Gartner, Inc. surveyed District Leaders, School Leaders, Technology/IT Leaders, and Teachers in the U.S. K-12 education community to understand their attitudes toward the data housed in SIS and LMS solutions and how this data is currently used to improve classroom practice and student learning.
The Closing the Gap Professional Development Toolkit is designed to be used in both group-facilitated sessions and by individuals in self-directed learning. Customized instructions are provided for each type of professional development.
Whether using the Toolkit in group settings or as part of self-study.
- Section One: Building a Culture for the Effective Use of Educational Data
- Section Two: Establishing Professional Learning Communities
- Section Three: Evidence-Based Practices Supporting the Use of Educational Data
- Section Four: Analyzing Data
- Section Five: Technologies Enabling the Use of Educational Data
Keeping a food diary can help you learn a lot about yourself regarding what, and how much, you eat. Tracking the food that you eat prevents you from the tumult of unconscious eating leading to gaining those unwanted calories, beyond what you usually intake. In fact, research shows that keeping a diary tracking the food you eat will help you not only shed off pounds but maintain an ideal weight!
As you track your meals and snacks, you should focus on the nutritional breakdown of the foods you’ve eaten each day. It is essential to keep track of not only what you eat but also when and how much you eat. In your diary, write down everything you eat throughout the day and record the time of day. You will likely be surprised how often you find yourself eating something during the day!
Take Note of Your Eating Patterns
From this information, you could take note of your eating patterns and know why you are consuming food when you should not. For example, as you track what and when you eat, you may know that you are snacking out of boredom or habit, even when you are not hungry.
You can use any notebook or diary to track your food consumption; it doesn’t have to be anything fancy. The main thing is that you consciously keep track of everything that goes in your mouth.
There are diaries available specifically for keeping track of your eating, which provide multiple entries each day. This may make it easier to keep track of what foods you eat each time during the day. These diaries often contain comment areas as well where you can capture your thoughts at the time you eat something such as how you feel, where you are at, or just what the circumstances are when you eat. This may help you identify what is causing you to eat at times other than meal times, etc. For your convenience, you can even order meal kit delivery services (Sun Basket food delivery reviews) to save time.
If you prefer an online tool for tracking your food consumption, there are many smartphone applications that could help you.
Conscious Choice to Change Your Lifestyle
Your weight loss program does not just consist of what and how much you eat. It also requires that you make a conscious choice to change life-long habits. Keeping a food diary to track your food intake is just the first step in recognizing what your current eating habits are.
It is tough to change habits that you do not fully recognize or understand. By recording what you eat, how much you eat, when you eat, and even “why” you are eating when you do, you can begin to pro-actively change the eating habits that have put you in the position you are currently in. This will significantly help you be successful in whatever weight loss program you choose to use and also to adopt the habits necessary to maintain your weight loss for the rest of your life.
Many, many K-12 districts have recognized the value of the formative assessment process that provides frequent evidence about learning to adjust instruction to meet the needs of students. Dylan Wiliam in Embedded Formative Assessment provides this definition:
An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted and used by teachers, learners, or their peers to make decisions about next steps in instruction that are likely to be better or better founded, than the decisions they would have made in the absence of that evidence.” (pg. 43)
- Share how your district planning for the use of the formative assessment process that is used in daily instruction is?
- Share how is your district planning to activate your students as owners of their learning?
We use formative assessments on a regular basis — our district has identified essential standards that are aligned with k-12, and the assessments measure mastery of the standards. They are aligned to Indiana standards, but we are making the transition this year to Common Core. The estimates are either weekly or every other week. The results have been the same either way. The assessment results are tracked, posted as data walls, and discussed with students, so they know what they need to do to be successful.
Last year we had visitors from Sweden, and the Netherlands who were in our buildings and both groups commented on the fact the students, even at the early elementary levels, could explain the data walls and knew what they needed to do in regards to their learning. It has taken four years to get this far, with much more to still do. Unless the curriculum is mapped, you cannot use the data for conventional lesson planning and analysis, which is one of the ways districts have become great, according to the McKinsey study.
As people age, the body slowly declines in almost every facets and aspect. It could sometimes significantly affect the person as a whole, and it could even lead to further complications. Take our eyesight, for example. Even if we are still young, if our eyes get strained most of the time, it could lead to an impairment which makes things uncomfortable.
What could happen as the years go by and the toll starts to become evident? Each of us should start looking out for ourselves, and we should all be aware of different types or kinds of eye disease and impairments. So that we can be prepared and we could at least prevent any of these from happening.
Problems with Eyesight
Before any particular change in vision or eye sight, there are also other signs that tell us of a possible or probable eyesight problem. Through keen observation, we may be able to detect it early on and so, applying treatments, prevention, or cure- earlier. One of the most common signs is when a person becomes somewhat disoriented.
Those who are having age-related eyesight problem could experience difficulties in their physical actions or movement too. Seniors would constantly bump into things or objects along the path walk. The elderly often hesitate taking steps as they find it difficult to walk on bumpy or even on the plain surface. Also, seniors would also start squinting their eyes when they are trying to focus looking at something from afar or nearby, they find it difficult to identify the faces of the people around them, they recognize and see colors or shapes differently, and sometimes they even pour water over in a glass.
Once you get to notice these signs, you should start asking your elderlies or maybe yourself (if ever you’re also experiencing any of these) if they are experiencing any of these listed diseases and impairment indicators.
• Liquid discharging from the eye
• Blurred and hazed vision
• Sensitivity to light
• Distorted vision
• Pain inside or around the eye
• Complete loss of vision
If any of these is happening, it is highly suggested for you to visit the doctor. Here are some of the most common age-related eye problems.
This is a condition where the eyesight’s sharpness decreases, making it difficult to see clearly despite going through or using any treatment, cure, surgeries, contacts, eye glasses, or medicine.
Being the most visually evident eye problem, this condition creates a cloud form on the lens of your eyes that makes it difficult to see because of the blurry and cloudy vision. It also causes you to see glare frequently, and the color contrast becomes lighter as if it is fading.
This disease damages the optic nerve of the eye causing you to lose your vision and then completely going blind slowly. It is often related to increased eye pressure and sometimes, it is could also be inherited.
Diabetic Eye Disease
This condition is a leading complication caused by diabetes. Because of this, the blood vessels inside the retina of the eye eventually becomes damaged. This is known as the diabetic retinopathy.
AMD or Age-related Macular Degeneration
Relating to the central vision of the eye, this condition significantly affects a person’s capability to see objects sharply and clearly. It becomes difficult to do everyday and essential activities such as reading and driving.
This is the condition that causes your eye to produce an insufficient quality or quantity of tears. Since this is what keeps your eyes lubricated, reading or using the computer for extended periods of time can be difficult or at times painful. It may not seem like much but the liquid in our eyes is a necessary nourishment and protection. This also plays a significant role in focusing on light.
These are some of the few things that we have to watch and look out for. Aging is inevitable. So are the conditions that come along with it. Maybe through regularly taking good care of ourselves and being alert at an early age, we would be able to avoid or recover from such when the time comes.
A wedding can be considered as one of the greatest, most memorable, and happiest day of the life of a person. This is when you and your spouse get to say your vows that you will be together until your last breath.
As such, choosing only the best option for your wedding venue is also something that any person would like. If you wish to hold your wedding in New York City, here are a couple of places that you might want to check out and go with.
A lot of personalities, such as Matthew Broderick and Sarah Jessica Parker, have gotten married in this venue. This is due to the gothic style that the place gives off. The altar is also fantastic, which makes for an awesome wedding. At least 250 guests can be accommodated by the center, so better book Around Town Entertainment today to delight your guests.
This elegant flower shop can also turn into an elegant wedding venue. You do not have to worry about the flowers and flower arrangements since the shop will take care of all of that for you. The space is good for a private wedding. It can hold up to 125 guests if you are going to a seated reception.
If you love wine, then, why not hold your wedding reception in a winery? The Brooklyn Winery can give a romantic ambiance with its wooden walls, candlelit space, and overall vintage look. You and your guests will even have the chance to drink wine that is made from the winery.
If you have dreamed of getting married near a body of water, then, you might want to check out Central Park Boathouse. This place gives an overlooking view of the lake. The Boathouse can hold up to a maximum of 230 guests. It also offers enough space for dancing. If you expect more guests, you can increase the capacity at an additional fee.
If you are interested in getting married at the rooftop, then, this venue is for you. You will get to enjoy the cityscapes and clear skies provided that the weather permits so. You can also expect a spacious dining room. If you go with a sit-down dinner, the place can handle up to 500 guests. This will surely be a grand reception for your wedding.
For a spacious and elegant wedding reception, Gotham Hall should be one of your top choices. It has a ballroom with magnificent ambiance. The place is also capable of accommodating about 1200 guests for your wedding reception.
Prince George Ballroom
This potential wedding venue was previously a hotel that was restored. The space gives an airy and light feeling, which is perfect for a wedding reception. The best thing about this is that you also get to help the establishment with its cause since the fee that you will be paying for renting the site will go to their programs and services. Generally, it can hold up to 300 guests.
The Yale Club
This place does not only offer a space for a wedding reception. It also provides rooms which can accommodate guests that you have invited from other places. This venue exudes elegance. You will surely feel like you are in an elegant party.
The Lighthouse at Chelsea Piers
This particular place gives you and your guests a good overlooking view of the Hudson River. The windows come from the floor to the ceiling, which makes it possible for you to enjoy such good views. For a sit-down meal, the venue can hold up to 680 persons. However, you have to take note that the price does not come cheap. If you are willing to spend for an extravagant reception, The Lighthouse at Chelsea Piers is your best choice.
There are still a lot of venues in New York City which can potentially be great wedding venues. You have to make sure, though, that you gather more information about the place, such as pricing and services included, before you even make a decision for your choice. Ultimately, you should consider your budget for you to find the best wedding venue where you, your spouse and your guests can enjoy and share special moments.
Lying off East Asia and just one boat ride apart, Koreans and the Japanese are often mistaken for each other. With both having chinky eyes, porcelain skin, and a small frame, many are fooled as to what differentiates them.
But being exposed to both cultures, you will notice the difference. Koreans, compared to the Japanese, generally have a wider jaw, a slightly darker skin, a wider nose, and a stockier built. These features are due to Korea’s climate that is beset by harsh winters and high winds all throughout the year. Thus, the natural contours of their face must adapt to this environment.
Koreans and the Japanese both do their makeup differently, accentuating the ‘perfect’ look as deemed by their culture.
Here are the top differences between Korean and Japanese-style makeup:
Korean makeup: puts a lot of emphasis on building a good base. This emphasis is because of Korea’s harsh weather that can quickly dry up the skin. It is not uncommon to put two layers before applying makeup: one for moisturizing, another for keeping the makeup stay put. To keep abreast with the latest Korean skincare tips, please drop by at: https://www.peachandlily.com/pages/korean-skin-care-routine.
Japanese makeup: a good often water-based foundation is used, but not applied as liberally as in the Korean style. What’s important is to support the naturally small pores among the Japanese; thus, a foundation where the skin can breathe is preferred.
Korean makeup: light and bubbly shades are the norms, with layers blended to create a balanced but cutesy look. Eyelids are sometimes lined with a black eyelid brush but without the upward flick at the edge of the eyes, typical with Japanese-style makeup. Mascara is subtly used. Contact lenses that make the eyes look rounder are not as common.
Japanese makeup: the overall appeal is to make the eyes look as if they are dripping, sweet and innocent yet with a particular character. This appeal is where contact lenses that make the eyes look rounder come in. You get drawn to the eyes as they seem so loud yet so gentle. The eyes are further accentuated by the Japanese signature of an upward flick on the edge of the eyelids. Japanese eyes are almond-shaped, and so this trick highlights the beauty of this shape. Usually, contact lenses are coupled with false lashes.
Korean makeup: this style can be heavy on contouring with many Koreans naturally gifted with a wide jaw and round nose. Jaws are contoured with makeup applied on the jawline, then blended evenly to the skin. Specially made nose contour powder is popular in Korea, complete with contour brush and palette, and a blender set.
Japanese makeup: most of the Japanese are endowed with small, narrow and nicely shaped noses, and small oval faces. Both are excellent complements to their small frame. Due to these features, they are not heavy on contours. The idea is not to contour but to accentuate these good attributes. This accentuation is done through light, fresh and airy makeup that can contribute to the natural skin glow.
Korean makeup: the look usually ends up with a lustrous, porcelain-like finish. Although naturally looking when done right, it is easy to overdo this Korean secret so the bright finish should be handled with caution.
Japanese makeup: a natural, fresh and no-makeup look is the overall goal of this style. The idea is to show that makeup is used just to accentuate anyone’s features.
Korea and Japan may be neighbors, but both come from different sides of East Asia with a heritage, climate, and culture uniquely its own. This uniqueness extends to makeup, and this is what makes both Korean and Japanese-style makeup beautiful.
Before answering the question, the first question should be, “What is the definition of a ‘right age’?”
Children, as is appropriate for their age, love to play and explore new things. They go to their reality, setting the pace as to how they want to react unless they are told off to do otherwise. Adults may not understand why or how children do certain things; but for sure, for children, what they do make perfect sense.
When talking about learning piano though, it can be fun, but it also takes discipline to get to play. Mistakes will be corrected as an “A” note can never be interchanged with a “G” note, in much the same way as a quarter beat can never replace a half beat. There is a set of rules to follow, and going against the foundation can be detrimental to truly progressing in the learning journey to absorb piano lessons in Uptown, NYC.
Learning piano (which takes discipline) for children (who love to play) can have a significant divide between the two as to how they operate. This divide can be a problem, but first off, let us give some reasons as to why children make good piano learners:
- Children are naturally curious.
Children love to explore on their own and like to “go against the grain” just to satisfy that curiosity. The piano is a treasure trove of oddities, with a different sound for every key. Children may not learn complicated pieces at first, but they will develop an ear for a good tune– a skill that they can bring with them as they grow older.
- Children obey adults.
Some kids are just so spoiled it can be difficult to tell them off for anything; but generally, children are afraid of adults. As much as they can, they will obey. And when comfort is out of the relationship, children tend to follow their adult teachers, especially when they are not close to these teachers.
As you can see, children can also learn the piano no matter how unruly they can be at times. But, what is the “right” age for a child to learn the piano? And, is there a “right” age?
The answer to this question is highly relative, depending on the development of the child. Some kids learn to follow instructions at an earlier age compared to others. And some kids can read at a younger age than others.
Here are some signs that your child has reached his/her “right” age to learn piano:
Your child can read and follow instructions without throwing tantrums.
- Your child now has steady hands to be able to play and key in notes. Hand size is also important, for it can be stressful to a child if he/she must needlessly stretch out fingers all the time just to reach complicated notes.
- Your child wants to learn and has the discipline to learn one thing until he/she reaches the goal.
So, to answer the question of the “right” age to learning piano, the answer is: it depends on your child’s development. There is no point comparing your child’s situation to others. The most important are for you to make the right decision based on the circumstances of your child; and for your child to have fun while learning a new instrument. Curiosity is what drives people to greatness.
Search Engine Optimization (SEO) is an ever-changing industry, so it is always important to be in the loop when you want to stay ahead of the game. What worked for 2015 may not work for 2016, and what works for 2017 may not work for 2016. If you want to be successful with SEO marketing, you must be open to change. If you like stability and if you like to go with the same strategies repeatedly, you must consider finding a professional SEO consultant to do SEO marketing for you.
SEO is now the leading game changer in the online advertising and commercialization industry. It is how small, medium and large businesses thrive on and off the web. SEO has a simple concept, but a tricky one, too. If successful, though, you can make a brand for yourself even as a startup. Expensive billboards and banner ads are now long gone, with SEO and online visibility now the way to go. When your business gets on Page 1 of Google, the possibilities are endless with way more clicks and views that you’ve never imagined.
What can you learn from SEO strategies from 2016 that can help you succeed for 2017? How can you help your business reach through online marketing and advertising?
Here are three SEO lessons from 2016 that can help you with your online marketing efforts:
- Organic marketing is essential
Getting real clicks and views from actual current and potential customers is more efficient than any other method. While paid clicks and views also have potential, for the long term, organic marketing can indeed help you build and expand your brand. Paid clicks and views are only for the short term because they only last for when you pay for their services of an expert SEO agency in San Diego. With real customers, your brand gets known by others as referred to them by your direct clients, then these new customers talk about you, and the line goes on. When you have excellent service, a referral is a domino effect. You still must market on your own, but making customers happy during and after the service is your key to success.
- Great SEO strategies can be expensive, but worth it
Anyone can put up a WordPress account; but if you like the added features such as SEO and analytics packs, you must be willing to pay for these tools. And they don’t come cheap. The more sophisticated the tool is, the more expensive it gets. The expensiveness of SEO is the reality, and if you’re not ready to accept this, then you can’t push your brand to enjoy the full benefits of SEO marketing. What’s ‘free’ is local SEO, having your brand visible on Google Maps for when people look for services around the area. Local SEO is much like yellow pages transferred online.
- Mobile optimization is not an option; it is an essential need
Before, having mobile-optimized sites is an option. Now, it is an absolute must. More people are now checking on their needs via smartphones, and for you to get stuck up with just a desktop site will make you miss out on so many potential customers. Some sites, including WordPress, automatically transform your desktop site and make it mobile-ready. For other websites, you must create a different site for desktop and mobile. There is no better method; it’s up to you depending on your needs. You must make sure though that you test the preview well before making the mobile site live. Having a misaligned mobile site that put on an incoherent set of elements is worse off than having no mobile site at all.
Now, you’ve learned of the top three SEO lessons from 2016: 1) Organic marketing is critical; 2) Great SEO strategies can be expensive, but worth it; and, 3) Mobile optimization is not an option; it is an essential need. Make sure you take note of them when you build, and probably rebuild, your site and marketing efforts.
District and school leaders are striving to make classroom-level student data available in forms that are more readily usable for improving instructional practices. These demands require that districts procure and effectively deploy data systems such as student information systems (SIS), learning management systems (LMS) and assessment systems.
The Bill & Melinda Gates Foundation has provided funding for a project entitled Closing the Gap: Turning SIS/LMS Data into Action. Some of the objectives of this project were to uncover current attitudes toward the value of existing SIS and LMS solutions, understand the processes and approaches used to select and implement these solutions, and identify recommendations and best practices for not only selecting and implementing solutions, but transitioning districts to a more data-rich culture.
As part of this project, Gartner, Inc. collaborated with American Association of School Administrators (AASA) and the Consortium for School Networking (CoSN) to identify lessons learned by districts across the U.S. in identifying, selecting, and implementing SIS and LMS solutions. Many districts reflected that it was important to have an understanding of what data should be collected and how that data will be used to impact student achievement. More importantly, it is critical to have this plan thought through early on in the effort to transition to a data-rich culture.
This plan template and other resources to support an SIS and or LMS implantation and transitioning K-12 school districts toward a more data-rich culture.
The purpose of this document is to guide districts through the process of defining what data is critical to making decisions to improve student achievement and determining how to mine and use that data that ultimately strengthens instructional practices
This document is divided into two primary sections: 1) Guidance on how to create the Data Collection and Use Plan and 2) A Data Collection and Use Plan template, with instructions and a completed example.
This planning tool can be used in the following ways:
- District leaders can use this plan to:
- Determine what policies surrounding data may be necessary
- Think through what data is needed to understand student achievement trends and patterns
- School leaders can use this plan to:
- Inform Professional Learning Committee (PLC) topics and discussions
- Teachers can use this plan to:
- Communicate what data is needed on a regular basis to understand student needs and personalize instruction
- Technology leaders can use this plan to:
- Helps drive SIS and LMS functional and technical requirements
- Informs decisions about consolidating sources of data and highlights systems with which an SIS and or LMS may need to integrate
As suggested in the Readiness Activity Planner assistance template, it is important to start with the end in mind. The catalyst behind selecting and implementing an SIS or LMS solution should be about the data and outputs that result from these solutions and how they contribute to student performance. SIS and LMS solutions should not be implemented solely for the sake of automating mundane administrative and instructional planning tasks. To this end, it is critical that districts have a clear plan for not only what data they want an SIS or LMS to store and display, but more importantly, how that data will inform instructional policies and practices. When crafting a Data Collection and Use Plan, districts should:
- Include a variety of staff with varying roles in the planning process; collaboration between educational, administrative and technical staff is critical for this task
- Be realistic about the data you need vs. the data that you can collect
- Prioritize data needs
- Start with the end in mind.
Data that serves to inform classroom teaching and learning activities and ultimately student achievement can take many forms and be found in a variety of sources. For example, information about a student’s learning styles play a key role understanding how that student learns or where he/she may encounter learning challenges. As a result, it is important to have a variety of stakeholders, to participate in data planning. This participation can take the form of working to develop the plan and its contents or as a reviewer of the final product to ensure that all data has been considered. Technology staff will play a key role in the process as they will in most cases be the most knowledgeable of existing data and their sources and data capabilities. Consider including the following staff roles:
Data Plan Content Contributors:
- Teachers at all levels
- Principals and other school leaders
- Instructional Data Coaches
- School nurses, social workers, psychologists, counselors and other professionals associated with students’ physical and mental health
- Educational Diagnosticians
- Educational Technology Staff
- Small groups of elementary (grades 4-5), middle and high school students
Data Plan Reviewers:
- District leadership, e.g., superintendent, assessment, curriculum, food services, transportation
- Staff responsible for student transportation and food services
- Disciplinarians and interventionists
When planning for data use, be mindful of constraints that impact your ability to collect and display the desired data. For example:
- Is the data you wish to collect protected by laws and government mandates (e.g. Health Insurance Portability and Accountability Act – HIPAA, Children’s Online Privacy Protection Act – COPPA, Family Educational Rights and Privacy Act – FERPA, etc.)?
- Do you have the resources or technical bandwidth and capacity to store the data? Once collected from every student within the district, will the data be too large to store in your current database/data warehouse (e.g. photos of every student and their parents/guardians)?
- Do you have the staff to update and maintain the data for accuracy (e.g. you may want daily trend analysis of how assessments in every classroom in every school but teachers may not have the time to conduct such an analysis on a daily basis)?
- Do you have the ability to display the data on different types of displays (e.g., computer screens, smart phones, tablets, etc.)?
- Is the data currently collected somewhere? How accurate is that data?
When developing your Data Collection and Use Plan, there are a number of different types of data to consider, including but not limited to:
- Student demographics
- Formative, benchmark/common and summative assessment results
- Lesson plans and supporting instructional resources (e.g. articles, video clips, websites, learning standards, digital content, pacing guides, etc.)
- Personalized learning plans
- Response to intervention resources
The large variety of data can create a slippery slope. Districts can fall into the trap of defining too many data components for which they do not have the capacity or capability to store, mine, and analyze. To avoid this, districts should consider developing a list of criteria that can be used to prioritize which data components are critical to its current and future educational goals. For example, a district may have 3 primary educational goals: 1) Closing the achievement gap among subgroups of students 2) increasing reading scores, and 3) increasing the graduation rate. These goals require data that speaks to formative and summative assessments, suspensions, reading assessments, etc. While understanding the percentage of students that start the year in gifted programs vs. those that enter the program in the middle of school year may be telling, it does not directly support district current and future goals.
Districts should consider the following criteria when prioritizing data needs:
- Does the data element answer a question that directly supports current and future school, district, state, and national education goals?
- Does the district currently have a means for accurately collecting and displaying the data element across the district?
- Does the district have a means of securely and accurately storing/maintaining the data?
Answering yes to all of these questions makes the data element a strong candidate for inclusion in the plan while data elements that result in a negative response to 2 or more of these strongly suggests that it should not be included. The data included in this plan should drive district policies, school guidelines, PLC discussion topics and data analysis, education programs, teacher – student-parent conferences, etc. and ultimately drive SIS/LMS system requirements.
When planning for data use, start by consider what problems you are ultimately trying to solve and what does the success look like; then use this information to inform and guide data discussions. Consider:
- What are the instructional questions the data should answer?
- Which professional learning resources are needed to support the effective use of the data to strengthen classroom practices?
- Which evidence-based instructional practices will the data will further enable ( e.g., the role of feedback and assessment for learning)?
For each piece of data, provide the following information:
- Description: summarize the data to be collected and used including who provides the data and how often
- Source: identify where the data is currently held or stored prior to the system implementation, which may be manual, held in individual files , or in a specific system
- Extraction Method and Frequency: describe how the data will be pulled from the data source and how often
- Data Owner/Point of Contact: list the name or group responsible for maintaining the data
- Data User: name or group who will be using the data
- Intended Use(s): describe how the data will be used specifically to impact student achievement
Table 1: Data Collection and Use Plan Template
|Data||Description||Source||Extraction Method and Frequency||Data Owner/Point of Contact||Data User||Intended Use(s)|
|Example: Formative Assessment Results||· Class assignment, quiz and test scores, for each student, calculated by all teachers daily||Acquired learning management system and supporting database||· Gradebook screen/report for each student
· Extracted at the close of each lesson
|· Teachers||· Teachers
· School leadership
|· This data will be aggregated at the class level by teachers to inform student groupings and identify lessons that require additional time to master
· This information will be aggregated monthly by data coaches and department chairs to inform PLC discussions
· This data will be reviewed each marking period by principals to understand trends an patterns in teacher effectiveness, student progress, and understand where additional resources/learning materials may be required
· This data will be aggregated across schools each marking period by district staff to understand where new educational programs and resources/learning materials may be required
|Example: Digital Assets||· Digital content
· Teacher developed learning audio recordings and/or videos
· Student portfolios
|· Learning management system||· Refreshed as needed quarterly and/or yearly||· District leadership, e.g., curriculum or technology
· School level leadership or technology
|· Teachers will use digital assets to meet the individual needs of students based on their academic strengths and/or gaps in their learning.
· Students will use digital assets to meet their individual needs based on their academic strengths and/or gaps in their learning.