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FM","link":"/"}},"mindshift_61098":{"type":"posts","id":"mindshift_61098","meta":{"index":"posts_1591205157","site":"mindshift","id":"61098","score":null,"sort":[1677582039000]},"guestAuthors":[],"slug":"worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","title":"Worried about ChatGPT and cheating? Here are 4 things teachers should know","publishDate":1677582039,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"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","blocks":[],"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.","status":"publish","parent":0,"modified":1677305871,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1281},"headData":{"title":"Worried about ChatGPT and cheating? Here are 4 things teachers should know | KQED","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.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Worried about ChatGPT and cheating? Here are 4 things teachers should know","datePublished":"2023-02-28T11:00:39.000Z","dateModified":"2023-02-25T06:17:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","authors":["11721"],"categories":["mindshift_195"],"tags":["mindshift_1023","mindshift_108","mindshift_21511","mindshift_739","mindshift_631","mindshift_918","mindshift_21213","mindshift_20898","mindshift_166","mindshift_125","mindshift_21094","mindshift_851"],"featImg":"mindshift_61099","label":"mindshift"},"mindshift_59217":{"type":"posts","id":"mindshift_59217","meta":{"index":"posts_1591205157","site":"mindshift","id":"59217","score":null,"sort":[1648454759000]},"guestAuthors":[],"slug":"three-tools-to-help-educators-better-understand-what-students-need","title":"Three tools to help educators better understand what students need","publishDate":1648454759,"format":"standard","headTitle":"Three tools to help educators better understand what students need | KQED","labelTerm":{"site":"mindshift"},"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","blocks":[],"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.","status":"publish","parent":0,"modified":1713642578,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1876},"headData":{"title":"Three tools to help educators better understand what students need | KQED","description":"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.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"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.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three tools to help educators better understand what students need","datePublished":"2022-03-28T08:05:59.000Z","dateModified":"2024-04-20T19:49:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/59217/three-tools-to-help-educators-better-understand-what-students-need","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\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\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59217/three-tools-to-help-educators-better-understand-what-students-need","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_179","mindshift_108","mindshift_21250","mindshift_21403","mindshift_631","mindshift_21906","mindshift_381","mindshift_91","mindshift_20779"],"featImg":"mindshift_59230","label":"mindshift"},"mindshift_55608":{"type":"posts","id":"mindshift_55608","meta":{"index":"posts_1591205157","site":"mindshift","id":"55608","score":null,"sort":[1585118815000]},"guestAuthors":[],"slug":"14-tips-for-helping-students-with-limited-internet-have-distance-learning","title":"14 Tips For Helping Students With Limited Internet Have Distance Learning","publishDate":1585118815,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"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","blocks":[],"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. ","status":"publish","parent":0,"modified":1585118815,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1303},"headData":{"title":"14 Tips For Helping Students With Limited Internet Have Distance Learning | KQED","description":"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. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"14 Tips For Helping Students With Limited Internet Have Distance Learning","datePublished":"2020-03-25T06:46:55.000Z","dateModified":"2020-03-25T06:46:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55608 https://ww2.kqed.org/mindshift/?p=55608","disqusUrl":"https://ww2.kqed.org/mindshift/2020/03/24/14-tips-for-helping-students-with-limited-internet-have-distance-learning/","disqusTitle":"14 Tips For Helping Students With Limited Internet Have Distance Learning","nprByline":"Amielle Major","path":"/mindshift/55608/14-tips-for-helping-students-with-limited-internet-have-distance-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1241533186225704962"},"numeric":[]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1240876560707506176"},"numeric":[]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1241461300045152256"},"numeric":[]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1240429976282902528"},"numeric":[]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1241093632108593152"},"numeric":[]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1241126316965052416"},"numeric":[]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1240441829666897920"},"numeric":[]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1241085522644275200"},"numeric":[]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1241432028207185920"},"numeric":[]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55608/14-tips-for-helping-students-with-limited-internet-have-distance-learning","authors":["byline_mindshift_55608"],"categories":["mindshift_192","mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_631","mindshift_252","mindshift_358","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_20801","mindshift_21213"],"featImg":"mindshift_55613","label":"mindshift"},"mindshift_51772":{"type":"posts","id":"mindshift_51772","meta":{"index":"posts_1591205157","site":"mindshift","id":"51772","score":null,"sort":[1535695130000]},"guestAuthors":[],"slug":"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","publishDate":1535695130,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"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","blocks":[],"excerpt":"By creating an alternative reality game about data and privacy, teachers imbue students with a deeper understanding of what's at stake in regards to what they reveal online. ","status":"publish","parent":0,"modified":1535695904,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1473},"headData":{"title":"How Data Privacy Lessons in Alternative Reality Games Can Help Kids In Real Life | KQED","description":"By creating an alternative reality game about data and privacy, teachers imbue students with a deeper understanding of what's at stake in regards to what they reveal online. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Data Privacy Lessons in Alternative Reality Games Can Help Kids In Real Life","datePublished":"2018-08-31T05:58:50.000Z","dateModified":"2018-08-31T06:11:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51772 https://ww2.kqed.org/mindshift/?p=51772","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/30/how-data-privacy-lessons-in-alternative-reality-games-can-help-kids-in-real-life/","disqusTitle":"How Data Privacy Lessons in Alternative Reality Games Can Help Kids In Real Life","nprByline":"\u003ca href=\"https://twitter.com/MatthewFarber\">Matthew Farber\u003c/a>","path":"/mindshift/51772/how-data-privacy-lessons-in-alternative-reality-games-can-help-kids-in-real-life","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeoLink","attributes":{"named":{"vimeoId":"200696219"},"numeric":[]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51772/how-data-privacy-lessons-in-alternative-reality-games-can-help-kids-in-real-life","authors":["byline_mindshift_51772"],"categories":["mindshift_195"],"tags":["mindshift_631","mindshift_968","mindshift_20784","mindshift_1040","mindshift_548","mindshift_117"],"featImg":"mindshift_52032","label":"mindshift"},"mindshift_45396":{"type":"posts","id":"mindshift_45396","meta":{"index":"posts_1591205157","site":"mindshift","id":"45396","score":null,"sort":[1465284098000]},"guestAuthors":[],"slug":"whats-at-risk-when-schools-focus-too-much-on-student-data","title":"What's At Risk When Schools Focus Too Much on Student Data?","publishDate":1465284098,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"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","blocks":[],"excerpt":"Schools are measuring students in multiple ways — sometimes making that information public. The potential pitfalls are multiplying, too.","status":"publish","parent":0,"modified":1465284098,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":1244},"headData":{"title":"What's At Risk When Schools Focus Too Much on Student Data? | KQED","description":"Schools are measuring students in multiple ways — sometimes making that information public. The potential pitfalls are multiplying, too.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's At Risk When Schools Focus Too Much on Student Data?","datePublished":"2016-06-07T07:21:38.000Z","dateModified":"2016-06-07T07:21:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45396 http://ww2.kqed.org/mindshift/?p=45396","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/07/whats-at-risk-when-schools-focus-too-much-on-student-data/","disqusTitle":"What's At Risk When Schools Focus Too Much on Student Data?","nprImageCredit":"Jamie Jones","nprByline":"Anya Kamenetz","nprImageAgency":"Getty Images/Ikon Images","nprStoryId":"480029234","nprApiLink":"http://api.npr.org/query?id=480029234&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/06/03/480029234/5-doubts-about-data-driven-schools?ft=nprml&f=480029234","nprRetrievedStory":"1","nprPubDate":"Fri, 03 Jun 2016 11:11:00 -0400","nprStoryDate":"Fri, 03 Jun 2016 06:00:00 -0400","nprLastModifiedDate":"Fri, 03 Jun 2016 11:11:44 -0400","path":"/mindshift/45396/whats-at-risk-when-schools-focus-too-much-on-student-data","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45396/whats-at-risk-when-schools-focus-too-much-on-student-data","authors":["byline_mindshift_45396"],"categories":["mindshift_195"],"tags":["mindshift_561","mindshift_631","mindshift_20784","mindshift_1040","mindshift_20985","mindshift_117","mindshift_20898"],"featImg":"mindshift_45402","label":"mindshift"},"mindshift_37598":{"type":"posts","id":"mindshift_37598","meta":{"index":"posts_1591205157","site":"mindshift","id":"37598","score":null,"sort":[1410184815000]},"guestAuthors":[],"slug":"how-students-can-be-partners-in-data-driven-approaches-to-learning","title":"Making Students Partners in Data-Driven Approaches to Learning","publishDate":1410184815,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"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","blocks":[],"excerpt":"Increasingly educators are relying on student data to make instructional decisions, but how much more useful could that information be in the hands of students themselves?","status":"publish","parent":0,"modified":1409960629,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1970},"headData":{"title":"Making Students Partners in Data-Driven Approaches to Learning | KQED","description":"Increasingly educators are relying on student data to make instructional decisions, but how much more useful could that information be in the hands of students themselves?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Making Students Partners in Data-Driven Approaches to Learning","datePublished":"2014-09-08T14:00:15.000Z","dateModified":"2014-09-05T23:43:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37598 http://blogs.kqed.org/mindshift/?p=37598","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/08/how-students-can-be-partners-in-data-driven-approaches-to-learning/","disqusTitle":"Making Students Partners in Data-Driven Approaches to Learning","path":"/mindshift/37598/how-students-can-be-partners-in-data-driven-approaches-to-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37598/how-students-can-be-partners-in-data-driven-approaches-to-learning","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_108","mindshift_631","mindshift_939","mindshift_20653","mindshift_1040"],"featImg":"mindshift_37606","label":"mindshift"},"mindshift_36674":{"type":"posts","id":"mindshift_36674","meta":{"index":"posts_1591205157","site":"mindshift","id":"36674","score":null,"sort":[1404568831000]},"guestAuthors":[],"slug":"the-facebook-conundrum-where-ethics-and-science-collide","title":"The Facebook Conundrum: Where Ethics and Science Collide","publishDate":1404568831,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"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","blocks":[],"excerpt":"The exploding field of \"learning analytics\" raises ethical questions similar to those arising from the recent Facebook revelations.","status":"publish","parent":0,"modified":1404490246,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1191},"headData":{"title":"The Facebook Conundrum: Where Ethics and Science Collide | KQED","description":"The exploding field of "learning analytics" raises ethical questions similar to those arising from the recent Facebook revelations.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Facebook Conundrum: Where Ethics and Science Collide","datePublished":"2014-07-05T14:00:31.000Z","dateModified":"2014-07-04T16:10:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36674 http://blogs.kqed.org/mindshift/?p=36674","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/05/the-facebook-conundrum-where-ethics-and-science-collide/","disqusTitle":"The Facebook Conundrum: Where Ethics and Science Collide","nprByline":"Anya Kamenetz","nprStoryId":"327745863","nprApiLink":"http://api.npr.org/query?id=327745863&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/07/04/327745863/big-data-comes-to-college?ft=3&f=327745863","nprRetrievedStory":"1","nprPubDate":"Fri, 04 Jul 2014 08:44:00 -0400","nprStoryDate":"Fri, 04 Jul 2014 07:38:00 -0400","nprLastModifiedDate":"Fri, 04 Jul 2014 08:44:57 -0400","path":"/mindshift/36674/the-facebook-conundrum-where-ethics-and-science-collide","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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. 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>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36674/the-facebook-conundrum-where-ethics-and-science-collide","authors":["byline_mindshift_36674"],"categories":["mindshift_195"],"tags":["mindshift_631","mindshift_31","mindshift_1040","mindshift_927"],"featImg":"mindshift_36675","label":"mindshift"},"mindshift_36241":{"type":"posts","id":"mindshift_36241","meta":{"index":"posts_1591205157","site":"mindshift","id":"36241","score":null,"sort":[1402596276000]},"guestAuthors":[],"slug":"can-parents-protect-their-kids-school-collected-data","title":"Can Parents Protect Their Kids' School-Collected Data?","publishDate":1402596276,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"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","blocks":[],"excerpt":"Parents can take action in protecting their children's data, but it takes work and an understanding of the complicated landscape.","status":"publish","parent":0,"modified":1402596341,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1163},"headData":{"title":"Can Parents Protect Their Kids' School-Collected Data? | KQED","description":"Parents can take action in protecting their children's data, but it takes work and an understanding of the complicated landscape.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Parents Protect Their Kids' School-Collected Data?","datePublished":"2014-06-12T18:04:36.000Z","dateModified":"2014-06-12T18:05:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36241 http://blogs.kqed.org/mindshift/?p=36241","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/12/can-parents-protect-their-kids-school-collected-data/","disqusTitle":"Can Parents Protect Their Kids' School-Collected Data?","path":"/mindshift/36241/can-parents-protect-their-kids-school-collected-data","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\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\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36241/can-parents-protect-their-kids-school-collected-data","authors":["226"],"categories":["mindshift_195"],"tags":["mindshift_631","mindshift_1040","mindshift_632"],"label":"mindshift"},"mindshift_36037":{"type":"posts","id":"mindshift_36037","meta":{"index":"posts_1591205157","site":"mindshift","id":"36037","score":null,"sort":[1402408851000]},"guestAuthors":[],"slug":"whats-the-danger-of-flagging-at-risk-kids-early-on","title":"The Payoffs and Pitfalls of Flagging 'At-Risk' Kids in Early Grades","publishDate":1402408851,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"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","blocks":[],"excerpt":"To help kids graduate from high school, educators may need to start looking data as early as middle school.","status":"publish","parent":0,"modified":1423076371,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1233},"headData":{"title":"The Payoffs and Pitfalls of Flagging 'At-Risk' Kids in Early Grades | KQED","description":"To help kids graduate from high school, educators may need to start looking data as early as middle school.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Payoffs and Pitfalls of Flagging 'At-Risk' Kids in Early Grades","datePublished":"2014-06-10T14:00:51.000Z","dateModified":"2015-02-04T18:59:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36037 http://blogs.kqed.org/mindshift/?p=36037","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/10/whats-the-danger-of-flagging-at-risk-kids-early-on/","disqusTitle":"The Payoffs and Pitfalls of Flagging 'At-Risk' Kids in Early Grades","path":"/mindshift/36037/whats-the-danger-of-flagging-at-risk-kids-early-on","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36037/whats-the-danger-of-flagging-at-risk-kids-early-on","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_631","mindshift_196","mindshift_1040","mindshift_632"],"featImg":"mindshift_36038","label":"mindshift"}},"programsReducer":{"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? 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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