Getting Smarter with Student Data Mark Schneiderman SIIA

Getting Smarter with Student Data Mark Schneiderman SIIA Senior Director of Education Policy NCES Forum July 16, 2013 / Washington, DC 1

ABOUT SIIA

About the SIIA The Software & Information Industry Association (SIIA) is principal trade association for the software and digital content industry. SIIA provides global services in government relations, business development, corporate education and intellectual property protection to more than 800 leading software and information companies. www. siia. net Sample of Programs • Anti-Piracy Division conducts a comprehensive campaign to fight software and content piracy. Balances enforcement with education in order to be effective. • SIIA's Public Policy program is the leading voice on key legislative, regulatory and judiciary issues, particularly with electronic commerce and the digital marketplace. • The Software Division provides a neutral forum for companies that develop applications, services, infrastructure and tools that drive software services industry. • The Content Division provides a forum for companies that publish and distribute online content, or offer technologies and services that facilitate their distribution. • SIIA’s Education Division provides leadership, advocacy and critical marketing information to promote the success of education technology. • The Financial Information Services Division provides a neutral business forum for exchanges, market data vendors, brokerage firms and banks to address technical issues related to market data distribution, management, administration and use. • The Public Sector Innovation Group helps software and IT services firms navigate the federal market. 3

Education Division Members 95 Percent Group Inc. ; ABC-CLIO; Academic Benchmarks; Academic Business Advisors, LLC; Accenture; Achieve 3000; Adaptive Curriculum; Adobe Systems, Inc. ; American Public University System; Ann Foster Consulting; Apple Education; Arc Capital Development; Atomic Learning; Avant Assessment; Avanti Management Group; AWC - Ann Watson Consulting; Becker Professional Education; Benchmark Education Company; Biblio. Nasium; Blackboard Inc. ; BLEgroup; Boardworks; Brain Parade, LLC; Brain. POP; Bridgepoint Education - Learning Resources; Brighter Future for Beautiful Minds; BSG Team Ventures; Buzz. Math; C. Blohm & Associates, Inc. ; Cafe. Scribe; Cambium Learning Technologies; Cambridge Information Group; Capstone Digital; Carolina Science Online; Catapult Learning; CDW Corporation; Cengage Learning; Chalkable; Cherry Tree & Associates, LLC; Clarity Innovations; Class. Link, Inc. ; College Board - Spring. Board Division; Collins. Consults; Computer Power Solutions of Illinois, Ltd. (CPSI); Connect. Yard, Inc. ; Consulting Services for Education; Courseload, Inc. ; Cyber. Smart! Education Company; David Samuelson Consulting; Dell ASAP; De. Vry - Educational Technology Research and Development; Digital Ignite; DJS Ed. Tech Consulting; Dorsey & Whitney, LLP; Dream. Box Learning; E. T. C. International; Edmodo; Educ. Aide Software; Education Networks of America (ENA); Education Week and Digital Directions; Educational Systemics, Inc. ; Educurious Partners; EDUMETRIX INC. ; Edu. Tone Corporation; ed. Web. net; e. Genio Education Solutions; e. Instruction; Empirical Education Inc. ; Espresso Education; ETA hand 2 mind; Filament Games, LLC; First Analysis Corp. ; Flat World Knowledge, Inc. ; Florida Virtual School- Global Services Division; Focus Edu. Vation, Inc. ; Follett Corporation - Technology Solutions & International Group; Foundations in Learning, Inc. ; Funds for Learning, LLC; Gaggle; Game to Learn; Generation YES, Inc. ; Google, Inc. ; Greaves Group LLC; Grockit; Guide. K 12; Hinds and Associates; Houghton Mifflin Harcourt; IBM Corporation; Inside Music, LLC; Intel Corporation Education Group; Interactive Educational Systems Design, Inc. ; Intrinsic Strategy; itslearning, Inc. ; ITWorx Inc. ; K 12, Inc. ; Kaplan Test Prep; Key Curriculum Press; Knovation; Language Express; Learning. com; Learning. Express, LLC; Learn. Sprout; Lecture. Tools Inc. ; Lerner Publishing Group - Electronic Content Division; Lesson Planet; Marketing Projects, Inc. /Big Deal Book; Math. Resources, Inc. ; Mayer-Johnson; Mc. Graw-Hill Companies, Inc. ; MCH Strategic Data; Measured Progress; Meizner, Inc. ; Meme. Spark LLC; Meta. Metrics, Inc. ; Mimio Interactive Teaching Technologies; MIND Research Institute; Mindset Works; MMS Education; Mojo Learning Inc. ; Monarch Teaching Technologies; Muzzy Lane, Inc. ; My Learning Plan Inc. ; Naviance; Ness USA, Inc. ; New Markets Venture Partners; Next. Gen. Ed Consulting; O'Donnell & Associates, LLC; Olympus Math; Operant Systems Inc. ; Oracle, Owen Software; PASCO Scientific; Paula Maylahn Consulting; PCI Education Publishing; Pearson; Pierson Labs, INC. ; PR with Panache!; Promethean Inc. (USA); Qualcomm Wireless Reach; Red Hat, Inc. ; Red. Rock Reports; Reed Elsevier Inc. ; Renaissance Network, Inc. ; Ripple Effects; Rosen Digital; SAFARI Montage; Sanford Rose Associates-Austin; SAS Institute Education Group; Scholastic Education – Curriculum; School Improvement Network; Schoology, Inc; Second Avenue Learning; Seeds Software; Seward Incorporated; Slate Science Inc. ; SMART Technologies ULC; Soft. Chalk LLC; Sophia Consulting LLC; SRI International - Center for Technology in Learning; Steelcase; Sublime Learning, Inc. ; Tales 2 Go Inc. ; Tech. Ed Connect Executive Recruiters; Tech. ERA (Technology for Education Reform and Accountability); Texas Instruments Education Technology Group; Texthelp, Inc. ; Think Through Learning Inc. ; Triad Interactive Media, Inc. ; Trinity Education Group; Turning Technologies; Tutor. com; TVTextbook; Twist Education, LLC; u. Boost; Vernier Software & Technology - Software Division Victory Productions Inc. ; Virtual Nerd, LLC; Virtual Piggy Inc. ; Vocab Network LLC; Washington Corporation; Whitestone Communications WILL Interactive, Inc. ; Winter Group; Wireless Generation; World Wide Workshop; Wowzers; WS Sales Advisors; Your. Teacher; Zac Fisher Consulting

About the SIIA Education Division SIIA's Education Division represents and supports developers of educational software applications, digital content, online learning services and related technologies across the K-20 sector. Mission: • Vision and Leadership • Education Policy & Advocacy • Strategic & Actionable K-20 Market Intelligence • Business Development & Networking Committees & Working Groups • Market Data and Analysis (Trends reports, Market Sales reports) • Technical & Development (Cloud and Interoperability) • Global (International opportunities and strategic partnerships) • Games for Learning (Value, business models and approaches) • Voice of the Educator • Ed Tech Policy 5

About the SIIA Education Division Key Initiatives • Vision K-20 - SIIA Survey Finds Technology Progress in U. S. Schools and Universities • CODi. E Awards – Educators and Developers vote on the best applications and services • The Market Report - SIIA Estimates $7. 76 Billion US Market for K 12 Software and Digital Content • Innovation Incubator Program – Recognizes and supports the most innovative new products and services • Personalized Learning – Redesigning Education from a School-Based Industrial / Agragian Model to a Student-Centered, Anytime/Everywhere, Mastery-Based Model Signature Events: • Ed Tech Industry Summit (May, SF; Sales/Marketing; Product Dev. ; Bus/Fin) • Ed Tech Business Forum (ETBF) (December, NY; Bus/Fin; Investment) • Ed Tech Government Forum (April, DC; State/Federal Programs & Regs) Recent Webinars • Understanding OER's Impact on Educational Institutions and Developers/Publishers • Ed Tech Opportunities in Turkey • Ed Tech Opportunities in China • Preparing for SBAC: A Guide for Developers and Publishers • Turning SIS/LMS Data into Action - Vendor Implications • Learning Resource Metadata Initiative (LRMI) Progress & Impact • Ed Tech Market Opportunities in Latin America • Software Publishers Guide to the E-Rate 6

SIIA Advocacy Agenda; Sample of Priorities • • • NTIA process to finalize a voluntary code of conduct for mobile app transparency. Facilitate cross-border data flows, and develop interoperable legal frameworks that help to advance global implementation of Internet computing. Educate policymakers on value of data. SIIA’s “Data-Driven Innovation, A Guide for Policymakers: Understanding & Enabling the Economic and Social Value of Data” Reforms to patent system to address the ongoing problem of patent trolls Domain name system that protects copyright/trademark owners from piracy and counterfeiting Move federal agencies to cloud, consolidate and optimize the existing data center infrastructure and better leverage government data. Increase federal and state investment in digital learning, including through enhancements to the federal E-Rate and ESEA. Replace outdated regulations with 21 st Century e-learning policies, including anytime/everywhere, competency-based and personalized learning. Support value of for-profit sector in serving education needs, including governmentindustry R&D partnership, not government competition with private sector. 7

A VISION FOR PERSONALIZED LEARNING 8

System Reality • • • Classrooms: self-contained, isolated Instruction: frontal delivery; 1: many Curriculum: flat; standardized Cohorts: age-based; factory Schedule: fixed; agrarian Time is the constant Achievement is the variable 9

Student Reality • • Disengagement Expectations Diversity Needs Texas Education Agency barbarafrankonline. com 10

Normal Curve Assumption | | | | 11

Long Tail of Learners # s t u d e n t s Standardized Personalized Curricular / Instructional Interventions 12

CCSSO-ASCD-SIIA 2010 Personalized Learning Summit Organizing Assumptions • Today’s industrial-age, assembly-line educational model – based on fixed time, place, curriculum and pace – is insufficient in today’s society and knowledgebased economy. • Our education system must be reengineered from a mass production, teaching model to a student-centered, customized learning model to address both the diversity of students backgrounds and needs as well as our higher expectations for all students. • Personalization cannot take place at scale without technology. Technology dramatically increases a teacher's ability to track the needs of many students, and for students to access a large variety of content and learning opportunities everywhere at anytime. "Our conversation in the future is not about fixing schools. It's about defining an optimum learning experience for every child in America. When you begin to define it in that way, then all of the aspects of the historic institution we have established are up for grabs. ” --Gene Wilhoit, CCSSO (2010) 13

Education System [Re]Design to Personalize Learning w/ CCSSO & ASCD Essential Elements 1. Flexible, Anytime, Everywhere Learning 2. Redefine Teacher Role and Expand “Teacher” 3. Project-Based, Authentic Learning 4. Student-Driven Learning Path 5. Mastery/Competency-Based Progression/Pace Policy Enablers 1. Redefine Use of Time (Carnegie Unit/Calendar) 2. Performance-Based, Time-Flexible Assessment 3. Equity in Access to Technology Infrastructure 4. Funding Models that Incentivize Completion 5. P-20 Continuum & Non-Age/Grade Band System 14

Education “Market of One” 15

Current System Mass Production Time Constant / Achievement Variable; Seat Time Industrial Age, Assembly-Line, Common-Pace Instructional Model End of Year/Course Assessment of Knowledge Institution/Teacher Centered Fixed Place; School-Based Academics Addressed in Isolation Fixed Time; September-June; 9 a. m. – 3 p. m. One-Size Fits all Instruction/Resources Teach the Content; Sage at the Stage Comprehensive Teacher Role Geographically Determined and Limited Instructional Sources (Teacher and Textbook) Limited/Common System Determined Curriculum-to. Life Path Printed, Static Text as Dominant Content Medium Physical/Face-to-Face Learning Informal Learning Disconnected Personalized Learning System Mass Customization Time Variable / Achievement Constant; Mastery/Competency-Based Knowledge Age, Individualized, Variable-Pace Learning Model Ongoing, Embedded, and Dynamic Assessment of Knowledge/Skills, Learning Styles, and Interests Student-Centered Anywhere and Everywhere; Mobile Learning Plan Recognizes and Integrates “Whole Child” range of social, emotional and physical needs Flexible Schedule; Anytime; 24/7/365; Extra Time Differentiated Instruction Teach the Student; Guide at the Side; Collaborative Learning Communities Differentiated and Specialized Teacher Roles Virtually Unlimited, Multiple Instructional Sources (Online Resources and Experts) Unique Student Voiced Curriculum-to-Life Path Digital, Interactive Resources as Dominant Content Online Learning Platform to Enable Blended Learning 16 Informal Learning Integrated

“We cannot meet the personalized learning needs of students within our traditional system – tweaking the teacher/classroom-centered model is not enough, and systemic redesign is needed. ” A. B. C. D. E. F. Very Strongly Agree Disagree Strongly Disagree Very Strongly Disagree

How important is technology to personalized learning? A. B. C. D. Not Very: A supplement but not needed Somewhat: Important for some aspects/practices, but not all Significant: Necessary for many aspects/practices, and for scale Critical: Necessary to implement all aspects/practices and scale for all learners Technology-Enabled Personalization: Educational Access Learning Data Analytics Performance Assessment Collaboration & Community Individualization & Differentiation Engagement Productivity

SIIA Vision K 20 The Educational Goals: We know that educational software, digital content, e-learning and related technologies: • Help meet the personalized needs of all students • Support accountability and inform instruction • Deepen learning and motivate students • Facilitate communication, connectivity and collaboration • Manage the education enterprise effectively and economically • Enable students to learn from any place at any time • Nurture creativity and self-expression The Technology Benchmarks: To achieve the vision for K-20 education, SIIA anticipates an education system that effectively and as a matter of common, second-nature practice: • Widely utilizes 21 st century tools for teaching and learning • Provides all members of the education community with anytime/anywhere educational access • Offers differentiated learning options and resources to close achievement gaps • Employs technology-based assessment tools • Uses technology to design and enable the enterprise 19

The Future is Now School Of One 20

Progress, But. . . 2013 Vision Survey Results siia. net/visionk 20/survey. asp 21

Q# 20 Question Security tools are used to protect student data and privacy 3 Information systems provide digital student and achievement data that support instructional decisions by educators and administrators 19 Institution leaders use technology tools for planning, budgeting and decision making 16 Information systems track performance and institutional data for educational accountability and decision making 18 Robust enterprise applications and systems are in place to support institutional management and business activities 22

Q# Question 20 Security tools are used to protect student data and privacy 3 Information systems provide digital student and achievement data that support instructional decisions by educators and administrators 19 Institution leaders use technology tools for planning, budgeting and decision making 16 Information systems track performance and institutional data for educational accountability and decision making 18 Robust enterprise applications and systems are in place to support institutional management and business activities 23

Challenges to Education Redesign to a Personalized Learning Model • vision and leadership • risk aversion, culture, habit & bureaucracy • professional development and support • technology access and effective use • interoperability and integration • resource realignment • public-private partnerships • data privacy and security 24

STUDENT DATA PRIVACY & SECURITY 25

Adaptive Learning System Model U. S. Do. ED Draft Issue Brief (2012): Enhancing Teaching & Learning Through Educational Data Mining and Learning Analytics 26

Data-Driven Education Opportunities • Understanding what works with what type of student under what conditions • Data-empowered school, district & state decision-making • Data dashboards for teachers, students and families • Early-warning student performance systems • Response-to-intervention • Adaptive courseware • Predictive learning analytics • Recommendation engines • Dynamic cycle of intervention development, evaluation and improvement = Personalized learning 27

What Has Changed? TECHNOLOGY: Technology is rapidly evolving away from the static personal computing model, to a more nimble, powerful computing environment. • • Mobile: Proliferation of Internet-connected devices provides ubiquitous data Cloud Computing: Abundant High Performance Computing Power on Demand Social: Enhanced communicative and collaborative data environment Analytical: Broad usage of software with advanced data analytical software DATA: The amount of data being generated has grown exponentially, as has the ability to extract analytic value from a wide range of this data. • Traditional enterprise data • Machine-generated /sensor data (e. g. , Call Detail Records, weblogs, smart meters, and manufacturing sensors) • Social data (e. g. , customer feedback streams, micro-blogging sites like Twitter, social media platforms like Facebook 28

What Has Changed: BYOD 29

Getting Smarter with Student Data What Can and Should Be Done? • Schools and agencies should manage and leverage data to drive decisions and improve learning (and better share those success stories) • This work should be outsourced as appropriate and necessary to achieve the given task and goal. • Privacy practices and security technologies are an area for innovation and provider competition. What is being done? • Licenses and SLAs include terms and conditions around data collection and use. • COPPA requires parental consent by operators (including mobile apps) directed to (or with actual knowledge regarding use by) children under 13 that collect, use, or disclose PII from children. • FERPA appropriately allows for disclosure of student information from student records to contractors that perform services otherwise be performed directly by the school/agency employees. • Schools/agencies protect student privacy by retaining ownership and access control to student data, specifying who gets access to what and how, and ensuring providers include strong data security. • In most cases, personally identifiable information is either not collected, or if collected, is maintained in such a manner that the third party technology provider may not access the data. What Not to Do? Educational data systems, application providers and education officials should not provide access to personally identifiable student data to any individual or organization not authorized by the school/agency 30 as allowed through that agreement.

Student Data Privacy & Security: Perceived Concerns vs. Reality Benefits 1. Data-Enabled Customization Perceived Concerns Tracking & Profiling (Stereotypes and Limits) Inappropriate Intentions Invasive Tracking Reality Benefits Personalized Learning (Effective & Efficient) 2. Controls & Protections Inadequate Attention 3. Vertical, Horizontal and Smart Accountability & Decision Longitudinal Data Integration Making 4. Opt-In/Out Default parent/student “right” impractical to school/classroom management 5. Big Data unfettered creation of and access undeveloped potential to drive to student data improve learning 6. Cloud personal information unprotected secure and cost-effective and vulnerable compared to. . . 7. FERPA fails to evolve and protect empowering of local communities student privacy and appropriately technology neutral 8. Data Mining for Commercial data sales for profit product development / Gain improvement for student benefit 9. Vendor Data Access commercialization necessary and managed 31 outsourcing

Data Privacy & Security: Privacy as Proxy for. . . • Anti-testing • Anti-teacher evaluation based on student test scores • Anti-forprofit and the notion that anyone should make many off children, even in return for valuable services • Anti-technology, including view that technology as replacing teachers in a negative way • Anti- common core standards and assessments • Anti. . . 32

DRAFT Sample Vendor Best Practices Note that this list does NOT represent official SIIA position. These are provided for discussion purposes only. • • • Do not allow access to personally identifiable information obtained through an agreement with a school, except in accordance with the terms of that agreement. Practice privacy by design, where data privacy and security areas of product development and innovation Identify a chief privacy officer responsible for internal data practices as well as external facing issues such as regulatory compliance. Establish internal policies and practices to ensure appropriate access to personal student information per privacy policy and service level agreement, including by company employees, customers (i. e. , school/agency staff), and third parties. Provide a transparent data privacy policy, including what types of personally identifiable information collected, how used, how protect data security and integrity, and what is retention and deletion policy (recognizing these may vary by product/service and customer) Include clear data use and access terms in any license or service level agreement. Follow all applicable federal, state and other laws Be deliberate and sensitive about data collecting, analysis, linking and sharing Aim for data minimization and anonymization, recognizing this default is not always practical or optimal 33

DRAFT Agency Best Practices Technology and Regulation should Not be the default sole solution to student data privacy. Institutions and agencies should first implement appropriate policies and procedures: • Identify a chief privacy officer responsible for internal data practices as well as external facing issues such as regulatory compliance. • Establish internal policies and practices to ensure appropriate access to personal student information, including by staff, vendors and other third parties. • Provide a transparent data privacy policy, including what types of personally identifiable information collected, how used, who has access, how protect data security and integrity, and what is retention and deletion policy • Ensure that vendors include clear data use and access terms in any license or service level agreement, and encourage their competition around privacy/security. • Follow all applicable federal, state and other laws • Be deliberate and sensitive about data collecting, analysis, linking and sharing • Aim for data minimization and anonymization, recognizing this default is not always practical or optimal • Assess whether particular uses of data are consistent with cultural and social norms • Train personnel around data privacy and security • Implement appropriate safeguards to protect the security of information based on its 34 sensitivity and risk

Overall SIIA Public Policy Recommendations Overall, avoid broad policies that curb data collection and analysis, and balance educational opportunity with privacy and other concerns: • Leverage data to make government more efficient and effective. • Provide an evolving view of privacy rights based on risk and benefits, and enable innovation and competition around privacy and security. • Adjust principle of data minimization. • Encourage de-identification to balance innovation and privacy protection. • Uniform rules should not apply to the collection of personal information and consent. Best practice varies by lifecycle stage, sector, data type and use case. • Avoid technology mandates and promote technology neutrality and avoid technology mandates, including those specific to cloud computing and cross-border data flow. • Support open standards, but through industry-led standards development organizations and not governments. • Allow data collectors/controllers to contract with data management/analytics suppliers to comply with privacy/security rules across jurisdictions. • Embrace open data policies and public-private partnerships that maximize access to critical public data. 35

SIIA Resources For Educators: http: //bit. ly/siiaeducator e. Store: www. siia. net/estore/ www. siia. net/education • Innovate to Educate: System [Re]Design for Personalized Learning www. siia. net/pli • Guide to the Use of Open Educational Resources • Primer on K-20 Education Interoperability Standards • Best Practices for Using Games & Simulations in the Classroom • Conducting and Reporting Product Evaluation Research: Guidelines and Considerations for Educational Technology • Guide to Cloud Computing for Policymakers • K-12 Software Implementation Guidelines Toolkit • Vision K-20 – Survey, Evidence, Resources siia. net/visionk 20/ Survey Report siia. net/visionk 20/survey. asp • Data-Driven Innovation; A Guide for Policymakers: Understanding and 36 Enabling the Economic and Social Value of Data

Mark Schneiderman marks@siia. net 202 -789 -4444 www. siia. net/education 37