EXPO 2016 - Amazon S3€¦ · WELCOME TO IO EXPO 2016! I’d like to personally welcome you to EXPO...

EXPO 2016

PALEY CENTERNEW YORK CITY, NY

TUES. MAY 24TH, 2016

#IOEXPO2016

© IO Education 2016. All Rights Reserved.ioeducation.com [email protected]

WELCOME TO IO EXPO 2016!I’d like to personally welcome you to EXPO 2016. It’s an exciting time to be in K-12 education, and we are making some changes at DataCation / CaseNEX to support our clients and to help solve more of the challenges holding schools and districts back. I’d like to take a moment of your time to highlight these changes: • In September 2015, we joined forces with Longleaf Solutions. Our products were a natural

complement to each other as we seek to help educators use data to gain more insight and make well-informed actions.

• During the past 8 months, we have been focused on supporting existing customers and build-ing an improved product foundation called the K-12 Data Platform.

• We sought out advice from our existing customers to identify areas of need where we need to improve our product offering.

• In response to the needs, we have built product enhancement roadmap based directly on cus-tomer needs.

• As part of our product roadmap, today we are going to be introducing you to our new product names that will be rolling out before next school year.

As we have taken all of these steps together, we soon realized that we needed a new brand that would represent this growing and improving organization. That’s why I would like to be the first to introduce you to IO Education. While we have a new name and brand, we are on the same mission as always – helping to em-power educators through data to improve educational outcomes. You can expect the same great service from our team as we help solve more of the biggest problems facing you today. Thanks you for attending our EXPO 2016 and more importantly being a part of this amazing mis-sion of improving education outcomes.

Sincerely,Peter BencivengaChief Academic OfficerIO Education


WE ARE...

P O S I T I V E W e b r i n g a p o s i t i v e , e n e r g i z e d a t t i t u d e a n d c o n t a g i o u s enthusiasm; o u r w o r k m a k e s a d i f f e r e n c e

K N O W L E D G E A B L E W e a r e e x p e r i e n c e d a n d i n s i g h t f u l ; a l w a y s l e a r n i n g a n d i m p r o v i n g

I N N O V A T I V E W e l o o k f o r u n s e e n s o l u t i o n s ; c h a l l e n g i n g t h e s t a t u s - q u o

S U P P O R T I V EW e b u i l d l a s t i n g r e l a t i o n s h i p s w i t h o u r e d u c a t i o n a l p a r t n e r s a n d i n t e r n a l t e a m m e m b e r s t h r o u g h a s e r v i c e - o r i e n t e d m i n d - s e t

O U R M I S S I O N I S T O E M P O W E R E D U C A T O R S T H R O U G H D A T A T O IMPROVE EDUCATIONAL OUTCOMES


COMPANY HISTORY & FUTURE

IO Education is focused on developing innovative solutions that break down data silos and improve outcomes for three areas of school districts: student achievement, educator

effectiveness and operational efficiency.

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IMPROVING EDUCATIONAL

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102,076 EDUCATOR USERS

4,784,230STUDENT RECORDS

5,136SCHOOLS

ioeducation.com

facebook.com/ioeducation

linkedin.com/company/io-education

@ioeducation

expo2016

SCHEDULEMAPGUEST SPEAKERSESSION GUIDE

ioeducation.com



@ioeducation

#IOEXPO2016

SCHEDULE

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BennackTheater

SpielbergGallery

GoodsonTheater Classroom LibraryLobby

Breakfast &Registration

Sales & TechSupport

Lunch Lunch

21st Century Digital Assessment at Your Fingertips

Introduction to the Data Suite

Introduction to the Data Suite

Phonological Awareness Literacy Screening (PALS)

What Did They Do? The ESSA Explained

LunchLunch

How Principals Use Data in Their School

Teachers Discuss Outcomes Based Grading

Parents’ Perspectives on Data Tools

Using Virtual Data Walls for Personalized Learning

Using Virtual Data Walls for Personalized Learning

Talent Management:From Compliance to Coaching

Sales & TechSupport

Sales & TechSupport

Welcome Address & Intro to IO Education

Guest Speaker Guest Speaker

Welcome Address & Intro to IO Education

Breakfast Breakfast

Concourse Street Level 2nd Floor 4th Floor

#IOEXPO2016

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Concourse Street Level 2nd Floor 4th Floor

BENNACKTHEATER

SPIELBERGGALLERY

LOBBY GOODSONTHEATER

LIBRARY

CLASSROOM

STREET ENTRANCE

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#IOEXPO2016

GUEST SPEAKER

Jordan Horowitz, vice president, foundation relations and project development for the Institute for Evidence-Based Change (IEBC), is responsible for develop-ing and managing new initiatives in educational collaboration, research support and technology tools, and data linking. He has extensive experience in applied research methods, program evaluation, educational partnerships and compre-

hensive school reform. He has written extensively and is a frequent presenter on evaluation-related topics and intersegmental educational partnerships. Horowitz

transitioned to IEBC after serving as senior director for special projects for the California Partnership for Achieving Student Success (Cal-PASS). Prior to Cal-PASS, he was a senior project director in evaluation research at WestEd where

he directed evaluations of numerous local, state and federal programs.

#IOEXPO2016

SESSION GUIDE

WHAT DID THEY DO? THE EVERY STUDENT SUCCEEDS ACT EXPLAINED

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INTRODUCTION TO THE DATA SUITE

PANEL: HOW PRINCIPALS USE DATA IN THEIR SCHOOL

PANEL: TEACHERS DISCUSS OUTCOMES BASED GRADING

USING VIRTUAL DATA WALLS FOR PERSONALIZED LEARNING

TALENT MANAGEMENT: FROM COMPLIANCE TO COACHING

PHONOLOGICAL AWARENESS LITERACY SCREENING (PALS)

THE BRAVE NEW (DIGITAL) WORLD OF ASSESSMENTS

PANEL: COMMUNITY ENGAGEMENT: PARENTS’ PERSPECTIVES ON DATA TOOLS

#IOEXPO2016

PANEL: HOW PRINCIPALS USE DATA IN THEIR SCHOOL

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A panel discussion on how leading NYCPS principals make sense of the plethora of data to help teachers easily understand how to use this information and apply it to their classroom. These educational leaders will discuss their data driven culture

approach on how they continually improve student outcomes by using data to inform all key stakeholders in the school community.

Many educational data initiatives have failed to capture teacher needs and gain widespread use in the classroom. Learn some of the embedded data practices

used by these schools to make data use part of the teacher’s everyday workflow. Learn how these schools make it work and how you can apply these best

practices to create a data design approach for increased student achievement.

Seung Yu - Academy for Software Engineering

Mark Erwelstein - Principal

Patrick Burns - J.H.S 217 Robert A. Van Wyck

Nadav Zeimer - Harlem Renaissance High School

Moderator: Panelists:

#IOEXPO2016

USING VIRTUAL DATA WALLS FOR PERSONALIZED LEARNING

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Data walls provide teachers with the ability to visualize data so they can implement strategies for improving student performance. Unfortunately,

they are a serious time commitment to collect, organize, maintain and secure.

We’re about to change that with industry first virtual data wall. DataCation has automated the time spent collecting, organizing and maintaining data, and

given educators the framework for visualizing student data using simple sorting, filtering and grouping options.

The virtual data wall allows educators to easily identify a student or cohort that needs intervention, and then create and monitor individualized learning plans for your students. With virtual data walls, personalize learning has just

become a reality.

Presented by:

#IOEXPO2016

TALENT MANAGEMENT: FROM COMPLIANCE TO COACHING

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Teacher observation systems have improved compliance with state and district talent management requirements. Now, it is time to move beyond compliance and into coaching for improving talent management and student achievement.

These four steps will help improve educator effectiveness:

Step 1: Use local student data from the classroom and teacher evidence portfolios in combination with observational data to develop holistic, local and data-informed view of teacher effectiveness.Step 2: Principals and teachers work together clarify use of student data, set personal goals and develop a personalized action plan to meet goals.Step 3: Establish regular dialog with structured feedback about student progress and achievement of personal plan.Step 4: Facilitate coaching opportunities for peer feedback and collaboration with master teachers and department heads using data

Presented by:

#IOEXPO2016

PANEL: TEACHERS DISCUSS OUTCOMES BASED GRADING

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Traditional grading practices have changed over the last few years as we move towards competency based grading instead of compliance based grading. This panel will discuss some of the best practices used to evaluate student learning.

Learn how these educational leaders use assessment results to evaluate students’ weak and strong points in the Subject Area Standards. Learn gradebook strategies on how teachers grade their assignments based on outcomes rather than cate-gories. Learn strategies of how students self-assess their own learning and pro-

vide feedback to teachers.

This panel will share successful practices in developing grading strategies and implementation models that concentrate on recognizing mastery in a subject.

Starr Sackstein - World Journalism Prepatory High School

Meredith Towne - Teacher

Bryan Miltenberg - Scholars Academy

Ryan Milano - Scholars Academy


#IOEXPO2016

21ST CENTURY DIGITAL ASSESSMENTS AT YOUR FINGERTIPS

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Interim and formative assessments are an integral part of student achievement, allowing teachers to assess competency and identify performance lapses.

Join us as we explore the latest advances in assessments available to your teachers, including:

- Online administration of assessments- Real-time results analysis- Technology-Enhanced Items- Advanced reporting and custom report builder- Local item banks- Integration with 3rd party item banks

Presented by:

#IOEXPO2016

INTRODUCTION TO THE DATA SUITE

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This session is designed for schools and districts to learn more about the different DataCation modules. With three new modules added this year, this is a great session for all schools as an overview of the different DataCation

applications that are currently available.

This session will also show you how DataCation is committed to providing you with innovative solutions to support your leadership, teachers, parents and students. We actively assess new needs address performance gap, increase

transparency and promote academic success.

Presented by:

#IOEXPO2016

WHAT DID THEY DO? THE EVERY STUDENT SUCCEEDS

ACT EXPLAINEDNow that ESEA (recently known as NCLB) has been reauthorized and transformed

into the Every Student Succeeds Act (ESSA), come hear the 1000 pages of this important legislation discussed in detail by a former US Department of Education official. Doug will explain the key provisions of the new law, particularly around assessment, accountability and the devolution of the federal role in education

combined with the transition to an evolution of the state and local role in education. The presentation will be informative, entertaining, and

interactive, with time for Q&A.

Presented by:

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#IOEXPO2016

PANEL: COMMUNITY ENGAGEMENT: PARENTS’ PERSPECTIVES

ON DATA TOOLSWith technology in education how are parents making best use of these applica-

tions? Join parents and parent advocates as they share stories of successes of data tools being used by their schools. What are some of the benefits these par-ents have experienced being “in-the-know” when it comes to their child’s daily

schooling? Hear stories of how these tools work best for parents and how they’ve improved student outcomes.

Keeping parent and student involvement in mind is a necessity as schools depend on it for successful academic performance. When a parent knows their child’s

homework assignment, or what grade they got on an exam, that parent becomes the teacher’s out-of-the-classroom advocate for the child. Data tools have be-

come more than just keeping parent and student involvement in mind. Learn how these panelists stay connected to their school community and child’s performance

by using technology.

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Robin Schwartz - Teachers College, Columbia

Toni Rufo - I.S. 72 The Police Officer Rocco Laurie

Cecilia Accettura - FDR High School


#IOEXPO2016

PHONOLOGICAL AWARENESS LITERACY SCREENING (PALS)

Giving teachers the information they need today to plan instruction and intervention tomorrow. PALS is the essential screening, diagnostic, and

progress-monitoring tool for measuring the fundamental components of literacy that are predictive of reading achievement. Understand how PALS

results immediately inform planning for differentiated classroom instruction and for reading intervention. PALS is the only assessment that determines an instructional reading level and spelling stage for each student, and a Concept

of Word stage for Kindergarteners. Come and hear how PALS can have long-term impact on teacher effectiveness in addressing students

reading strengths and needs.

Presented by:

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PRODUCTS


STUDENT ACHIEVEMENT

Comprehensive interim and formative assessment for print and online administration

Integrated classroom platform that dramatically improves teacher workflow

Advanced insight of all student data through virtual data walls, dashboards and early warning

Personalized student learning plans and management from aggregated student data

Real-time student and parent portal designed by teachers to encourage regular interactions

Flexible talent management using data from all domains for teacher evaluation and growth

Customizable operational evaluation system that improves efficiency and reduces cost

EDUCATOR EFFECTIVENESS

OPERATIONS EFFICIENCY

assessment

classroom

insights

plans

PupilPathBy IO Education

talent

operations

STUDENTACHIEVEMENT


IO CLASSROOM: A TEACHER’S PERSONAL ASSISTANT

IO Classroom is an integrated classroom management solution designed by experienced teachers to make managing the demands of the classroom dramatically easier.

IO Classroom seamlessly flows with a teacher’s day from taking attendance and noting behavior, to managing assignments and recording grades. Skedula will revolutionize the classroom workflow.

IO Classroom automatically sends parents and students notifications of classroom activity through the PupilPath portal. These notifications ensure that parents and students are actively engaged in student achievement.

IO Classroom makes classroom management and parent engagement easy for over 600 NYC schools and thousands of schools nationwide.

classroom

When you’re ready to improve teacher workflow, you need IO Classroom.

• Gradebook

• Seating charts

• Attendance

• Behavior & anecdotal

• Assignment management

• Google Apps for assignments

IO Classroom includes all of the daily work flow

tools for your classroom:

INTEGRATED WITH SOURCE SYSTEMS:• SIS• Formative assessment• Summative assessment• Reading assessment

• Student portfolio

• Student learning goals and tracking

• Parent communication with translation

• Parent & student portal management

• Apps for iPhone, iPad and Android


IO INSIGHTS: REPORTING AND VISUALIZATION THAT CREATES INSIGHTS

Improving educational outcomes starts with data; not the limited view of data trapped in individual vendor silos, but robust, integrated data. However, data by itself does not provide value. Schools and districts must be equipped to create insights and take action at every level and role in the organization.

IO Insights is the most compelling answer to this challenge; easily aggregating student data from all of your source systems and creating insights from easy-to-use dashboards, drill-down reporting and data visualization that your entire staff will want to use.

insights

IO Insights is the right data for the right people at the right time.

• Aggregated student data from your SIS, assessment, classroom workflow systems and more

• Personalized access and insights based on role, user and task

• Unlimited reporting views using plotted, trend and comparison charts with drill

• Unique data visualization of student data using easy sorting, grouping & filtering

With IO Insights, educators are equipped to make

data-driven insights and actions:

• Track multiple pathways for graduation based on school, district and state requirements

• Virtual data wall replaces static data walls to identify student needs

• Personal dashboards for every user

• Detailed student profiles with all data and interventions in one place

• Advanced encryption for transmission and storage to keep data secure and private

Easily create plain paper, scannable exams and align questions to state standards. Use low-cost multifunction scanners to instantly score your assessments online.

Include any combination of multiple choice and constructed response questions. Score constructed response items using your district’s rubrics.

Disaggregate test scores by teacher, grade-level, school, district, ethnicity, gender, language fluency, program participation, tribal affiliation, etc.

Compare your formative data to your students’ state assessment data, over time, using our web-based longitudinal data warehouse.

We believe that student performance data is most powerful in the hands of classroom teachers. If you agree, you need IO Assessment.

IO Assessment enables teachers to quickly create, score and store, and analyze standards-aligned answer sheets for exams.

IO Assessment allows teachers to easily create or use saved answer sheets, align questions to local or Common Core standards, scan and score bubbled responses, and store both the exams and responses. The dashboard reporting helps teachers assess which teaching methods are successful for the class, as well as identifying the needs of individual students based on specific standards.

IO Assessments is the best way to add time back into your teacher’s day while improving your standards-aligned assessment capabilities.

IO ASSESSMENT: PROVIDING EDUCATORS WITH SHORT CYCLE ASSESSMENT TOOLS & READY TO USE REPORTING

Regents Item Analysis

Benchmark Analysis

NWEA Analysis

Standard Analysis

Exam Comparison Analysis

NWEA Map Report

NWEA Map Growth

Student Snapshot

SHORT CYCLE ASSESSMENT MADE EASY

SHORT CYCLE ASSESSMENTS

READY TO USE REPORTING


assessment


IO PLANS: THE INTEGRATED SOLUTION FOR PERSONALIZING LEARNING

IO Plans is the personalized learning planning and management module that helps improve student achievement. IO Plans is tightly integrated to IO Insights module that provides robust, real-time student data needed by teachers to plan and manage personalized instruction.

With IO Plans, educators can easily develop personalized learning plans for a single student or many cohorts of students for each class or grade. And once the plans have been created, the real-time integration with IO Insights allows teachers to monitor and manage the student achievement of the plans and make adjustments as needed.

plans

IO Plans is your solution for personalized learning plans and management in every classroom in your district.

• Real-time integration with student data IO Insights

• Baseline student performance

• Monitor and analyze success of intervention strategies in real-time

• Design and Implement personalized learning plans

• Evidence-based portfolio aligned to standards

• Identify learning support needs

• Support Tier 1, 2 and 3 Response to Intervention (RTI) plans

• Develop plans for advanced and gifted students

• Complete student profile

• Collaborate with other educators on student learning plans

• Integrated with PupilPath student and parent portal

With IO Plans, educators are empowered to make

data-driven personalized learning plans:


PUPILPATH: PARENT & STUDENT ENGAGEMENT THAT WORKS

PupilPath portal is a robust student and parent portal designed by teachers to encourage regular interactions on student achievement for both students and parents.

PupilPath features real-time integration with IO Classroom, allowing teachers to fluidly communicate attendance, behavior, assignments and grades. The integration with your SIS, formative & summative assessments and reading assessments makes district and state information available to parents.

Parents and teachers love the bi-directional messaging with translation which consolidates communications into a single secure channel.

Students and parents appreciate the dynamic calendar that helps students stay on track with homework, quizzes and tests. With the Google Apps integration, students can receive, complete and submit assignments, and

PupilPathBy IO Education

When you’re ready to engage students & parents, you need PupilPath.

NYC parent & student users

800,000PupilPath logins per month

6,000,000 Native Apps

Increase student achievement through virtual agenda book

2-way, secure communication with translation

Integration with key district systems

iOS and Android

EDUCATOREFFECTIVENESS

IO TALENT: A SCHOOL IS ONLY AS GOOD AS ITS STAFF

REPORTING & ANALYTICS

The administrator’s portal allows appraisers & administrators to manage evaluations across their school and district.

• Custom evaluation rubric • Evaluation plan management • Complete teacher profile, including: KPI measures, progress to PD plan, evidence portfolio • Performance dashboard with drill-down reporting across grade, school and district • Native apps for quantitative and qualitative observation & evidence collection

TEACHERS

The teacher’s portal provides timely feedback based on evaluation data captured, and allows teachers to track and manage progress on their professional development plan

• Teacher evidence portfolio• Professional development plan management • Reporting on local and district student data • Review student performance, including VAM of student growth• KPI scorecards

With IO Talent, schools and districts have the tools to evaluate and support the professional growth of their teaching staff in compliance with state, district and local requirements.

IO Talent makes it easy for administrators to work with teachers to set annual goals, manage the plan for evaluation and track progress of action items. The flexible architecture of IO Talent allows schools and districts to create their own evaluation rubric for teachers and principals, including:

• Teacher submitted evidence• Appraiser submitted, peer-reviewed evidence• Locally-defined value-added measures of student growth

• Standardized assessment scores• Quantitative and qualitative observational data

This is how your schools can help improve educator effectiveness.


talent

OPERATIONSEFFICIENCY

SAVE TIME, REDUCE OPERATING COSTS AND ELIMINATE WASTE

District operations are being asked to do more with less. In order to achieve goals, operational efficiency is no longer a nice to have.

IO Operations uses your existing operational data to empower you to identify key performance measures, benchmark NCES data and peer groups, set operational goals and manage attainment.

With flexible observation forms, IO Operations allows you to measure the KPIs that are important to your operation.

When you’re ready to improve district operations, you need IO Operations.


operations

Identify your key performance measuresUse existing KPIs for Food Services, Transportation, Maintenance and Operations, Finance and Procurement, or leverage best practices from IO Education.

Collect your data from existing systemsIO Operations integrates with your existing systems to pull all of your disparate operational data into a single consolidated platform.

Create custom forms for collecting quantitative and qualitative dataQuickly create custom data entry forms that allow you collect quantitative and qualitative data from any area of your operations.

Use the powerful analytics to identify improvement opportunitiesCombine and analyze data from your existing systems with your observational data for in-depth evaluation of operations across your district. Quickly identify improvement opportunities throughout your district operations.

Create and manage operational improvement plans through district and school dashboardsTurn your analysis into improvement plans for each of your operational areas. Track and manage progress-to-plan using the district and school dashboards.

ARTICLES

Using Data to Visualize Your Student RoadmaPConsolidate, Analyze, Plan

By Peter Bencivenga

46 Winter 2015/2016 SouthEast Education Network

Educators nationwide are aware of the multitude of options when it comes to school data management systems. As the founder of an Edtech software company that builds student data management systems and online gradebooks, I’ve learned over the years that development of these systems must be predictive of, and adaptable to, a school or district’s needs. The data can’t “just sit there.” Six years ago anyone inventing a better school data management system focused — correctly — on best ways to capture the data. As with any evolving technology what was advanced then is simply not enough now. Capturing data is not enough. Our advances in development, software, and experience with what works and what doesn’t within a school system has taught us a process for what we need for student and school-wide success: Consolidate, Analyze and Plan.

Part 1: ConsolidateYears ago, developers knew that a teacher marking

absences on paper attendance sheets and tracking data by hand was not using their time efficiently. To come up with an electronic way to capture data was undoubtedly a necessary step in the evolution of the modern classroom. However now we have a glaring gap between capturing and consolidating data. To have capturing capability without the right tools to consolidate the technologies, and organize the data, means a teacher might as well be using paper sheets again. What came from good intentions to collect as much data as possible, keep that data secure, warehouse that data for future use, resulted in mountains of data that no one realistically knows what to do with. With so much data spread out in so many different places, the key in the modern classroom is to move past capture to consolidate.

Consider how many data points teachers face and all the different ways the data comes to them. It could be an excel spreadsheet, a warehouse, reports, emails — the list goes on and on. Having from six to 60 systems means too much data. It becomes counter-productive. As the expression goes, it can make it difficult to “see the forest through the trees.” Holistically, schools are gathering data from outside the typical range of student data: finance data, human resource systems, and food Service data to name a few. With the right tools to sort and organize this extensive amount of data, school districts can use the data to

its best advantage. There is so much data the tool has to be useable and work within the flow of a teacher’s busy workday. This leads us to the next step: Analyze.

Part II: AnalyzeGiving school district administrators access to data

is important — but putting data evaluation into the hands of the teachers is a game-changer. If you think about the data like points of energy — capturing the data is potential energy. Analyzing the data is kinetic energy. Eventually using the data to plan is electric energy. It’s important to get the data moving in order to best evaluate the data. But the problem is these aren’t data scientists; they are busy teachers — some with hundreds of students. (Need to check original story for what goes here) the worst thing you can do as this turns them against the data. They begin to see the data negatively, as a burden, rather than a possibility. Below are what I believe are the best practices to integrate data into a teacher’s workday to allow them ease-of-use when it comes to evaluating and analyzing data.

1. Give teachers a system so all their data and toolscan be viewed in one place. We must understandit’s counterintuitive for a teacher to log in andout of many systems to try and gather data. Thismust be available to them in one place, with onelogin, for them to analyze the data efficiently.

2. Wade through the noise and only use whatis necessary when analyzing data. Recognizedifferent needs and data pinpoints. Alloweducators to run analytics easily. Forexample, tie metrics according to theirstandards so they can then visualize thedata in a clear and comprehensive way.

3. Take the teacher out of the bubble. Open outletsfor the teacher to communicate directly using realtime data with the touch of a button, or the swipeof a finger on their mobile device. Give teachersthe tools to communicate results with parentsand children and comment within the schoolcommunity to administrators or fellow teachers.Let the data open a dialogue not stall it. On theflip side: Give communication to students andparents. Often the most overlooked stakeholder,



CONSTANT AWARENESS

a parent or guardian is by far the most influential person for a student’s education aside from the teacher.

4. Make it easy. Allow all data to beaccessed in one place, give teachersa user-friendly interface and systemsthat work within their daily workflow.Ease-of-use for the teacher is moreimportant to a product than one wouldthink, mainly because if the systemdoesn’t make sense to the teacher, theywon’t use it. Ease-of-use is becominganother way to say a product isactive. Clunky software will not cutit. A teacher simply won’t allow it.

Analyzing a report is one thing. But if a report only provides teachers with static views and is not customized to what that student or teacher needs, then the report is useless. We know that data needs to pinpoint strengths and weaknesses. What’s good and what’s bad? We get that. But what’s next? This is what brings me to the next point. Plan.

Part III: PlanMost schools know to plan a road map for

the child. From the guidance counselor to the parents to the student portfolio — and all the software out there to make this easier for everyone — it’s clear this has become part of the dialogue of the school community.

So what’s the problem? Everyone has a plan of some sort, but the majority isn’t planning based on data. If you’ve already followed the first two steps: consolidate and analyze — then why not use that data to plan?

From personalized professional development plans for teachers to student learning plans, it’s important for users to have a roadmap and a strategy for next steps. Current data is important, as we know. Analysis of data is imperative. But going beyond organization of your data can mean higher success levels for the school community. Data should be used to build plans for all users — including their long-term goals and their daily goals. Being organized is cool. But being able to understand where your students will be in one, two, three years is key. A teacher or administrator must be confident when thinking: Now I know where the pinpoints are. What type of planning tool are you going to use so that the data becomes actionable? It’s not right to make the plan first and then let the data “fit” into the plan.

Rather than just displaying data we need action. Action equals planning. A teacher can use data to understand where a student needs help. Without properly managing his or her data, how will a teacher build individual learning plans for each student in the class? Qualitative data can

help move a teacher’s attention beyond test scores. A report with data sorted in the right way can allow a teacher to teach specifically to one child as long as they have the right tools to consolidate, analyze and plan. There are schools out there right now without a planning tool even in place while mounds of data pieces pile up — unused. Alternatively, there are schools with the tools in place but do not use the data to take the results to the next level.

Consolidate, Analyze and PlanWhat seems obvious today wasn’t known

six years ago. We are constantly getting better and learning more and more how to improve the day-to-day workflow of a teacher. Data should be analyzed in schools and those reports must work their way into a long-term plan. The data should be used in the most beneficial and actionable way for the success of the child and the entire school community.

After teaching high school for over 10 years in NYC public schools and working in technical integration initiatives for the NYC DOE, College of Technology, and City University of New York, Peter Bencivenga co-founded the education software company DataCation. Peter holds his M.S. in Instructional Technology from the New York Institute of Technology.

PERSONALIZED LEARNING PRODUCES POSITIVE OUTCOMES

BY DOUG MESCAGAR


“The longer students experience personalized learning practices, the greater their growth in achievement,” ac-cording to new research by the RAND Corporation. The report, entitled Continued Progress: Promising Evidence on Personalized Learning, is an important contribution to understanding whether personalized learning is producing results and how it is being implemented. With the advent of new technology platforms and digi-tal content, scaling personalized learning is emerging in blended learning settings around the country. It is crucial to understand what benefits it is yielding.

While there is not a single definition of personalized learn-ing, practitioners have identified key elements, including:

• deeper student learning tailored to each student’s needs, skills, and interests;

• multi-faceted and challenging learning experiences which prepare students for success after high school;

• teachers designing instruction, managing the learning environment, and providing students with expert guid-ance and support; and

• students owning their learning.

The achievement outcomes identified in the study are strong and indicative of the great potential for personal-ized learning to be transformative:

• Well more than half of personalized learning students with lower starting achievement levels experienced greater growth rates than peers, particularly in math-ematics.

• Growth continued to accumulate in schools with three years of implementation.

• Schools were developing non-academic skills in stu-dents.

• Students were more likely to report their math and ELA instruction incorporated complex, student-centered instruction.

Darwin J. Stiffler, Superintendent Yuma School District One and one of the nation’s leading practitioners of per-sonalized learning, observed, “The outcomes we are see-ing from schools that are using high-quality personalized learning models are extremely encouraging. In order to achieve their potential, it is critical that personalized learn-ing be implemented strategically, with as strong a focus on pedagogy and addressing students’ specific education-al needs as on the technology itself.”

It should be noted that the report also found some mixed results across the schools studied, with only some schools seeing very large gains, while a few saw little or even neg-ative effects. In addition, overall achievement gains were largest for students in lower grade levels.

Importantly, the study looked at implementation practices and teacher perceptions of personalized learning models and strategies.

The characteristics of schools implementing quality per-sonalized learning included:

• Learner Profiles: Teachers reported using a variety of data and other resources to inform their instructional decisions, including using timely data on student mas-tery of concepts and lessons, as well as providing and discussing data with students.

• Personal Learning Paths: The extent to which stu-dents were able to make choices about their learning varied by course, teacher, and age of the student. All schools provided time for individual academic sup-port. Three-quarters of schools used a variety of in-structional formats and offered out-of-school learn-ing opportunities.

• Flexible Learning Environments: Educators reported that their learning spaces were supportive of person-alized learning and that learning time was designed to be flexible and responsive to students’ needs.

Relative to a national sample, more teachers surveyed used technology for personalization, incorporated com-petency-based learning, and agreed their schools’ data system was useful.

Highlighting the need for sustained and quality profes-sional development, teachers in the study noted that the need to develop personalized content and lessons could be an obstacle to effective implementation. Further, the report found that a majority of teachers expressed a need for help translating data into instructional steps, but most teachers reported using a variety of data sources on a reg-ular basis.

Most every educator strives to provide personalized learn-ing and every student and parent wants it. Technology can enable reaching that goal consistently and at scale; the questions are how to do it for all students in classrooms, schools, and districts, and with what models and practices.

Scalable personalized learning models are new, with evolving pedagogies and support. This poses a challenge to researchers seeking to establish best practices with definitive efficacy research. Worthy contributions to the research base come from SRI International, the Michael and Susan Dell Foundation, and the Christensen Institute, which look at schools and districts implementing person-alized and blended learning.

While there is more to learn, we are encouraged by the early findings and with the RAND report’s conclusion that “these findings suggest the impact of personalized learn-ing and its effects on student achievement are promising.”



Data, What is it Good For? (Part I)Written By Doug Mesecar

My daughter’s answer, when I recently asked her this question was, “to keep track of things.” Great answer for an 8-year-old, but unfortunately it captures a still-too-common view that data is for measuring and tracking, rather than informing and guiding. Only using data to measure and track is like putting a car in drive while navigating with the rear view mirror.

Data has always been a part of education; recently, the concur-rent and self-reinforcing trends of standards-based reform and technological innovation are yielding a more useful application of data beyond mere measurement. Indeed, the instructionalinformation now available to teachers to guide the educational process in real (or near-real time), as well as to evaluate the performance of various products, services, and methodologies, could well be an inflection point in the modern educational system.

In a bit of edu-irony, the move to standardize content standards, assessments, and expectations led to the current efforts to truly personalize education. The long-overdue focus is to hold the same high expectations of students to be college or career-ready, able to master a core curriculum at a sufficiently rigorous level.

The emphasis in personalized learning on the place, path, time, and pace in student acquisition of knowledge of skills is directly due to the intentional, daily use of high quality and timely data.

This personalization of learning is enabled primarily through organized models of blended learning that systemically collect and report out high-quality data generated through formative, interim, and summative assessment tools, while providing teachers effective training and ongoing support in the analysis and use of data.

By incorporating the explicit use of data to guide and inform, through the smart use of systems of support and appropriate (often technology-enabled) tools, a number of schools and school sys-tems are maximizing outcomes in blended learning environments such as FirstLine Schools, Aspire Public Schools, and Rocketship public charter schools.

Another effective use of data, although not in a blended learning setting, is DC Prep, which pro-vides for actionable data to guide teachers and has master teachers whose whole job it is to help classroom teachers use data in the classroom.


Data, What is it Good For? (Part I, cont.)

What all these examples have in common is the building and instituting of a culture where teachers consistently look first to data to guide instruction. This is time- and energy-intensive to do well, but is more important than the technology.

The differentiated learning - through the sophisticated use of data - that digital content allows can certainly provide educational value by connecting students’ work online to support classroom teachers and providing actionable data on student progress and achievement to assist in targeting interventions, enrichment, and support.

This data “feedback loop” can be a powerful tool in the hands of trained educators, one which has been shown to accelerate learning and student outcomes in remarkable fashion when working smoothly and consistently in the hands of teachers trained to leverage its potential. The strength of the opportunity for students depends on the details of how schools implement their model and content, that the model and content be well matched for the school’s educational needs, and how well schools support their teachers in doing so.

The use of data to inform decisions about student readiness for new content, adjust the sequence or difficulty of content, modify instructional practice, and understand outcomes has been a quiet revolution in some schools and districts. By examining the practices and outcomes of some of the schools and systems mentioned above, there is hope that the list of those embracing this use of data will continue to grow and produce results.


The word ‘data’ is the plural of datum, which in Latin means “something given.” Data is a tool that when used both strategically and tactically, can give incredible insight, power, and results to students, teachers, and schools.

An example of highly-effective Level 3 (Plan) data use is DC Prep, a District of Columbia charter school network where 80 percent of students at every DC Prep campus are eligible for free or re-duced-price meals. Administrators and educators make good use of a customized data system, Lumos,that provides teachers with “accessible, accurate, and actionable” data on student academic progress on formative and summative assessments.

This approach to data use is working for DC Prep schools, as they routinely score among the high-est schools in the District of Columbia. On the DC CAS assessment, 81% of 4th-8th grade students scored proficient in reading and 92% proficient in Math, 56% of whom were at the advanced level.

DC Prep’s use of their Lumos system exemplifies the use of the first three levels of data utilization.

Data is more than just a bunch of numbers in a spread-sheet. Data is both informal and formal information that can come in many forms, from anecdotal observa-tion to assessment results. In the modern classroom, a large amount of data is generated every day. But, how to avoid being data richand information poor?

It is possible to identify four Levels of Data Use, from relatively simple to increasingly complex: Collect re-sults; Analyze trends; Plan instruction; and Personalize learning. When done effectively, these levels of data use are embedded in a continuous feedback loop.

Schools and teachers need to start at Level 1 (Collect), but often get stuck there, or at Level 2 (Analyze), where analysis paralysis can set in. Some, though, get to the next levels with great results.

Data, What is it Good For? (Part II): Four Levels of UseWritten By Doug Mesecar


Data, What is it Good For? (Part II, cont.)

Using data at Level 3 to plan instruction for a class can be powerful, but going deeper by using tech-nology in a structured blended learning model that develops and supports teachers is Level 4 data use: personalizing learning.

Effective blended learning models use data in clearly articulated ways, such as creating data feed-back loops of on- and off-line data to better target intervention, enrichment, and support, and to consistently group and re-group students based on readiness and mastery of standards-based con-tent and skills. Schools must systemically support teachers with the use of data, not simply rely on individual teachers to crunch all the data, especially from different digital content providers. Blend-ed learning allows teachers to use data to continuously modify their instruction in straightforward, sustainable ways.

For many schools and districts, using data across all four levels in a coherent blended learning modelimplementation is a radically new way to approach teaching and learning, but it is one that has seen success.

A school district making strong use of Level 4 data is Horry County Schools (HCS), an economically diverse district in South Carolina.

HCS uses data from many sources, including various content providers, as well as NWEA’s Measures of Academic Progress (MAP) and state assessments in its blended learning settings to differentiate classroom instruction and measure outcomes.

HCS provides a dashboard for both teachers and for students, giving them comprehensive data on student progress. Teachers use the data to develop lesson plans with small-group differentiated in-struction, collaborative work, and individual practice and review of concepts using online content.

HCS facilitates professional learning communities and collaborative planning sessions for educators and administrators to analyze and discuss data on student achievement and progress to take mean-ingful action to improve outcomes.

HCS is seeing results. For middle schools, which are the furthest along with blended learning and Level 4 data use, growth scores for math and reading increased more than in those grades/subjects not using blended learning and Level 4 data. Two HCS middle schools were named National Blue Ribbon Schools in the category of Exemplary High Performing Schools, meaning they were among South Carolina’s highest achieving schools. Overall, in 2014, HCS made gains in each grade and each content area, except science, on South Carolina state assessments (SCPASS); the percentage of HCS students scoring “Met” and “Exemplary” is higher than the state at all grades in all areas.

Leaders and teachers should embrace using all four Levels of Data Use in a feedback loop as a fundamental part of teaching and learning to produce engaging, effective educational outcomes. The schools highlighted above show that the effort to weave data into the fabric of existing school processes and structures, if well-planned and executed, can have a measurable impact on student learning.

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