### Data Can Help Schools Confront ‘Chronic Absence’

By Dian Schaffhauser 09/22/16

https://thejournal.com/articles/2016/09/22/data-can-help-schools-confront-chronic-absence.aspx

The data shared in June by the Office for Civil Rights, which compiled it from a 2013-2014 survey completed by nearly every school district and school in the United States. new is a report from Attendance Works and the Everyone Graduates Center that encourages schools and districts to use their own data to pinpoint ways to take on the challenge of chronic absenteeism.

The first is research that shows that missing that much school is correlated with “lower academic performance and dropping out.” Second, it also helps in identifying students earlier in the semester in order to get a jump on possible interventions.

The report offers a six-step process for using data tied to chronic absence in order to reduce the problem.

The first step is investing in “consistent and accurate data.” That’s where the definition comes in — to make sure people have a “clear understanding” and so that it can be used “across states and districts” with school years that vary in length. The same step also requires “clarifying what counts as a day of attendance or absence.”

The second step is to use the data to understand what the need is and who needs support in getting to school. This phase could involve defining multiple tiers of chronic absenteeism (at-risk, moderate or severe), and then analyzing the data to see if there are differences by student sub-population — grade, ethnicity, special education, gender, free and reduced price lunch, neighborhood or other criteria that require special kinds of intervention.

Step three asks schools and districts to use the data to identify places getting good results. By comparing chronic absence rates across the district or against schools with similar demographics, the “positive outliers” may surface, showing people that the problem isn’t unstoppable but something that can be addressed for the better.

Steps five and six call on schools and districts to help people understand why the absences are happening, develop ways to address the problem.

The report links to free data tools on the Attendance Works website, including a calculator for tallying chronic absences and guidance on how to protect student privacy when sharing data.

The full report is freely available on the Attendance Works website.

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more on big data in education in this IMS blog
http://blog.stcloudstate.edu/ims?s=data

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Juan Valladares – Account Representative, Oakland
Turnitin Webinar
Wednesday, September 21, 2016
11:00 am | Central Daylight Time (Chicago) | 1 hr
Meeting number (access code): 632 474 162
https://mnscu.webex.com/mnscu/j.php?MTID=mebaec2ae9d1d25e6774d16717719008d

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my notes from the webinar

I am prejudiced against TI and I am not hiding it; that does not mean that I am wrong.
For me, TurnitIn (TI) is an anti-pedagogical “surfer,” using the hype of “technology” to ride the wave of overworked faculty, who hope to streamline increasing workload with technology instead of working on pedagogical resolutions of not that new issues.

Low and behold, Juan, the TI presenter is trying to dazzle me with stuff, which does not dazzle me for a long time.
WCAG 2.0 AA standards of the W3C and section 508 of the rehabilitation act.
the sales pitch: 79% of students believe in feedback, but only %50+ receive it. HIs source is TurnitIn surveys from 2012 to 2016 (very very small font size (ashamed of it?))
It seems to me very much like “massaged” data.
Testimonials: one professor and one students. Ha. the apex of qualitative research…

next sales pitch: TurnitIn feedback studio. Not any more the old Classic. It assesses the originality. Drag and drop macro-style notes. Pushing rubrics. but we still fight for rubrics in D2L. If we have a large amount of adjuncts. Ha. another gem. “I know that you are, guys, IT folks.” So the IT folks are the Trojan horse to get the faculty on board. put comments on
This presentation is structured dangerously askew: IT people but no faculty. If faculty is present, they will object that they ARE capable of doing the same which is proposed to be automated.
More , why do i have to pay for another expensive software, if we have paid already Microsoft? MS Word can do everything that has been presented so far. Between MS Word and D2L, it becomes redundant.
why the heck i am interested about middle school and high school.

TI was sued for illegal collection of paper; paper are stored in their database without the consent of the students’ who wrote it. TI goes “great length to protect the identity of the students,” but still collects their work [illegally?}

November 10 – 30 day free trial

otherwise, \$3 per student, prompts back: between Google, MS Word and D2L (which we already heftily pay for), why pay another exuberant price.

D2L integration: version, which does not work. LTI.
“small price to pay of such a beauty” – it does not matter how quick and easy the integration is, it is a redundancy, which already can be resolved with existing tools, part of which we are paying hefty price for

 Play recording (1 hr 4 min 19 sec) https://mnscu.webex.com/mnscu/ldr.php?RCID=a9b182b4ca8c4d74060f0fd29d6a5b5c

### 10 Big Hurdles to Identifying and Educating the Nation’s Smartest Kids

10 Big Hurdles to Identifying and Educating the Nation’s Smartest Kids

1. Just 8.8 percent of U.S. students are classified as “high achievers” in mathematics, according to the most recent international assessments. That’s well below the average of 12.6 percent for affluent nations.

2. No Child Left Behind, the 2001 federal law, incentivizes “just getting kids over a bar,” Finn says. “In the public policies affecting our schools — state and federal — there’s almost no incentive to boost a smart kid up the scale or take someone who’s ‘proficient’ and push them to ‘advanced.’ ” [We’ve written before about proficiency and the tendency, under high-stakes testing, for schools to focus resources on kids who are “on the bubble.”]

7. One promising practice from overseas is screening all kids at third or fourth grade — after they’ve had a few years of school — and directing special resources to the top scorers. Here in the U.S., all third-graders are tested, but the high scorers don’t get anything. Meanwhile, screening for gifted programs usually happens in kindergarten, which creates a heavy bias toward those who come from more affluent homes.

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more on gifted education in this IMS blog

#StarTrek50

### Virtual Reality to Drive Rapid Adoption of 360 Degree Cameras

VR’s applications for education have been much lauded, and tech heavyweights have begun investing in the technology, in part to both enable and capitalize on educational opportunities. Google, for example, has been offering its low-cost Google Cardboard kits, which, coupled with the Google Expeditions service, provides VR-based educational experiences and learning activities.

according to market research firm ABI Research, some 6 million consumer and prosumer cameras are expected to ship by 2021. (That’s out of a total of 70 million VR devices that are forecast to ship by then.)

### Utilizing Augmented Reality For Special Needs Learning

Utilizing Augmented Reality For Special Needs Learning

Augmented reality is a variation of virtual environments, but has a few added advantages for special needs learning. With virtual environments the user is completely immersed in a virtual world and cannot see the real environment around him or her. This may cause some confusion for special needs learners and can hinder learning. In contrast, augmented reality allows the user to see the real world with virtual objects superimposed upon or composited with the real world. This provides the greatest benefit as learners remain part of the world around them and learn easily.

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more on the topic

Muñoz, Silvia Baldiris Navarro and Ramón, “Gremlings in My Mirror: An Inclusive AR-Enriched Videogame for Logical Math Skills Learning”, Advanced Learning Technologies (ICALT) 2014 IEEE 14th International Conference on, pp. 576-578, 2014.

### Age-Based, Grade-Level System Ignores Huge Numbers of Over-Achieving Students

By Dian Schaffhauser 08/23/16

How Can So Many Students Be Invisible? Large Percentages of American Students Perform Above Grade Level,” produced in the Institute of Education Policy at Johns Hopkins University, examined data sets from five sources: the Common Core-based Smarter Balanced assessments in Wisconsin and California, Florida’s standards assessments, the Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP) and the National Assessment of Educational Progress (NAEP).

between 15 percent and 45 percent of students enter elementary classrooms each fall learning above grade level. The result is that they’re not challenged enough in school, and teacher time and school resources are wasted in trying to teach them stuff they already know.

The entire report is available on the institute’s website. http://education.jhu.edu/edpolicy/commentary/PerformAboveGradeLevel

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more on gifted students in this IMS blog