3 Unique Benefits of eduCLIMBER

My Post (10).jpg

This post is sponsored by We Are Teachers and eduCLIMBER by Illuminate Education. All opinions expressed are my own. (Meaning, if I don’t like something about a particular education product I will not write about it on my blog)

When I support districts on their school improvement plans attention is given to a root cause analysis and typically analyzing data. While there is an abundance of data collected in schools and districts, using the data to make evidence-based decisions often falls shorts because of:

  • Too much data
  • Not clearly disaggregated
  • Unclear next steps
  • Inability to make sense of data
  • TIME – time to dig into the data, collaborate with colleagues, manipulate data to discern information in a way that is important to you

The importance of analyzing data can’t be stressed enough. Research shows that educators who consistently analyze data, in appropriate ways, have students who grow. Therefore, there may be an abundance of data, however, it may not be used in appropriate contexts or for the best purposes.

That’s why I was excited to preview eduCLIMBER, a cloud-based data system created for educators by educators to make data analysis more efficient and accurate. This interactive tool allows you to visualize data from assessments, behavior incidents, attendance, and response to intervention (RtI) to use in minutes.

While digging into eduCLIMBER I found multiple uses for both the teacher and district. A bonus was the parent-friendly visuals that were available to communicate with parents and guardians about their student’s learning. I also appreciated the attention to the triangulation of data. One data point is considered a snapshot; triangulating the data creates a more clear picture of our students. Finally, I found 3 unique benefits that eduCLIMBER provided that I have not seen on other platforms.

3 Unique Benefits of eduCLIMBER:

  1. Easily import data from nearly any standardized norm-referenced, criterion-referenced, formative/summative assessment. (Read my post here to understand the types of data listed) The ability to disaggregate data across sources is something every school and district should be taking advantage of.
  2.  Evaluate and monitor the effectiveness of interventions within districts. If we don’t know how well interventions are working, how can we assume they are working at all?
  3. Collect, report, and analyze school-wide behavior incidents with a fully customizable PBIS suite. Data can be used not just for academic growth but for analyzing students holistically (i.e. Social-Emotional Learning).

Want a free demo?  Use this link: eduCLIMBER demo

Only 2 Weeks In, and Iowa Schools Sharing Their Bright Spots

IMG_20150904_113908~2Today marked the Regional, Iowa Department of Education Update at AEA 267. Administrators and AEA staff members from many Iowa schools were in attendance. Erica Cook, Bureau Chief, Standards and Curriculum at Iowa Department of Education; along with Rita Martens, Lead Consultant, Iowa Core at Iowa Department of Education; shared information about Early Literacy, Iowa Core Standards Updates, and Smarter Balance.

At the conclusion of their discussion, they had each table collaborate, and answer various questions. They final one, “Share a success in your school/district” was one that was shared out to the large group. With only two weeks into the official start of the school year (yes, I know, educators really do work year-round) I captured the sharing that ensued. Impressive comments about collaboration and student-focused learning were among the many highlights. The following is, to the best of my note-taking ability, what I heard as “District Bright Spots” from some of our AEA 267 districts who shared out:

HamptonDumont – A first time in over a decade, Hampton Dumont Middle School met AYP(Adequate Yearly Progress) in both Reading and Math.

Clear Lake – Through the framework of AIW as their school improvement process and a strong focus on project-based learning,  the district is seeing growth in their “top” students and buy-in from the Special Education teachers.

Cedar Falls – Cedar Falls School District is reaping the benefit of a solid PLC framework and has recently been named a Model PLC school.

Belmond-Klemme – Year 1 in Full staff  implementation of AIW, the district has noticed a student-centered focused while working to improve instruction.

Waverly – Shell Rock – WSR has taken major strides to “flatten” their systems. Rights and responsibilities about instruction and assessment made in real-time, along with decision-making and leadership roles placed into the hands of those closest to the kids, the teachers!

Dike-New Hartford  – Ar the middle school, a new MTSS (multi-tiered system of support) was put in place. Staff has taken ownership in all students’ learning!

West Hancock – What was once a daunting amount of information, elementary staff members are witnessing the evolution of  FAST assessment and data as something valuable and useful to impact instruction and move students forward.

West Fork – During their last PLC meeting, teachers and administrators had tough conversations to understand current reality and future focus for the district. Teachers came away from the meetings energized and passionate to do the right work for kids.

Charles City, Dunkerton, and Osage – This group of three districts reported out as one voice. Within their districts, there was a strong focus on  PLCs. Technology Integration in the 1 to 1 districts.  And the learning and implementation of Project-Based Learning.

Tripoli – Staff members at Tripoli School District shared out as their brightspot the continued work with PBIS (Positive Behavioral Interventions and Support)

Garner-Hayfield -Ventura – The staff members and students in this district are to be commended on their positive outlook and focus on kids during their transition. Recently, there was a consolidation of schools and staff assignment shifts!

Sumner – Fredericksburg  – Shared the coordinated calendar with 4 other districts to provide professional development for all teachers. This practice has allowed traditional lone teacher meaningful, face-to-face interactions with like-content area educators! 

Independence – Independence School District shared their work with MTSS and the value of providing instruction for growth to all students! 

 

Two weeks completed and all ready so many Bright Spots to share from the districts we serve at AEA 267. Looking forward to hearing from the rest of the districts and the continued advancements of the ones that were in attendance today!