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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n",
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"excerpt": "Mark Schneider, the director of the Institute of Education Sciences, addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.",
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"description": "Should teachers be concerned about students using ChatGPT to cheat? Mark Schneider, the director of the Institute of Education Sciences, talks about Chat GPT’s limitations and potential.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Three tools to help educators better understand what students need",
"headTitle": "Three tools to help educators better understand what students need | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">While teachers are familiar with wearing many hats, they might be surprised to learn that they are researchers too. Educators are constantly gathering and assessing data from their students, schools and classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Daphne Baxter, a special education teacher for elementary school students in Hayward Unified School District, gathers data each day when she uses \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/anna-llenas/the-color-monster/9780316450010/\">\u003cspan style=\"font-weight: 400;\">“The Color Monster: A Pop-Up Book of Feelings” by Anna Llenas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to emotionally check in with her students every morning. One young student pointed to the red angry monster in the book and said that he was mad because his mom was agitated while getting him on the bus that morning. Another student told Baxter that she was feeling scared like the gray monster because the air purifier in the corner of the classroom was making loud rumbling noises that she didn’t like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Baxter says it’s worth it to take time away from students practicing tracing their name if it means she gets more insight into where they are in their life to learn that day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> “The district curriculum really relies on children sitting and discussing things with each other,” says Baxter about her class of 14 students. “Well, that’s not going to work. So, I was really interested in reimagining [their benchmarks].” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For Baxter, this change was prompted after reading the book \u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cspan style=\"font-weight: 400;\">“Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> by Shane Safir and Jamila Dugan. She committed to redefining success in her classroom by focusing on meeting students where they are, instead of imposing curriculum standards that do not take into account her students’ lived experiences. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Street Data encourages teachers to gather data in a way that is “humanizing, liberatory and healing.” Schools typically collect data – such as test scores, attendance or disciplinary rates – \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-researchers-blast-data-analysis-for-teachers-to-help-students/\">\u003cspan style=\"font-weight: 400;\">to identify deficits and pain points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. The authors describe this as satellite data, which might be an aggregate of test scores for an entire grade or a data point about how many students get detention in a given year. It focuses on patterns of achievement, equity and teacher quality retention. However, two additional types of data can help:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cb>Map data \u003c/b>\u003cspan style=\"font-weight: 400;\">is more focused than satellite data. It can be used to identify skill gaps, pointing educators and school leaders in a slightly more focused direction. Examples include rubric scores and student, staff or parent surveys.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Street data\u003c/b>\u003cspan style=\"font-weight: 400;\"> illuminates student, staff and parent experience. It is qualitative, relying on anecdotes, interviews and conversations to inform and shape next steps.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While all three levels of data provide important information, in many districts satellite data is usually the most readily available. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The systems and structures are in place to get that data easily,” says David Haupert, a Hayward Unified School District principal. “It comes right to a portal and it’s color coded and disaggregated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">However, teachers like Baxter are shifting towards techniques that provide street or map level data, using firsthand information from students to shape their learning experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003cspan style=\"font-weight: 400;\">“My job asks ‘How do I adapt and give them accommodations so that they can work at a level where they can actually achieve?’” says Baxter\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/69-hTpX9HRw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">School-wide Connectedness Screener\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">New data practices aren’t only being used in Hayward at the classroom level. Principal Haupert has been using map data to change how his school collects student input about school climate. Initially, only fifth grade students were expected to complete the California Healthy Kids Survey and very few students ended up filling it out. “It meant that for a school of 350 students, we were basing our understanding of school climate on a survey that maybe 12 to 13 students took,” says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He and other teachers collaborated on a new school connectedness and well-being screener for all elementary school students that they will give at the beginning and end of every school year. The survey asks questions like “Is there a grownup at school I trust to talk to if I have a problem?” and “Do you feel safe at school?” The new screener is shorter, inviting and produces data that is more robust and meaningful than results from the California Healthy Kids \u003ca href=\"https://calschls.org/\">Survey\u003c/a>, says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While the new screener gets more responses from students, Haupert has had to work with teachers to make sure they feel comfortable with collecting data. “The intent of collecting this data is to determine whether or not we meet our annual school goals related to student climate,” says Haupert. “There’s a real fear around what this data is going to be used for. Is it going to be used to say that I’m doing something wrong or bad?” He makes sure that when implementing unfamiliar data practices, he’s clear about his intentions with how the information will be used. That has meant building – and in some cases repairing – the often fraught relationship between teachers and administrators. “It’s not to do a ‘gotcha,’” says Haupert about collecting data. “It really is to check in on our students.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Empathy Interviews\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With an intention to build a culture of compassion and care, San Mateo High School’s assistant principal Adam Gelb relied on another street data strategy: empathy interviews. Empathy interviews are a structured way for teachers and administrators to listen to how a student thinks about a specific challenge or topic that the school wants to address. An educator or school leader identifies at least five students that they think will bring important insights to the topic and each student is asked the same open ended questions. “One of the most rewarding questions for me as the interviewer to ask either students or fellow staff was to dream big with me: if you could change anything about our school, what would it be?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Based on the feedback they received from the interviews, Gelb and his colleagues chose to take a closer look at their\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400;\"> grading and assessment practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They’ve been focusing on how to make grading more equitable and considering how to ensure students have access to materials and support needed to complete their assignments. To Gelb, empathy interviews were more effective than sending a survey to students because they gave more insight into the nuances in individual students’ experiences. For instance, a prospective first generation college student who was out for 10 days with COVID can speak to things that might get lost or flattened in general survey data, says Gelb.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As a school, they’ve scheduled time to come together to discuss next steps for changing their grading practices. “[We’re] really taking a deeper dive and a closer look at how specific teachers feel about their grading practices, having them reflect publicly, then breaking in small groups and saying, ‘Okay, what practices do you actually feel like you have to hold on to?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Empathy interviews also made their way into San Francisco Unified School District, where Presidio Middle School principal Emma Dunbar and several educators spoke with their most marginalized learners about literacy. They asked questions like “What helps you feel confident to speak in class?” and “How is class structured so you can talk about what you’re learning?” Students who participated in the interviews said that they enjoyed classes where they could share their ideas, but said they didn’t have opportunities to share their perspectives. “Everybody interviewed students about reading and then intentionally chose literacy strategies to adopt in response to what they heard from students.” \u003c/span>\u003cspan style=\"font-weight: 400;\">Even the PE department developed a literacy strategy, which highlighted ways to listen with your whole body through active listening and body language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s important to be able to go back to students and let them know what we heard, what we have been able to do and what we still have questions about or are not able to do,” says Dunbar about staying accountable to students and making sure they’re still willing to continue sharing their thoughts even when their feedback isn’t immediately implemented. Still, empathy interviews and the access it has granted to student voice has helped them to better serve students. “We have consistently seen literacy grow over time and done empathy interviews again.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Kiva Panels\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Marlo Bagsik, an 11th grade English teacher at Peninsula High School in Burlingame, California gravitated towards gathering and sharing street data to advocate for students’ needs to the district. Because Peninsula High school is a continuation school that caters to students who are off-track for graduation, there are often stereotypes and misunderstandings about who students are and how to serve them, says Bagsik. He is familiar with making space for student voices in the classroom. “But oftentimes that’s lost in translation when you come to big meetings and look at satellite data,” he says. “So what street data does is help center the voices and experiences and the realities of our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Bagsik’s students recorded a Kiva Panel – a facilitated discussion with a diverse group of participants – to capture students’ input about their learning environment and what they would like to see going forward. Students answered questions like “Have you encountered discrimination during your schooling experience?” and “Did the discrimination come from peers, personnel, from the system itself?” and “How do you feel now at your current site?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">They uncovered that several students had felt forgotten and isolated at many points in their educational experience. The Kiva Panel recording was shared with over 600 district and school employees. Many were shocked when they heard that students didn’t feel like they had relationships with staff at previous school sites or that they didn’t feel seen by teachers or administrators. It also highlighted the humanizing and relationship building practices Bagsik and other teachers were using to create safe and caring spaces for Peninsula High School’s students. “I think it really impacted the community at large because it showed them what it takes to center the voices that are at the margins,” he says. “Oftentimes school is not a place that is equated with vulnerability these days.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bagsik acknowledges that satellite data can be valuable, he says it is important that it is always paired with student accounts of their lived experiences. “Otherwise, we’re treating our students like they’re check boxes.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"excerpt": "When it comes to measuring student achievement most schools rely on standardized test scores. “Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation,” by Shane Safir and Jamila Dugan offers asset-based strategies for centering students beyond their academic gaps.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">While teachers are familiar with wearing many hats, they might be surprised to learn that they are researchers too. Educators are constantly gathering and assessing data from their students, schools and classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Daphne Baxter, a special education teacher for elementary school students in Hayward Unified School District, gathers data each day when she uses \u003c/span>\u003ca href=\"https://www.lbyr.com/titles/anna-llenas/the-color-monster/9780316450010/\">\u003cspan style=\"font-weight: 400;\">“The Color Monster: A Pop-Up Book of Feelings” by Anna Llenas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to emotionally check in with her students every morning. One young student pointed to the red angry monster in the book and said that he was mad because his mom was agitated while getting him on the bus that morning. Another student told Baxter that she was feeling scared like the gray monster because the air purifier in the corner of the classroom was making loud rumbling noises that she didn’t like. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Baxter says it’s worth it to take time away from students practicing tracing their name if it means she gets more insight into where they are in their life to learn that day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> “The district curriculum really relies on children sitting and discussing things with each other,” says Baxter about her class of 14 students. “Well, that’s not going to work. So, I was really interested in reimagining [their benchmarks].” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For Baxter, this change was prompted after reading the book \u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cspan style=\"font-weight: 400;\">“Street Data: A Next-Generation Model for Equity Pedagogy and School Transformation”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> by Shane Safir and Jamila Dugan. She committed to redefining success in her classroom by focusing on meeting students where they are, instead of imposing curriculum standards that do not take into account her students’ lived experiences. \u003c/span>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Street Data encourages teachers to gather data in a way that is “humanizing, liberatory and healing.” Schools typically collect data – such as test scores, attendance or disciplinary rates – \u003c/span>\u003ca href=\"https://hechingerreport.org/proof-points-researchers-blast-data-analysis-for-teachers-to-help-students/\">\u003cspan style=\"font-weight: 400;\">to identify deficits and pain points\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. The authors describe this as satellite data, which might be an aggregate of test scores for an entire grade or a data point about how many students get detention in a given year. It focuses on patterns of achievement, equity and teacher quality retention. However, two additional types of data can help:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400;\">\u003cb>Map data \u003c/b>\u003cspan style=\"font-weight: 400;\">is more focused than satellite data. It can be used to identify skill gaps, pointing educators and school leaders in a slightly more focused direction. Examples include rubric scores and student, staff or parent surveys.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400;\">\u003cb>Street data\u003c/b>\u003cspan style=\"font-weight: 400;\"> illuminates student, staff and parent experience. It is qualitative, relying on anecdotes, interviews and conversations to inform and shape next steps.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While all three levels of data provide important information, in many districts satellite data is usually the most readily available. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The systems and structures are in place to get that data easily,” says David Haupert, a Hayward Unified School District principal. “It comes right to a portal and it’s color coded and disaggregated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">However, teachers like Baxter are shifting towards techniques that provide street or map level data, using firsthand information from students to shape their learning experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003cspan style=\"font-weight: 400;\">“My job asks ‘How do I adapt and give them accommodations so that they can work at a level where they can actually achieve?’” says Baxter\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/69-hTpX9HRw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">School-wide Connectedness Screener\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">New data practices aren’t only being used in Hayward at the classroom level. Principal Haupert has been using map data to change how his school collects student input about school climate. Initially, only fifth grade students were expected to complete the California Healthy Kids Survey and very few students ended up filling it out. “It meant that for a school of 350 students, we were basing our understanding of school climate on a survey that maybe 12 to 13 students took,” says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He and other teachers collaborated on a new school connectedness and well-being screener for all elementary school students that they will give at the beginning and end of every school year. The survey asks questions like “Is there a grownup at school I trust to talk to if I have a problem?” and “Do you feel safe at school?” The new screener is shorter, inviting and produces data that is more robust and meaningful than results from the California Healthy Kids \u003ca href=\"https://calschls.org/\">Survey\u003c/a>, says Haupert. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While the new screener gets more responses from students, Haupert has had to work with teachers to make sure they feel comfortable with collecting data. “The intent of collecting this data is to determine whether or not we meet our annual school goals related to student climate,” says Haupert. “There’s a real fear around what this data is going to be used for. Is it going to be used to say that I’m doing something wrong or bad?” He makes sure that when implementing unfamiliar data practices, he’s clear about his intentions with how the information will be used. That has meant building – and in some cases repairing – the often fraught relationship between teachers and administrators. “It’s not to do a ‘gotcha,’” says Haupert about collecting data. “It really is to check in on our students.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Empathy Interviews\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With an intention to build a culture of compassion and care, San Mateo High School’s assistant principal Adam Gelb relied on another street data strategy: empathy interviews. Empathy interviews are a structured way for teachers and administrators to listen to how a student thinks about a specific challenge or topic that the school wants to address. An educator or school leader identifies at least five students that they think will bring important insights to the topic and each student is asked the same open ended questions. “One of the most rewarding questions for me as the interviewer to ask either students or fellow staff was to dream big with me: if you could change anything about our school, what would it be?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Based on the feedback they received from the interviews, Gelb and his colleagues chose to take a closer look at their\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58155/grades-have-huge-impact-but-are-they-effective\">\u003cspan style=\"font-weight: 400;\"> grading and assessment practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They’ve been focusing on how to make grading more equitable and considering how to ensure students have access to materials and support needed to complete their assignments. To Gelb, empathy interviews were more effective than sending a survey to students because they gave more insight into the nuances in individual students’ experiences. For instance, a prospective first generation college student who was out for 10 days with COVID can speak to things that might get lost or flattened in general survey data, says Gelb.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As a school, they’ve scheduled time to come together to discuss next steps for changing their grading practices. “[We’re] really taking a deeper dive and a closer look at how specific teachers feel about their grading practices, having them reflect publicly, then breaking in small groups and saying, ‘Okay, what practices do you actually feel like you have to hold on to?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Empathy interviews also made their way into San Francisco Unified School District, where Presidio Middle School principal Emma Dunbar and several educators spoke with their most marginalized learners about literacy. They asked questions like “What helps you feel confident to speak in class?” and “How is class structured so you can talk about what you’re learning?” Students who participated in the interviews said that they enjoyed classes where they could share their ideas, but said they didn’t have opportunities to share their perspectives. “Everybody interviewed students about reading and then intentionally chose literacy strategies to adopt in response to what they heard from students.” \u003c/span>\u003cspan style=\"font-weight: 400;\">Even the PE department developed a literacy strategy, which highlighted ways to listen with your whole body through active listening and body language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s important to be able to go back to students and let them know what we heard, what we have been able to do and what we still have questions about or are not able to do,” says Dunbar about staying accountable to students and making sure they’re still willing to continue sharing their thoughts even when their feedback isn’t immediately implemented. Still, empathy interviews and the access it has granted to student voice has helped them to better serve students. “We have consistently seen literacy grow over time and done empathy interviews again.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Kiva Panels\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Marlo Bagsik, an 11th grade English teacher at Peninsula High School in Burlingame, California gravitated towards gathering and sharing street data to advocate for students’ needs to the district. Because Peninsula High school is a continuation school that caters to students who are off-track for graduation, there are often stereotypes and misunderstandings about who students are and how to serve them, says Bagsik. He is familiar with making space for student voices in the classroom. “But oftentimes that’s lost in translation when you come to big meetings and look at satellite data,” he says. “So what street data does is help center the voices and experiences and the realities of our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Bagsik’s students recorded a Kiva Panel – a facilitated discussion with a diverse group of participants – to capture students’ input about their learning environment and what they would like to see going forward. Students answered questions like “Have you encountered discrimination during your schooling experience?” and “Did the discrimination come from peers, personnel, from the system itself?” and “How do you feel now at your current site?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">They uncovered that several students had felt forgotten and isolated at many points in their educational experience. The Kiva Panel recording was shared with over 600 district and school employees. Many were shocked when they heard that students didn’t feel like they had relationships with staff at previous school sites or that they didn’t feel seen by teachers or administrators. It also highlighted the humanizing and relationship building practices Bagsik and other teachers were using to create safe and caring spaces for Peninsula High School’s students. “I think it really impacted the community at large because it showed them what it takes to center the voices that are at the margins,” he says. “Oftentimes school is not a place that is equated with vulnerability these days.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bagsik acknowledges that satellite data can be valuable, he says it is important that it is always paired with student accounts of their lived experiences. “Otherwise, we’re treating our students like they’re check boxes.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Schools across the nation are closing in an effort to stop the spread of COVID-19 and in the scramble to provide at-home learning, a major problem has risen to the forefront: millions of American students don’t have reliable access to the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to \u003c/span>\u003ca href=\"https://www.ntia.doc.gov/blog/2018/digital-divide-among-school-age-children-narrows-millions-still-lack-internet-connections\">\u003cspan style=\"font-weight: 400\">recent federal data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, approximately 14 percent of U.S. families with school-age children lack high-speed internet. Most of those families are low-income or live in rural areas. While there are plenty of best practice guides available for online learning, strategies for bridging the digital divide are scarce. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We asked the MindShift community to share how they’re addressing the issue and what strategies, tips or activities might they have to do distance learning with students who only have access to cellphones and limited data or internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s what they shared, plus a few more tips we’ve found that can even be implemented today. Comments have been edited for brevity, clarity and comprehension. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Call Regularly \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this time of distance learning, students may feel isolated or lonely. Contacting them as often as you can — by email, comments on their work or phone — can make a huge difference, especially for those students without internet access. When in doubt over-communicate, but also maintain boundaries to avoid burnout. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/cultofpedagogy/status/1241533186225704962\u003c/p>\n\u003ch2>\u003cb>Suggest Free Internet Offers But Be Mindful of Limitations\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Major internet providers like Spectrum and Comcast are giving students free WiFi for the next couple of months.\u003cbr>\n\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">-Jen Clayton\u003c/a>\u003cbr>\n\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many providers are also \u003c/span>\u003ca href=\"https://www.abc10.com/article/news/health/coronavirus/free-wifi-hotspots/103-8002bb36-b9f8-4c32-8801-7da31bfb8449\">\u003cspan style=\"font-weight: 400\">waiving late fees for existing customers and increasing data caps for mobile hotspots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But to gain access restrictions may apply. For example, to qualify for Comcast Internet Essentials program, which provides affordable Internet ($9.95/month) families must meet these criteria:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Eligibility for public assistance programs such as the National School Lunch Program\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">No outstanding debt to Comcast that is less than a year old\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Live in an area where Comcast Internet service is available\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Be a new customer\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families will need flexibility and understanding as they research and discover what options will work for them. Offers of free internet is no guarantee that families will be able to use them. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/callmeKi/status/1240876560707506176\u003c/p>\n\u003ch2>\u003cb>Seek Out Hotspots But Don’t Rely On Them\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Although local libraries may be closed, their routers are likely still on. We regularly use our library’s wifi from outside when it’s closed.\u003cbr>\n\u003c/span>\u003c/i>\u003cem>-\u003c/em>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cspan style=\"font-weight: 400\">\u003cem>Lisa Vreman\u003c/em>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, more and more states are developing public Wi-Fi hotspots in the wake of the COVID-19 pandemic. A\u003c/span>\u003ca href=\"https://will.illinois.edu/news/story/while-schools-are-closed-illinois-district-uses-buses-as-wi-fi-hotspots\">\u003cspan style=\"font-weight: 400\"> school district in southern Illinois \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">has developed a creative approach by equipping several school buses with WiFi to serve as hotspots throughout the community. Drivers park the bus near local parks between 10 a.m. and 1 p.m. every Monday through Friday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hotspots can be particularly effective for downloading large files that students can work on at home, but may not be reliable or feasible for long periods. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check-in via Google Forms \u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/RachelDonnald/status/1241461300045152256\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can also use a Google Form to ask students how they’re feeling and what support they need to succeed. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>WhatsApp \u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">WhatsApp is used around the globe and it doesn’t require as many GB as \u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\">Facebook or Google. It’s cheaper and in some countries it comes for free with the Internet plan for cell phones. Teachers can copy and paste long texts and have their students read them and answer questions. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">I teach English Lessons through WhatsApp. I send vocabulary and audios and ask them to send back audios of readings and questions.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Davina Belisa Marcon\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003ch2>\u003cb>Tune In to Your Local Broadcast Station\u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/toddstanzione/status/1240429976282902528\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some districts are partnering with local PBS stations to create remote-learning opportunities through T.V. programs. For example,\u003c/span>\u003ca href=\"https://www.kqed.org/education/athomelearning\">\u003cspan style=\"font-weight: 400\"> KQED will begin broadcasting a California state\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> standards-aligned educational television schedule, created by PBS SoCal/KCET and the Los Angeles Unified School District. Other states using broadcast stations include \u003c/span>\u003ca href=\"https://www.aacps.org/cms/lib/MD02215556/Centricity/Domain/1753/AACPS%20e-Lessons%20Broadcast%20Schedule.pdf\">\u003cspan style=\"font-weight: 400\">Maryland\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.lpb.org/education/home/at-home-learning\">\u003cspan style=\"font-weight: 400\">Louisiana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.nysed.gov/news/2020/state-education-department-and-new-yorks-public-television-stations-announce-expanded\">\u003cspan style=\"font-weight: 400\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.azpm.org/p/home-art-press/2020/3/20/168234-arizona-public-media-and-arizona-pbs-announce-at-home-learning-partnership-to-provide-educational-content-to-teachers-students-affected-by-coronavirus-covid-19-crisis/\">\u003cspan style=\"font-weight: 400\">Arizona\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Use Plain Text Instead of Attachments When Emailing\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Helena Castillo\u003c/a> suggests using plain texts. Plain text is easier to access and requires less data (therefore, less money), so consolidating lesson content into the email body using plain text rather than attaching a .pdf is preferable. Whenever possible, email lesson content two to three days in advance to give students and families as much time as possible to gain access before the lesson. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Host Accessible Video Sessions But Don’t Require Attendance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video conference calls can be an effective tool, but they require a lot of data. Encourage kids who don’t have the internet to call in for audio and be sure to describe what’s happening on the screen so that students calling in can still feel included. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/theantitutor/status/1241093632108593152\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoid requiring attendance as well. Instead, find alternative ways to check in and email summaries or transcripts after video sessions if possible. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Transcripts Using Speech-to-Text Features\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Google Docs has a feature called Voice Typing that will dictate your voice using your computer’s microphone. To activate Voice typing, open a google document and click Tools > Voice Typing or press Ctrl + Shift + S in Windows or Command + Shift + S in macOs.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MaryGondringer/status/1241126316965052416\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also other platforms and services like \u003c/span>\u003ca href=\"https://support.zoom.us/hc/en-us/articles/115004794983-Automatically-Transcribe-Cloud-Recordings-\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that transcribe video sessions. Whichever you choose, just make sure to review content before sharing for typos and grammatical errors. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Provide Hard Copies \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before high-speed internet, there were workbooks and handouts. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/teachulearn/status/1240441829666897920\u003c/p>\n\u003ch2>\u003cb>Add QR Codes to Paper Copies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Providing students with handouts doesn’t have to entirely eliminate a personalized touch.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/KMS_History/status/1241085522644275200\u003c/p>\n\u003ch2>\u003cb>Share The Burden\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not every teacher will be able to mail hardcopies of their materials. Ways to work around this may be electing designated individuals. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Schools can create a Google Drive. Teachers can submit lessons there and elect a person to print and mail activities to those with connectivity issues. We haven’t\u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\"> implemented this, just an idea I plan to share with my district. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Lindsey Conway\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Try USBs or DVDs \u003c/b>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">In my flipped classroom, I would provide DVD discs for DVD players, PS4, XBox or provide USBs with my video lectures to students who identified specific IT needs. It worked for chronically absent students, student athletes, etc or to just save a family’s data plan. Everyone forgets a TV is a great projector! \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">-\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cem>Krystalynn Nasisaq Scott\u003c/em>\u003c/a>\u003cem> \u003c/em>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Avoid Harsh Punishments\u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/ejrdavid/status/1241432028207185920\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the upcoming months and years, students will need a lot of support. Even with major internet providers offering assistance to low-income families, some families still face hurdles to getting online. Some students may struggle to keep up and get the work done. Assignments may take twice as long to complete. But this doesn’t mean school isn’t a priority for those students. As much as possible, try to avoid harsh grades or punishments, offer several options for completing an assignment and be adaptable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot more work to be done to achieve true equity, but we’re hopeful. We’ll continue to update this list in the upcoming weeks and months. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Editor's note: The original call for suggestions that you see on the MindShift tweets had a typo in the graphic. We are always learning from our mistakes. \u003c/em>\u003c/p>\n\n",
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"excerpt": "As schools close because of the COVID-19 pandemic, education has gone online at many school districts. However, many students can't afford to connect to the internet with anything more than their phone. In order to help struggling students, teachers have some work-arounds to help students get what they need while staying within their data plan. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Schools across the nation are closing in an effort to stop the spread of COVID-19 and in the scramble to provide at-home learning, a major problem has risen to the forefront: millions of American students don’t have reliable access to the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to \u003c/span>\u003ca href=\"https://www.ntia.doc.gov/blog/2018/digital-divide-among-school-age-children-narrows-millions-still-lack-internet-connections\">\u003cspan style=\"font-weight: 400\">recent federal data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, approximately 14 percent of U.S. families with school-age children lack high-speed internet. Most of those families are low-income or live in rural areas. While there are plenty of best practice guides available for online learning, strategies for bridging the digital divide are scarce. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We asked the MindShift community to share how they’re addressing the issue and what strategies, tips or activities might they have to do distance learning with students who only have access to cellphones and limited data or internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s what they shared, plus a few more tips we’ve found that can even be implemented today. Comments have been edited for brevity, clarity and comprehension. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Call Regularly \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this time of distance learning, students may feel isolated or lonely. Contacting them as often as you can — by email, comments on their work or phone — can make a huge difference, especially for those students without internet access. When in doubt over-communicate, but also maintain boundaries to avoid burnout. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Suggest Free Internet Offers But Be Mindful of Limitations\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Major internet providers like Spectrum and Comcast are giving students free WiFi for the next couple of months.\u003cbr>\n\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">-Jen Clayton\u003c/a>\u003cbr>\n\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many providers are also \u003c/span>\u003ca href=\"https://www.abc10.com/article/news/health/coronavirus/free-wifi-hotspots/103-8002bb36-b9f8-4c32-8801-7da31bfb8449\">\u003cspan style=\"font-weight: 400\">waiving late fees for existing customers and increasing data caps for mobile hotspots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But to gain access restrictions may apply. For example, to qualify for Comcast Internet Essentials program, which provides affordable Internet ($9.95/month) families must meet these criteria:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Eligibility for public assistance programs such as the National School Lunch Program\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">No outstanding debt to Comcast that is less than a year old\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Live in an area where Comcast Internet service is available\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Be a new customer\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families will need flexibility and understanding as they research and discover what options will work for them. Offers of free internet is no guarantee that families will be able to use them. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Seek Out Hotspots But Don’t Rely On Them\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Although local libraries may be closed, their routers are likely still on. We regularly use our library’s wifi from outside when it’s closed.\u003cbr>\n\u003c/span>\u003c/i>\u003cem>-\u003c/em>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cspan style=\"font-weight: 400\">\u003cem>Lisa Vreman\u003c/em>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, more and more states are developing public Wi-Fi hotspots in the wake of the COVID-19 pandemic. A\u003c/span>\u003ca href=\"https://will.illinois.edu/news/story/while-schools-are-closed-illinois-district-uses-buses-as-wi-fi-hotspots\">\u003cspan style=\"font-weight: 400\"> school district in southern Illinois \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">has developed a creative approach by equipping several school buses with WiFi to serve as hotspots throughout the community. Drivers park the bus near local parks between 10 a.m. and 1 p.m. every Monday through Friday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hotspots can be particularly effective for downloading large files that students can work on at home, but may not be reliable or feasible for long periods. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check-in via Google Forms \u003c/b>\u003c/h2>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can also use a Google Form to ask students how they’re feeling and what support they need to succeed. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>WhatsApp \u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">WhatsApp is used around the globe and it doesn’t require as many GB as \u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\">Facebook or Google. It’s cheaper and in some countries it comes for free with the Internet plan for cell phones. Teachers can copy and paste long texts and have their students read them and answer questions. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">I teach English Lessons through WhatsApp. I send vocabulary and audios and ask them to send back audios of readings and questions.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Davina Belisa Marcon\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003ch2>\u003cb>Tune In to Your Local Broadcast Station\u003c/b>\u003c/h2>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some districts are partnering with local PBS stations to create remote-learning opportunities through T.V. programs. For example,\u003c/span>\u003ca href=\"https://www.kqed.org/education/athomelearning\">\u003cspan style=\"font-weight: 400\"> KQED will begin broadcasting a California state\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> standards-aligned educational television schedule, created by PBS SoCal/KCET and the Los Angeles Unified School District. Other states using broadcast stations include \u003c/span>\u003ca href=\"https://www.aacps.org/cms/lib/MD02215556/Centricity/Domain/1753/AACPS%20e-Lessons%20Broadcast%20Schedule.pdf\">\u003cspan style=\"font-weight: 400\">Maryland\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.lpb.org/education/home/at-home-learning\">\u003cspan style=\"font-weight: 400\">Louisiana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.nysed.gov/news/2020/state-education-department-and-new-yorks-public-television-stations-announce-expanded\">\u003cspan style=\"font-weight: 400\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.azpm.org/p/home-art-press/2020/3/20/168234-arizona-public-media-and-arizona-pbs-announce-at-home-learning-partnership-to-provide-educational-content-to-teachers-students-affected-by-coronavirus-covid-19-crisis/\">\u003cspan style=\"font-weight: 400\">Arizona\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Use Plain Text Instead of Attachments When Emailing\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Helena Castillo\u003c/a> suggests using plain texts. Plain text is easier to access and requires less data (therefore, less money), so consolidating lesson content into the email body using plain text rather than attaching a .pdf is preferable. Whenever possible, email lesson content two to three days in advance to give students and families as much time as possible to gain access before the lesson. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Host Accessible Video Sessions But Don’t Require Attendance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video conference calls can be an effective tool, but they require a lot of data. Encourage kids who don’t have the internet to call in for audio and be sure to describe what’s happening on the screen so that students calling in can still feel included. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoid requiring attendance as well. Instead, find alternative ways to check in and email summaries or transcripts after video sessions if possible. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Transcripts Using Speech-to-Text Features\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Google Docs has a feature called Voice Typing that will dictate your voice using your computer’s microphone. To activate Voice typing, open a google document and click Tools > Voice Typing or press Ctrl + Shift + S in Windows or Command + Shift + S in macOs.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also other platforms and services like \u003c/span>\u003ca href=\"https://support.zoom.us/hc/en-us/articles/115004794983-Automatically-Transcribe-Cloud-Recordings-\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that transcribe video sessions. Whichever you choose, just make sure to review content before sharing for typos and grammatical errors. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Provide Hard Copies \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before high-speed internet, there were workbooks and handouts. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Add QR Codes to Paper Copies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Providing students with handouts doesn’t have to entirely eliminate a personalized touch.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Share The Burden\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not every teacher will be able to mail hardcopies of their materials. Ways to work around this may be electing designated individuals. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Schools can create a Google Drive. Teachers can submit lessons there and elect a person to print and mail activities to those with connectivity issues. We haven’t\u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\"> implemented this, just an idea I plan to share with my district. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Lindsey Conway\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Try USBs or DVDs \u003c/b>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">In my flipped classroom, I would provide DVD discs for DVD players, PS4, XBox or provide USBs with my video lectures to students who identified specific IT needs. It worked for chronically absent students, student athletes, etc or to just save a family’s data plan. Everyone forgets a TV is a great projector! \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">-\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cem>Krystalynn Nasisaq Scott\u003c/em>\u003c/a>\u003cem> \u003c/em>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Avoid Harsh Punishments\u003c/b>\u003c/h2>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the upcoming months and years, students will need a lot of support. Even with major internet providers offering assistance to low-income families, some families still face hurdles to getting online. Some students may struggle to keep up and get the work done. Assignments may take twice as long to complete. But this doesn’t mean school isn’t a priority for those students. As much as possible, try to avoid harsh grades or punishments, offer several options for completing an assignment and be adaptable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot more work to be done to achieve true equity, but we’re hopeful. We’ll continue to update this list in the upcoming weeks and months. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*Editor's note: The original call for suggestions that you see on the MindShift tweets had a typo in the graphic. We are always learning from our mistakes. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Data Privacy Lessons in Alternative Reality Games Can Help Kids In Real Life",
"title": "How Data Privacy Lessons in Alternative Reality Games Can Help Kids In Real Life",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Ubiquitous social media platforms—including Facebook, Twitter and Instagram—have created a venue for people to share and connect with others. We use these services by clicking “I Agree” on Terms of Service screens, trading off some of our private and personal data for seemingly free services. While these services say data collection helps create a better user experience, that data is also potentially exploitable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The news about how third parties \u003c/span>\u003ca href=\"https://www.nytimes.com/2018/03/19/technology/facebook-cambridge-analytica-explained.html\">\u003cspan style=\"font-weight: 400\">obtain and use Facebook users’\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> data to wage political campaigns and the mounting evidence of election interference have shined a spotlight on just how secure our data is when we share online. Educating youth about data security can fall under the larger umbrella of\u003c/span>\u003ca href=\"https://www.commonsensemedia.org/videos/what-is-digital-citizenship\"> \u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as social media uses and misuses and learning how not to embarrass or endanger oneself while using the internet. But few resources compare to actually experiencing a data and privacy breach. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that students learn about online privacy and data security, high school English language arts teachers \u003c/span>\u003ca href=\"https://thealternateclassroom.org/\">\u003cspan style=\"font-weight: 400\">John Fallon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Connecticut and\u003c/span>\u003ca href=\"http://www.ludiclearning.org/\"> \u003cspan style=\"font-weight: 400\">Paul Darvasi\u003c/span>\u003c/a> (who also reports for \u003ca href=\"https://www.kqed.org/author/pauldarvasi\">\u003cem>MindShift\u003c/em>\u003c/a>)\u003cspan style=\"font-weight: 400\"> in Toronto co-created Blind Protocol, an\u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Alternate_reality_game\"> \u003cspan style=\"font-weight: 400\">alternate reality game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. ARGs blend fiction with the real world by creating narratives and puzzles that take participants deeper into the story by way of their actions. F\u003c/span>\u003cspan style=\"font-weight: 400\">allon and Darvasi’s ARG goal was not to inform students on how to actually hack or spy; rather, they use game tactics to teach about the vulnerability of their data.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every decision and click you make is being recorded and scraped by somebody who doesn’t have your privacy and interests at heart,” Fallon says to his students. “Think carefully about whether you want your cookie crumbs to be spread.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_51774\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51774 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668.jpeg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-1200x900.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-1180x885.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-960x720.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-240x180.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-375x281.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-520x390.jpeg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">John Fallon's students create work that will earn them faux bitcoins that can be used for purchasing and launching protocols against the other team so they can uncover their identities. \u003ccite>(Courtesy of John Fallon)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>HOW ALTERNATE REALITY BEGINS\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ARG unit starts with the viewing of several privacy-focused films, including the Edward Snowden documentary\u003c/span>\u003ca href=\"http://watchdocumentaries.com/citizenfour/\">\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003cspan style=\"font-weight: 400\">Citizenfour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” PBS Frontline's\u003c/span>\u003ca href=\"https://www.pbs.org/wgbh/frontline/film/united-states-of-secrets/\">\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003cspan style=\"font-weight: 400\">The United States of Secrets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which is about the National Security Administration, and the film “Terms and Conditions May Apply.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the teachers are ready to begin the ARG -- Fallon in Connecticut with his Fairfield Country Day School students and Darvasi in Toronto with his Royal St. George's College pupils -- students start out by viewing a TED Talk about online privacy and data surveillance. (The two classes are experiencing the ARG separately and the students are unaware of each other's existence, until they eventually interact halfway through the four-week unit.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“All of a sudden, I get a phone call,” Darvasi said. Fallon gets the same fake phone call, too, as each follows the same setup. Each teacher then steps outside his classroom, leaving the students alone. Then the video restarts, seemingly gets hacked and a voice urges students to check their email. Students then find an email from a mysterious entity named HORUS that has an email with the school domain address. The message from HORUS contains a video message with instructions for the ARG. \u003c/span>\u003c/p>\n\u003cp>https://vimeo.com/200696219\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are then given a series of clues that unlock more clues as the game progresses. For example, clues in the email lead students to four canopic jars containing USB drives. Details on the jars unlock access to the contents of the password-protected USB drives. The clues within the drives lead students to a game manual buried somewhere on campus that allows them to unlock more clues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the second week, students come up with user profiles on a PDF that include four details -- a self-selected image, nickname, symbol and motto -- and turn them into their teacher, who acts as a conduit for HORUS. Several days later, much to their shock, according to the teachers, the students find a stash of profiles delivered by HORUS that include photos, nicknames, symbols and mottos -- but the profiles are not their own. They are surprised to discover that, somewhere else in the world, HORUS has clearly led another group of students through the same steps. The questions is: Who are they and where are they?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students’ game goal is to uncover the location and identities of their newly discovered counterparts. The process of uncovering this data is the win condition of the game, and the central mechanic that drives student engagement and learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“John and I play dumb,” said Darvasi, who said it’s up to the students to solve the game while the teachers act as intermediaries. “We tell the students we know a little more than you do. Obviously, they know we're pulling the wool over their eyes and we’re in on it, but they still happily play along.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_51776\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51776 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Library-Clue-e1533161308966.jpg\" alt=\"\" width=\"1920\" height=\"1695\">\u003cfigcaption class=\"wp-caption-text\">A clue for a side mission was planted at the school library inside a digital privacy book, \"I Know Who You Are and I Saw What You Did: Social Networks and the Death of Privacy\" by Lori Andrews. \u003ccite>(Courtesy of Paul Darvasi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the process of uncovering data about the other students with four details and additional tools, students learn about how much data people, especially teens, reveal about themselves online and how little information it takes to identify someone. \u003c/span>\u003c/p>\n\u003cp>\u003cb>LAUNCHING PROTOCOLS\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through an additional series of clues, students are led to another important tool to unlock the game: a catalog of 20 protocols. Inspired by the NSA ANT \u003ca href=\"https://gizmodo.com/a-peek-inside-the-nsas-spy-gear-catalog-1491827763\">catalog\u003c/a> that detailed the types of protocols that can be launched against a target for cyber surveillance (with names such as GOPHERSET and COTTONMOUTH-1), Darvasi and Fallon created their own catalog from which students can purchase protocols with faux cryptocurrency they’re given at the start of the game. No student has enough to buy a protocol on their own, so students have to pool their money and make selections strategically as a group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Darvasi’s students in Toronto can pool together 55 faux bitcoins to purchase and launch the \u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Catalog-Protocol-16.pdf\">BOTTING\u003c/a> protocol against an opponent. The student targeted at Fallon’s school in Connecticut would then have 48 hours to record audio of 10 words of Darvasi’s students choosing and send it back to them through an intermediary (Darvasi or Fallon). For a higher price of 65 faux bitcoins, students can launch \u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Catalog-Protocol-008.pdf\">MORPHLING\u003c/a>, which would give the opponent 48 hours to record a one-minute video explaining three ways to stay safe while using Facebook, while making their school mascot (or a close approximation of) appear in the video in some way during the entire minute. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, the students on the receiving end of the protocol are trying to comply with the request while revealing as little information as possible. The goal is to avoid having their true identities revealed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an example of how snippets of data can reveal a bigger picture, students launched a desktop protocol, in which the opponent is required to take a screenshot of their own computer desktop. The student whose screenshot was submitted left his first name on one file and last name on another document that was visible. Opponents searched for that student’s name and identified their Facebook profile -- where he was wearing his school colors -- and won. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_51775\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51775 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Pole-Poster-Clue-e1533161469485.jpg\" alt=\"\" width=\"1920\" height=\"1920\">\u003cfigcaption class=\"wp-caption-text\">One of several clues planted near Darvasi's school that helped students advance in the game. (Courtesy of Paul Darvasi)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>MAKING LEARNING REAL\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Running the game with two different groups imbues students with\u003c/span> \u003cspan style=\"font-weight: 400\">the sensation of online vulnerability without actually putting anyone’s real-life data at risk. The two teachers run the game together, but are exploring playing with more classes around the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, the teachers’ learning goal is to drive home a deeper understanding of what it takes to maintain good online security and privacy practices. More than \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, students learn \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> they should be careful about what they post on social media. “Students learn why they must change passwords, and why they should be careful about their digital footprints,” Fallon said. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fallon and Darvasi carefully mediate the entire experience, pulling the game’s strings and levers in the background, as students play in class. “The game is metaphorical, not real—but the impact is,” said Fallon, who now teaches at a different school. Students know they are in a game and that their actual identities are safe. “If a group of strangers from another country only needed a street sign and your school colors to figure out where you are, think about how vulnerable you are online.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ubiquitous social media platforms—including Facebook, Twitter and Instagram—have created a venue for people to share and connect with others. We use these services by clicking “I Agree” on Terms of Service screens, trading off some of our private and personal data for seemingly free services. While these services say data collection helps create a better user experience, that data is also potentially exploitable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The news about how third parties \u003c/span>\u003ca href=\"https://www.nytimes.com/2018/03/19/technology/facebook-cambridge-analytica-explained.html\">\u003cspan style=\"font-weight: 400\">obtain and use Facebook users’\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> data to wage political campaigns and the mounting evidence of election interference have shined a spotlight on just how secure our data is when we share online. Educating youth about data security can fall under the larger umbrella of\u003c/span>\u003ca href=\"https://www.commonsensemedia.org/videos/what-is-digital-citizenship\"> \u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as social media uses and misuses and learning how not to embarrass or endanger oneself while using the internet. But few resources compare to actually experiencing a data and privacy breach. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ensure that students learn about online privacy and data security, high school English language arts teachers \u003c/span>\u003ca href=\"https://thealternateclassroom.org/\">\u003cspan style=\"font-weight: 400\">John Fallon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Connecticut and\u003c/span>\u003ca href=\"http://www.ludiclearning.org/\"> \u003cspan style=\"font-weight: 400\">Paul Darvasi\u003c/span>\u003c/a> (who also reports for \u003ca href=\"https://www.kqed.org/author/pauldarvasi\">\u003cem>MindShift\u003c/em>\u003c/a>)\u003cspan style=\"font-weight: 400\"> in Toronto co-created Blind Protocol, an\u003c/span>\u003ca href=\"https://en.wikipedia.org/wiki/Alternate_reality_game\"> \u003cspan style=\"font-weight: 400\">alternate reality game\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. ARGs blend fiction with the real world by creating narratives and puzzles that take participants deeper into the story by way of their actions. F\u003c/span>\u003cspan style=\"font-weight: 400\">allon and Darvasi’s ARG goal was not to inform students on how to actually hack or spy; rather, they use game tactics to teach about the vulnerability of their data.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every decision and click you make is being recorded and scraped by somebody who doesn’t have your privacy and interests at heart,” Fallon says to his students. “Think carefully about whether you want your cookie crumbs to be spread.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_51774\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51774 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668.jpeg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-768x576.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-1200x900.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-1180x885.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-960x720.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-240x180.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-375x281.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/2017-02-03_11-00-02_9291-e1533161202668-520x390.jpeg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">John Fallon's students create work that will earn them faux bitcoins that can be used for purchasing and launching protocols against the other team so they can uncover their identities. \u003ccite>(Courtesy of John Fallon)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>HOW ALTERNATE REALITY BEGINS\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ARG unit starts with the viewing of several privacy-focused films, including the Edward Snowden documentary\u003c/span>\u003ca href=\"http://watchdocumentaries.com/citizenfour/\">\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003cspan style=\"font-weight: 400\">Citizenfour\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” PBS Frontline's\u003c/span>\u003ca href=\"https://www.pbs.org/wgbh/frontline/film/united-states-of-secrets/\">\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003cspan style=\"font-weight: 400\">The United States of Secrets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” which is about the National Security Administration, and the film “Terms and Conditions May Apply.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the teachers are ready to begin the ARG -- Fallon in Connecticut with his Fairfield Country Day School students and Darvasi in Toronto with his Royal St. George's College pupils -- students start out by viewing a TED Talk about online privacy and data surveillance. (The two classes are experiencing the ARG separately and the students are unaware of each other's existence, until they eventually interact halfway through the four-week unit.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“All of a sudden, I get a phone call,” Darvasi said. Fallon gets the same fake phone call, too, as each follows the same setup. Each teacher then steps outside his classroom, leaving the students alone. Then the video restarts, seemingly gets hacked and a voice urges students to check their email. Students then find an email from a mysterious entity named HORUS that has an email with the school domain address. The message from HORUS contains a video message with instructions for the ARG. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Students are then given a series of clues that unlock more clues as the game progresses. For example, clues in the email lead students to four canopic jars containing USB drives. Details on the jars unlock access to the contents of the password-protected USB drives. The clues within the drives lead students to a game manual buried somewhere on campus that allows them to unlock more clues. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the second week, students come up with user profiles on a PDF that include four details -- a self-selected image, nickname, symbol and motto -- and turn them into their teacher, who acts as a conduit for HORUS. Several days later, much to their shock, according to the teachers, the students find a stash of profiles delivered by HORUS that include photos, nicknames, symbols and mottos -- but the profiles are not their own. They are surprised to discover that, somewhere else in the world, HORUS has clearly led another group of students through the same steps. The questions is: Who are they and where are they?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students’ game goal is to uncover the location and identities of their newly discovered counterparts. The process of uncovering this data is the win condition of the game, and the central mechanic that drives student engagement and learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“John and I play dumb,” said Darvasi, who said it’s up to the students to solve the game while the teachers act as intermediaries. “We tell the students we know a little more than you do. Obviously, they know we're pulling the wool over their eyes and we’re in on it, but they still happily play along.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_51776\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51776 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Library-Clue-e1533161308966.jpg\" alt=\"\" width=\"1920\" height=\"1695\">\u003cfigcaption class=\"wp-caption-text\">A clue for a side mission was planted at the school library inside a digital privacy book, \"I Know Who You Are and I Saw What You Did: Social Networks and the Death of Privacy\" by Lori Andrews. \u003ccite>(Courtesy of Paul Darvasi)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the process of uncovering data about the other students with four details and additional tools, students learn about how much data people, especially teens, reveal about themselves online and how little information it takes to identify someone. \u003c/span>\u003c/p>\n\u003cp>\u003cb>LAUNCHING PROTOCOLS\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through an additional series of clues, students are led to another important tool to unlock the game: a catalog of 20 protocols. Inspired by the NSA ANT \u003ca href=\"https://gizmodo.com/a-peek-inside-the-nsas-spy-gear-catalog-1491827763\">catalog\u003c/a> that detailed the types of protocols that can be launched against a target for cyber surveillance (with names such as GOPHERSET and COTTONMOUTH-1), Darvasi and Fallon created their own catalog from which students can purchase protocols with faux cryptocurrency they’re given at the start of the game. No student has enough to buy a protocol on their own, so students have to pool their money and make selections strategically as a group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Darvasi’s students in Toronto can pool together 55 faux bitcoins to purchase and launch the \u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Catalog-Protocol-16.pdf\">BOTTING\u003c/a> protocol against an opponent. The student targeted at Fallon’s school in Connecticut would then have 48 hours to record audio of 10 words of Darvasi’s students choosing and send it back to them through an intermediary (Darvasi or Fallon). For a higher price of 65 faux bitcoins, students can launch \u003ca href=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Catalog-Protocol-008.pdf\">MORPHLING\u003c/a>, which would give the opponent 48 hours to record a one-minute video explaining three ways to stay safe while using Facebook, while making their school mascot (or a close approximation of) appear in the video in some way during the entire minute. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, the students on the receiving end of the protocol are trying to comply with the request while revealing as little information as possible. The goal is to avoid having their true identities revealed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In an example of how snippets of data can reveal a bigger picture, students launched a desktop protocol, in which the opponent is required to take a screenshot of their own computer desktop. The student whose screenshot was submitted left his first name on one file and last name on another document that was visible. Opponents searched for that student’s name and identified their Facebook profile -- where he was wearing his school colors -- and won. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_51775\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51775 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Pole-Poster-Clue-e1533161469485.jpg\" alt=\"\" width=\"1920\" height=\"1920\">\u003cfigcaption class=\"wp-caption-text\">One of several clues planted near Darvasi's school that helped students advance in the game. (Courtesy of Paul Darvasi)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>MAKING LEARNING REAL\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Running the game with two different groups imbues students with\u003c/span> \u003cspan style=\"font-weight: 400\">the sensation of online vulnerability without actually putting anyone’s real-life data at risk. The two teachers run the game together, but are exploring playing with more classes around the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, the teachers’ learning goal is to drive home a deeper understanding of what it takes to maintain good online security and privacy practices. More than \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, students learn \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> they should be careful about what they post on social media. “Students learn why they must change passwords, and why they should be careful about their digital footprints,” Fallon said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fallon and Darvasi carefully mediate the entire experience, pulling the game’s strings and levers in the background, as students play in class. “The game is metaphorical, not real—but the impact is,” said Fallon, who now teaches at a different school. Students know they are in a game and that their actual identities are safe. “If a group of strangers from another country only needed a street sign and your school colors to figure out where you are, think about how vulnerable you are online.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's At Risk When Schools Focus Too Much on Student Data?",
"title": "What's At Risk When Schools Focus Too Much on Student Data?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Have you ever seen a school data wall?\u003c/p>\n\u003cp>In a struggling Newark, N.J., public school, I've seen bulletin boards showing the test scores of each grade compared with state averages. And in one in affluent Silicon Valley, I've seen smartboards that track individual students' math responses in real time.\u003c/p>\n\u003cp>These kinds of public displays send a message: This school cares about student performance by the numbers.\u003c/p>\n\u003cp>You've probably heard about the positive side of all that data gathering and sharing. Like this story we ran just last week about \u003ca href=\"http://www.npr.org/sections/ed/2016/05/30/477506418/what-one-districts-data-mining-did-for-chronic-absence\">a district that used data as the catalyst to conquer chronic absences\u003c/a>.\u003c/p>\n\u003cp>But as \"data-driven\" education becomes more popular, critics are also raising a range of concerns.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The U.S. Department of Education has increasingly encouraged and funded states to collect and analyze information about students: grades, state test scores, attendance, behavior, lateness, graduation rates and school climate measures like surveys of student engagement.\u003c/p>\n\u003cp>In its recent announcement of new regulations, the department emphasizes \"\u003ca href=\"http://www2.ed.gov/policy/elsec/leg/essa/nprmaccountabilitychart52016.pdf\">ensuring the use of multiple measures of school success based on academic outcomes, student progress, and school quality\u003c/a>.\"\u003c/p>\n\u003cp>The education technology industry, meanwhile, keeps making it easier for teachers to record and share information on students. Check out the \"dashboards\" inside programs like Google Apps for Education, or freestanding gradebook apps like JumpRope, or ClassDojo, focused on behavior.\u003c/p>\n\u003cp>Software also collects information on students all by itself. \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">Jose Ferreira, CEO of Knewton\u003c/a>, said in a 2012 speech that his \"adaptive learning\" platform, used by 10 million students globally, collects 5 to 10 million data points per student per day — down to how many seconds it takes you to answer that algebra problem.\u003c/p>\n\u003cp>\"We literally have more data about our students than any company has about anybody else about anything,\" Ferreira said. \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">\"And it's not even close.\"\u003c/a>\u003c/p>\n\u003cp>The argument in favor of all this is that the more we know about how students are doing, the better we can target instruction and other interventions. And sharing that information with parents and the community at large is crucial. It can motivate big changes. It's to serve equity and uphold civil rights, say the latest Ed Department regulations, that states must \"provide clear and transparent information on critical measures of school quality and equity to parents and community members.\"\u003c/p>\n\u003cp>But we're also starting to hear more about what might be lost when schools focus too much on data. Here are five arguments against the excesses of data-driven instruction.\u003c/p>\n\u003cp>\u003cstrong>1) Motivation\u003c/strong>\u003c/p>\n\u003cp>A body of psychology research shows that merely being reminded of one's group identity, or that a certain test has shown differences in performance between, say, women and men, can be enough to depress outcomes on that test for the affected group. This is known as \u003ca href=\"http://www.apa.org/research/action/stereotype.aspx\">stereotype threat\u003c/a>.\u003c/p>\n\u003cp>In a highly data-driven classroom, students who struggle may be made acutely aware, to the percentile, of how far behind the average they are. This could be enough to trigger stereotype threat, depressing performance still more. Or, it could create negative feelings about school, \u003ca href=\"http://www.npr.org/sections/ed/2016/05/24/478239416/helping-children-succeed-starts-at-birth-heres-how-to-do-it\">threatening students' sense of belonging, which is key to academic motivation\u003c/a>.\u003c/p>\n\u003cp>And what about the students who are leading the dashboard, collecting badges, prizes or virtual stickers? These kinds of extrinsic rewards could depress their interest in an activity for its own sake, \u003ca href=\"http://selfdeterminationtheory.org/SDT/documents/2001_DeciKoestnerRyan.pdf\">researchers have found\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong> 2) Helicoptering\u003c/strong>\u003c/p>\n\u003cp>In the '80s, my parents dropped me off at school and hoped for the best. They may have gotten a call from the teacher if something was wrong; otherwise, no news was good news until the first report card.\u003c/p>\n\u003cp>Today, parents increasingly are receiving \u003ca href=\"https://www.classdojo.com/#LearnMore\">daily text messages\u003c/a> with photos and videos from the classroom. And some software systems let them log on and see exactly how Jasper or Alaia are performing, assignment by assignment, even down to the number of minutes spent reading or practicing Spanish.\u003c/p>\n\u003cp>All this info could be a great way for parents to partner in their kids' education. It could also enable or even encourage a new level of educational helicopter parenting.\u003c/p>\n\u003cp>A style of overly involved \"intrusive parenting\" \u003ca href=\"http://www.slate.com/articles/double_x/doublex/2015/07/helicopter_parenting_is_increasingly_correlated_with_college_age_depression.html\">has been associated in studies with increased levels of anxiety and depression when students reach college\u003c/a>. \"Parent portals as utilized in K-12 education are doing significant harm to student development,\" argues college instructor John Warner in a recent piece for \u003ca href=\"https://www.insidehighered.com/blogs/just-visiting/shut-down-parent-portals-dangers-real-time-data#_ftnref\">Inside Higher Ed\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>3) Commercial Monitoring and Marketing\u003c/strong>\u003c/p>\n\u003cp>Have you ever been served an ad in the middle of your English homework? The \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">National Education Policy Center\u003c/a> releases annual reports on commercialization and marketing in public schools. In its most recent report in May, researchers there raised concerns about targeted marketing to students using computers for schoolwork and homework.\u003c/p>\n\u003cp>\u003ca href=\"http://www.siia.net/blog/index/Post/66600/Myths-in-Student-Privacy-and-Advertising\">Companies like Google pledge not to track\u003c/a> the content of schoolwork for the purposes of advertising. But in reality these boundaries can be a lot more porous. For example, a high school student profiled in the NEPC report often consulted commercial programs like \u003ca href=\"http://www.dictionary.com/\">dictionary.com\u003c/a> and \u003ca href=\"http://www.sparknotes.com/\">Sparknotes\u003c/a>: \"Once when she had been looking at shoes, she mentioned, an ad for shoes appeared in the middle of a Sparknotes chapter summary.\"\u003c/p>\n\u003cp>The authors of the NEPC report observed:\u003c/p>\n\u003cp>\"Schools have proven to be a soft target for data gathering and marketing. Not only are they eager to adopt technology that promises better learning, but their lack of resources makes them susceptible to offers of free technology, free programs and activities, free educational materials, and help with fundraising.\"\u003c/p>\n\u003cp>\u003cstrong>4) Missing What Data Can't Capture\u003c/strong>\u003c/p>\n\u003cp>Computer systems are most comfortable recording and analyzing quantifiable, structured data. The number of absences in a semester, say; or a three-digit score on a multiple-choice test that can be graded by machine, where every question has just one right answer.\u003c/p>\n\u003cp>But what about a semester-long group project where one student overcame her natural tendency to procrastinate, excelled in the design and construction of Odysseus's ship out of cardboard, but then plagiarized part of the explanatory text? What about a student who manages \"only\" 10 absences despite changing living situations three times during the semester? Can dashboards reflect these complexities?\u003c/p>\n\u003cp>\u003cstrong>5) Exposing Students' \"Permanent Records\"\u003c/strong>\u003c/p>\n\u003cp>In the past few years \u003ca href=\"http://www.ncsl.org/research/financial-services-and-commerce/use-of-credit-info-in-employ-2013-legis.aspx\">several states have passed laws\u003c/a> banning employers from looking at the credit reports of job applicants. Employers want people who are reliable and responsible. But privacy advocates argue that a past medical issue or even a bankruptcy shouldn't unfairly dun a person who needs a fresh start.\u003c/p>\n\u003cp>Similarly, for young people who get in trouble with the law, there is a procedure for sealing juvenile records, because it's understood that even grave mistakes shouldn't haunt young people forever.\u003c/p>\n\u003cp>Educational transcripts, unlike credit reports or juvenile court records, are currently considered fair game for gatekeepers like colleges and employers. These records, though, are getting much more detailed.\u003c/p>\n\u003cp>Arguably, they more closely resemble credit reports, court records or even psychological dossiers.\u003c/p>\n\u003cp>ClassDojo, for example, reports on students' \"Perseverance,\" \"Teamwork,\" \"Leadership,\" \"Resourcefulness\" and \"Curiosity.\" That kind of information in the past would come, if at all, from carefully curated recommendation letters.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It's certainly imaginable that both colleges and employers will want to see this info now that it's available in a broader, more accessible format. Should they have access to it? Only if it's beneficial or if it's damaging as well? Who decides?\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Doubts+About+Data-Driven+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Have you ever seen a school data wall?\u003c/p>\n\u003cp>In a struggling Newark, N.J., public school, I've seen bulletin boards showing the test scores of each grade compared with state averages. And in one in affluent Silicon Valley, I've seen smartboards that track individual students' math responses in real time.\u003c/p>\n\u003cp>These kinds of public displays send a message: This school cares about student performance by the numbers.\u003c/p>\n\u003cp>You've probably heard about the positive side of all that data gathering and sharing. Like this story we ran just last week about \u003ca href=\"http://www.npr.org/sections/ed/2016/05/30/477506418/what-one-districts-data-mining-did-for-chronic-absence\">a district that used data as the catalyst to conquer chronic absences\u003c/a>.\u003c/p>\n\u003cp>But as \"data-driven\" education becomes more popular, critics are also raising a range of concerns.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The U.S. Department of Education has increasingly encouraged and funded states to collect and analyze information about students: grades, state test scores, attendance, behavior, lateness, graduation rates and school climate measures like surveys of student engagement.\u003c/p>\n\u003cp>In its recent announcement of new regulations, the department emphasizes \"\u003ca href=\"http://www2.ed.gov/policy/elsec/leg/essa/nprmaccountabilitychart52016.pdf\">ensuring the use of multiple measures of school success based on academic outcomes, student progress, and school quality\u003c/a>.\"\u003c/p>\n\u003cp>The education technology industry, meanwhile, keeps making it easier for teachers to record and share information on students. Check out the \"dashboards\" inside programs like Google Apps for Education, or freestanding gradebook apps like JumpRope, or ClassDojo, focused on behavior.\u003c/p>\n\u003cp>Software also collects information on students all by itself. \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">Jose Ferreira, CEO of Knewton\u003c/a>, said in a 2012 speech that his \"adaptive learning\" platform, used by 10 million students globally, collects 5 to 10 million data points per student per day — down to how many seconds it takes you to answer that algebra problem.\u003c/p>\n\u003cp>\"We literally have more data about our students than any company has about anybody else about anything,\" Ferreira said. \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">\"And it's not even close.\"\u003c/a>\u003c/p>\n\u003cp>The argument in favor of all this is that the more we know about how students are doing, the better we can target instruction and other interventions. And sharing that information with parents and the community at large is crucial. It can motivate big changes. It's to serve equity and uphold civil rights, say the latest Ed Department regulations, that states must \"provide clear and transparent information on critical measures of school quality and equity to parents and community members.\"\u003c/p>\n\u003cp>But we're also starting to hear more about what might be lost when schools focus too much on data. Here are five arguments against the excesses of data-driven instruction.\u003c/p>\n\u003cp>\u003cstrong>1) Motivation\u003c/strong>\u003c/p>\n\u003cp>A body of psychology research shows that merely being reminded of one's group identity, or that a certain test has shown differences in performance between, say, women and men, can be enough to depress outcomes on that test for the affected group. This is known as \u003ca href=\"http://www.apa.org/research/action/stereotype.aspx\">stereotype threat\u003c/a>.\u003c/p>\n\u003cp>In a highly data-driven classroom, students who struggle may be made acutely aware, to the percentile, of how far behind the average they are. This could be enough to trigger stereotype threat, depressing performance still more. Or, it could create negative feelings about school, \u003ca href=\"http://www.npr.org/sections/ed/2016/05/24/478239416/helping-children-succeed-starts-at-birth-heres-how-to-do-it\">threatening students' sense of belonging, which is key to academic motivation\u003c/a>.\u003c/p>\n\u003cp>And what about the students who are leading the dashboard, collecting badges, prizes or virtual stickers? These kinds of extrinsic rewards could depress their interest in an activity for its own sake, \u003ca href=\"http://selfdeterminationtheory.org/SDT/documents/2001_DeciKoestnerRyan.pdf\">researchers have found\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong> 2) Helicoptering\u003c/strong>\u003c/p>\n\u003cp>In the '80s, my parents dropped me off at school and hoped for the best. They may have gotten a call from the teacher if something was wrong; otherwise, no news was good news until the first report card.\u003c/p>\n\u003cp>Today, parents increasingly are receiving \u003ca href=\"https://www.classdojo.com/#LearnMore\">daily text messages\u003c/a> with photos and videos from the classroom. And some software systems let them log on and see exactly how Jasper or Alaia are performing, assignment by assignment, even down to the number of minutes spent reading or practicing Spanish.\u003c/p>\n\u003cp>All this info could be a great way for parents to partner in their kids' education. It could also enable or even encourage a new level of educational helicopter parenting.\u003c/p>\n\u003cp>A style of overly involved \"intrusive parenting\" \u003ca href=\"http://www.slate.com/articles/double_x/doublex/2015/07/helicopter_parenting_is_increasingly_correlated_with_college_age_depression.html\">has been associated in studies with increased levels of anxiety and depression when students reach college\u003c/a>. \"Parent portals as utilized in K-12 education are doing significant harm to student development,\" argues college instructor John Warner in a recent piece for \u003ca href=\"https://www.insidehighered.com/blogs/just-visiting/shut-down-parent-portals-dangers-real-time-data#_ftnref\">Inside Higher Ed\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>3) Commercial Monitoring and Marketing\u003c/strong>\u003c/p>\n\u003cp>Have you ever been served an ad in the middle of your English homework? The \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">National Education Policy Center\u003c/a> releases annual reports on commercialization and marketing in public schools. In its most recent report in May, researchers there raised concerns about targeted marketing to students using computers for schoolwork and homework.\u003c/p>\n\u003cp>\u003ca href=\"http://www.siia.net/blog/index/Post/66600/Myths-in-Student-Privacy-and-Advertising\">Companies like Google pledge not to track\u003c/a> the content of schoolwork for the purposes of advertising. But in reality these boundaries can be a lot more porous. For example, a high school student profiled in the NEPC report often consulted commercial programs like \u003ca href=\"http://www.dictionary.com/\">dictionary.com\u003c/a> and \u003ca href=\"http://www.sparknotes.com/\">Sparknotes\u003c/a>: \"Once when she had been looking at shoes, she mentioned, an ad for shoes appeared in the middle of a Sparknotes chapter summary.\"\u003c/p>\n\u003cp>The authors of the NEPC report observed:\u003c/p>\n\u003cp>\"Schools have proven to be a soft target for data gathering and marketing. Not only are they eager to adopt technology that promises better learning, but their lack of resources makes them susceptible to offers of free technology, free programs and activities, free educational materials, and help with fundraising.\"\u003c/p>\n\u003cp>\u003cstrong>4) Missing What Data Can't Capture\u003c/strong>\u003c/p>\n\u003cp>Computer systems are most comfortable recording and analyzing quantifiable, structured data. The number of absences in a semester, say; or a three-digit score on a multiple-choice test that can be graded by machine, where every question has just one right answer.\u003c/p>\n\u003cp>But what about a semester-long group project where one student overcame her natural tendency to procrastinate, excelled in the design and construction of Odysseus's ship out of cardboard, but then plagiarized part of the explanatory text? What about a student who manages \"only\" 10 absences despite changing living situations three times during the semester? Can dashboards reflect these complexities?\u003c/p>\n\u003cp>\u003cstrong>5) Exposing Students' \"Permanent Records\"\u003c/strong>\u003c/p>\n\u003cp>In the past few years \u003ca href=\"http://www.ncsl.org/research/financial-services-and-commerce/use-of-credit-info-in-employ-2013-legis.aspx\">several states have passed laws\u003c/a> banning employers from looking at the credit reports of job applicants. Employers want people who are reliable and responsible. But privacy advocates argue that a past medical issue or even a bankruptcy shouldn't unfairly dun a person who needs a fresh start.\u003c/p>\n\u003cp>Similarly, for young people who get in trouble with the law, there is a procedure for sealing juvenile records, because it's understood that even grave mistakes shouldn't haunt young people forever.\u003c/p>\n\u003cp>Educational transcripts, unlike credit reports or juvenile court records, are currently considered fair game for gatekeepers like colleges and employers. These records, though, are getting much more detailed.\u003c/p>\n\u003cp>Arguably, they more closely resemble credit reports, court records or even psychological dossiers.\u003c/p>\n\u003cp>ClassDojo, for example, reports on students' \"Perseverance,\" \"Teamwork,\" \"Leadership,\" \"Resourcefulness\" and \"Curiosity.\" That kind of information in the past would come, if at all, from carefully curated recommendation letters.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's certainly imaginable that both colleges and employers will want to see this info now that it's available in a broader, more accessible format. Should they have access to it? Only if it's beneficial or if it's damaging as well? Who decides?\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Doubts+About+Data-Driven+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Making Students Partners in Data-Driven Approaches to Learning",
"title": "Making Students Partners in Data-Driven Approaches to Learning",
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"content": "\u003cfigure id=\"attachment_37606\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/students-control-data.jpg\">\u003cimg class=\"size-full wp-image-37606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/students-control-data.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/09/students-control-data.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/students-control-data-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/students-control-data-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following excerpt is from \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118655443.html\" target=\"_blank\">Leaders of Their Own Learning: Transforming Schools Through Student-Engaged Assessment\u003c/a>,\" by Ron Berger, Leah Rugen, and Libby Woodfin. This excerpt is from the chapter entitled \"Using Data With Students.\"\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">At Genesee Community Charter School in Rochester, New York, third-grade teacher Jean Hurst leans in and listens intently as her student, Jacelyn, reads aloud. Hurst is listening for greater fluency in Jacelyn's oral reading, a skill they have been working on for several weeks. As she listens, she hears greater cadence and confidence in Jacelyn's voice. Hurst is careful to note miscues and the length of time it takes Jacelyn to read the passage. They start their follow-up discussion by reviewing Jacelyn's previous goals and successes and reviewing a chart that shows the growth in her reading level. They focus in on fluency and the word substitutions Hurst heard as Jacelyn read aloud. \"Let's take a look at this word,\" says Hurst. \"Read it back to me.\" Jacelyn struggles at first, but calls out the word \u003cem>proclaims\u003c/em>. Hurst shares that when she read it aloud, she read it as\u003cem> announces\u003c/em>. \"We call that a substitution. Do you think you know what happened as you were reading?\" Hurst asks. Jacelyn thinks a little more and shares, \"Well, I wasn't sure what the word was but I knew it had to mean something like \u003cem>says\u003c/em> or\u003cem> announces\u003c/em> because of where it was in the sentence.\"\u003c/p>\n\u003cp class=\"dropcap-serif\">[contextly_sidebar id=\"Ik9hIQiLGSoQHnArPULmxwFngJE8SMKP\"]\u003c/p>\n\u003cp>Hurst and Jacelyn discuss how her substitution enabled her to make sense of what she was reading without slowing down her overall rate. Hurst shares with Jacelyn her Developmental Reading Assessment (DRA) fluency score, and they compare it to older data. It is apparent that her fluency score is improving. Jacelyn is reflective about her growth as a struggling reader: \"It's kind of how there are all kinds of runners. Some are fast and some are slow, but we all need to cross the finish line. Well, I just need to move faster than everyone else to get where I need to be.\" The use of data has helped her (with the guidance of her teacher) to set goals that have moved her from a late kindergarten level in September to an early third-grade level by the end of the year. As Hurst points out, \"Although she's still not at grade level, she's made two years of progress and making that progress visible through the use of data has helped Jacelyn to become a more motivated and informed reader.\"\u003c/p>\n\u003cp>Using data with students encompasses classroom practices that build students’ capacity to access, analyze, and use data effectively to reflect, set goals, and document growth. Using data with students encompasses the following activities:\u003c/p>\n\u003cul>\n\u003cli>Students use their classwork as a source for data, analyzing strengths, weaknesses, and patterns to improve their work.\u003c/li>\n\u003cli>Students regularly analyze evidence of their own progress. They track their progress on assessments and assignments, analyze their errors for patterns, and describe what they see in the data about their current level of performance.\u003c/li>\n\u003cli>Students use data to set goals and reflect on their progress over time and incorporate data analysis into student-led conferences.\u003c/li>\n\u003c/ul>\n\u003cp>Teachers and school leaders everywhere collect and analyze data to make informed decisions about instruction that will support all students in meeting state and Common Core standards. However, in many schools, the power of data to improve student achievement is not fully leveraged because students are left out of the process. The most powerful determinants of student growth are the mindsets and learning strategies that students themselves bring to their work—how much they care about working hard and learning, how convinced they are that hard work leads to growth, and how capably they have built strategies to focus, organize, remember, and navigate challenges.\u003c/p>\n\u003cfigure id=\"attachment_37601\" class=\"wp-caption alignright\" style=\"max-width: 298px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Leaders-of-Learning.jpg\">\u003cimg class=\"size-full wp-image-37601\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Leaders-of-Learning.jpg\" alt=\"Wiley Press\" width=\"298\" height=\"395\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Wiley Press\u003c/figcaption>\u003c/figure>\n\u003cp>When students themselves identify, analyze, and use data from their learning, they become active agents in their own growth. They set personal goals informed by data they understand, and they own those goals. The framework of student-engaged assessment provides a range of opportunities to involve students in using data to improve their learning. As the story about Jacelyn illustrates, using data with students has the potential to build reflective and confident learners with key dispositions of college and career readiness.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Why This Practice Matters\u003c/strong>\u003c/p>\n\u003cp>Using data with students means much more than sharing test results with students a few times a year. The practice is most effective as an ongoing part of a classroom culture in which students are always collecting and analyzing information in order to improve. \u003cem>Data driven\u003c/em> has become a ubiquitous phrase in schools today. Typically it refers to using the results of standardized tests—yearly state assessments and interim district assessments—to inform the focus and pacing of classroom instruction. If we limit our use of data to this purpose, however, we are missing the great potential of gathering data related to a wider range of evidence of learning (e.g., individual patterns in writing and math assignments, homework habits, reading stamina). Data of this kind can be collected and analyzed with students and by students and can be used to help them set and achieve goals for improved learning. The following purposes for using data with students point to the power of the practice to engage and support all students.\u003c/p>\n\u003cp>\u003cstrong>Empowering Students to Accurately Assess Their Current Level of Proficiency in Order to Set Challenging and Effective Goals\u003c/strong>\u003c/p>\n\u003cp>In order to establish and reach aspirational goals, students must first be aware of their starting point. Too often, in the name of protecting children’s self-esteem, we avoid explicit discussions of standards and where students stand in relation to them. Rather than boosting confidence, such “protection” actually prevents students from advancing and blocks their understanding of what it takes to succeed. Providing students with the opportunity to identify their own strengths and weaknesses through data analysis gives them a powerful tool for learning. It moves conversations about progress from abstract, generic goals (e.g., try harder, study more) to student-determined, targeted goals (e.g., increase my reading level by 1.5 years, master 80 percent or more of my learning targets, ensure that 100 percent of my homework is fully completed and submitted) and provides them with skills to track those goals. Of course, making data transparent requires a safe classroom culture, a topic that will be explored further later in this chapter.\u003c/p>\n\u003cp>\u003cstrong>Transforming Student Mindsets from a Belief That Intelligence Is Fixed to a Belief in the Power of Their Own Potential to Grow through Effort\u003c/strong>\u003c/p>\n\u003cp>In order to meet challenging goals, students must believe that the goals are within their capacity to achieve (Dweck, 2006). Many students who have previously been unsuccessful in school acquire a fixed mindset, rather than a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/new-research-students-benefit-from-learning-that-intelligence-is-not-fixed/\" target=\"_blank\">growth mindset\u003c/a> (i.e., some kids are good at math, others in art or reading). They see intelligence as something you are born with rather than something that can be developed through hard work. Strategic use of data in the classroom provides an opportunity to overcome this mindset of limitation. It gives students the chance to document\u003cbr>\ntheir learning over time and have concrete evidence that they know more and can do more than they could previously. And, it develops the connection between hard work and achievement, replacing the idea that \"some kids are smart\"with \"if I work hard, I'll get better.\"\u003c/p>\n\u003cp>\u003cstrong>Making Progress toward Standards and Making Grading Transparent\u003c/strong>\u003c/p>\n\u003cp>Too often what it means to achieve or reach a standard stays shrouded in mystery. Students and their families may have no idea why they receive a certain grade or why they continue to struggle with learning a particular content area. Using data with students is one way to shine a light on learning. It helps students see actual evidence of what they know and can do. It also helps shift their thinking from all or nothing—I met my goal or I did not meet my goal—to a more complex understanding focused on growth over time (e.g., I've successfully mastered 75 percent of this content since my initial assessment; to reach my goal of 90 percent or more I need to work on . . .).\u003c/p>\n\u003cp>\u003cstrong>Making Students More Responsible for Their Own Learning\u003c/strong>\u003c/p>\n\u003cp>Data inquiry and analysis is a fitting and rich component to many schools' professional development cycles. Yet, it is often removed from the classroom and something that happens about rather than with students. Bringing data analysis into the classroom is one more example of transforming what is traditionally reserved for adults into an opportunity for student leadership. Although investigating data takes different forms at different developmental stages, even the youngest students can and should be given opportunities to explore data related to their academic and character growth.\u003c/p>\n\u003cp>\u003cstrong>COMMON MISCONCEPTIONS ABOUT DATA\u003c/strong>\u003c/p>\n\u003cp>Many of us have preconceived ideas about data. For that reason, it's important that we clear up a few misconceptions.\u003c/p>\n\u003cp>\u003cstrong>Misconception 1: Using Data Is Only about Basic Skills and Information\u003c/strong>\u003c/p>\n\u003cp>Although an appropriate starting point for many teachers may be to record and share data about basic skills and knowledge (e.g., identify the seven continents, 100 Leaders of Their Own Learning distinguish between parts of speech, name the parts of a cell), students can and should use data to uncover and understand many kinds of student achievement. These include critical thinking, clear communication, content knowledge, increased engagement, character, and the production of high-quality work. For example, when students have opportunities to track their own patterns of work and behavior (e.g., when they are focused and engaged, when they get confused, or when they have behavior challenges), they gain the power to improve their own learning strategies.\u003c/p>\n\u003cp>\u003cstrong>Misconception 2: Use of Data Is Only about Test Preparation\u003c/strong>\u003c/p>\n\u003cp>Higher scores on state, national, and school-created assessments can be one goal of data use, but shouldn't be the sole focus. Rather, the goal should be to embed data into classroom routines and a wide range of student centered instructional practices to improve student achievement and engagement. Learning to analyze and track data about individual and class performance helps students take responsibility for their learning.\u003c/p>\n\u003cp>\u003cstrong>Misconception 3: Data Collection Is Limited to Quantitative Data\u003c/strong>\u003c/p>\n\u003cp>Although it is wise to begin student-engaged data practices with things that are easy to count (e.g., mistakes in math assignments, minutes spent on independent reading), there is also a great deal of qualitative data that can help student growth. Rubrics, which are composed of qualitative descriptions of student work, are filled with this kind of data. Many recording forms, such as journals, note catchers, and entrance and exit tickets can be powerful data sources to track the why and how of student thinking. These kinds of forms are opportunities for students to back up their ideas with evidence, an essential skill for meeting Common Core standards.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>COMMON CORE CONNECTIONS\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Engaging students with data analysis enhances their ability to make evidence-based claims, a skill that permeates the standards.\u003c/li>\n\u003cli>Using data reflectively (e.g., engaging in error or success analyses) helps student meet the Common Core's more rigorous (and often complex) standards. Noting trends focuses students' attention on how to improve.\u003c/li>\n\u003cli>Understanding data about one's own progress toward meeting standards is a key to developing the independence and self-direction emphasized by the Common Core. If data tracking about progress remains solely in the possession of the teacher, students are deprived of the opportunity to actively work toward standards. Their partnership in the process increases their engagement and motivation along with the likelihood they will meet with success.\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37606\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/students-control-data.jpg\">\u003cimg class=\"size-full wp-image-37606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/students-control-data.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/09/students-control-data.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/students-control-data-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/students-control-data-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following excerpt is from \"\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118655443.html\" target=\"_blank\">Leaders of Their Own Learning: Transforming Schools Through Student-Engaged Assessment\u003c/a>,\" by Ron Berger, Leah Rugen, and Libby Woodfin. This excerpt is from the chapter entitled \"Using Data With Students.\"\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">At Genesee Community Charter School in Rochester, New York, third-grade teacher Jean Hurst leans in and listens intently as her student, Jacelyn, reads aloud. Hurst is listening for greater fluency in Jacelyn's oral reading, a skill they have been working on for several weeks. As she listens, she hears greater cadence and confidence in Jacelyn's voice. Hurst is careful to note miscues and the length of time it takes Jacelyn to read the passage. They start their follow-up discussion by reviewing Jacelyn's previous goals and successes and reviewing a chart that shows the growth in her reading level. They focus in on fluency and the word substitutions Hurst heard as Jacelyn read aloud. \"Let's take a look at this word,\" says Hurst. \"Read it back to me.\" Jacelyn struggles at first, but calls out the word \u003cem>proclaims\u003c/em>. Hurst shares that when she read it aloud, she read it as\u003cem> announces\u003c/em>. \"We call that a substitution. Do you think you know what happened as you were reading?\" Hurst asks. Jacelyn thinks a little more and shares, \"Well, I wasn't sure what the word was but I knew it had to mean something like \u003cem>says\u003c/em> or\u003cem> announces\u003c/em> because of where it was in the sentence.\"\u003c/p>\n\u003cp class=\"dropcap-serif\">\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Hurst and Jacelyn discuss how her substitution enabled her to make sense of what she was reading without slowing down her overall rate. Hurst shares with Jacelyn her Developmental Reading Assessment (DRA) fluency score, and they compare it to older data. It is apparent that her fluency score is improving. Jacelyn is reflective about her growth as a struggling reader: \"It's kind of how there are all kinds of runners. Some are fast and some are slow, but we all need to cross the finish line. Well, I just need to move faster than everyone else to get where I need to be.\" The use of data has helped her (with the guidance of her teacher) to set goals that have moved her from a late kindergarten level in September to an early third-grade level by the end of the year. As Hurst points out, \"Although she's still not at grade level, she's made two years of progress and making that progress visible through the use of data has helped Jacelyn to become a more motivated and informed reader.\"\u003c/p>\n\u003cp>Using data with students encompasses classroom practices that build students’ capacity to access, analyze, and use data effectively to reflect, set goals, and document growth. Using data with students encompasses the following activities:\u003c/p>\n\u003cul>\n\u003cli>Students use their classwork as a source for data, analyzing strengths, weaknesses, and patterns to improve their work.\u003c/li>\n\u003cli>Students regularly analyze evidence of their own progress. They track their progress on assessments and assignments, analyze their errors for patterns, and describe what they see in the data about their current level of performance.\u003c/li>\n\u003cli>Students use data to set goals and reflect on their progress over time and incorporate data analysis into student-led conferences.\u003c/li>\n\u003c/ul>\n\u003cp>Teachers and school leaders everywhere collect and analyze data to make informed decisions about instruction that will support all students in meeting state and Common Core standards. However, in many schools, the power of data to improve student achievement is not fully leveraged because students are left out of the process. The most powerful determinants of student growth are the mindsets and learning strategies that students themselves bring to their work—how much they care about working hard and learning, how convinced they are that hard work leads to growth, and how capably they have built strategies to focus, organize, remember, and navigate challenges.\u003c/p>\n\u003cfigure id=\"attachment_37601\" class=\"wp-caption alignright\" style=\"max-width: 298px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Leaders-of-Learning.jpg\">\u003cimg class=\"size-full wp-image-37601\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Leaders-of-Learning.jpg\" alt=\"Wiley Press\" width=\"298\" height=\"395\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Wiley Press\u003c/figcaption>\u003c/figure>\n\u003cp>When students themselves identify, analyze, and use data from their learning, they become active agents in their own growth. They set personal goals informed by data they understand, and they own those goals. The framework of student-engaged assessment provides a range of opportunities to involve students in using data to improve their learning. As the story about Jacelyn illustrates, using data with students has the potential to build reflective and confident learners with key dispositions of college and career readiness.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Why This Practice Matters\u003c/strong>\u003c/p>\n\u003cp>Using data with students means much more than sharing test results with students a few times a year. The practice is most effective as an ongoing part of a classroom culture in which students are always collecting and analyzing information in order to improve. \u003cem>Data driven\u003c/em> has become a ubiquitous phrase in schools today. Typically it refers to using the results of standardized tests—yearly state assessments and interim district assessments—to inform the focus and pacing of classroom instruction. If we limit our use of data to this purpose, however, we are missing the great potential of gathering data related to a wider range of evidence of learning (e.g., individual patterns in writing and math assignments, homework habits, reading stamina). Data of this kind can be collected and analyzed with students and by students and can be used to help them set and achieve goals for improved learning. The following purposes for using data with students point to the power of the practice to engage and support all students.\u003c/p>\n\u003cp>\u003cstrong>Empowering Students to Accurately Assess Their Current Level of Proficiency in Order to Set Challenging and Effective Goals\u003c/strong>\u003c/p>\n\u003cp>In order to establish and reach aspirational goals, students must first be aware of their starting point. Too often, in the name of protecting children’s self-esteem, we avoid explicit discussions of standards and where students stand in relation to them. Rather than boosting confidence, such “protection” actually prevents students from advancing and blocks their understanding of what it takes to succeed. Providing students with the opportunity to identify their own strengths and weaknesses through data analysis gives them a powerful tool for learning. It moves conversations about progress from abstract, generic goals (e.g., try harder, study more) to student-determined, targeted goals (e.g., increase my reading level by 1.5 years, master 80 percent or more of my learning targets, ensure that 100 percent of my homework is fully completed and submitted) and provides them with skills to track those goals. Of course, making data transparent requires a safe classroom culture, a topic that will be explored further later in this chapter.\u003c/p>\n\u003cp>\u003cstrong>Transforming Student Mindsets from a Belief That Intelligence Is Fixed to a Belief in the Power of Their Own Potential to Grow through Effort\u003c/strong>\u003c/p>\n\u003cp>In order to meet challenging goals, students must believe that the goals are within their capacity to achieve (Dweck, 2006). Many students who have previously been unsuccessful in school acquire a fixed mindset, rather than a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/new-research-students-benefit-from-learning-that-intelligence-is-not-fixed/\" target=\"_blank\">growth mindset\u003c/a> (i.e., some kids are good at math, others in art or reading). They see intelligence as something you are born with rather than something that can be developed through hard work. Strategic use of data in the classroom provides an opportunity to overcome this mindset of limitation. It gives students the chance to document\u003cbr>\ntheir learning over time and have concrete evidence that they know more and can do more than they could previously. And, it develops the connection between hard work and achievement, replacing the idea that \"some kids are smart\"with \"if I work hard, I'll get better.\"\u003c/p>\n\u003cp>\u003cstrong>Making Progress toward Standards and Making Grading Transparent\u003c/strong>\u003c/p>\n\u003cp>Too often what it means to achieve or reach a standard stays shrouded in mystery. Students and their families may have no idea why they receive a certain grade or why they continue to struggle with learning a particular content area. Using data with students is one way to shine a light on learning. It helps students see actual evidence of what they know and can do. It also helps shift their thinking from all or nothing—I met my goal or I did not meet my goal—to a more complex understanding focused on growth over time (e.g., I've successfully mastered 75 percent of this content since my initial assessment; to reach my goal of 90 percent or more I need to work on . . .).\u003c/p>\n\u003cp>\u003cstrong>Making Students More Responsible for Their Own Learning\u003c/strong>\u003c/p>\n\u003cp>Data inquiry and analysis is a fitting and rich component to many schools' professional development cycles. Yet, it is often removed from the classroom and something that happens about rather than with students. Bringing data analysis into the classroom is one more example of transforming what is traditionally reserved for adults into an opportunity for student leadership. Although investigating data takes different forms at different developmental stages, even the youngest students can and should be given opportunities to explore data related to their academic and character growth.\u003c/p>\n\u003cp>\u003cstrong>COMMON MISCONCEPTIONS ABOUT DATA\u003c/strong>\u003c/p>\n\u003cp>Many of us have preconceived ideas about data. For that reason, it's important that we clear up a few misconceptions.\u003c/p>\n\u003cp>\u003cstrong>Misconception 1: Using Data Is Only about Basic Skills and Information\u003c/strong>\u003c/p>\n\u003cp>Although an appropriate starting point for many teachers may be to record and share data about basic skills and knowledge (e.g., identify the seven continents, 100 Leaders of Their Own Learning distinguish between parts of speech, name the parts of a cell), students can and should use data to uncover and understand many kinds of student achievement. These include critical thinking, clear communication, content knowledge, increased engagement, character, and the production of high-quality work. For example, when students have opportunities to track their own patterns of work and behavior (e.g., when they are focused and engaged, when they get confused, or when they have behavior challenges), they gain the power to improve their own learning strategies.\u003c/p>\n\u003cp>\u003cstrong>Misconception 2: Use of Data Is Only about Test Preparation\u003c/strong>\u003c/p>\n\u003cp>Higher scores on state, national, and school-created assessments can be one goal of data use, but shouldn't be the sole focus. Rather, the goal should be to embed data into classroom routines and a wide range of student centered instructional practices to improve student achievement and engagement. Learning to analyze and track data about individual and class performance helps students take responsibility for their learning.\u003c/p>\n\u003cp>\u003cstrong>Misconception 3: Data Collection Is Limited to Quantitative Data\u003c/strong>\u003c/p>\n\u003cp>Although it is wise to begin student-engaged data practices with things that are easy to count (e.g., mistakes in math assignments, minutes spent on independent reading), there is also a great deal of qualitative data that can help student growth. Rubrics, which are composed of qualitative descriptions of student work, are filled with this kind of data. Many recording forms, such as journals, note catchers, and entrance and exit tickets can be powerful data sources to track the why and how of student thinking. These kinds of forms are opportunities for students to back up their ideas with evidence, an essential skill for meeting Common Core standards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>COMMON CORE CONNECTIONS\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Engaging students with data analysis enhances their ability to make evidence-based claims, a skill that permeates the standards.\u003c/li>\n\u003cli>Using data reflectively (e.g., engaging in error or success analyses) helps student meet the Common Core's more rigorous (and often complex) standards. Noting trends focuses students' attention on how to improve.\u003c/li>\n\u003cli>Understanding data about one's own progress toward meeting standards is a key to developing the independence and self-direction emphasized by the Common Core. If data tracking about progress remains solely in the possession of the teacher, students are deprived of the opportunity to actively work toward standards. Their partnership in the process increases their engagement and motivation along with the likelihood they will meet with success.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Facebook Conundrum: Where Ethics and Science Collide",
"title": "The Facebook Conundrum: Where Ethics and Science Collide",
"headTitle": "MindShift | KQED News",
"content": "\u003cp class=\"dropcap-serif\">\u003cimg class=\"alignleft size-medium wp-image-36675\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/eqm10110_f3-596b39a35d21d704b2148a39d766e7a19082b48e-300x225.jpg\" alt=\"The Course Signals dashboard tells professors how their students are doing at a glance.\" width=\"300\" height=\"225\">When students at Purdue University are reading their homework assignments, sometimes the assignments are reading them too.\u003c/p>\n\u003cp>A software program called \u003ca href=\"http://www.itap.purdue.edu/learning/tools/signals/\">Course Signals \u003c/a> tracks various pieces of information, including the number of points earned in the course and the amount of time the student has spent logged in to the college's software platform.\u003c/p>\n\u003cp>Course Signals combines this data with knowledge about the student's background, such as her high school GPA, and generates a \"green,\" \"yellow,\" or \"red\" light representing her chances of doing well in the course.\u003c/p>\n\u003cp>Professors then have the option of sending students text messages or emails either warning them to buckle down or cheering them on.\u003c/p>\n\u003cp>\"We work on sending tailored feedback--tips, tricks, hints,\" says Matt Pistilli, a \u003ca href=\"http://www.jngi.org/matt-pistilli/\">research scientist at Purdue \u003c/a>who helped develop Course Signals. \"It's giving students good information, so it doesn't come across as saying you're going to fail as much as, you're going to do better.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Course Signals has now been used by 24,000 students at various schools since its introduction in 2007, including about a fifth of Purdue's undergraduates in recent years. It has been shown to increase the number of students earning A's and B's and lower the number of D's and F's, and it significantly raises the chances that students will stick with college for an additional year, from 83% to 97%.\u003c/p>\n\u003cp>This is one early real-world application of the new and rapidly expanding fields of research called learning analytics and educational data mining.\u003c/p>\n\u003cp>When students use software as part of the learning process, whether in online or blended courses or doing their own research, they generate massive amounts of data. Scholars are running large-scale experiments using this data to improve teaching; to help students stay motivated and succeed in college; and even to learn more about the brain and the process of learning itself.\u003c/p>\n\u003cp>But with all this potential comes serious concerns. Facebook caused a furor over the past \u003ca href=\"http://www.npr.org/blogs/monkeysee/2014/06/30/326923945/lab-rats-one-and-all-that-unsettling-facebook-experiment\">couple of weeks \u003c/a>when the company's lead scientist published a research paper indicating that the social network had tinkered with the news feeds of hundreds of thousands of people in an experiment to see whether their emotions could be influenced.\u003c/p>\n\u003cp>As unsettling as that may have been, users of a recreational social network are free to click away or delete their accounts at any time. College students, on the other hand, are committed. Earning a degree is crucial to their future success, and requires a significant investment of time and money.\u003c/p>\n\u003cp>So academics are scrambling to come up with rules and procedures for gathering and using student data--and manipulating student behavior.\u003c/p>\n\u003cp>\"This is a huge opportunity for science, but it also brings very large ethical puzzles,\" says Dr. Mitchell Stevens, director of digital research and planning at Stanford University's Graduate School of Education. \"We are at an unprecedented moment in the history of the human sciences, in which massive streams of information about human activity are produced continuously through online interaction.\"\u003c/p>\n\u003cp>Experts say the ethical considerations are lagging behind the practice. \"There's a ton of research being done...[yet] if you do a search on ethics and analytics I think you'll get literally seven or eight articles,\" says Pistilli, who is the author of \u003ca href=\"http://www.educause.edu/ero/article/ethics-big-data-and-analytics-model-application\">one of them\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Large Ethical Puzzles\u003c/strong>\u003c/p>\n\u003cp>In June, Stevens helped convene a gathering to produce a set of guidelines for this research. \u003ca href=\"http://asilomar-highered.info/\">The Asilomar Convention\u003c/a> was in the spirit of the Belmont Report of 1979, which created the rules in use today to evaluate research involving human subjects.\u003c/p>\n\u003cp>But the existing human-subject rules fit the new data-driven world \"only awkwardly,\" Stevens says.\u003c/p>\n\u003cp>Take the most basic principle: informed consent. It says that research subjects should be notified in advance of the nature and purposes of an experiment and be able to choose whether to participate.\u003c/p>\n\u003cp>But what does informed consent really mean when data collection occurs invisibly, done along with an action like turning in your homework?\u003c/p>\n\u003cp>Another catch: Often, scientists can't or don't want to specify the purposes of an experiment in advance, since they identify important patterns only after collecting a bunch of data.\u003c/p>\n\u003cp>Yet another set of concerns arises because a lot of the new educational data collection is proprietary. Companies like Pearson, Blackboard and Coursera each have information on millions of learners.\u003c/p>\n\u003cp>\"This is not a new problem for science,\" Stevens says, pointing to pharmaceutical and medical research. \"But it is a new fact in the field of education research.\"\u003c/p>\n\u003cp>A fact that raises big questions: Who owns this data? The student, the institution, the company or some combination? Who gets to decide what is done in whose best interest?\u003c/p>\n\u003cp>Asilomar came up with a set of broad principles that include \"openness,\" \"justice,\" and \"beneficence.\" The final one is \"continuous consideration,\" which, essentially, acknowledges that ethics remain a moving target in these situations.\u003c/p>\n\u003cp>\u003cstrong>'Stereotype Threat' And The 'Pygmalion Effect'\u003c/strong>\u003c/p>\n\u003cp>The field of learning analytics isn't just about advancing the understanding of learning. It's also being applied in efforts to try to influence and predict student behavior.\u003c/p>\n\u003cp>It's here that the ethical rubber really meets the road.\u003c/p>\n\u003cp>With the Course Signals project, for example, an algorithm flags a certain group of students as being likely to struggle. The information it draws on includes a demographic profile of the student: his or her age, whether they live on campus, and how many credits they've attempted or already earned in college. Depending on the way that prediction is communicated to teachers and students, it could have troubling implications.\u003c/p>\n\u003cp>A big one would be if the predictions unduly influenced teachers' perceptions of their students.\u003c/p>\n\u003cp>A body of research going back decades confirms that, if teachers are informed that students are gifted, the students will produce better outcomes, regardless of whether the students really are gifted. It's called the \u003ca href=\"http://eric.ed.gov/?id=EJ092071\">Pygmalion Effect.\u003c/a>\u003c/p>\n\u003cp>\"One of the worst possibilities is that we stereotype students,\" says Justin Reich, who does learning analytics research for the MOOC platform HarvardX. \"Any day is the day a kid could turn things around.\"\u003c/p>\n\u003cp>And what about the impact of this information on the students themselves?\u003c/p>\n\u003cp>Research on \u003ca href=\"http://psycnet.apa.org/journals/psp/69/5/797/\">\"stereotype threat\"\u003c/a> shows that merely being reminded of one's minority status can be enough to depress test performance. Does telling them they have been \"red flagged\" make them more likely to fail or give up?\u003c/p>\n\u003cp>In some courses using Course Signals, students do, in fact, tend to withdraw earlier than they otherwise would. \"The self-fulfilling prophecy is a concern for a lot of folks,\" Pistilli says.\u003c/p>\n\u003cp>Most of these conversations are, for now, hypothetical. Learning analytics has yet to demonstrate its big beneficial breakthrough, its \"penicillin,\" in the words of Reich. Nor has there been a big ethical failure to creep lots of people out.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But there's no reason to wait for a disaster to start setting some ground rules. \"There's a difference,\" Pistilli says, \"between what we can do and what we should do.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>This post first appeared on \u003ca href=\"http://www.npr.org/blogs/ed/2014/07/04/327745863/big-data-comes-to-college\" target=\"_blank\">NPR\u003c/a>.\u003c/em>\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003cimg class=\"alignleft size-medium wp-image-36675\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/eqm10110_f3-596b39a35d21d704b2148a39d766e7a19082b48e-300x225.jpg\" alt=\"The Course Signals dashboard tells professors how their students are doing at a glance.\" width=\"300\" height=\"225\">When students at Purdue University are reading their homework assignments, sometimes the assignments are reading them too.\u003c/p>\n\u003cp>A software program called \u003ca href=\"http://www.itap.purdue.edu/learning/tools/signals/\">Course Signals \u003c/a> tracks various pieces of information, including the number of points earned in the course and the amount of time the student has spent logged in to the college's software platform.\u003c/p>\n\u003cp>Course Signals combines this data with knowledge about the student's background, such as her high school GPA, and generates a \"green,\" \"yellow,\" or \"red\" light representing her chances of doing well in the course.\u003c/p>\n\u003cp>Professors then have the option of sending students text messages or emails either warning them to buckle down or cheering them on.\u003c/p>\n\u003cp>\"We work on sending tailored feedback--tips, tricks, hints,\" says Matt Pistilli, a \u003ca href=\"http://www.jngi.org/matt-pistilli/\">research scientist at Purdue \u003c/a>who helped develop Course Signals. \"It's giving students good information, so it doesn't come across as saying you're going to fail as much as, you're going to do better.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Course Signals has now been used by 24,000 students at various schools since its introduction in 2007, including about a fifth of Purdue's undergraduates in recent years. It has been shown to increase the number of students earning A's and B's and lower the number of D's and F's, and it significantly raises the chances that students will stick with college for an additional year, from 83% to 97%.\u003c/p>\n\u003cp>This is one early real-world application of the new and rapidly expanding fields of research called learning analytics and educational data mining.\u003c/p>\n\u003cp>When students use software as part of the learning process, whether in online or blended courses or doing their own research, they generate massive amounts of data. Scholars are running large-scale experiments using this data to improve teaching; to help students stay motivated and succeed in college; and even to learn more about the brain and the process of learning itself.\u003c/p>\n\u003cp>But with all this potential comes serious concerns. Facebook caused a furor over the past \u003ca href=\"http://www.npr.org/blogs/monkeysee/2014/06/30/326923945/lab-rats-one-and-all-that-unsettling-facebook-experiment\">couple of weeks \u003c/a>when the company's lead scientist published a research paper indicating that the social network had tinkered with the news feeds of hundreds of thousands of people in an experiment to see whether their emotions could be influenced.\u003c/p>\n\u003cp>As unsettling as that may have been, users of a recreational social network are free to click away or delete their accounts at any time. College students, on the other hand, are committed. Earning a degree is crucial to their future success, and requires a significant investment of time and money.\u003c/p>\n\u003cp>So academics are scrambling to come up with rules and procedures for gathering and using student data--and manipulating student behavior.\u003c/p>\n\u003cp>\"This is a huge opportunity for science, but it also brings very large ethical puzzles,\" says Dr. Mitchell Stevens, director of digital research and planning at Stanford University's Graduate School of Education. \"We are at an unprecedented moment in the history of the human sciences, in which massive streams of information about human activity are produced continuously through online interaction.\"\u003c/p>\n\u003cp>Experts say the ethical considerations are lagging behind the practice. \"There's a ton of research being done...[yet] if you do a search on ethics and analytics I think you'll get literally seven or eight articles,\" says Pistilli, who is the author of \u003ca href=\"http://www.educause.edu/ero/article/ethics-big-data-and-analytics-model-application\">one of them\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Large Ethical Puzzles\u003c/strong>\u003c/p>\n\u003cp>In June, Stevens helped convene a gathering to produce a set of guidelines for this research. \u003ca href=\"http://asilomar-highered.info/\">The Asilomar Convention\u003c/a> was in the spirit of the Belmont Report of 1979, which created the rules in use today to evaluate research involving human subjects.\u003c/p>\n\u003cp>But the existing human-subject rules fit the new data-driven world \"only awkwardly,\" Stevens says.\u003c/p>\n\u003cp>Take the most basic principle: informed consent. It says that research subjects should be notified in advance of the nature and purposes of an experiment and be able to choose whether to participate.\u003c/p>\n\u003cp>But what does informed consent really mean when data collection occurs invisibly, done along with an action like turning in your homework?\u003c/p>\n\u003cp>Another catch: Often, scientists can't or don't want to specify the purposes of an experiment in advance, since they identify important patterns only after collecting a bunch of data.\u003c/p>\n\u003cp>Yet another set of concerns arises because a lot of the new educational data collection is proprietary. Companies like Pearson, Blackboard and Coursera each have information on millions of learners.\u003c/p>\n\u003cp>\"This is not a new problem for science,\" Stevens says, pointing to pharmaceutical and medical research. \"But it is a new fact in the field of education research.\"\u003c/p>\n\u003cp>A fact that raises big questions: Who owns this data? The student, the institution, the company or some combination? Who gets to decide what is done in whose best interest?\u003c/p>\n\u003cp>Asilomar came up with a set of broad principles that include \"openness,\" \"justice,\" and \"beneficence.\" The final one is \"continuous consideration,\" which, essentially, acknowledges that ethics remain a moving target in these situations.\u003c/p>\n\u003cp>\u003cstrong>'Stereotype Threat' And The 'Pygmalion Effect'\u003c/strong>\u003c/p>\n\u003cp>The field of learning analytics isn't just about advancing the understanding of learning. It's also being applied in efforts to try to influence and predict student behavior.\u003c/p>\n\u003cp>It's here that the ethical rubber really meets the road.\u003c/p>\n\u003cp>With the Course Signals project, for example, an algorithm flags a certain group of students as being likely to struggle. The information it draws on includes a demographic profile of the student: his or her age, whether they live on campus, and how many credits they've attempted or already earned in college. Depending on the way that prediction is communicated to teachers and students, it could have troubling implications.\u003c/p>\n\u003cp>A big one would be if the predictions unduly influenced teachers' perceptions of their students.\u003c/p>\n\u003cp>A body of research going back decades confirms that, if teachers are informed that students are gifted, the students will produce better outcomes, regardless of whether the students really are gifted. It's called the \u003ca href=\"http://eric.ed.gov/?id=EJ092071\">Pygmalion Effect.\u003c/a>\u003c/p>\n\u003cp>\"One of the worst possibilities is that we stereotype students,\" says Justin Reich, who does learning analytics research for the MOOC platform HarvardX. \"Any day is the day a kid could turn things around.\"\u003c/p>\n\u003cp>And what about the impact of this information on the students themselves?\u003c/p>\n\u003cp>Research on \u003ca href=\"http://psycnet.apa.org/journals/psp/69/5/797/\">\"stereotype threat\"\u003c/a> shows that merely being reminded of one's minority status can be enough to depress test performance. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But there's no reason to wait for a disaster to start setting some ground rules. \"There's a difference,\" Pistilli says, \"between what we can do and what we should do.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>This post first appeared on \u003ca href=\"http://www.npr.org/blogs/ed/2014/07/04/327745863/big-data-comes-to-college\" target=\"_blank\">NPR\u003c/a>.\u003c/em>\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Parents Protect Their Kids' School-Collected Data?",
"title": "Can Parents Protect Their Kids' School-Collected Data?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_36256\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36256\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671.jpg\" alt=\"Katie Hiscock\" width=\"640\" height=\"355\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671-400x222.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671-320x178.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Katie Hiscock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Gone are the days when parents could tuck all their children’s homework in a drawer or rest assured that their child’s complete records were under lock and key, on paper, in the school’s main office. For the past few years, most American public schools have been moving student records online and many teachers have been assigning homework online. Children are logging on to school assignments in class, at home and on the go, generating a deluge of data.\u003c/p>\n\u003cp>With all this accumulation of data comes a \u003ca href=\"http://www.politico.com/story/2014/06/internet-data-mining-children-107461.html\" target=\"_blank\">distinct feeling of consternation\u003c/a> on the part of some parents. The thought of losing control of a child’s personal information can be unnerving. Arielle Piastunovich, a social worker in San Francisco is concerned her kids’ data could be captured by a marketer or a predator, although the chances of the latter have proven to be almost negligible. “It’s a scary thought,” she says. “As a parent you want to protect your kids and make them safe in the world, and the world gets less and less safe.”\u003c/p>\n\u003cp>But some parents who work in the tech industry have more comfort with the idea of online data. “There is no problem aside from us adults having a very old-fashioned perspective on our privacy,” says Tomo Moriwaki, a father and video game developer in Los Angeles. “The most sinister thing they can try and do is profit from the information. Even spying on our kids because they might be terrorists is no big deal to me, aside from how much a waste of time and effort it represents.”\u003c/p>\n\u003cp>It’s futile to try and keep track of student data according to Simon Jones, a father of three and a marketer in Burlingame, Calif. “Privacy efforts are sort of like TSA agents. They make you feel better but you can’t protect your privacy in today’s world.” Jones finds comfort in believing that everyone is being tracked somehow and, “if it’s everybody, it’s nobody, you disappear into an ocean of names and numbers.” He says he doesn’t worry about privacy, because he believes there’s nothing he can do about it.\u003c/p>\n\u003ch3>\u003cstrong>Laws Protecting Student Data\u003c/strong>\u003c/h3>\n\u003cp>Not everyone is resigned to handing over student data to the wilds and will of the internet. “Privacy rules may well be the seatbelts of this generation,” said Arne Duncan in a \u003ca href=\"http://www.ed.gov/news/speeches/technology-education-privacy-and-progress\">recent speech\u003c/a> on privacy. The Data Quality Campaign found that 80 student-data-privacy bills have been considered in 32 states in 2014 alone. In addition to the state laws under consideration, there are at least three federal laws already on the books designed to protect student data, FERPA, PPRA and COPPA.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The 1974 \u003ca href=\"http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">Family Educational Rights and Privacy Act\u003c/a> or FERPA, mandates that schools must keep educational records confidential and that student data can only be used for educational purposes. Using student data to sell or market products is prohibited. But there is an exception: schools can share “personally identifiable” student information with a contracted third party, for example, an educational software company, provided that information is only used for the purpose the school requested.\u003c/p>\n\u003cp>[contextly_sidebar id=\"d627ac8dc5dd4ebfce512214deecb03c\"]\u003c/p>\n\u003cp>Another statute, the \u003ca href=\"http://ptac.ed.gov/sites/default/files/Student%20Privacy%20and%20Online%20Educational%20Services%20%28February%202014%29.pdf\">Protection Pupil Rights Amendment\u003c/a> or PPRA deals directly with sharing K-12 student data for marketing purposes. Under this amendment, “a school district must, with exceptions, directly notify parents of students who are scheduled to participate in activities involving the collection, disclosure, or use of personal information collected from students for marketing purposes, or to sell or otherwise provide that information to others for marketing purposes, and to give parents the opportunity to opt-out of these activities.”\u003c/p>\n\u003cp>Neither FERPA nor the PPRA is airtight. According to the Department of Education “student information collected or maintained as part of an online educational service may be protected under FERPA, under PPRA, under both statutes, or not protected by either. Which statute applies depends on the content of the information, how it is collected or disclosed, and the purposes for which it is used.”\u003c/p>\n\u003cp>Finally, the Children’s Online Privacy Protection Act or \u003ca href=\"http://www.business.ftc.gov/documents/0493-Complying-with-COPPA-Frequently-Asked-Questions\">COPPA \u003c/a>is directed at operators of websites or online services directed at children under 13. Under COPPA, these operators have to get verifiable parental consent before collecting or using the personal information about children under 13. Under some circumstances, schools can act as a parent’s agent and consent to the collection of kids’ information, as long as that information is used for educational, not commercial purposes.\u003c/p>\n\u003cp>“Federal law provides only some of the guard rails for data and privacy practice. Much of the control over these issues lies in the policies of states and districts,” Duncan said.\u003c/p>\n\u003ch3>\u003cstrong>How Parents Can Protect Their Child’s Data\u003c/strong>\u003c/h3>\n\u003cp>Parents can play a significant role in protecting their kids’ information. Kathleen Styles, Chief Privacy Officer at the U.S. Dept. of Education, says parents must educate kids about where they share their information online. “Our children are now citizens in an online world, and conversations about privacy need to happen in schools but they need to happen at home as well,” Styles says.\u003c/p>\n\u003cp>Joni Lupovitz of Common Sense Media takes a more aggressive approach, advocating for careful parent scrutiny of a child’s online activity. “There’s no substitute for P-O-S. Parent Over Shoulder,” Lupovitz says. \u003ca href=\"https://www.commonsensemedia.org/school-privacy-zone\">Common Sense Media\u003c/a> has created a list of principles governing student privacy.\u003c/p>\n\u003cp>At school, parents concerned about privacy are encouraged to ask administrators how they’re collecting, storing and sharing data. “Make sure schools have self-awareness,” Styles says. “I would be looking for the currency of the privacy policy, evidence that the district is aware of what kind of data the schools and district are capturing and evidence that the data is classified by sensitivity -- that more sensitive data is being protected in a more stringent fashion.”\u003c/p>\n\u003cp>While some privacy advocates call for more intense policing of adults who deal with student data, Richard Culatta, Director of the Office of Educational Technology takes a more moderate approach. “I think it’s really important to ask good questions – but we need to be careful that we don’t get swayed by hype.” He adds, “I wouldn’t expect every parent to understand what 'encryption at rest' means… I think the question is, do they trust their schools? Is the school providing evidence that they are being stewards of data?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If the school can show that it’s being responsible with data, then Culatta says parents can focus on leveraging student data to improve their child’s education.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36256\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36256\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671.jpg\" alt=\"Katie Hiscock\" width=\"640\" height=\"355\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671-400x222.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/8169560070_290a4e1fc4_z1-e1402596139671-320x178.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Katie Hiscock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Gone are the days when parents could tuck all their children’s homework in a drawer or rest assured that their child’s complete records were under lock and key, on paper, in the school’s main office. For the past few years, most American public schools have been moving student records online and many teachers have been assigning homework online. Children are logging on to school assignments in class, at home and on the go, generating a deluge of data.\u003c/p>\n\u003cp>With all this accumulation of data comes a \u003ca href=\"http://www.politico.com/story/2014/06/internet-data-mining-children-107461.html\" target=\"_blank\">distinct feeling of consternation\u003c/a> on the part of some parents. The thought of losing control of a child’s personal information can be unnerving. Arielle Piastunovich, a social worker in San Francisco is concerned her kids’ data could be captured by a marketer or a predator, although the chances of the latter have proven to be almost negligible. “It’s a scary thought,” she says. “As a parent you want to protect your kids and make them safe in the world, and the world gets less and less safe.”\u003c/p>\n\u003cp>But some parents who work in the tech industry have more comfort with the idea of online data. “There is no problem aside from us adults having a very old-fashioned perspective on our privacy,” says Tomo Moriwaki, a father and video game developer in Los Angeles. “The most sinister thing they can try and do is profit from the information. Even spying on our kids because they might be terrorists is no big deal to me, aside from how much a waste of time and effort it represents.”\u003c/p>\n\u003cp>It’s futile to try and keep track of student data according to Simon Jones, a father of three and a marketer in Burlingame, Calif. “Privacy efforts are sort of like TSA agents. They make you feel better but you can’t protect your privacy in today’s world.” Jones finds comfort in believing that everyone is being tracked somehow and, “if it’s everybody, it’s nobody, you disappear into an ocean of names and numbers.” He says he doesn’t worry about privacy, because he believes there’s nothing he can do about it.\u003c/p>\n\u003ch3>\u003cstrong>Laws Protecting Student Data\u003c/strong>\u003c/h3>\n\u003cp>Not everyone is resigned to handing over student data to the wilds and will of the internet. “Privacy rules may well be the seatbelts of this generation,” said Arne Duncan in a \u003ca href=\"http://www.ed.gov/news/speeches/technology-education-privacy-and-progress\">recent speech\u003c/a> on privacy. The Data Quality Campaign found that 80 student-data-privacy bills have been considered in 32 states in 2014 alone. In addition to the state laws under consideration, there are at least three federal laws already on the books designed to protect student data, FERPA, PPRA and COPPA.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The 1974 \u003ca href=\"http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">Family Educational Rights and Privacy Act\u003c/a> or FERPA, mandates that schools must keep educational records confidential and that student data can only be used for educational purposes. Using student data to sell or market products is prohibited. But there is an exception: schools can share “personally identifiable” student information with a contracted third party, for example, an educational software company, provided that information is only used for the purpose the school requested.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Another statute, the \u003ca href=\"http://ptac.ed.gov/sites/default/files/Student%20Privacy%20and%20Online%20Educational%20Services%20%28February%202014%29.pdf\">Protection Pupil Rights Amendment\u003c/a> or PPRA deals directly with sharing K-12 student data for marketing purposes. Under this amendment, “a school district must, with exceptions, directly notify parents of students who are scheduled to participate in activities involving the collection, disclosure, or use of personal information collected from students for marketing purposes, or to sell or otherwise provide that information to others for marketing purposes, and to give parents the opportunity to opt-out of these activities.”\u003c/p>\n\u003cp>Neither FERPA nor the PPRA is airtight. According to the Department of Education “student information collected or maintained as part of an online educational service may be protected under FERPA, under PPRA, under both statutes, or not protected by either. Which statute applies depends on the content of the information, how it is collected or disclosed, and the purposes for which it is used.”\u003c/p>\n\u003cp>Finally, the Children’s Online Privacy Protection Act or \u003ca href=\"http://www.business.ftc.gov/documents/0493-Complying-with-COPPA-Frequently-Asked-Questions\">COPPA \u003c/a>is directed at operators of websites or online services directed at children under 13. Under COPPA, these operators have to get verifiable parental consent before collecting or using the personal information about children under 13. Under some circumstances, schools can act as a parent’s agent and consent to the collection of kids’ information, as long as that information is used for educational, not commercial purposes.\u003c/p>\n\u003cp>“Federal law provides only some of the guard rails for data and privacy practice. Much of the control over these issues lies in the policies of states and districts,” Duncan said.\u003c/p>\n\u003ch3>\u003cstrong>How Parents Can Protect Their Child’s Data\u003c/strong>\u003c/h3>\n\u003cp>Parents can play a significant role in protecting their kids’ information. Kathleen Styles, Chief Privacy Officer at the U.S. Dept. of Education, says parents must educate kids about where they share their information online. “Our children are now citizens in an online world, and conversations about privacy need to happen in schools but they need to happen at home as well,” Styles says.\u003c/p>\n\u003cp>Joni Lupovitz of Common Sense Media takes a more aggressive approach, advocating for careful parent scrutiny of a child’s online activity. “There’s no substitute for P-O-S. Parent Over Shoulder,” Lupovitz says. \u003ca href=\"https://www.commonsensemedia.org/school-privacy-zone\">Common Sense Media\u003c/a> has created a list of principles governing student privacy.\u003c/p>\n\u003cp>At school, parents concerned about privacy are encouraged to ask administrators how they’re collecting, storing and sharing data. “Make sure schools have self-awareness,” Styles says. “I would be looking for the currency of the privacy policy, evidence that the district is aware of what kind of data the schools and district are capturing and evidence that the data is classified by sensitivity -- that more sensitive data is being protected in a more stringent fashion.”\u003c/p>\n\u003cp>While some privacy advocates call for more intense policing of adults who deal with student data, Richard Culatta, Director of the Office of Educational Technology takes a more moderate approach. “I think it’s really important to ask good questions – but we need to be careful that we don’t get swayed by hype.” He adds, “I wouldn’t expect every parent to understand what 'encryption at rest' means… I think the question is, do they trust their schools? Is the school providing evidence that they are being stewards of data?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "The Payoffs and Pitfalls of Flagging 'At-Risk' Kids in Early Grades",
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"content": "\u003cfigure id=\"attachment_36038\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dropout-data.jpg\">\u003cimg class=\"size-full wp-image-36038\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dropout-data.jpg\" alt=\"A seventh grade teacher at Clinton Middle School in Los Angeles looks at Early Warning Indicator data during a morning meeting. (Alyson Bryant/Youth Radio)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/dropout-data.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dropout-data-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dropout-data-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A seventh-grade teacher at Clinton Middle School in Los Angeles looks at Early Warning Indicator data during a morning meeting. (Alyson Bryant/Youth Radio)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Alyson Bryant, \u003ca href=\"https://youthradio.org/\" target=\"_blank\">Youth Radio\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Long before students have even entered ninth grade, teachers are looking to detailed data to figure out which kids are most likely to drop out of high school. Though this flagging system can call attention to a need for additional help to a potential dropout, there may be concerns, like inaccurate predictions, or worse, lowered expectations.\u003c/p>\n\u003cp>At \u003ca href=\"http://www.clintonmiddleschool.org/\" target=\"_blank\">Clinton Middle School\u003c/a> in East Los Angeles, teachers are using a system called Early Warning Indicators, or EWI, which is part of a school transformation program called \u003ca href=\"http://diplomasnow.org/\" target=\"_blank\">Diplomas Now,\u003c/a> currently used in 14 cities around the country. The system is based on recent research out of Johns Hopkins University that shows what specific factors best predict the likelihood of dropping out of high school. The warning system uses three data points – suspensions or behavior, attendance, and grades in middle school -- to identify kids at risk of not making it to high school graduation. According to an \u003ca href=\"http://opinionator.blogs.nytimes.com/2014/06/07/stop-holding-us-back/?_php=true&_type=blogs&_php=true&_type=blogs&ref=todayspaper&_r=1&\" target=\"_blank\">op-ed written by Diplomas Now in the New York Times\u003c/a>, in the 2012-13 school year, \"the program achieved a 41 percent reduction in chronically absent students, a 70 percent reduction in suspended students, a 69 percent reduction in students failing English and a 52 percent reduction in students failing math.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"00ff909ebab23d051fcecc4a3ed1469e\"]\u003c/p>\n\u003cp>Here’s how it works: After reviewing the trends, the teachers examine students’ names that are colored red or yellow, considered off-track or in danger of being off-track. At Clinton, signs of being off-track include coming to school less than 85 percent of the time, getting a bad behavior grade, or an F in any class. Students who show two or more of these signs are flagged.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The teachers then discuss the circumstances around each student, things like how often he or she visits the nurse, or what’s going on in the family. Then they brainstorm interventions. These can be simple, like saving an extra breakfast for a student, or more involved, like assigning tutoring or Saturday school.\u003c/p>\n\u003cp>Though teachers have always kept students’ needs in mind when grades have dipped or behavior has changed, typically those decisions were made within the teacher’s own classroom. Teachers don’t always know what’s going on in the classroom next door, and it’s fairly rare to have time carved out of the school day just to problem-solve around student data. Likewise, students often don’t realize that teachers are paying attention to their personal lives.\u003c/p>\n\u003cp>At Clinton, a student doing poorly in math class is every teacher’s problem, because that student is considered more likely to drop out. The faculty meets every month, hoping that within a month, they can bump a student back on-track -- a process they call “recovery.”\u003c/p>\n\u003cp>But does being off-track definitely mean that a student will drop out? The kids interviewed at Clinton are in seventh grade and only 12 years old. Can data accurately predict if one of them is going to drop out of high school five years down the line?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"What if what’s the cure for under-performance in middle school becomes a disease when they move on to college, because they’ve been told they can’t do it on their own?”\u003c/aside>\n\u003cp>That’s a question Chris West is wrestling with, based on his work developing an Early Warning Indicator system for Montgomery County Schools in Maryland. His system flagged “at-risk” students as young as first grade. One of his concerns is whether all this information can even be acted upon. He found that 76 percent of the students who dropped out had these warning indicators, but 47.4 percent of the non-dropouts had these indicators, too. What’s the risk of “mis-predicting”?\u003c/p>\n\u003cp>Ultimately, West said if you identify someone incorrectly, but they still show signs of disengagement, the effects of intervening could still be positive.\u003c/p>\n\u003cp>There’s another concern about these early flagging systems. What if knowing that certain kids are on the “at-risk” list colors the way teachers see them, and they start to expect less? Or what if the students start to expect less of themselves?\u003c/p>\n\u003cp>\u003ca href=\"http://www.utexas.edu/cola/centers/prc/directory/faculty/yeagerds\" target=\"_blank\">David Yeager\u003c/a>, an adolescent psychologist at the University of Texas, worries that early warning systems could undermine a student’s resilience. “What if what’s the cure for under-performance in middle school becomes a disease when they move on to college, because they’ve been told they can’t do it on their own?” he said.\u003c/p>\n\u003cfigure id=\"attachment_36043\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/clinton.jpeg\">\u003cimg class=\"size-medium wp-image-36043\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/clinton-300x200.jpeg\" alt=\"Seventh grade teachers gather at 8 a.m. to look at attendance, behavior, and course performance data for their students. (Alyson Bryant/Youth Radio)\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Seventh grade teachers gather at 8 a.m. to look at attendance, behavior, and course performance data for their students. (Alyson Bryant/Youth Radio)\u003c/figcaption>\u003c/figure>\n\u003cp>At Clinton, the students don’t necessarily know that they’ve been flagged. Principal Sissi O’Reilly said that her staff never uses the term “at-risk” to describe students. And because the teachers are intervening as soon as a student slips up, the interventions themselves can be small. “I’m not putting out fires, going around trying to solve problems. I’m supporting the system that supports individual kids,” said O’Reilly.\u003c/p>\n\u003cp>But English teacher Jason Black says he thinks it is okay to tell students outright if they’re being targeted. “I think that actually makes them feel good, knowing they have a team behind them, knowing that they have a lot of people they will let down,” said Black.\u003c/p>\n\u003cp>Eighth-grader Gabby said that she appreciated the intervention, because she already knew she was messing up. “My math teacher, she came to talk to me, she pulled me out individually and told me about my grades and she said English needs to be better… Then my history teacher pulled me out as well, so I knew that they really cared,” said Gabby.\u003c/p>\n\u003cp>And teachers end up grading themselves too, using the data trends to set goals for their own classrooms.\u003c/p>\n\u003cp>Creating the structure for this kind of data-driven attention doesn’t come cheap. There are almost as many support staff at Clinton as there are teachers, to provide wrap-around services, according to the principal.\u003c/p>\n\u003cp>Gabby went from an F to a B in English. But what happens when Gabby graduates from Clinton, and this strong support network disappears? For Andrea Schwartz who crunches the data at Clinton, that’s her biggest concern. “It keeps me up at night... How do we build up these kids so that they have a solid enough foundation that they can go on and progress?”\u003c/p>\n\u003cp>Outside of the Clinton campus, early warning data are collected on students throughout the Los Angeles School District. But according to Cynthia Lim at the Office of Data and Accountability, other schools don’t have the human capital to help teachers analyze and respond to that data consistently.\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-36186 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/logo-e1402352439180-140x65.jpg\" alt=\"logo\" width=\"140\" height=\"65\">\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This piece was produced by \u003ca href=\"https://youthradio.org/\" target=\"_blank\">Youth Radio\u003c/a>, in collaboration with Voicewaves Youth Media. Additional reporting by Robyn Gee / Youth Radio. Edited by Elisabeth Soep.\u003cbr>\n\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36038\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dropout-data.jpg\">\u003cimg class=\"size-full wp-image-36038\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dropout-data.jpg\" alt=\"A seventh grade teacher at Clinton Middle School in Los Angeles looks at Early Warning Indicator data during a morning meeting. (Alyson Bryant/Youth Radio)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/dropout-data.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dropout-data-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dropout-data-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A seventh-grade teacher at Clinton Middle School in Los Angeles looks at Early Warning Indicator data during a morning meeting. (Alyson Bryant/Youth Radio)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Alyson Bryant, \u003ca href=\"https://youthradio.org/\" target=\"_blank\">Youth Radio\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Long before students have even entered ninth grade, teachers are looking to detailed data to figure out which kids are most likely to drop out of high school. Though this flagging system can call attention to a need for additional help to a potential dropout, there may be concerns, like inaccurate predictions, or worse, lowered expectations.\u003c/p>\n\u003cp>At \u003ca href=\"http://www.clintonmiddleschool.org/\" target=\"_blank\">Clinton Middle School\u003c/a> in East Los Angeles, teachers are using a system called Early Warning Indicators, or EWI, which is part of a school transformation program called \u003ca href=\"http://diplomasnow.org/\" target=\"_blank\">Diplomas Now,\u003c/a> currently used in 14 cities around the country. The system is based on recent research out of Johns Hopkins University that shows what specific factors best predict the likelihood of dropping out of high school. The warning system uses three data points – suspensions or behavior, attendance, and grades in middle school -- to identify kids at risk of not making it to high school graduation. According to an \u003ca href=\"http://opinionator.blogs.nytimes.com/2014/06/07/stop-holding-us-back/?_php=true&_type=blogs&_php=true&_type=blogs&ref=todayspaper&_r=1&\" target=\"_blank\">op-ed written by Diplomas Now in the New York Times\u003c/a>, in the 2012-13 school year, \"the program achieved a 41 percent reduction in chronically absent students, a 70 percent reduction in suspended students, a 69 percent reduction in students failing English and a 52 percent reduction in students failing math.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Here’s how it works: After reviewing the trends, the teachers examine students’ names that are colored red or yellow, considered off-track or in danger of being off-track. At Clinton, signs of being off-track include coming to school less than 85 percent of the time, getting a bad behavior grade, or an F in any class. Students who show two or more of these signs are flagged.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The teachers then discuss the circumstances around each student, things like how often he or she visits the nurse, or what’s going on in the family. Then they brainstorm interventions. These can be simple, like saving an extra breakfast for a student, or more involved, like assigning tutoring or Saturday school.\u003c/p>\n\u003cp>Though teachers have always kept students’ needs in mind when grades have dipped or behavior has changed, typically those decisions were made within the teacher’s own classroom. Teachers don’t always know what’s going on in the classroom next door, and it’s fairly rare to have time carved out of the school day just to problem-solve around student data. Likewise, students often don’t realize that teachers are paying attention to their personal lives.\u003c/p>\n\u003cp>At Clinton, a student doing poorly in math class is every teacher’s problem, because that student is considered more likely to drop out. The faculty meets every month, hoping that within a month, they can bump a student back on-track -- a process they call “recovery.”\u003c/p>\n\u003cp>But does being off-track definitely mean that a student will drop out? The kids interviewed at Clinton are in seventh grade and only 12 years old. Can data accurately predict if one of them is going to drop out of high school five years down the line?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"What if what’s the cure for under-performance in middle school becomes a disease when they move on to college, because they’ve been told they can’t do it on their own?”\u003c/aside>\n\u003cp>That’s a question Chris West is wrestling with, based on his work developing an Early Warning Indicator system for Montgomery County Schools in Maryland. His system flagged “at-risk” students as young as first grade. One of his concerns is whether all this information can even be acted upon. He found that 76 percent of the students who dropped out had these warning indicators, but 47.4 percent of the non-dropouts had these indicators, too. What’s the risk of “mis-predicting”?\u003c/p>\n\u003cp>Ultimately, West said if you identify someone incorrectly, but they still show signs of disengagement, the effects of intervening could still be positive.\u003c/p>\n\u003cp>There’s another concern about these early flagging systems. What if knowing that certain kids are on the “at-risk” list colors the way teachers see them, and they start to expect less? Or what if the students start to expect less of themselves?\u003c/p>\n\u003cp>\u003ca href=\"http://www.utexas.edu/cola/centers/prc/directory/faculty/yeagerds\" target=\"_blank\">David Yeager\u003c/a>, an adolescent psychologist at the University of Texas, worries that early warning systems could undermine a student’s resilience. “What if what’s the cure for under-performance in middle school becomes a disease when they move on to college, because they’ve been told they can’t do it on their own?” he said.\u003c/p>\n\u003cfigure id=\"attachment_36043\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/clinton.jpeg\">\u003cimg class=\"size-medium wp-image-36043\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/clinton-300x200.jpeg\" alt=\"Seventh grade teachers gather at 8 a.m. to look at attendance, behavior, and course performance data for their students. (Alyson Bryant/Youth Radio)\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Seventh grade teachers gather at 8 a.m. to look at attendance, behavior, and course performance data for their students. (Alyson Bryant/Youth Radio)\u003c/figcaption>\u003c/figure>\n\u003cp>At Clinton, the students don’t necessarily know that they’ve been flagged. Principal Sissi O’Reilly said that her staff never uses the term “at-risk” to describe students. And because the teachers are intervening as soon as a student slips up, the interventions themselves can be small. “I’m not putting out fires, going around trying to solve problems. I’m supporting the system that supports individual kids,” said O’Reilly.\u003c/p>\n\u003cp>But English teacher Jason Black says he thinks it is okay to tell students outright if they’re being targeted. “I think that actually makes them feel good, knowing they have a team behind them, knowing that they have a lot of people they will let down,” said Black.\u003c/p>\n\u003cp>Eighth-grader Gabby said that she appreciated the intervention, because she already knew she was messing up. “My math teacher, she came to talk to me, she pulled me out individually and told me about my grades and she said English needs to be better… Then my history teacher pulled me out as well, so I knew that they really cared,” said Gabby.\u003c/p>\n\u003cp>And teachers end up grading themselves too, using the data trends to set goals for their own classrooms.\u003c/p>\n\u003cp>Creating the structure for this kind of data-driven attention doesn’t come cheap. There are almost as many support staff at Clinton as there are teachers, to provide wrap-around services, according to the principal.\u003c/p>\n\u003cp>Gabby went from an F to a B in English. But what happens when Gabby graduates from Clinton, and this strong support network disappears? For Andrea Schwartz who crunches the data at Clinton, that’s her biggest concern. “It keeps me up at night... How do we build up these kids so that they have a solid enough foundation that they can go on and progress?”\u003c/p>\n\u003cp>Outside of the Clinton campus, early warning data are collected on students throughout the Los Angeles School District. But according to Cynthia Lim at the Office of Data and Accountability, other schools don’t have the human capital to help teachers analyze and respond to that data consistently.\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-36186 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/logo-e1402352439180-140x65.jpg\" alt=\"logo\" width=\"140\" height=\"65\">\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This piece was produced by \u003ca href=\"https://youthradio.org/\" target=\"_blank\">Youth Radio\u003c/a>, in collaboration with Voicewaves Youth Media. Additional reporting by Robyn Gee / Youth Radio. Edited by Elisabeth Soep.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is All This Student Data Changing the Way Teachers Teach?",
"title": "Is All This Student Data Changing the Way Teachers Teach?",
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"content": "\u003cfigure id=\"attachment_35980\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35980\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670.jpg\" alt=\" Christy Novack works with students in her Burlingame, Calif. classroom. Francesca Segre/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Christy Novack works with students in her Burlingame, Calif. classroom. Francesca Segre/MindShift\u003c/figcaption>\u003c/figure>\n\u003cdiv class=\"div_for_spokenlayer_player\" style=\"clear:both\">\u003c/div>\n\u003cp class=\"dropcap-serif\">With so much access to student data these days, teachers are experimenting with different tactics, and figuring out what's working and what's not. As with most scenarios using education technology, it's a mixed bag. But \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/whats-really-at-stake-untangling-issues-around-student-data-privacy/\" target=\"_blank\">questions of privacy\u003c/a> aside, how it's used depends on a variety of factors in each school and in each teacher’s classroom. Some teachers are embracing student data to inform their teaching, while others believe there's a risk of an over-reliance on hard numbers that doesn’t take into account the human factor.\u003c/p>\n\u003cp>For example, for Amy Walker, who teaches Spanish in a small, rural, low-income school in Marionville, Missouri, says using data can be helpful, but she’s leery of relying too heavily on it.\u003c/p>\n\u003cp>\"There is a place for data, but it can be overrated,” she says. “If you only use data, you're overlooking the humanity of the students.\"\u003c/p>\n\u003cp>Likewise, another educator raises a similar concern. “What then, you may be wondering, does a teacher do to assess a student's learning? Easy: We look, we listen, we give regular quizzes and tests to see what a child has retained. We confer with children, we ask them what will interest them, what will make them tick and want to keep working hard at school,” writes commenter Dave in response to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\" target=\"_blank\">an article about storing student data\u003c/a>.\u003c/p>\n\u003cp>But educators who do embrace data-driven teaching report that using data adds one more tool to their existing teaching tool chest, allowing them to help students in more specific areas of need.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Of the hundreds of educational apps and software programs on the market, most fall into three categories: analytical, motivational and instructional tools. And of these, many cross over and serve more than one purpose.\u003c/p>\n\u003cp>\u003cstrong>Pinpointing Student Needs\u003c/strong>\u003c/p>\n\u003cp>At Roosevelt Elementary School in the small, affluent San Francisco suburb of Burlingame, Calif., teacher Angelique Barry gives students short reading assessments, and uses \u003ca href=\"https://dibels.uoregon.edu/\" target=\"_blank\">DIBELS literacy software\u003c/a>, an analytical tool, to determine precisely where a child needs help. As an intervention specialist, she checks the analytics daily, then circulates between classrooms giving extra instruction to kids who need it.\u003c/p>\n\u003cp>“The data allows me to hone in on what specific area the student needs,” she says. “Instead of just saying ‘Johnny’s not a good reader,’ well, what makes Johnny not a good reader? Is it his fluency? His comprehension? His decoding?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You don’t just pop a kid on a computer for an hour and a half everyday. That’d be as boring as worksheets or writing out times tables.”\u003c/aside>\n\u003cp>Barry says the numbers allow her to group children with similar needs together and come up with diagnoses and solutions without subjective input from teachers or parents.\u003c/p>\n\u003cp>“It takes the narrative out of a teacher’s story about Johnny. Whatever he comes to the table with – behavior, family or whatever. That might be a different part of what Johnny needs, but he doesn’t need reading help,” she says.\u003c/p>\n\u003cp>Down the hall, third-grade teacher Christy Novack says the \u003ca href=\"http://www.redschoolhouse.com/\" target=\"_blank\">OARS program\u003c/a>, which stores assessment scores and tracks alignment to Common Core standards, helps her communicate with parents.\u003cem> “\u003c/em>I can say a child is fine, but if I’m not showing data, it’s hard to convince a parent.” Novack, who has been a teacher for 14 years, says she already knows which children need help, but that the analytical software pinpoints specific needs more precisely than she can -- and it removes subjectivity. “How I perceive something is not how another teacher perceives something,” she says. “If I have data, we can examine it.”\u003c/p>\n\u003cp>But does having access to student data have a real impact on learning? “It’s hard to attribute student growth to any one factor, there are so many variables,” says Daniel R. Venables, author of \u003ca href=\"http://www.ascd.org/publications/books/114007/chapters/Introduction.aspx\">How Teachers Can Turn Data into Action\u003c/a>. But he says, “If we don't use data, we are left to rely on our hunches for making important instructional decisions.”\u003c/p>\n\u003cp>\u003cstrong>Can Software Really Teach?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Roosevelt Elementary in Burlingame is piloting an instructional – or prescriptive – software tool called \u003ca href=\"http://www.ixl.com/\" target=\"_blank\">iXL\u003c/a>, which provides homework exercises aligned with the Common Core. Students can log into the iXL program from home and a teacher can get an analysis of the student’s homework right away.\u003c/p>\n\u003cp>Third-grade teacher Megan Horan says she likes using the software program because “it tracks how they’re doing and adjusts the problems accordingly. If they keep missing a certain type of problem, it makes it a little easier; if they’re excelling, it makes it more challenging. So it’s not everyone doing the exact same things.” The program awards students virtual medals when they achieve certain levels and parents are emailed decorated certificates with messages like, “Congratulations! John has answered 200 math problems!”\u003c/p>\n\u003cfigure id=\"attachment_35985\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35985\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/RS10492_IMG_3241-sfi-300x225.jpg\" alt=\"Francesca Segre/MindShift\" width=\"300\" height=\"225\">\u003cfigcaption class=\"wp-caption-text\">Francesca Segre/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp>While some may argue online practice and certificates are the equivalent of decorated certificates, Horan says the fact that it's online is capturing students' attention. “There’s a lot of buy-in from the kids,” she says.\u003c/p>\n\u003cp>For Novack, the other third-grade teacher at Roosevelt, moderation in using data is key. Novack gives kids access to the iXL program about two hours a month during class time. “You don’t just pop a kid on a computer for an hour and a half everyday. That’d be as boring as worksheets or writing out times tables,” she says. “It’s a supplement. You’re not replacing teaching.”\u003c/p>\n\u003cp>But at Mendez High School in Los Angeles, a school serving low-income kids, reality buffs the shine out of instructional software. Math teacher Geovanni Arellano says he tried assigning online homework using \u003ca href=\"http://web.stmath.com/\" target=\"_blank\">ST Math\u003c/a>, but less than half of the students ever logged in. “A few had legitimate reasons, like ‘I don’t have a laptop at home,’” Arellano said. Other students only have internet access on their mobile phones but there was no phone app for ST Math, a format problem echoed by other teachers seeking educational software access for low-income students. And when it comes to using instructional software in class, he rarely has enough working computers to go around. Unlike third graders, Arellano finds high schoolers aren’t impressed by the tech, and when kids do get a chance to get online, they often wander away from the instructional sites.\u003c/p>\n\u003cp>\u003cstrong>Creativity With Software\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>While online homework and exercises aren’t proving effective with Arellano’s classroom full of high school students, he’s finding that a combination of access to learning software, real-time data and including his students in analyzing the data motivates his students.\u003c/p>\n\u003cp>Arellano teaches Algebra 1 to teens who didn’t take or pass the class in eighth grade. “All of my students have experienced failure in math. They hate math, so motivation is a big piece of it,” says Arellano. “I have to look for a lot of teaching strategies to get their attention.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"a21b6435f2a0801596e6a06f7582fe0e\"]\u003c/p>\n\u003cp>Almost every week, Arellano gives the students a quiz, and when they’re done, they immediately scan their bubble sheets into an Illuminate analytical program on Arellano’s laptop and get their results. “As soon as they’re done, I project the data in front of the class, and together we’re able to have a data discussion,” he says. He shows the students the Response Frequency Report, which indicates how many kids answered which questions correctly. He then asks the students what they think the class needs to focus on. “Students like the data,” he says. “They’re very competitive. They want to see how they did compared to the other class. Did we beat them this time?”\u003c/p>\n\u003cp>At Roosevelt Elementary in Burlingame, Novack is also using data collection as a hook for her students – but in a completely different way. Novack’s third graders are learning about surveys by conducting them. The kids posted QR codes in the community and then used an app to collect and analyze the data.\u003c/p>\n\u003cp>“We are really pushing to be creators, not consumers of technology,” says school principal Matt Pavao.\u003c/p>\n\u003cp>\u003cstrong>Drawbacks of Data Software \u003c/strong>\u003c/p>\n\u003cp>While teachers’ use of data and software can help motivate, engage and specify instruction, some teachers find the obligation to input data time-consuming, they’re skeptical of the intentions of the software developers and they fear judgment from school administrators.\u003c/p>\n\u003cp>Roosevelt Elementary teacher Novack says inputting student test scores into the school’s data program can be chaotic. “January is a huge benchmark for a lot of school districts. If you have writing and ELA all at once, and there’s an expectation to get it in the data base by a certain date, and that is stressful,” Novack says. “You’re not given extra time to do this.” She says some teachers were so busy scoring and inputting assessment data that it took away from time usually spent preparing the curriculum. Teachers at this school reported spending as little as two hours annually to 40 hours a year to keep the data systems updated.\u003c/p>\n\u003cp>At the Los Angeles high school, Arellano says when he uses tests and answer keys that the district has already uploaded, the process takes virtually no time for him. However, when he creates his own exams and teaching tools through the software, it takes more time. “You get out of it what you put into it,” Arellano says.\u003c/p>\n\u003cp>While Roosevelt Elementary’s Megan Horan likes the software\u003cem>, s\u003c/em>he says, “I know there’s been a lot of resistance with teachers because they’re afraid it’s like Big Brother looking at them because the principals and district offices have access to it.”\u003c/p>\n\u003cp>There’s also the persistent argument that the educational software surge is investor-driven, with developers pushing software just to make a buck. Principal Pavao in Burlingame says he gets solicited every week to buy new software.\u003c/p>\n\u003cp>\u003cstrong>Teacher Training\u003c/strong>\u003c/p>\n\u003cp>Educators who report the most satisfaction with educational software have functioning computers for students and strong training on data software for teachers. “I see a great need to support teachers on tech. Training makes things easier and more engaging,” Novack says.\u003c/p>\n\u003cp>A Gartner Group study concluded that teachers found data more accessible and useful when they were allotted time and given training on the software. The study of the Fairfax County Public school district, the 11\u003csup>th\u003c/sup> largest in the nation, also found that when stakeholders (teachers, students and parents) were consulted on which tech to use in the school, there was a higher likelihood of tech alignment with the schools’ vision.\u003c/p>\n\u003cp>Venables adds that another critical factor is collecting ongoing data, as formative assessments, throughout the year. “Macro data can indicate \u003cem>what\u003c/em> is happening and perhaps even \u003cem>to whom\u003c/em> it is happening, but to find out \u003cem>why\u003c/em> it is happening and \u003cem>how\u003c/em> to fix it, teachers and teacher teams need to turn to the more detailed and frequent microdata,” he says. Analyzing and acting on microdata during the course of learning is where real change can take place.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35980\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35980\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670.jpg\" alt=\" Christy Novack works with students in her Burlingame, Calif. classroom. Francesca Segre/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/RS10497_IMG_3246-scr-e1401496664670-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Christy Novack works with students in her Burlingame, Calif. classroom. Francesca Segre/MindShift\u003c/figcaption>\u003c/figure>\n\u003cdiv class=\"div_for_spokenlayer_player\" style=\"clear:both\">\u003c/div>\n\u003cp class=\"dropcap-serif\">With so much access to student data these days, teachers are experimenting with different tactics, and figuring out what's working and what's not. As with most scenarios using education technology, it's a mixed bag. But \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/whats-really-at-stake-untangling-issues-around-student-data-privacy/\" target=\"_blank\">questions of privacy\u003c/a> aside, how it's used depends on a variety of factors in each school and in each teacher’s classroom. Some teachers are embracing student data to inform their teaching, while others believe there's a risk of an over-reliance on hard numbers that doesn’t take into account the human factor.\u003c/p>\n\u003cp>For example, for Amy Walker, who teaches Spanish in a small, rural, low-income school in Marionville, Missouri, says using data can be helpful, but she’s leery of relying too heavily on it.\u003c/p>\n\u003cp>\"There is a place for data, but it can be overrated,” she says. “If you only use data, you're overlooking the humanity of the students.\"\u003c/p>\n\u003cp>Likewise, another educator raises a similar concern. “What then, you may be wondering, does a teacher do to assess a student's learning? Easy: We look, we listen, we give regular quizzes and tests to see what a child has retained. We confer with children, we ask them what will interest them, what will make them tick and want to keep working hard at school,” writes commenter Dave in response to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\" target=\"_blank\">an article about storing student data\u003c/a>.\u003c/p>\n\u003cp>But educators who do embrace data-driven teaching report that using data adds one more tool to their existing teaching tool chest, allowing them to help students in more specific areas of need.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Of the hundreds of educational apps and software programs on the market, most fall into three categories: analytical, motivational and instructional tools. And of these, many cross over and serve more than one purpose.\u003c/p>\n\u003cp>\u003cstrong>Pinpointing Student Needs\u003c/strong>\u003c/p>\n\u003cp>At Roosevelt Elementary School in the small, affluent San Francisco suburb of Burlingame, Calif., teacher Angelique Barry gives students short reading assessments, and uses \u003ca href=\"https://dibels.uoregon.edu/\" target=\"_blank\">DIBELS literacy software\u003c/a>, an analytical tool, to determine precisely where a child needs help. As an intervention specialist, she checks the analytics daily, then circulates between classrooms giving extra instruction to kids who need it.\u003c/p>\n\u003cp>“The data allows me to hone in on what specific area the student needs,” she says. “Instead of just saying ‘Johnny’s not a good reader,’ well, what makes Johnny not a good reader? Is it his fluency? His comprehension? His decoding?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You don’t just pop a kid on a computer for an hour and a half everyday. That’d be as boring as worksheets or writing out times tables.”\u003c/aside>\n\u003cp>Barry says the numbers allow her to group children with similar needs together and come up with diagnoses and solutions without subjective input from teachers or parents.\u003c/p>\n\u003cp>“It takes the narrative out of a teacher’s story about Johnny. Whatever he comes to the table with – behavior, family or whatever. That might be a different part of what Johnny needs, but he doesn’t need reading help,” she says.\u003c/p>\n\u003cp>Down the hall, third-grade teacher Christy Novack says the \u003ca href=\"http://www.redschoolhouse.com/\" target=\"_blank\">OARS program\u003c/a>, which stores assessment scores and tracks alignment to Common Core standards, helps her communicate with parents.\u003cem> “\u003c/em>I can say a child is fine, but if I’m not showing data, it’s hard to convince a parent.” Novack, who has been a teacher for 14 years, says she already knows which children need help, but that the analytical software pinpoints specific needs more precisely than she can -- and it removes subjectivity. “How I perceive something is not how another teacher perceives something,” she says. “If I have data, we can examine it.”\u003c/p>\n\u003cp>But does having access to student data have a real impact on learning? “It’s hard to attribute student growth to any one factor, there are so many variables,” says Daniel R. Venables, author of \u003ca href=\"http://www.ascd.org/publications/books/114007/chapters/Introduction.aspx\">How Teachers Can Turn Data into Action\u003c/a>. But he says, “If we don't use data, we are left to rely on our hunches for making important instructional decisions.”\u003c/p>\n\u003cp>\u003cstrong>Can Software Really Teach?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Roosevelt Elementary in Burlingame is piloting an instructional – or prescriptive – software tool called \u003ca href=\"http://www.ixl.com/\" target=\"_blank\">iXL\u003c/a>, which provides homework exercises aligned with the Common Core. Students can log into the iXL program from home and a teacher can get an analysis of the student’s homework right away.\u003c/p>\n\u003cp>Third-grade teacher Megan Horan says she likes using the software program because “it tracks how they’re doing and adjusts the problems accordingly. If they keep missing a certain type of problem, it makes it a little easier; if they’re excelling, it makes it more challenging. So it’s not everyone doing the exact same things.” The program awards students virtual medals when they achieve certain levels and parents are emailed decorated certificates with messages like, “Congratulations! John has answered 200 math problems!”\u003c/p>\n\u003cfigure id=\"attachment_35985\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-35985\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/RS10492_IMG_3241-sfi-300x225.jpg\" alt=\"Francesca Segre/MindShift\" width=\"300\" height=\"225\">\u003cfigcaption class=\"wp-caption-text\">Francesca Segre/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp>While some may argue online practice and certificates are the equivalent of decorated certificates, Horan says the fact that it's online is capturing students' attention. “There’s a lot of buy-in from the kids,” she says.\u003c/p>\n\u003cp>For Novack, the other third-grade teacher at Roosevelt, moderation in using data is key. Novack gives kids access to the iXL program about two hours a month during class time. “You don’t just pop a kid on a computer for an hour and a half everyday. That’d be as boring as worksheets or writing out times tables,” she says. “It’s a supplement. You’re not replacing teaching.”\u003c/p>\n\u003cp>But at Mendez High School in Los Angeles, a school serving low-income kids, reality buffs the shine out of instructional software. Math teacher Geovanni Arellano says he tried assigning online homework using \u003ca href=\"http://web.stmath.com/\" target=\"_blank\">ST Math\u003c/a>, but less than half of the students ever logged in. “A few had legitimate reasons, like ‘I don’t have a laptop at home,’” Arellano said. Other students only have internet access on their mobile phones but there was no phone app for ST Math, a format problem echoed by other teachers seeking educational software access for low-income students. And when it comes to using instructional software in class, he rarely has enough working computers to go around. Unlike third graders, Arellano finds high schoolers aren’t impressed by the tech, and when kids do get a chance to get online, they often wander away from the instructional sites.\u003c/p>\n\u003cp>\u003cstrong>Creativity With Software\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>While online homework and exercises aren’t proving effective with Arellano’s classroom full of high school students, he’s finding that a combination of access to learning software, real-time data and including his students in analyzing the data motivates his students.\u003c/p>\n\u003cp>Arellano teaches Algebra 1 to teens who didn’t take or pass the class in eighth grade. “All of my students have experienced failure in math. They hate math, so motivation is a big piece of it,” says Arellano. “I have to look for a lot of teaching strategies to get their attention.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Almost every week, Arellano gives the students a quiz, and when they’re done, they immediately scan their bubble sheets into an Illuminate analytical program on Arellano’s laptop and get their results. “As soon as they’re done, I project the data in front of the class, and together we’re able to have a data discussion,” he says. He shows the students the Response Frequency Report, which indicates how many kids answered which questions correctly. He then asks the students what they think the class needs to focus on. “Students like the data,” he says. “They’re very competitive. They want to see how they did compared to the other class. Did we beat them this time?”\u003c/p>\n\u003cp>At Roosevelt Elementary in Burlingame, Novack is also using data collection as a hook for her students – but in a completely different way. Novack’s third graders are learning about surveys by conducting them. The kids posted QR codes in the community and then used an app to collect and analyze the data.\u003c/p>\n\u003cp>“We are really pushing to be creators, not consumers of technology,” says school principal Matt Pavao.\u003c/p>\n\u003cp>\u003cstrong>Drawbacks of Data Software \u003c/strong>\u003c/p>\n\u003cp>While teachers’ use of data and software can help motivate, engage and specify instruction, some teachers find the obligation to input data time-consuming, they’re skeptical of the intentions of the software developers and they fear judgment from school administrators.\u003c/p>\n\u003cp>Roosevelt Elementary teacher Novack says inputting student test scores into the school’s data program can be chaotic. “January is a huge benchmark for a lot of school districts. If you have writing and ELA all at once, and there’s an expectation to get it in the data base by a certain date, and that is stressful,” Novack says. “You’re not given extra time to do this.” She says some teachers were so busy scoring and inputting assessment data that it took away from time usually spent preparing the curriculum. Teachers at this school reported spending as little as two hours annually to 40 hours a year to keep the data systems updated.\u003c/p>\n\u003cp>At the Los Angeles high school, Arellano says when he uses tests and answer keys that the district has already uploaded, the process takes virtually no time for him. However, when he creates his own exams and teaching tools through the software, it takes more time. “You get out of it what you put into it,” Arellano says.\u003c/p>\n\u003cp>While Roosevelt Elementary’s Megan Horan likes the software\u003cem>, s\u003c/em>he says, “I know there’s been a lot of resistance with teachers because they’re afraid it’s like Big Brother looking at them because the principals and district offices have access to it.”\u003c/p>\n\u003cp>There’s also the persistent argument that the educational software surge is investor-driven, with developers pushing software just to make a buck. Principal Pavao in Burlingame says he gets solicited every week to buy new software.\u003c/p>\n\u003cp>\u003cstrong>Teacher Training\u003c/strong>\u003c/p>\n\u003cp>Educators who report the most satisfaction with educational software have functioning computers for students and strong training on data software for teachers. “I see a great need to support teachers on tech. Training makes things easier and more engaging,” Novack says.\u003c/p>\n\u003cp>A Gartner Group study concluded that teachers found data more accessible and useful when they were allotted time and given training on the software. The study of the Fairfax County Public school district, the 11\u003csup>th\u003c/sup> largest in the nation, also found that when stakeholders (teachers, students and parents) were consulted on which tech to use in the school, there was a higher likelihood of tech alignment with the schools’ vision.\u003c/p>\n\u003cp>Venables adds that another critical factor is collecting ongoing data, as formative assessments, throughout the year. “Macro data can indicate \u003cem>what\u003c/em> is happening and perhaps even \u003cem>to whom\u003c/em> it is happening, but to find out \u003cem>why\u003c/em> it is happening and \u003cem>how\u003c/em> to fix it, teachers and teacher teams need to turn to the more detailed and frequent microdata,” he says. Analyzing and acting on microdata during the course of learning is where real change can take place.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Can Games Make High-Stakes Tests Obsolete?",
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"headTitle": "The MindShift Guide to Digital Games and Learning | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_35964\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35964\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/3585052105_1052a5e228_z.jpg\" alt=\"timlewisln\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/3585052105_1052a5e228_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/3585052105_1052a5e228_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/3585052105_1052a5e228_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">timlewisln\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 5 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift’s Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Nobody likes high-stakes testing. The problems are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\" target=\"_blank\">well documented\u003c/a>. But maybe games can help to change the way we approach assessment.\u003c/p>\n\u003cp>At least since John Dewey, educational theorists and scholars have been clear about the inherent shortcomings of thinking about education in terms of standardized, quantifiable outcomes. In order for instructional strategies to be successful at a large scale, they need to take individual differences under consideration. Not all students are the same. They don’t learn in the same ways and it's a fantasy to believe we can accurately assess them all using identical rubrics. Likewise, a great many of our widely accepted developmental theories are only accurate in a vacuum; they fail to take all the subjective cultural, ethnic, and socio-economic factors into account.\u003c/p>\n\u003cp>Howard Gardner, John H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education, is best known for his theory of \"multiple intelligences.\" “Human beings have very different kinds of intellectual strengths and these strengths are very, very important in how kids learn and how people represent things in their minds, and then how people use them in order to show what it is that they've understood,” h\u003ca href=\"http://www.edutopia.org/multiple-intelligences-howard-gardner-video\">e says. \u003c/a>\u003c/p>\n\u003cp>Even if you disagree with his theory about different learning styles, it's hard to disagree with the notion that making learning personal to students is beneficial.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But as teachers know, bringing that personalized level of attention and assessment in a classroom of 20 or 30 students is a challenge: identifying individualized learning objectives on a daily basis, imagining measurements of incremental achievement, monitoring for mastery, and undertaking ongoing formative and substantive assessments. Consider the compounded complexity for the hundreds or thousands of students in a single school. Tens of thousands in a district. Hundreds of thousands in each state. Millions in the United States of America and globally.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Games allow processes to take place all at once--instruction and assessment simultaneously happening through practice reimagined as play.\u003c/aside>\n\u003cp>Adaptive and game-based learning technologies aim to untangle the complexity that makes widespread personalized instruction and assessment seem unfathomable. Behind the shiny graphics and mechanics, many games and apps feature complex assessment algorithms that collect and analyze student data. Sometimes that data is simply there for the teacher to view (and also for the student in the best implementations). Other times, the software is collecting data about the learner and adapting accordingly.\u003c/p>\n\u003cp>On the simplest level, adapting might mean changing the order in which the student is presented with challenges. But it can get way more complex, even factoring in \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/do-games-have-a-future-as-assessment-tools/\" target=\"_blank\">metacognitive data\u003c/a> and analyzing the confidence with which a student solves a problem or completes a level.\u003c/p>\n\u003cp>Adaptive games and apps isolate skills and iterate contextualized instructional sequences, creating precise curricula tailored to the needs, strengths, and challenges of the individual learner. In addition, by cross referencing the data of all students using the system, these technologies can also continually monitor overall effectiveness in a comparative way.\u003c/p>\n\u003cp>In order to understand how this works, you’ll need to step out of the ordinary way of thinking about education. We tend to break the school experience into three parts: instruction, practice, and assessment. The teacher delivers content to the student. The student does homework. We test for retention.\u003c/p>\n\u003cp>Games allow these three processes to take place all at once--instruction and assessment simultaneously happening through practice reimagined as play. The promise of game-based learning is not only about increased student engagement and intrinsic motivation, but also about changing the way we think about assessment so that it is no longer in a category by itself.\u003c/p>\n\u003cp>Using games, we eliminate the negative consequences of summative assessments and replace them with engaging formative assessments. Games provide the ability to evaluate students continuously in order to understand how to improve our teaching throughout the year.\u003c/p>\n\u003cp>It's not too hard to imagine. After all, this is what teachers already do in the classroom. We constantly change our teaching style so that it best serves the particular mix of learners in the room. When the pupil doesn’t “get it,” we instantly adapt our approach. Just think about how we all communicate casually in everyday conversation. We are personalizing assessment when we say, “do you know what I mean?” We are iterating instruction when we say, “think about it this way,” or, “in other words.”\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>All good teachers do this regularly, but they can only do this for a\u003ci> \u003c/i>few of their students some of the time. It just wouldn’t be feasible to do it for everyone all the time. Humans are fallible and subjective. We just can’t match the speed and comprehensive efficiency of a computer.\u003c/p>\n\u003cp>However, in the not-too-distant future, and in a few schools even now, a teacher could tap an icon on a tablet every morning and receive precise assessment data about all the students in the class -- data that can be organized and optimized in whatever way is preferable, information that can help teachers design more impactful human-to-human lesson plans.\u003c/p>\n\u003cp>Dave McCool, President and CEO of \u003ca href=\"http://muzzylane.com/projects\">Muzzy Lane\u003c/a>, a game developer that specializes in 3D multiplayer games for the classroom, is passionate about designing games that can help teachers reach students more effectively. “Unlike traditional assessment,” he says, “game-based learning provides moment-to-moment opportunities for learners to apply their knowledge and demonstrate competency while solving problems in a relevant context. Assessment data reflecting player decision-making can be used to present a personalized learning experience as the game adapts to the learner's strengths and weaknesses.”\u003c/p>\n\u003cp>McCool is describing a model where assessment is so fully integrated into a contextualized everyday learning experience that familiar questions about accountability are rendered irrelevant. We may not even talk about assessment anymore. Instead, we’ll simply be able to leverage the data that comes out of ongoing gameplay. Games don’t replace tests; they make tests unnecessary.\u003c/p>\n\u003cp>The Institute of Play’s \u003ca href=\"http://glasslabgames.org/\">GlassLab\u003c/a> is working on that very objective (Glass is an abbreviation for \"games and learning assessments\"). Their mission is to make continuous, research driven game-based assessments available for all standards.\u003c/p>\n\u003cp>Jessica Lindl, GlassLab’s general manager, reiterated that the enormous amount of data that comes out of game play, contextualized appropriately, has the potential to be “just as reliable as high stakes assessments.”\u003c/p>\n\u003cp>The unique thing about using gameplay data for assessment purposes is that it enables teachers to assess the choices that learners make rather than content they can regurgitate. Process is prioritized over the rote learning. The game monitors the decisions that learners make, evaluating students’ incremental progress. In other words, games assess \u003ci>how\u003c/i> kids are learning rather than \u003ci>what\u003c/i> they are learning.\u003c/p>\n\u003cp>Some people worry that the very notion of using games as assessments is problematic. Most of this criticism is more about the problem with summative assessment than it is with using games themselves. James Paul Gee, a longtime proponent and researcher of games who has written many books on the subject, doesn’t want to see us replace the current “\u003ca href=\"https://www.edsurge.com/n/2013-08-19-games-standards-and-assessment-staying-out-of-the-toxic-mess\" target=\"_blank\">toxic mess\u003c/a>” of standardized tests with games. Like Muzzy Lane and GlassLab, Gee understands that, “in a game, assessment and learning are completely integrated. It is hard to tell them apart.” The key point is that good game-based learning should use data that comes from continuous gameplay for the purpose of ongoing formative assessment, not just replace tests with games in a way that barely addresses the current student experience.\u003c/p>\n\u003cp>Not only will game-based assessment translate into a better student experience, but also the data that games and adaptive learning systems provide will enable researchers to understand, with increasing precision, how students learn best. The promise is certainly exciting. But there’s also a scary side.\u003c/p>\n\u003cp>If you're creeped out by the targeted advertising that shows up in your Facebook timeline, or beside your Google search results, imagine what the world would look like if advertisers had been tracking your decision making processes since grade-school. Our concerns about the NSA are nothing compared to the big brother surveillance state that we could inadvertently let into our classrooms.\u003c/p>\n\u003cp>None of the developers interviewed for this series say they're interested in these nefarious uses of data. But teachers should still be on guard. Avoid free games and apps that make your students sign up with personal info. Chances are, if they’re free, you're paying them with data. In addition, whenever you download an app for the classroom, read the terms of service carefully. When learning resources are cloud-based, make sure you agree with the privacy policy. Be cynical and skeptical and remember that part of your job is to protect your students. There’s a Department of Education \u003ca href=\"http://ptac.ed.gov/document/protecting-student-privacy-while-using-online-educational-services\">guide\u003c/a> on privacy and student data if you need more information.\u003c/p>\n\u003cp>Be cautious, but don’t be alarmed. Some of the fear around big data is just \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/whats-really-at-stake-untangling-issues-around-student-data-privacy/\" target=\"_blank\">a fear of the unknown\u003c/a>. In many ways, the world is changing more quickly than we can comprehend. We cannot slow it down, but we can take the ride mindfully.\u003c/p>\n\u003cp>Most importantly, we can use the new game-based technologies to educate a generation of citizens with more playful personalization than has ever been possible. Game-based learning has the potential to address many of the shortcomings and challenges that our current high-stakes testing environment presents.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"headline": "Can Games Make High-Stakes Tests Obsolete?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35964\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35964\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/3585052105_1052a5e228_z.jpg\" alt=\"timlewisln\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/3585052105_1052a5e228_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/3585052105_1052a5e228_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/3585052105_1052a5e228_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">timlewisln\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 5 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift’s Guide to Games and Learning\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">Nobody likes high-stakes testing. The problems are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/movement-against-standardized-testing-grows-as-parents-opt-out/\" target=\"_blank\">well documented\u003c/a>. But maybe games can help to change the way we approach assessment.\u003c/p>\n\u003cp>At least since John Dewey, educational theorists and scholars have been clear about the inherent shortcomings of thinking about education in terms of standardized, quantifiable outcomes. In order for instructional strategies to be successful at a large scale, they need to take individual differences under consideration. Not all students are the same. They don’t learn in the same ways and it's a fantasy to believe we can accurately assess them all using identical rubrics. Likewise, a great many of our widely accepted developmental theories are only accurate in a vacuum; they fail to take all the subjective cultural, ethnic, and socio-economic factors into account.\u003c/p>\n\u003cp>Howard Gardner, John H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education, is best known for his theory of \"multiple intelligences.\" “Human beings have very different kinds of intellectual strengths and these strengths are very, very important in how kids learn and how people represent things in their minds, and then how people use them in order to show what it is that they've understood,” h\u003ca href=\"http://www.edutopia.org/multiple-intelligences-howard-gardner-video\">e says. \u003c/a>\u003c/p>\n\u003cp>Even if you disagree with his theory about different learning styles, it's hard to disagree with the notion that making learning personal to students is beneficial.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But as teachers know, bringing that personalized level of attention and assessment in a classroom of 20 or 30 students is a challenge: identifying individualized learning objectives on a daily basis, imagining measurements of incremental achievement, monitoring for mastery, and undertaking ongoing formative and substantive assessments. Consider the compounded complexity for the hundreds or thousands of students in a single school. Tens of thousands in a district. Hundreds of thousands in each state. Millions in the United States of America and globally.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Games allow processes to take place all at once--instruction and assessment simultaneously happening through practice reimagined as play.\u003c/aside>\n\u003cp>Adaptive and game-based learning technologies aim to untangle the complexity that makes widespread personalized instruction and assessment seem unfathomable. Behind the shiny graphics and mechanics, many games and apps feature complex assessment algorithms that collect and analyze student data. Sometimes that data is simply there for the teacher to view (and also for the student in the best implementations). Other times, the software is collecting data about the learner and adapting accordingly.\u003c/p>\n\u003cp>On the simplest level, adapting might mean changing the order in which the student is presented with challenges. But it can get way more complex, even factoring in \u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/do-games-have-a-future-as-assessment-tools/\" target=\"_blank\">metacognitive data\u003c/a> and analyzing the confidence with which a student solves a problem or completes a level.\u003c/p>\n\u003cp>Adaptive games and apps isolate skills and iterate contextualized instructional sequences, creating precise curricula tailored to the needs, strengths, and challenges of the individual learner. In addition, by cross referencing the data of all students using the system, these technologies can also continually monitor overall effectiveness in a comparative way.\u003c/p>\n\u003cp>In order to understand how this works, you’ll need to step out of the ordinary way of thinking about education. We tend to break the school experience into three parts: instruction, practice, and assessment. The teacher delivers content to the student. The student does homework. We test for retention.\u003c/p>\n\u003cp>Games allow these three processes to take place all at once--instruction and assessment simultaneously happening through practice reimagined as play. The promise of game-based learning is not only about increased student engagement and intrinsic motivation, but also about changing the way we think about assessment so that it is no longer in a category by itself.\u003c/p>\n\u003cp>Using games, we eliminate the negative consequences of summative assessments and replace them with engaging formative assessments. Games provide the ability to evaluate students continuously in order to understand how to improve our teaching throughout the year.\u003c/p>\n\u003cp>It's not too hard to imagine. After all, this is what teachers already do in the classroom. We constantly change our teaching style so that it best serves the particular mix of learners in the room. When the pupil doesn’t “get it,” we instantly adapt our approach. Just think about how we all communicate casually in everyday conversation. We are personalizing assessment when we say, “do you know what I mean?” We are iterating instruction when we say, “think about it this way,” or, “in other words.”\u003c/p>\n\u003cp>\u003cimg class=\"size-thumbnail wp-image-35200 alignright\" style=\"border: 0\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/p>\n\u003cp>All good teachers do this regularly, but they can only do this for a\u003ci> \u003c/i>few of their students some of the time. It just wouldn’t be feasible to do it for everyone all the time. Humans are fallible and subjective. We just can’t match the speed and comprehensive efficiency of a computer.\u003c/p>\n\u003cp>However, in the not-too-distant future, and in a few schools even now, a teacher could tap an icon on a tablet every morning and receive precise assessment data about all the students in the class -- data that can be organized and optimized in whatever way is preferable, information that can help teachers design more impactful human-to-human lesson plans.\u003c/p>\n\u003cp>Dave McCool, President and CEO of \u003ca href=\"http://muzzylane.com/projects\">Muzzy Lane\u003c/a>, a game developer that specializes in 3D multiplayer games for the classroom, is passionate about designing games that can help teachers reach students more effectively. “Unlike traditional assessment,” he says, “game-based learning provides moment-to-moment opportunities for learners to apply their knowledge and demonstrate competency while solving problems in a relevant context. Assessment data reflecting player decision-making can be used to present a personalized learning experience as the game adapts to the learner's strengths and weaknesses.”\u003c/p>\n\u003cp>McCool is describing a model where assessment is so fully integrated into a contextualized everyday learning experience that familiar questions about accountability are rendered irrelevant. We may not even talk about assessment anymore. Instead, we’ll simply be able to leverage the data that comes out of ongoing gameplay. Games don’t replace tests; they make tests unnecessary.\u003c/p>\n\u003cp>The Institute of Play’s \u003ca href=\"http://glasslabgames.org/\">GlassLab\u003c/a> is working on that very objective (Glass is an abbreviation for \"games and learning assessments\"). Their mission is to make continuous, research driven game-based assessments available for all standards.\u003c/p>\n\u003cp>Jessica Lindl, GlassLab’s general manager, reiterated that the enormous amount of data that comes out of game play, contextualized appropriately, has the potential to be “just as reliable as high stakes assessments.”\u003c/p>\n\u003cp>The unique thing about using gameplay data for assessment purposes is that it enables teachers to assess the choices that learners make rather than content they can regurgitate. Process is prioritized over the rote learning. The game monitors the decisions that learners make, evaluating students’ incremental progress. In other words, games assess \u003ci>how\u003c/i> kids are learning rather than \u003ci>what\u003c/i> they are learning.\u003c/p>\n\u003cp>Some people worry that the very notion of using games as assessments is problematic. Most of this criticism is more about the problem with summative assessment than it is with using games themselves. James Paul Gee, a longtime proponent and researcher of games who has written many books on the subject, doesn’t want to see us replace the current “\u003ca href=\"https://www.edsurge.com/n/2013-08-19-games-standards-and-assessment-staying-out-of-the-toxic-mess\" target=\"_blank\">toxic mess\u003c/a>” of standardized tests with games. Like Muzzy Lane and GlassLab, Gee understands that, “in a game, assessment and learning are completely integrated. It is hard to tell them apart.” The key point is that good game-based learning should use data that comes from continuous gameplay for the purpose of ongoing formative assessment, not just replace tests with games in a way that barely addresses the current student experience.\u003c/p>\n\u003cp>Not only will game-based assessment translate into a better student experience, but also the data that games and adaptive learning systems provide will enable researchers to understand, with increasing precision, how students learn best. The promise is certainly exciting. But there’s also a scary side.\u003c/p>\n\u003cp>If you're creeped out by the targeted advertising that shows up in your Facebook timeline, or beside your Google search results, imagine what the world would look like if advertisers had been tracking your decision making processes since grade-school. Our concerns about the NSA are nothing compared to the big brother surveillance state that we could inadvertently let into our classrooms.\u003c/p>\n\u003cp>None of the developers interviewed for this series say they're interested in these nefarious uses of data. But teachers should still be on guard. Avoid free games and apps that make your students sign up with personal info. Chances are, if they’re free, you're paying them with data. In addition, whenever you download an app for the classroom, read the terms of service carefully. When learning resources are cloud-based, make sure you agree with the privacy policy. Be cynical and skeptical and remember that part of your job is to protect your students. There’s a Department of Education \u003ca href=\"http://ptac.ed.gov/document/protecting-student-privacy-while-using-online-educational-services\">guide\u003c/a> on privacy and student data if you need more information.\u003c/p>\n\u003cp>Be cautious, but don’t be alarmed. Some of the fear around big data is just \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/whats-really-at-stake-untangling-issues-around-student-data-privacy/\" target=\"_blank\">a fear of the unknown\u003c/a>. In many ways, the world is changing more quickly than we can comprehend. We cannot slow it down, but we can take the ride mindfully.\u003c/p>\n\u003cp>Most importantly, we can use the new game-based technologies to educate a generation of citizens with more playful personalization than has ever been possible. Game-based learning has the potential to address many of the shortcomings and challenges that our current high-stakes testing environment presents.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift Guide to Games and Learning\u003c/a> is made possible through the generous support of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/math-science-history-games-break-boundaries-between-subjects-interdisciplinary-learning/www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center\u003c/a> and is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\" target=\"_blank\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's Really At Stake? Untangling the Big Issues Around Student Data",
"title": "What's Really At Stake? Untangling the Big Issues Around Student Data",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_35776\" class=\"wp-caption aligncenter\" style=\"max-width: 531px\">\u003cimg class=\"size-full wp-image-35776\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/5749839627_d88a8ce537_z.jpg\" alt=\"CEA\" width=\"531\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z.jpg 531w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z-320x260.jpg 320w\" sizes=\"(max-width: 531px) 100vw, 531px\">\u003cfigcaption class=\"wp-caption-text\">CEA\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">As student data moves online, concerns from some parents and teachers are mounting around the safety of protecting the data from getting in the hands of corporations.\u003c/p>\n\u003cp>At the root of the angst surrounding the use of student data is a lack of trust and familiarity with how the data is collected, stored, shared, and protected. It’s a challenge to track this constantly expanding and changing landscape, as companies – each with their own set of privacy policies -- vie for their share of the \u003ca href=\"http://siia.net/index.php?option=com_content&view=article&id=1627:siia-estimates-79-billion-us-market-for-educational-software-and-digital-content&catid=62:press-room-overview&Itemid=1672\">$8 billion ed-tech market\u003c/a>.\u003c/p>\n\u003cp>“There’s an enormous tidal wave of new applications being built for schools and for the first time, schools have tons of options for each little thing,” said Tyler Bosmeny, CEO of Clever, which provides software that works with students information systems.\u003c/p>\n\u003cp>The sole purpose and function of many educational application developers is to collect and analyze student data and assessments in order to help teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/has-the-holy-grail-of-adaptive-tech-been-discovered/\" target=\"_blank\">adapt curriculum to students' specific levels\u003c/a>. But fears of what will become of that data have led to a backlash against the companies collecting, storing and analyzing student data. In turn, policymakers have responded to these mounting concerns, introducing \u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/www.npr.org/blogs/alltechconsidered/2014/04/28/305715935/what-parents-need-to-know-about-big-data-and-student-privacy\">82 bills in 32 states\u003c/a> this year that address student privacy, according to the \u003ca href=\"http://www.dataqualitycampaign.org/\">Data Quality Campaign\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>How is Student Data Collected and Stored?\u003c/strong>\u003c/p>\n\u003cp>Parents often kick off their child’s electronic trail well before the first day of class. At some schools, parents register their child for school online, typing in their child’s name, address, birth date, schools, medical and behavioral history. This information (or parts of it), are often stored in a virtual folder next to other student’s registration in a Student Information System. Administrators can add attendance records to these files through integrated systems and teachers can upload test scores and scan in bubble sheets to complete the picture. Over the years, a child’s school life could be told in data points. The goal of keeping this data is build a profile that can help educators analyze the information and tailor teaching approaches to help the child learn and grow.\u003c/p>\n\u003cp>To keep all this growing data in one place, states created the \u003ca href=\"http://nces.ed.gov/programs/slds/about_SLDS.asp\">Statewide Longitudinal Data Systems \u003c/a>in 2005. (Read more about SLDS \u003ca href=\"http://www.npr.org/blogs/ed/2014/05/16/313117187/what-parents-need-to-know-about-big-data-and-student-privacy\" target=\"_blank\">here\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If a child is wrongly branded as a trouble maker in third grade and the profile follows him like the no-fly list – that’s a problem.”\u003c/aside>\n\u003cp>But the more data is collected, the harder it is for schools to keep track. Schools often find it’s cheaper and easier to have third party cloud providers like Google, Amazon and Microsoft store and maintain the student data on their servers than it is to own and operate a unique school district data center. In fact, 95 percent of schools and districts store their student information in the cloud, according \u003ca href=\"http://ir.lawnet.fordham.edu/cgi/viewcontent.cgi?article=1001&context=clip\">a recent study\u003c/a> on data privacy led by Professor Joel Reidenberg, director of the Center on Law and Information Policy at Fordham Law School.\u003c/p>\n\u003cp>It is this outsourcing of student data to third parties that puts privacy advocates on edge. In mid-April, privacy concerns grew so pronounced about inBloom – a non-profit corporation that was created to store and manage student data from a handful of states – that the group shut down as state after state pulled out of the massive project.\u003c/p>\n\u003cp>\u003cstrong>What Are the Fears?\u003c/strong>\u003c/p>\n\u003cp>Fears around how student data can be improperly used fall into a few categories: data marketers, data breaches and unshakable data trails.\u003c/p>\n\u003cp>In the same way that Google recommends products based on your web searches, marketers with access to student data could suggest items to children. \"You don’t want to see a student write four essays on baseball and then have a company try to sell him baseball tickets,” says Joni Lupovitz, of Common Sense Media.\u003c/p>\n\u003cp>A second area of concern stems from the potential for data breaches, which have already happened. \u003ca href=\"https://news.tn.gov/node/1238\">One breach in Tennessee\u003c/a> in 2009 inadvertently left 18,000 K-12 student names, addresses, birth dates and full Social Security numbers on an unsecured web server for four months. “Every major financial institution has had their banking information compromised,” Reidenberg said. “There’s no reason to believe children’s information will be more secure.”\u003c/p>\n\u003cp>Finally, there is the risk that student data, like a tattoo, will be hard to erase. \"If a child is wrongly branded as a trouble maker in third grade and the profile follows him like the no-fly list – that’s a problem,\" Reidenberg said.\u003c/p>\n\u003cp>But other education stakeholders hold a more tempered view. “There are a lot of misconceptions about storage of student data in the cloud,\" said Kathleen Styles, the Chief Privacy Officer at the U.S. Dept. of Education on \u003ca href=\"http://www.safegov.org/2013/4/18/interview-with-kathleen-styles,-chief-privacy-officer,-us-department-of-education\">a forum about cloud computing.\u003c/a> There’s nothing inherently more or less secure about cloud storage compared to traditional data storage – it all depends on the specific approach and the contract terms.”\u003c/p>\n\u003cp>\u003cstrong>How Is Student Data Protected?\u003c/strong>\u003c/p>\n\u003cp>Student data is protected under a variety of state and federal laws, but the \u003ca href=\"http://ptac.ed.gov/sites/default/files/Student%20Privacy%20and%20Online%20Educational%20Services%20%28February%202014%29.pdf\">Family Educational Rights and Privacy Act\u003c/a>, or FERPA is the most commonly cited. Under FERPA, student data can only be used for educational purposes and using student data to sell or market products is prohibited.\u003c/p>\n\u003cp>But FERPA’s protections get murky. For starters, FERPA allows schools to release records to other education officials without parental consent. Those education officials can be vendors, including for-profit cloud service providers that are under \"direct control\" of schools.\u003c/p>\n\u003cp>What’s more, Reidenberg argues FERPA applies only to schools receiving federal funding –- not to private companies. In his study, he found that “fewer than 7 percent of agreements between schools and developers restrict the sale or marketing of student information by vendors, and many agreements allow vendors to change the terms without notice.” And his study only explored cloud computing contracts, not contracts with the myriad educational software programs and learning applications in existence.\u003c/p>\n\u003cp>\u003cstrong>Selling Student Data Security\u003c/strong>\u003c/p>\n\u003cp>Some companies are conscious of the escalating concerns about privacy and are using security as a selling point. For example, Clever doesn’t even store student data, but has a policy of only making agreements with developers who are FERPA compliant. Clever software enables students to log onto multiple apps like eSpark Learning, DreamBox and Wowzers with just one username and password. “We created Clever to create some sanity in managing those applications and knowing which ones are FERPA compliant,” he says. “There are so many options to choose from that many schools don’t know where to start.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"e85ae72b5a6abb1bcf74755984434063\"]\u003c/p>\n\u003cp>Another company, Illuminate, which provides student information systems, data and analysis and other software goes to great lengths to build trust with schools. Illuminate reports that it encrypts every page, stores most of its data on its own servers (not the cloud), has round the clock security on staff and trains each employee in the federal law protecting student data. “To stay up on security, it takes full-time people every day to stay on top of what’s out there. If you’re in a school district and trying to manage that on your own, that’s a very difficult task,” said company’s CEO Lane Rankin.\u003c/p>\n\u003cp>Even with all the security precautions, Rankin, whose business is dependent on student data, believes the issue of privacy has been overblown to some extent.\u003c/p>\n\u003cp>\"Parents should be much more concerned about what’s going on with their bank, about all the stuff Google’s tracking every time you’re on the web, about your cell phone and what Verizon knows about your location and where you took your pictures,\" he said. \"But student data? That’s in a very secure location, controlled by the local school district, there for the purposes of helping more students, classrooms and schools. Because it’s very benign data, advertisers aren’t going to care about this data. They care about when you’re clicking around so they can sell you more stuff.\"\u003c/p>\n\u003cp>\u003cstrong>Setting Up Protocols\u003c/strong>\u003c/p>\n\u003cp>School administrators, the stewards of student data, must institute technical protections against the misuse of information. “It’s up to the school or district to set the proper balance of physical, technological and administrative controls to prevent unauthorized access,” the DOE's Styles said. This means administrators decide what information goes into the cloud or to an app, who has access to it, what password protections those with access need and how much encryption to require considering the sensitivity of the data.\u003c/p>\n\u003cp>Beyond the technical agreements, all stakeholders can push for specific privacy principles in the contract language between schools and vendors. Common Sense Media, which launched a\u003ca href=\"https://www.commonsensemedia.org/school-privacy-zone\"> School Privacy Zone Campaign,\u003c/a> suggests contracts with software companies explicitly prohibit developers from using the data for commercial purposes and only use data for educational purposes.\u003c/p>\n\u003cp>Both Common Sense Media and the \u003ca href=\"http://epic.org/%20\" target=\"_blank\">Electronic Privacy Information Center\u003c/a> recommend limits to the amount of data collected and the amount of time it can be stored. EPIC recommends \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/06/why-a-student-privacy-bill-of-rights-is-desperately-needed/\" target=\"_blank\">returning control of the data to the students\u003c/a>.\u003c/p>\n\u003cp>Parents and students should feel entitled to ask administrators how they’re collecting, storing and sharing data, says the DOE’s Styles. “Make sure schools have self-awareness,” says Styles. “I would be looking for the currency of the privacy policy, evidence that the district is aware of what kind of data the schools and district are capturing and evidence that the data is classified by sensitivity -- that more sensitive data is being protected in a more stringent fashion.”\u003c/p>\n\u003cp>While guiding privacy principles and careful contractual language are critical, schools and parents are hard-pressed to keep pace with the technically complex and rapidly changing educational landscape. Increasingly, districts are adding a new layer of protection to their systems. They’re hiring Chief Technology Officers to guide their technological engagement, so schools have a sophisticated player of their own keeping pace in the tech race.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35776\" class=\"wp-caption aligncenter\" style=\"max-width: 531px\">\u003cimg class=\"size-full wp-image-35776\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/5749839627_d88a8ce537_z.jpg\" alt=\"CEA\" width=\"531\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z.jpg 531w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/5749839627_d88a8ce537_z-320x260.jpg 320w\" sizes=\"(max-width: 531px) 100vw, 531px\">\u003cfigcaption class=\"wp-caption-text\">CEA\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp class=\"dropcap-serif\">As student data moves online, concerns from some parents and teachers are mounting around the safety of protecting the data from getting in the hands of corporations.\u003c/p>\n\u003cp>At the root of the angst surrounding the use of student data is a lack of trust and familiarity with how the data is collected, stored, shared, and protected. It’s a challenge to track this constantly expanding and changing landscape, as companies – each with their own set of privacy policies -- vie for their share of the \u003ca href=\"http://siia.net/index.php?option=com_content&view=article&id=1627:siia-estimates-79-billion-us-market-for-educational-software-and-digital-content&catid=62:press-room-overview&Itemid=1672\">$8 billion ed-tech market\u003c/a>.\u003c/p>\n\u003cp>“There’s an enormous tidal wave of new applications being built for schools and for the first time, schools have tons of options for each little thing,” said Tyler Bosmeny, CEO of Clever, which provides software that works with students information systems.\u003c/p>\n\u003cp>The sole purpose and function of many educational application developers is to collect and analyze student data and assessments in order to help teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/has-the-holy-grail-of-adaptive-tech-been-discovered/\" target=\"_blank\">adapt curriculum to students' specific levels\u003c/a>. But fears of what will become of that data have led to a backlash against the companies collecting, storing and analyzing student data. In turn, policymakers have responded to these mounting concerns, introducing \u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/www.npr.org/blogs/alltechconsidered/2014/04/28/305715935/what-parents-need-to-know-about-big-data-and-student-privacy\">82 bills in 32 states\u003c/a> this year that address student privacy, according to the \u003ca href=\"http://www.dataqualitycampaign.org/\">Data Quality Campaign\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>How is Student Data Collected and Stored?\u003c/strong>\u003c/p>\n\u003cp>Parents often kick off their child’s electronic trail well before the first day of class. At some schools, parents register their child for school online, typing in their child’s name, address, birth date, schools, medical and behavioral history. This information (or parts of it), are often stored in a virtual folder next to other student’s registration in a Student Information System. Administrators can add attendance records to these files through integrated systems and teachers can upload test scores and scan in bubble sheets to complete the picture. Over the years, a child’s school life could be told in data points. The goal of keeping this data is build a profile that can help educators analyze the information and tailor teaching approaches to help the child learn and grow.\u003c/p>\n\u003cp>To keep all this growing data in one place, states created the \u003ca href=\"http://nces.ed.gov/programs/slds/about_SLDS.asp\">Statewide Longitudinal Data Systems \u003c/a>in 2005. (Read more about SLDS \u003ca href=\"http://www.npr.org/blogs/ed/2014/05/16/313117187/what-parents-need-to-know-about-big-data-and-student-privacy\" target=\"_blank\">here\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If a child is wrongly branded as a trouble maker in third grade and the profile follows him like the no-fly list – that’s a problem.”\u003c/aside>\n\u003cp>But the more data is collected, the harder it is for schools to keep track. Schools often find it’s cheaper and easier to have third party cloud providers like Google, Amazon and Microsoft store and maintain the student data on their servers than it is to own and operate a unique school district data center. In fact, 95 percent of schools and districts store their student information in the cloud, according \u003ca href=\"http://ir.lawnet.fordham.edu/cgi/viewcontent.cgi?article=1001&context=clip\">a recent study\u003c/a> on data privacy led by Professor Joel Reidenberg, director of the Center on Law and Information Policy at Fordham Law School.\u003c/p>\n\u003cp>It is this outsourcing of student data to third parties that puts privacy advocates on edge. In mid-April, privacy concerns grew so pronounced about inBloom – a non-profit corporation that was created to store and manage student data from a handful of states – that the group shut down as state after state pulled out of the massive project.\u003c/p>\n\u003cp>\u003cstrong>What Are the Fears?\u003c/strong>\u003c/p>\n\u003cp>Fears around how student data can be improperly used fall into a few categories: data marketers, data breaches and unshakable data trails.\u003c/p>\n\u003cp>In the same way that Google recommends products based on your web searches, marketers with access to student data could suggest items to children. \"You don’t want to see a student write four essays on baseball and then have a company try to sell him baseball tickets,” says Joni Lupovitz, of Common Sense Media.\u003c/p>\n\u003cp>A second area of concern stems from the potential for data breaches, which have already happened. \u003ca href=\"https://news.tn.gov/node/1238\">One breach in Tennessee\u003c/a> in 2009 inadvertently left 18,000 K-12 student names, addresses, birth dates and full Social Security numbers on an unsecured web server for four months. “Every major financial institution has had their banking information compromised,” Reidenberg said. “There’s no reason to believe children’s information will be more secure.”\u003c/p>\n\u003cp>Finally, there is the risk that student data, like a tattoo, will be hard to erase. \"If a child is wrongly branded as a trouble maker in third grade and the profile follows him like the no-fly list – that’s a problem,\" Reidenberg said.\u003c/p>\n\u003cp>But other education stakeholders hold a more tempered view. “There are a lot of misconceptions about storage of student data in the cloud,\" said Kathleen Styles, the Chief Privacy Officer at the U.S. Dept. of Education on \u003ca href=\"http://www.safegov.org/2013/4/18/interview-with-kathleen-styles,-chief-privacy-officer,-us-department-of-education\">a forum about cloud computing.\u003c/a> There’s nothing inherently more or less secure about cloud storage compared to traditional data storage – it all depends on the specific approach and the contract terms.”\u003c/p>\n\u003cp>\u003cstrong>How Is Student Data Protected?\u003c/strong>\u003c/p>\n\u003cp>Student data is protected under a variety of state and federal laws, but the \u003ca href=\"http://ptac.ed.gov/sites/default/files/Student%20Privacy%20and%20Online%20Educational%20Services%20%28February%202014%29.pdf\">Family Educational Rights and Privacy Act\u003c/a>, or FERPA is the most commonly cited. Under FERPA, student data can only be used for educational purposes and using student data to sell or market products is prohibited.\u003c/p>\n\u003cp>But FERPA’s protections get murky. For starters, FERPA allows schools to release records to other education officials without parental consent. Those education officials can be vendors, including for-profit cloud service providers that are under \"direct control\" of schools.\u003c/p>\n\u003cp>What’s more, Reidenberg argues FERPA applies only to schools receiving federal funding –- not to private companies. In his study, he found that “fewer than 7 percent of agreements between schools and developers restrict the sale or marketing of student information by vendors, and many agreements allow vendors to change the terms without notice.” And his study only explored cloud computing contracts, not contracts with the myriad educational software programs and learning applications in existence.\u003c/p>\n\u003cp>\u003cstrong>Selling Student Data Security\u003c/strong>\u003c/p>\n\u003cp>Some companies are conscious of the escalating concerns about privacy and are using security as a selling point. For example, Clever doesn’t even store student data, but has a policy of only making agreements with developers who are FERPA compliant. Clever software enables students to log onto multiple apps like eSpark Learning, DreamBox and Wowzers with just one username and password. “We created Clever to create some sanity in managing those applications and knowing which ones are FERPA compliant,” he says. “There are so many options to choose from that many schools don’t know where to start.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Another company, Illuminate, which provides student information systems, data and analysis and other software goes to great lengths to build trust with schools. Illuminate reports that it encrypts every page, stores most of its data on its own servers (not the cloud), has round the clock security on staff and trains each employee in the federal law protecting student data. “To stay up on security, it takes full-time people every day to stay on top of what’s out there. If you’re in a school district and trying to manage that on your own, that’s a very difficult task,” said company’s CEO Lane Rankin.\u003c/p>\n\u003cp>Even with all the security precautions, Rankin, whose business is dependent on student data, believes the issue of privacy has been overblown to some extent.\u003c/p>\n\u003cp>\"Parents should be much more concerned about what’s going on with their bank, about all the stuff Google’s tracking every time you’re on the web, about your cell phone and what Verizon knows about your location and where you took your pictures,\" he said. \"But student data? That’s in a very secure location, controlled by the local school district, there for the purposes of helping more students, classrooms and schools. Because it’s very benign data, advertisers aren’t going to care about this data. They care about when you’re clicking around so they can sell you more stuff.\"\u003c/p>\n\u003cp>\u003cstrong>Setting Up Protocols\u003c/strong>\u003c/p>\n\u003cp>School administrators, the stewards of student data, must institute technical protections against the misuse of information. “It’s up to the school or district to set the proper balance of physical, technological and administrative controls to prevent unauthorized access,” the DOE's Styles said. This means administrators decide what information goes into the cloud or to an app, who has access to it, what password protections those with access need and how much encryption to require considering the sensitivity of the data.\u003c/p>\n\u003cp>Beyond the technical agreements, all stakeholders can push for specific privacy principles in the contract language between schools and vendors. Common Sense Media, which launched a\u003ca href=\"https://www.commonsensemedia.org/school-privacy-zone\"> School Privacy Zone Campaign,\u003c/a> suggests contracts with software companies explicitly prohibit developers from using the data for commercial purposes and only use data for educational purposes.\u003c/p>\n\u003cp>Both Common Sense Media and the \u003ca href=\"http://epic.org/%20\" target=\"_blank\">Electronic Privacy Information Center\u003c/a> recommend limits to the amount of data collected and the amount of time it can be stored. EPIC recommends \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/06/why-a-student-privacy-bill-of-rights-is-desperately-needed/\" target=\"_blank\">returning control of the data to the students\u003c/a>.\u003c/p>\n\u003cp>Parents and students should feel entitled to ask administrators how they’re collecting, storing and sharing data, says the DOE’s Styles. “Make sure schools have self-awareness,” says Styles. “I would be looking for the currency of the privacy policy, evidence that the district is aware of what kind of data the schools and district are capturing and evidence that the data is classified by sensitivity -- that more sensitive data is being protected in a more stringent fashion.”\u003c/p>\n\u003cp>While guiding privacy principles and careful contractual language are critical, schools and parents are hard-pressed to keep pace with the technically complex and rapidly changing educational landscape. Increasingly, districts are adding a new layer of protection to their systems. They’re hiring Chief Technology Officers to guide their technological engagement, so schools have a sophisticated player of their own keeping pace in the tech race.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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