getting data right

New student data system for parents aims for simpler, less costly approach

PHOTO: New York City Department of Education
Screenshots of the city's new mobile web site where parents can see basic school data for their children.

Parents will soon have a new, mobile-friendly way to check up on their children’s progress in school.

The Department of Education has developed a website for parents that will replace parts of the defunct Achievement Reporting and Innovation System, or ARIS, a costly and unpopular data warehouse that had been in use since 2008. The new offering, called NYC Schools, is emblematic of the de Blasio administration’s approach to school and student data, which is focused on making the systems understandable to families, not evaluation.

Officials unveiled the system to reporters on Tuesday, which features a simple interface that officials touted as an improvement over ARIS’s more complicated set-up. Parents who log into their account this summer will be able to view their student’s report card grades and daily attendance for this school year. By August it will include class schedules and state test scores, and eventually will include historical data so that parents can track a child’s progress.

“We really started building a tool that was based on what parents asked for, which is simplified navigation, basic information that can be accessed quickly,” said Hal Friedlander, the department’s chief information officer who oversaw the project. Parents have to sign up at their child’s school, which will start registering parents on June 8.

Until December, all parents and teachers had access to basic information about their children through the ARIS system, which launched in 2008 under former Chancellor Joel Klein. Though glitches delayed its rollout, the system included big improvements to data storage for the nation’s largest school district, consolidating information that had been hosted in separate databases for decades. Previously, teachers had to use a variety of data systems to figure out which school their students used to attend, what their test scores were, or how often they missed class.

But the city’s more ambitious goal for ARIS — for its data to be used to improve teaching and learning — never quite materialized. Teachers complained that the data was too limited to guide their instruction, while parents complained that it was difficult to access and did not provide anything more valuable than what they got at parent-teacher conferences or on quarterly report cards. All told, the price tag reached $95 million for the project. In 2012-13, just 3 percent of parents and 16 percent of teachers had logged into ARIS, according to the city.

With participation rates low and maintenance contracts expiring, Fariña announced in November that the city would develop a replacement system internally.

Friedlander said the project is expected to cost no more than $6 million to develop and update over the next four years. The work was completed by developers on staff, who unlike outside contractors weren’t being paid by the hour.

“We’re not trying to make revenue on top of what our costs are,” Friedlander said.

The NYC Schools accounts will be competing with a host of online products that have cropped up in recent years — many in response to frustrations with ARIS — and which provide schools with extra features the city’s tool won’t include. PupilPath, for instance, keeps track of attendance and scores on class tests, and provides students with an instant messaging system to communicate with teachers. Engrade, other product now owned by McGraw-Hill, provides much of the same features.

“Delivery of information online to parents is becoming more commonplace in districts all across the country,” said Peter Bencivenga, president of CaseNEX and DataCation, the companies that developed PupilPath. That product has been used by more than 500 city schools, Bencivenga said.

As the de Blasio administration scraps systems developed by the Bloomberg administration, which used student data to build new accountability systems, officials have emphasized their focus on making that information more family-friendly. Last year, Fariña replaced school progress reports, which included A-F letter grades used to rank and evaluate schools, with “School Quality Snapshots” intended for parents and more detailed “School Quality Guides.”

The department is still working out the precise balance useful and overwhelming. Proposed overhauls of both the guides and the snapshots include more detail than last year’s versions. And some elements of the city’s Where Are They Now reports, which disappeared last year, have reemerged in new data tools developed for principals.

Officials said those tools will also allow teachers to view their students’ data soon, which is something that they haven’t been able to do as easily in the months since ARIS folded.

Some teachers say they have missed having that access since ARIS folded in December. Mark Anderson, a special education teacher in the Bronx, said he now has to retrieve data reports from his school’s secretary, who must print out raw data from another city system he cannot access on his own.

“Before, it took me one minute to pull it up on my laptop,” Anderson said.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.