Manually prepping data for analysis means less time to creatively plan and teach.
It's just annoying and time consuming. It's not difficult to put the data in, but just doing the gradebook, that's an hour of time that I need to take those scores and put them over here. I could be using that time to plan a lesson. Jonathan | Middle School History | Chicago, IL
Drastically reduce the number of steps teachers need to prepare data for analysis so they can pull implications from data rather than merely manipulating it.
Teachers recognize that understanding who students are outside of their specific class enables finer tuned instruction but siloed data makes holistic views of kids difficult to compile.
You have the data point but you don’t have the story behind the data point. Having a system where you don’t just have the flag that says a student missed x days of school in two weeks, but also the social worker saying ‘met with student and this is what’s going on at home’. Having all that in one place, which we’re starting to do, has been super helpful. Ami | Curriculum Director | Chicago, IL
Connect data from sources across a student’s academic, social, and cultural experience so teachers can gain a complete picture of student performance.
Tracking only academic performance deprioritizes critical skills such as student agency, grit, and perseverance.
When you look at the test score, yes it’s an indicator of where the child was at that moment. But the test score is not the full picture. I have to see their work ethic. I have to see what they do in the classroom, in front of me. LaTangela | Middle School Science | Chicago
Combine assessments of skills like grit, self confidence, and persistence with performance data to support more nuanced approaches to adapting instruction to student needs.
Data is usually only visible to teachers, depriving them of a key ally in improving learning: their students.
When students see the big picture and they see how it aligns, they’re much more invested in it. And it doesn’t feel magical to have some teacher giving them arbitrary grades. I want students to be driving the class always, and dragging me with them and saying “we want to learn more about this next.” That’s where I hope we’re going. Jessica | Middle School ELA | Sunnyvale, CA
Provide students with a clear, legible view into what they’ve mastered and what they haven’t mastered in order to instill a sense of productive urgency and curiosity.