|Services and Capabilities|
|Research & Standards|
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Analyzing My Use of Research
Analyzing School Variances In The Use of Research
We operate a commercial-grade technology platform called Escent to help districts, schools, teachers, and students adopt sustainable continuous improvement disciplines. Every school/district we serve is given a customized portal into our platform through which integrated tools, standards, resources, and data can be used to support their specific improvement priorities. Business partners can use our toolkit, or build/manage their own tools using our platform.
A best-in-class tool design to support standards/research based performance improvement programs for districts and schools. The tool is configurable so that each school or district can tailor a DR or PM program around its particular needs and circumstances.
Our tools facilitate the gathering of performance data relative to indicators that are key to the priorities of a school/district. Our analytics help ensure inter-rater reliability and illuminate the degree of performance consistency. Findings are stored in a database so that progress can be easily track over time. And because our platform supports a community of schools, collaboration is encouraged so that schools in need can learn from the exemplary performance of others.
Any standards-based or research based performance rubric can be configured. The following are currently in our database:
Our classroom observation tool, Collaborative Time In Learning (CTL), is an outgrowth of an idea of a teacher who wanted to explore how he and his peers could continuously improve their application of research-based best practices in their classrooms. Precision invested in the development of CTL because, unlike traditional observation tools, this is an authentic continuous improvement approach for teachers. The intent is to a) illuminate opportunities to improve teacher understanding and application of research, b) facilitate collaborative conversations about what research is saying in relation to student impact, c) generate objective data sufficient for teachers to identify and monitor their teaching improvement priorities, and d) produce a real-time data picture of how time is being used inside classrooms system-wide - a capability needed to analyze variances within and among schools, and one that does not exist today, anywhere.
CTL can satisfy traditional evaluative observations's, but its emphasis is developmental. CTL is highly configurable: schools can create observation templates to fit their particular needs and abilities. View, below, a few representative illustrations.
Sample Observation Output
School Time Analysis (STA) is based upon the approach developed by the National Center on Time & Learning to better understand how schools are using time across a typical week and school year. Schools identify their use of time in three broad categories: Academic, Non-core Academic, and Other. Time utilization may vary by student - biases may exist for different student groups. School time data analysis informs important conversations at schools that are seeking to optimize their schedule, maximize the time they have for student learning, and ensure equity across all student groups. Results are often illuminating and lead to modifications in the school's time budget and instructional program.
Our technology platform consists of a Resource Library containing all multi-media files, work products, links, and data associated with our work with each school and district. Confidentiality is preserved for resources and data requiring it. However, many can be shared among schools and used as exemplars. A customized portal into our platform is created for every school we work with so that it becomes part of our collaborative community.
Knowledge Management Repository