves? Will there be different surveys sent to those groups? Different sections on the same survey? Only one survey for all?


What are the considerations for that special population that you would like feedback on (effectiveness of remote instruction, progress on IEP/WEP goals, accessibility of instructional materials, accessibility of specific therapies, communication with specialist staff, etc.)?


Do you want to ask an open-ended question for any comments the stakeholder would like to provide?


Repeat with other guiding questions related to the Task listed above – add rows as needed for more questions)

  • Native languages

  • Parent-friendly language

  • Readability

Focus on Equity

Equity in education means that each child has access to relevant and challenging academic experiences and educational resources necessary for success. Equity must remain at the forefront of short- and long-term goals, responses and supports. 

What are the stakeholder limitations to access electronic surveys? 

Consider options for paper copies to be completed. 

What is the reading level of questions/vocabulary to ensure access to information? 

Several free readability tools can be found online. For example: 

Readability Analyzer

  • In Microsoft Word:

How to Find Your Document’s Readability Score in Microsoft Word

  • In Google:

TRAY Readability Tool (Chrome extension)

What inequities exist in our school?  How do we know this?

What is it about our people, policies, and practices that contribute to this inequity?

Which changes do we need to make to create equity for students, family and staff who face inequities?

Did the equity strategies decrease our discipline disparity?  Are we reviewing our data in short cycles and making improvements to increase positive impacts?

An article from PBIS Apps’s publication: Teach by Design: “5 Questions Every Team Should Ask About Racial Disproportionality”

Who is at the table when decisions are made about our school systems?  

    1. Students representative of our community

    2. Paraprofessionals

    3. Administrators

    4. Teachers

    5. Families representative of our community

    6. Community partners

    7. Support staff


Quality Schools

The entire school must commit to educating and supporting students so they acquire the knowledge and skills needed for future success. Those working inside and outside of the school should have a shared definition of future success. A shared understanding will help each child reach his or her goal.

Support staff included; bus drivers, cafeteria workers, secretaries


How has the district definition of future success (and how the district acts to support/attain it) been modified to account for next year?


Thank you to the collaborative group who created the discussion questions and contents of this page:

James Cutlip – Madison- Champaign ESC
Heather Wolfe – Athens Meigs ESC
Matt Gerberick – Clark County ESC
Dave Miller – ESC of Lorain
Jaclyn Rausch – Trumbull County ESC
Arlo Brookhart – Trumbull County ESC
Rachel Glass – Mercer County ESC
David Larson – Miami County ESC