Unit 3, Assignment Two, Narrative

Perspective Narrative:

As a parent moving into the district I would be pleased that the school provides the state average of instructional time, five hours and forty-two minutes, and that the majority of grade-leveled classes are below state average (NJDE, 2010).  I would inquire how the school intends to keep its classes this way and whether or not this is a goal. As a parent who would want my child to be ready with 21st century skills I would question that the school does have a below state average of technology and inquire how, if at all, teachers are integrating this list of skills into their classroom (NJDE, 2010). Looking at demographics the mixed population of ethnicities would be a strong attribute for the school, with almost 21% speaking spanish (NJDE, 2010). I would see that spending is strong per student and that teacher experience and education is high (NJDE, 2010). I would keep this in mind while touring the school and interviewing my child’s potential teachers.

As an administrator I would take some valuable information from our report card. First, I would be proud to see that student mobility has gone down (NJDE, 2010). This means that more students are receiving an education in a consistent environment and perhaps this is a reflection of our program gaining strength. I would want to further examine the increased percentages between grades three to four and then five to six that reveal students needing more support and challenges in Language Arts and Math (NJDE, 2010) . For example I would examine what caused partial proficiency with the 5th grade group in 2008-2009 to increase by such a large percentage (NJDE, 2010). I would also see that the fifth grade classes of the two years shown demonstrated rather different ratings and work with the teacher to think through whether or not there was a change in the program and/or test that year (NJDE, 2010).

As a teacher, I would see areas of strength and needed improvement. I would be proud of some years show areas of improvement. I would also be honest enough to see where  weaknesses exist and work with my upper grade team to reflect on the different programs, student abilities and changes in the program that could better student readiness for subject matter that could be presented on the test. However, as a teacher I would keep in mind that this one glimpse of all that students are capable of and there is more to them than percentages and categories. 

As a teacher I would wonder why the school reports such above average state spending, per pupil, as we continue to ask for furniture of better quality and provide a lot of our own supplies.

As a taxpayer with no children in the district my eyes would travel to the bottom portion of the report card where money and teacher skills are discussed. I would be happy to see that a high percentage, 33.3%, of teachers hold a masters (NJDE, 2010). However it does not state when the masters was obtained and professional development attended by teachers. I would also see that the school relies heavily on local taxes for survival (88% compared to the state average of 63%). I would see that teacher salaries are fairly high above the state average, most likely a contribution to the majority of teachers having a masters and twenty years plus experience. As a taxpayer I would observe that a lot of money at the school goes to affording special education students the needed programs that include outside services (NJDE, 2010).  

I would ask further questions that can not be answered, such as what teaching strategies are being used to improve learning related to test scores as well as the professional development provided by the leadership to teachers.

Source:

New Jersey Department of Education (2010) New Jersey Department of Education School Report Card 2009-2010 Retrieved June 5, 2011 from http://bit.ly/mmzVUG

Assignment Three: Company Profiles

Assignment: Choose three SMS to profile

While researching these three management systems I had a difficult time finding web-based user reviews and outside sources of information. Most of the information and reviews that could be found were from the parent company, which implies possible bias to the tool's strengths and weaknesses. The only feedback I could find about PowerSchool was a "I hate PowerSchool" facebook group that had received "likes" but no identifiable members. When I conducted a Google Scholar search to find if research had been collected on any aspect of these tools, the search resulted as unsuccessful.

Performance Pathways, Inc. was founded in 2003 and formerly named AlterNet Performance, LLC (Business Week, 2011). In 2009 the company was bought by SunGard, a large fortune 500 company that provides a very extensive range of IT services (SunGard, 2009). Currently Performance Pathways, Inc operates as a subsidiary of SunGard (Business Week, 2011). The acquisition was used to expand SunGard’s resources for K-12 assessment tools. 

The company, when active as Performance Pathways Inc provided curriculum and assessment solutions for K-12 education settings (Business Week, 2011). The company focused on three tools: Performance Tracker, TechPaths and Assessment Builder (Business Week, 2011). Performance Tracker is a web-based tool that provides information to educators from a single point (SunGard, 2011). TechPaths is more elaborate, offering the user options to build, share and collaborate on curriculum maps as well as standards alignment (SunGard, 2011). The 4.3 version of the software allowed for more detailed groupings of students and filters for analyzing data (SunGard, 2011). Newer versions of the software allowed a user the ability to cut and copy a part of one curriculum map into another, saving time (SunGard, 2011)  Lastly, Assessment Builder allows users to examine, construct and score local benchmarks. In July of 2006 the company announced that a newer versions of TechPaths and Performance Tracker would have integrated features (SunGard, 2011). 

After the acquisition by SunGard, Performance Pathways software is now named PerformancePLUS and has combined all three softwares into a bundle “suite” for customers to purchase (SunGard, 2011). As the company promotes, users are able to customize dashboards and guide decision-making with real-time data (SunGard, 2011). In a video, made by the company to promote PerformancePLUS, customers bought the package because they, “were looking for a seemless integration between the written curriculum, taught curriculum and how their students were achievieving” (SunGard, 2011)

My Learning Plan Inc. is located in Great River, NY and is a web-based service that allows for the management of professional development for K-12 school districts. The company was incorporated in 2003 and previously known as Imperial Software Systems, Inc.(Huber, 2009).

The My Learning Plan tool could be summed up as a “one-stop shop” because of the laundry list of services it offers its users for planning and monitoring professional development. One of the appeals to a potential user is that it is web-based software so purchasing tangible updates are not needed and the tool can be required from anywhere with an internet connection.

In an article written by Scholastic Administrators, My Learning Plan enabled a school to understand how practices inspired by professional development contributed to improved student achievement (My Learning Plan, 2011). The service allows for professional development planners to customize feedback forms and show users when and where professional development opportunities are being offered district wide (My Learning Plan. My Learning Plan also follows conference requests, professional development spending, printing and storing of electronic certificates for reference to alert you when a salary benchmark has been reached by a staff member (My Learning Plan, 2011).

My Learning Plan can synchronize with the company’s other main product, OASYS, a used acronym for Observation and Appraisal Management System (My Learning Plan Inc, 2011). OASYS is a database for classroom observations, informal walkthroughs, educators portfolio evaluation, peer review and observation as well as Principal evaluation (My Learning Plan, 2011). 

As someone who has found my niche within the flock of Education Technology in professional development, the concept of My Learning Plan is very interesting. Our school manages professional development in the most absolute low-tech way possible. Filling out  different paper requests, then printing a map for mileage, submitting the packet to the board which fades into a continuous paper trail of cross communications. When a teacher reaches a salary mark for credits earned, more paper work is completed even though the business administrator has all the previously required paperwork sitting in a file cabinet. All of this equals redundant work and poor use of time. I have often thought about solutions to this process that would better the valuable resource of time. Though our school most likely would not invest in an outside resource like My Learning Plan, it could certainly be used as a model to build a free version.

Power School is a web-based student information system hosted by the education publishing giant, Pearson. Apple purchased PowerSchool in 2001 for sixty-two million dollars and then sold it to Pearson in 2006 (Dawson, 2006)(Find the Best, 2011).

Pearson’s intertwined education resources are endless, from publishing texts and manuals, assessment software to testing services for education and other professions. With this, Power School will give users the stability and reliability that comes as a result of being rooted in a larger, deeper established company. For example, Pearson offers its Power School users a mobile application and regular updates to the software (Pearson, 2011).

Power School is offered in three versions: Fronter, Limelight and Studio. The PowerSchool package includes PowerTeacher classroom management system, PowerScheduler, a web-based master scheduling tool, student and parent access and even ways to track immunizations and screenings (Huber, 2009)(Pearson, 2011). PowerTeacher, much like other SIS, contains student information as well as a grade book, following student data driven progress and reports that can be sent to parents (Huber, 2011)

I can understand why larger districts, with the allowed budget, would purchase the many tools and levels that Pearson offers for Power School. Reading Pearson’s website, it is difficult to get a clear picture of the precise functions of Power School; what is genuinely offered and then attached or deemed as “extra”. Understanding the options and structure of PowerSchool took some research on multiple sites. Searches for detailed user reviews that would lead to first-hand understanding were unsuccessful.

Resources:

Performance Pathways,Inc Private Company Information. (n.d.). Business Week. Retrieved June 2, 2011, from http://investing.businessweek.com/research/stocks/private/snapshot.asp?privcapId=13728069

Press Releases: SunGard Acquires Performance Pathways Inc.. (2009, March 3). Sungard.com. Retrieved June 1, 2011, from http://www.sungard.com/pressreleases/2009/publicsector030309.aspx

SunGard (2011). SunGard Plus 360 Assessment & Curriculum Management Performance Plus Retrieved June 1, 2011 from  http://sungard.com/en/sitecore/content/campaigns/corporate/plus360/products/performanceplus.aspx

Bloomsberg Businessweek Business Exchange My Learning Plan Inc.. (n.d.). Bloomberg.com. Retrieved May 31, 2011, from http://investing.businessweek.com/research/stocks/private/snapshot.asp?privcapId=1726674 

My Learnign Plan website http://www.mylearningplan.com/Content/Docs/MLP_Services_Brochure.pdf

My Learning Plan, Inc. (2011) Retrieved June 1, 2011 from http://www.mylearningplan.com/Content/Home/mlp.html

My Learning Plan, Inc (unknown) My Learning Plan Services Brochure Retrieved June 1, 2011 from http://www.mylearningplan.com/Content/Docs/MLP_Services_Brochure.pdf

Dawson, C. (2006, May 26). Pearson Buys Apple SIS software, PowerSchool. ZDNet Education. Retrieved June 4, 2011, from http://www.zdnet.com/blog/education/pearson-buys-apples-sis-software-powerschool/211

Pearson Education (2011), Products, Power School Retrieved June 2, 2011 from http://www.pearsonschoolsystems.com/products/powerschool/

Find The Best Beta (unknown) Cisco Webex vs. PowerSchool Retrieved June 3, 2011, http://technology-acquisitions.findthebest.com/compare/109-184/PowerSchool-vs-WebEx

Huber, Joe (2009, September 1) Product: Pearson PowerSchool 6(Product Reviews) Highbeam Business. Retrieved June 2, 2011 from http://business.highbeam.com/138379/article-1G1-207779941/product-pearson-powerschool-6

Unit Two, Assignment two

The following are questions for my interview with our principal regarding SIS, CIA and data warehouses used at our school:

In what ways is the data collected by the SIS used for students?

Who provides our SIS? 

How was it decided to use this SIS provider? A panel of teachers and administrators met with the provider for a presentation on the overview of the system. Each person gave input to the presentation and they usefulness of the provider. No other provider presentations were given for comparison.

What are the ways the SIS used in other ways outside of attendance for students?

What other technology based data systems, such as a curriculum/instruction/assessment management system is used at LPS?

How are these systems used by teaching faculty or other staff members?

If no systems are used, has the school researched using these systems?

Why were the systems not chosen to be used?

As an administrator with experience in a larger district, do you have any experience using a SIS and CIA management system?

What systems did your district use?

Were the teachers trained on how to translate the data into information they could apply in the classroom?

What benefits and disadvantages did you experience with these systems?

Based on your knowledge and experience, do you believe that our staff and students would benefit from having a CIA management system?

To date, has LPS looked at extending how it uses the SIS system?

Has LPS looked into CIA systems or a database warehouse?

What areas do you see that a SIS, CIA and data warehouse could improve how teacher time is used to assess students and produce raw data on student achievement?

Unit Two, Assignment Two

The following questions will be asked of our school principal regarding Student Management Systems and Data Warehouses:

1.In what ways is the data collected for input SIS?
Daily attendance sent by teachers

2.Who provides our SIS? 

3.How was it decided to use this SIS provider? (I can begin to answer this because I was at the meeting; our principal is new to the district this year) 

Personal input: A panel of teachers and administrators met with the provider two years ago for a presentation on the overview of the system. Each person gave input to the presentation and they usefulness of the provider. No other provider presentations were given for comparison.

4.What are the ways the SIS used in other ways outside of attendance for students?

5.What other technology based data systems, such as a curriculum/instruction/assessment management system used at LPS?

6.How are these systems used by teaching faculty or other staff members?

7.If no systems are used, has the school researched the pro's and cons of any of these systems?

8.Why have the systems not chosen to be used?

9.As an administrator with experience in a larger district, do you have any experience using a SIS and CIA management system? In your opinion are there benefits to the investment?

10.What systems did your district use?

11.Were the teachers trained on how to translate the data into information they could apply in the classroom?

12.What benefits and disadvantages did you experience with these systems?

13.Based on your knowledge and experience, in what ways do you believe that our staff and students would benefit from having a more extensive SIS that would allow a grade book and parent access? 


14. In what ways do you believe our school community could benefit from a CIA management system?

14.To date, has LPS looked at extending how it uses the SIS system?

15.Has LPS looked into CIA systems or a database warehouse?

16.What areas of improvement do you see a SMS could provide. For example, long-term management and accessibility to information.

*All answers are only to be used for assignments pertaining to the class and not extended into any other reports or discussions regarding the interviewee or school.

Week One, Assignment Five

What assessments are used on the following levels:

State:

• NJ ASK/APA (Alternative Proficiency Assessment)

• 1st Grade Writing Portfolios (began as a pilot this year)

• WIDA (for ESL students)

• TerraNova and NJCustom (2nd Grade) - not state mandated, but

we do order them through the state and choose to use them

School/District (one in the same):

• Fox in the Box (K-3)

• DRA (Directive Reading Assessments) - can be done at all grade

levels and are currently used by Basic Skills on an as needed

basis (I hope to do more of this in the future)

• Unit, Chapter, and Weekly math assessment that are offered

through the McMillan MacGraw Hill Series

• Project READ assessments

• Study Island (3-6)

District:(perhaps any that WAS uses that you know of):

• DRA’s are used regularly

• OLSAT’s (test of ability - we will be doing this in the next couple

of weeks for the first time)

Distrcit/School

The school I teach at is the only is the only school in our district so I will comment on two of the assessment tools we use.

Study Island

Our school started using Study Island two years ago as a preparation tool for NJ ASK. Students in grades 4-6 use Study Island is used in the areas of Language Arts and Math in grades three through six; science is used in grade four as well.

Teachers use Study Island as a tool to assess students’ current knowledge in different areas of the curriculum. Through quiz scores (in percentages) teachers can assess a students prior knowledge as well as growth in a particular idea in the curriculum.

OLSAT

 An abbreviation for Otis-Lennon School Ability Test, OLSAT is used to measure student ability in curriculum areas. Our school has chosen to start using the OLSAT because it is a brief test can guide the placement of students in our gifted and talented program. Up to this point in time our school has measured this ability based on NJ ASK scores, student grades and teacher input. Our gifted and talented teacher determined there needed to be more data that showed student ability in order make a solid decision for student placement in the program.

I chose to know more about the role OLSAT’s will take in our school because I often get questions from parents about how students can qualify for our G&T program. I wanted to be able to give informed answers to parents that have questions about their students being chosen.

State

NJ ASK

Our school uses NJ ASK test scores for determining student proficiency. The break down of areas on the test and score assists teachers in identifying areas of student weakness and strength that are tested and scored by the state. Classroom teachers will take scores into consideration when forming groups for reading and other subject areas.

How true of a determinant the NJ ASK test is, is of course debatable. Often times elementary students become very emotional around the test. Some high performing students have shown anxiety and test scores that do not reflect their true abilities as thinkers and students.When using the NJ ASK as a true assessment, teachers keep these factors in mind when completing a picture of the whole child. On the other end of the learner spectrum, students who struggle in the daily classroom have returned scores, by several points, that have hindered their qualification for special services such as Basic Skills or Literacy programs.

Week One, Scholarly Article

Week One Assignment: Scholarly article review: May 22, 2011


With the involvement of teachers, affective analysis of data can contribute to an environment that improves practices and the overall environment of a school (Wayman, 2005). In his article, Jeffrey C. Wayman (2005) writes about these positive aspects as well as others, such as school atmosphere and faculty morale (Wayman, 2005).

Wayman’s work is driven by the idea that schools are, “data rich but information poor” (Wayman, 2005). The results of tests, like NJ ASK, that speak to the requirements of NCLB (Wayman, 2005) leave teachers to translate numbers and percentages into functional statements that improve practices (Wayman, 2005). However, Wayman (2005) raises the very valid point that translating data into applicable information is better achieved through technology based stored data, proper professional development and leadership (Wayman,2005).

Though paper filled cabinets are the traditional method for storing student information Wayman (2005) sees electronic databases as a more accessible tool for teachers to collect and streamline information about a student (Wayman,2005). Wayman’s (2005) answer to correctly infusing this technology into teacher implemented data is through well planned professional development (Wayman, 2005) Wayman(2005) supports the idea that large-scale professional development has few benefits over small scale and teacher-to-teacher training (Wayman,2005). Wayman also (2005) writes strongly about the importance of leadership that leads by example by providing time for educators to collaborate and reflect upon the data that is collected (Wayman, 2005). Giving teachers much needed time in their already strict schedule is a visual commitment by leadership to the staff that collaboration is a tool that can positively impact teacher growth (Waymen, 2005).

Wayman(2005) supports his motivations with studies that display improved student achievement as well as staff morale as a result of correctly using data for decision making (2005). Staff that correctly interprets and uses data to direct their curriculum feel more professional and are motivated to increase communication between departments because of the whole picture that data can paint of a student. In addition, data collected from assessments can change teacher expectations of low-performing students by changing the idea of the students’ potential and abilities (Wayman, 2005)

I felt that Wayman (2005) made a valid and strong case for his points with support and truthful reasoning. I admired that Wayman (2005) stayed neutral when discussing different commercially provided data warehouses; keeping his academic perspective grounded and true instead of a platform for promotion. Wayman is honest to point out that (at the time of his study) there is no database system that infuses the functionality of a student information system (SIS), assessment systems and data warehouses (Wayman, 2005). Wayman (2005), though admitting the high monetary commitment, is a proponent of professionally made data warehouse because of the time and labor it saves a teacher or administrator to make one from scratch (Wayman,2005).



Resource:

Wayman, Jeffrey. "Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection." Journal of Education for Students Placed at Risk (JESPAR) 10.3 (2005): 295-308. Retrieved from http://goo.gl/YRRsD