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Evaluation Report Submitted to the Leadership Team and Academic Council at the International School of Stuttgart Prepared by Anja Junginger!
May 2014
Summary Through the implementation of the Veracross student information system, the International School of Stuttgart hopes to provide a ‘one-stop-shop’ for all information pertaining to students, grades, classes, and organizational s (calendars, documents, etc.) for all constituents. Additionally, the school hopes that learning will be improved as a result of greater transparency about student progress, increased debate about the effectiveness of the assessments and assignments developed by teachers, and greater curricular and organizational alignment across the school. The expected outcomes consequently include greater student and teacher ability, clearer assessment tasks and assignments, and thus better learning results and less confusion about where to find organizational and student progress information. ! The focus of this program evaluation is to analyze stakeholder perspectives about Veracross in relation to its design, as well as to its current level of implementation. In order to find out this information, much of the data collection was reliant on surveys. Ultimately, the evaluator hoped to gain stakeholder perspectives about the effectiveness of the tool and its usefulness in meeting their needs, as well as to find out what those needs are. The views being targeted are the students, parents, and teachers in the Upper Schools on both school campuses, with an emphasis on grades 6-10. The audience of the program evaluation is the school's leadership teams (istrative and academic) as well as the Database Manager. It is hoped that actions can be taken as a result of the evaluation findings that will improve the ongoing implementation of the program at the International School of Stuttgart. The activities that have taken place so far in the program implementation have focused on stakeholder communication, professional development and , as well as implementing the technical steps needed to get the portal open and running according to the school’s needs. No baseline data or previous evaluation documentation exists, and the purpose of this evaluation is formative in nature, and goals-based. Surveys are the main tool being used to gather qualitative data, as well as initial interviews with the Database Manager and Director to clarify the objectives. ! The findings indicate that the majority of all stakeholders quite strongly buy-in to the idea of having a student information system and wish for it to be implemented effectively. The narrative data from students and parents definitively shows a wish for consistency and reliability of information in order to be informed about student progress. There seems to be a real desire to fully rely on Veracross across all areas of the curriculum and an awareness of the positive benefits of using the program responsibly, however, according to the data, the current situation does not allow for this reliability. Therefore there should be further investigation into strategies which will ensure that all teachers have the tools and knowledge to be able to provide consistent and reliable information to students and parents.
Description of the program evaluated In order to improve communication about individual student learning as well as to manage and communicate whole school processes, a new student information system called Veracross was introduced to the school community in September 2014, however the preparation in the background went on for over two years and a dedicated database manager was hired for the 2012-13 school year in order to lead the implementation. The implementation was very high-stakes for the school Director
and for the Board, and significant funds were dedicated to the endeavor. The school is now using Veracross as the main portal to all information regarding student progress, school events, and for istrative workflows. The intended s are the students, teachers, and parents as well as the school istration. Each of these stakeholders bring different levels of expectations and perceptions related to the usefulness of this tool. While seeing the benefits, many teachers for example, are feeling pressured by the multiple demands placed upon them to plan for and document student progress using tools they are not familiar with. Many students and parents, on the other hand, have felt a lack of control and lack of clarity about the curricular expectations and student progress. They wish for a greater sense of transparency, while still maintaining an acceptable level of data security. The features of the tool include a variety of calendars and views, attendance, a gradebook/assignments, teacher planning tools, a class website, a resource library, and reporting tools. The expectations are that all teachers actively use the system to inform parents and students about assignment requirements, to give , and to report on student learning in grades 6-12. Ways for Veracross to be used in the elementary schools is under discussion and is not part of this evaluation, nor is the use of Veracross by the istrative staff. • Program Objectives The reasons for implementing Veracross are focused on improving communication, transparency, and student learning. Therefore, this evaluation specifically focuses on the following program objectives: • Further developing the student information system that s a transparent and reflective partnership between students, their families and the school. • ing various digital forms of communicating information to student learning. ! The resulting questions guiding this evaluation are: • Are stakeholders provided with the information they need and want? • Is the information easy to find and access? • How does the use of Veracross impact student-teacher-parent relationships and interactions? • What effect does the information provided have on student actions? • Program Components Veracross offers different modules and interfaces for different s and purposes. The focus of this evaluation is on the portals accessed by students, teachers, and parents in the MYP for academic and general informational purposes. ! Teachers have the most active interaction with the tool, as they can use the features of the Academic Module to share assignments, give individual , and post grades all via the Gradebook, post class information via the Class Website, notify students and parents of issues using s, and store resources in the Library. They also have access to a variety of calendars and student information and can use the Planner for their short-term planning. Students and parents mainly view the
information posted by the teachers, excepting the ‘submit’ feature where students can submit assignments to the teachers via a dropbox-like feature. Additionally they can teachers using the directory. The main use for students and parents is to see and grades and to be informed about school events. As with any technology tool, it is only as good as the s make it. As the teachers, aside from istration, are the main sources of data-input to transparency and communication, the success of the tool rides not only on its ease of use, but also on the content provided. Both perspectives will be examined.
Evaluation Method • Participants The sample frame chosen for this the evaluation includes MYP students, teachers, and parents on the Degerloch and Sindelfingen campuses. The students sampled were those in Degerloch taking a technology class this semester, as well as all students on the Sindelfingen MYP Campus. This was based on convenience, as the technology teachers were the most willing to ister the surveys during class time and the Sindelfingen Campus is significantly smaller, so all relevant students were surveyed. The actual resulting total sample size comprises 36% of the entire MYP student population. All 450 parents in the sample frame were sent the survey. Staff parents were excluded. The response rate resulted in a random sample of 13% of that total population. All teachers in both Upper Schools were surveyed during a staff meeting, with a response rate of slightly over 50%. For further nominal data about the participants, see Appendix B. Prior to sending out the surveys, the evaluator conducted two separate interviews, one with the Director and one with the Database Manager. The information provided was used to fine-tune the objectives, as well as the surveys. Both parties were asked the same questions, which included finding out their perceptions about the strengths and weaknesses of the program and implementation, as well as the questions that they hoped to have addressed through the evaluation. • Procedures At the time of evaluation, Veracross had been implemented for 5-6 months. Teachers, students, and parents all had access to their respective portals, and these were being used to varying degrees. The first phase of the evaluation process began during this implementation phase, with no involvement of the evaluator during the phases of needs assessment and program planning. The evaluation began with researching school strategic planning documents as well as with informal discussions with the Database Manager in order to ascertain the objectives worth evaluating. These were confirmed during the later separate interviews with him and with the Director. Up to this point most of the data gathered was qualitative, along with some monitoring data related to how often people were logging in and other nominal data needed to define characteristics of the population. This data was also used to inform development of the surveys. The surveys were istered over a 3week period, beginning with students, then teachers, then parents. Finally the data was analyzed to identify levels of satisfaction with the content and functionality of the program, as well as to identify any effect of this on stakeholder actions and interactions. Ordinal data was calculated and is presented as percentages, and the qualitative narrative data was coded into categories including communication, use of the Gradebook, and general use of Veracross, as these emerged as the main areas
of stakeholder comment. Sindelfingen and Degerloch student data was kept separate during the analysis in order to create a clearer picture for each campus related to student perspectives. • Data Sources Google Forms was used to create three surveys (Appendix A), which were the primary tool used to collect the qualitative data. Each stakeholder group had a survey customized to their needs and perspectives, although the overall structure and content remained aligned. All surveys gathered nominal data so that the results could be sorted and compared in a variety of ways. The bulk of the surveys generated ordinal data using Likert scales for rating attitudes relating to the impact of the program as well as stakeholder levels of comfort with it. Participants could strongly agree, agree, disagree of strongly disagree with these statements. There was no neutral option included. Students and parents could also indicate the type of information they wished to receive from the school. Lastly there were selfassessment questions related to their sense of competence in using the program, which were rated on a scale from easy to difficult. All surveys allowed for narrative comments related to positive and negative opinions, suggestions, and overall impressions of the program. A few issues need to be mentioned regarding the validity of the data collected from the surveys. The first is of a technical nature, as it was noticed that in the responses from the students, one particular respondent’s data was duplicated 40 times. It is not clear why this happened and thus this data was deleted by the evaluator and not considered. The second issue is that the response rate of the parents was quite low. While both positive and negative responses were represented in the final data, it should be noted that this data may still be biased due to the nature or perspective of the type of parent who responded to the survey. This is also why parental data was not stratified any further. The interviews were structured by following a series of predetermined questions, although some open conversation did ensue beyond answers to these questions. The questions were designed to ascertain perceptions about why we are implementing the tool and how it is going, what opinions the interviewees have about the features of the tool, and what they would like to get out of the evaluation (see Appendix A).
Results •
Link to school mission and general satisfaction
Teachers and students show the highest rate of sensing a "disconnect" between the use of Veracross and the school mission, with 30% in total not seeing any connection at all. Conversely, 70% of all stakeholders did see a strong connection. “To actively ” remains the most common choice across all stakeholders, however parents and Degerloch students showed the most diversity in their responses, choosing other points of connection. Overall satisfaction with Veracross amongst students and teachers was over 70% across the board, with teachers the highest at 90% (see Appendix B), and 88% of teachers feel comfortable using the program.
•
Evaluation Questions
Do stakeholders have the information they need/want?
KEY Students: I want to be informed about…. 1-my grades 2-what I do well 3-what I can do better 4- and late assignments 5-what is happening in my classes 6-what is happening at ISS 7-programs and events 8-learning resources
learn. resources academic events social events
2
3
4
5
6
7
Somewhat interested
class program
Very interested
challenges achievements
Degerloch students
1
Not interested
Sindelfingen students
Very interested
Very interested
Somewhat interested
Somewhat interested
Not interested
Not interested
8
1
2
3
4
5
6
7
8
The charts above give an indication of the type of information parents and students are interested in having. Knowing about the students’ challenges and achievements ranks as the top priority for parents and students alike. Over 70% of all students want to know about their grades and their areas of strength and weakness and the narrative survey results correlate well with this data, as most of the comments centered on exactly this desire. The results regarding events and resources are more mixed. Degerloch students are up to 33% uninterested in knowing about ISS academic and social events, whereas in Sindelfingen there is more interest in this type of information. Parents were also less interested in social events, in relation to academic events and resources. The narrative comments (see Appendix C) gave another view on the type of information wanted. These comments showed a tendency to focus on the lack of accurate and timely information in the Calendar and Gradebook from the parental and student perspective, a desire for less information in the Directory from students, and both teachers and parents often commented on the lack of clarity of the Calendar. 4%! 23%! 52%!
21%!
strongly disagree disagree agree
strongly Parents: I can find the informationagree I need
Is the information easy to find/access?
25% of parents feel they are not able to find the information they need, however it needs to be examined if this is due to technical issues and not knowing how to work the system or if it is due to the fact the information is simply not there. In looking at
parents' sense of competence in using specific tools on Veracross, it seems that they have a relatively high level of technical ability (see Appendix D), as only 2-4% listed any one tool as being very difficult to use, and only 6-23% noted that some tools are somewhat difficult to use, with the Assignments tool identified as the most difficult to navigate. Sifi students: Generally I can find the information I need
2%!
Degerloch students: Generally I can find the information I need
2%!
16%!
5%!
1!
1!
2!
37%!
2!
43%! 3!
45%!
50%!
3! 4!
4!
The data found in the charts below gives an indication of the level of satisfaction students and parents have with the communication through Veracross. 36% of parents disagree or strongly disagree that they are well informed about their child’s progress. Students in Degerloch feel generally better informed than in Sindelfingen, with only 16% disagreeing with the statement, as opposed to 36% in Sindelfingen. Degerloch students: Generally I feel well informed about my progress
Sindelfingen students: Generally I feel well informed about my progress
1!
4%! 12%!
26%!
2!
34%!
3! 50%!
16%!
34%!
4!
24%!
1! 2! 3! 4!
Parents: Generally I feel well informed about my child's progress
14%! 20%! 24%! 42%!
strongly disagree disagree agree strongly agree
What affect is being had on student actions?
30% of teachers think their students are more organized as a result of using Veracross while actually 60% of students feel they are more organized in Degerloch, and 40% in Sindelfingen. 60% of Degerloch students and 40% of Sindelfingen students also feel that they make more effort as a result of information in Veracross, while only 30% of teachers would agree or strongly agree that they notice this (see Appendix F). How does use of VC impact on student-teacher-parent relationships?
Regarding communicative actions taken as a result of using Veracross, the perceptions vary. 55-62% of students claim to have spoken to their parents because
of something they saw on Veracross, and 36-46% have spoken to a teacher. 72% of parents claim to have spoken with their child and 50% to a teacher. 49% of teachers claim to have had with parents or students as a result of Veracross communication (see Appendix G). Outcomes of Interviews
The interviews with the Director and Data Manager showed that both believe that Veracross can enable shifts in the learning culture of the school. Both showed awareness of the issues with the Gradebook and Calendar, but they also believe that the Gradebook and Calendar are both fundamental to achieving their objectives. Both talked about how the use of Veracross would help to uncover underlying issues in how things have always been done in relation to academic communication, and that it would the school in making improvements, but that it is not the only solution. !
Discussion The use of Veracross at ISS has the purpose to improve student learning and parental confidence through better and more meaningful communication and transparency. The role of this program evaluation was to see, a few months into the implementation of Veracross, how stakeholders are responding to use of the tool. The focus of data collection and analysis has been on how much the tool is improving communication and connection amongst the stakeholders. Attitudes towards using Veracross were also measured to see if there is any resistance to the implementation and which features or expectations should be improved or clarified. The findings indicate that the majority of all stakeholders quite strongly buy-in to the idea of having a student information system and wish for it to be implemented effectively. The data from students and parents strongly shows a wish for consistency and reliability of information in order to be informed about student progress. There seems to be a real desire to fully rely on Veracross across all areas of the program and an awareness of the positive benefits of using the program responsibly, however, according to the data, the current level of implementation does not allow for this reliability. For teachers the key ideas that came through were focused on the need for a myriad of technical improvements, as well as a need for better and training. This would potentially indicate that teachers are either not using the tool effectively due to lack of knowledge or training, or are hampered in its effective use due to technical constraints. The anomaly in the data is that teachers also indicated a high degree of buy-in to, and confidence in using the tool, which would signal that it is being used effectively, however parents and students say that it is not. This implies that there needs to be further investigation into strategies which will ensure that all teachers have the tools and knowledge to be able to provide consistent and reliable information to students and parents. The survey results were useful in determining general acceptance levels, stakeholder sense of competency, as well as for gathering concrete ideas and suggestions for improvements. The fact that 90% of parents feel a strong connection between the use of Veracross and the school’s mission indicate that it is a good match for the school, however a few of the narrative responses also indicate the opposite. A small percentage of parents mentioned not agreeing with a ‘big brother’ approach to monitoring their children, and either don’t use it or only to a very limited
degree. One family even refused to complete the survey for this reason. Another parent commented, “The best source (of information) is the child and the direct exchange with teachers as well as comments on assignments.” Nonetheless, these were more outliers in the data rather than the norm, but still worth considering. Students can also identify connections to the school mission, and 60-70% feel that Veracross is a useful tool for ISS, as do 91% of the teachers. The teachers also had many positive statements to make about the tool, such as, "Really, the entire system is a strength, since we haven't used anything like this in the past. I find the planner helpful, as well as the quick communication options with parents. I think we'll also see more value as we implement and improve implementation of the calendar and resources tools, as well as the community as a whole gets more comfortable with the tool." Overall, the acceptance rate is high, as is the sense of purpose for the tool in the context of the school. It is also notable that 88% of teachers actually feel comfortable using Veracross (see Appendix E for details). The narrative comments however indicate a desire for more effective professional development and clearer requirements, as well as better training for students. Even with this initial strong acceptance, the narrative comments indicate that many parents are dissatisfied with the timeliness and accuracy of data found in tools such as Assignments and Calendar, which would indicate that it is the implementation, and not the program itself, that leads to not getting the information they desire. Although for parents the Assignments tool came out as the most difficult of all the tools to understand, this was only at 22%, and therefore not largely significant. Rather the comments that arose again and again asked for a timely posting of grades and consistent use by all teachers. Students also echoed this sentiment quite strongly, and showed a desire to be able to rely on Veracross for their organizational purposes. Possibly teachers, 70% of whom did not think that, or know if, Veracross influences student organization in a significant manner may be underestimating the impact of posting assignments, grades, and in a consistent and timely manner. They may also be hampered by the program itself, as was often indicated in the technical-focus of the narrative comments from teachers. Thus, the Assignments tool appears to be contributing the most to parental, as well as to students' dissatisfaction, in part due to its structure, but mainly due to the inconsistency of information presented, which is directly in conflict with their desire to have information about progress. ! The question that arises is, if a solid majority of teachers agree with the implementation of Veracross and feel comfortable using, why is there such a strong perception of inconsistent and ineffective use on the part of students and parents? The school may want to look again at professional development models and for teachers, as well as how expectations are followed-up on and communicated. This may also require further formalization of policies and processes to effective use, although much of this is already underway. Additionally, many of the suggestions for improvements given by all stakeholders should be examined as to their feasibility and validity. Certainly even a few steps in trying to meet the requests made would further enhance the already positive buy-in and promote a culture within which the use of Veracross can only benefit. In particular improvements to the Gradebook and Calendar are required, and further training in deeper use of tools such as the Library, Website, and Planner would enhance the experience of all s, thereby leading to further transparency and meaningful communication.!
Appendix A Parent Survey Teacher Survey Student Survey Interview Questions
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Parent Veracross Survey 1 - Google Forms
Parent Veracross Survey 1 The purpose of this survey is to collect information about our newly implemented student information system Veracross. Your responses will help us to better understand how it is being used and how to make improvements. All information is anonymous. Thank you! * Required
1. How many years have you been at ISS? * Please round down if you came mid-year. Mark only one oval. 0-2 3-5 5-7 more than 7 2. What do you consider to be your home country? * Please choose according a 'best fit'. Mark only one oval. Japan United States/Canada India Other European Other Asian Other: 3. Have you used a student information system at another school? * A tool similar to Veracross Mark only one oval. yes no 4. How many times per week do you log on to Veracross? * Consider this on average Mark only one oval. Never 1 time 2-3 times 4 times or more
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
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5. What parts of our ISS mission do you think Veracross helps us to ? * Choose all that apply Check all that apply. to inspire to challenge to actively none of these Skip to question 13.
Lower Schools 6. What campus is your child on? * Mark only one oval. Degerloch Sindelfingen
Skip to question 7. Skip to question 7.
I do not have a child in the Lower Schools.
Skip to question 13.
Lower Schools The purpose of these questions is to determine how comfortable you feel navigating the site, and what information you are looking for.
7. Please rate the ease of using the following parts of Veracross: Mark only one oval per row. Very difficult
Somewhat difficult
Fairly easy
Very easy
Never used it
Directory Calendar My family The Home page 8. I can... Mark only one oval per row. Yes
No
Never tried
find the email of another family at ISS. find school handbooks. find the class website. change my family's profile information. change my .
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
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Parent Veracross Survey 1 - Google Forms
9. Generally I can find the information I need. Mark only one oval. 1
2
3
4
Strongly disagree
5 Strongly agree
10. Any comment about this? 11. I want to be informed about Mark only one oval per row. Very interested Somewhat interested Not interested My child's achievements My child's challenges What is happening in the classroom program What is happening across the school socially (sports, PTA, etc) What is happening across the school academically (curriculum, forums, etc) Resources available for learning, in the school and community 12. Any comment about this?
MYP 13. Which campus is your child on? * Mark only one oval. MYP Degerloch MYP Sindelfingen
Skip to question 14. Skip to question 14.
I do not have a child in the MYP, take me to Grades 11 and 12.
Skip to question 29.
MYP The purpose of these questions is to find out more about how easy you find the site to navigate, if https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
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Parent Veracross Survey 1 - Google Forms
you are finding the information you want, and how Veracross is impacting student learning.
14. Please rate the ease of using the following parts of Veracross: Mark only one oval per row. Very difficult
Somewhat difficult
Fairly easy
Very easy
Never used it
Directory Calendar Assignments Classes My family The Home page 15. I can... Mark only one oval per row. Yes
No
Never tried
find the email of another family at ISS. find school handbooks. find my child's timetable. find my child's grades. find class websites. change my family's profile information. change my . find the assignments my child has due. 16. Generally I can find the information I need. Mark only one oval. 1 Strongly disagree
2
3
4 Strongly agree
17. Any comment about this?
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
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Parent Veracross Survey 1 - Google Forms
18. I want to be informed about Mark only one oval per row. Very interested Somewhat interested Not interested My child's achievements My child's challenges What is happening in the classroom program What is happening across the school socially (sports, PTA, etc) What is happening across the school academically (curriculum, forums, etc) Resources available for learning, in the school and community 19. Generally I feel well informed about my child's progress. Mark only one oval. 1 Strongly disagree
2
3
4 Strongly agree
20. Any comment about this? 21. My child and I have talked about their learning based on what we have seen in Veracross. Mark only one oval. yes no 22. I have ed a teacher as a result of something I saw on Veracross. Mark only one oval. yes no
Grades 11 + 12 IB and ISS HS Diploma
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
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Parent Veracross Survey 1 - Google Forms
23. I have a child in Grades 11 or 12. Mark only one oval. yes no
Skip to question 24. Skip to question 38.
Grades 11 + 12 Please answer these questions based on your child in grades 11 and 12. 24. Generally I can find the information I need. Mark only one oval. 1
2
3
4
Strongly disagree
Strongly agree
25. Generally I feel well informed about my child's progress. Mark only one oval. 1
2
Strongly disagree
3
4 Strongly agree
26. Any comment about the above? 27. My child and I have talked about their learning based on what we have seen in Veracross. Mark only one oval. yes no 28. I have ed a teacher as a result of something I saw on Veracross. Mark only one oval. yes no Skip to question 38.
Grades 11 and 12 The purpose of these questions is to find out more about how easy you find the site to navigate, if you are finding the information you want, and how Veracross is impacting student learning.
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
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Parent Veracross Survey 1 - Google Forms
29. Please rate the ease of using the following parts of Veracross: Mark only one oval per row. Very difficult
Somewhat difficult
Fairly easy
Very easy
Never used it
Directory Calendar Assignments Classes My family The Home page 30. I can... Mark only one oval per row. Yes
No
Never tried
find the email of another family at ISS. find school handbooks. find my child's timetable. find my child's grades. find class websites. change my family's profile information. change my . find the assignments my child has due. 31. Generally I can find the information I need. Mark only one oval. 1
2
Strongly disagree
3
4 Strongly agree
32. Any comment about the above?
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
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Parent Veracross Survey 1 - Google Forms
33. I want to be informed about Mark only one oval per row. Very interested Somewhat interested Not interested My child's achievements My child's challenges What is happening in the classroom program What is happening across the school socially (sports, PTA, etc) What is happening across the school academically (curriculum, forums, etc) Resources available for learning, in the school and community 34. Generally I feel well informed about my child's progress. Mark only one oval. 1
2
Strongly disagree
3
4 Strongly agree
35. Any comment about the above? 36. I have ed a teacher as a result of something I saw on Veracross. Mark only one oval. yes no 37. My child and I have talked about their learning based on what we have seen in Veracross. Mark only one oval. yes no
Overall impressions
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
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Parent Veracross Survey 1 - Google Forms
38. In your opinion, what are the strengths of Veracross? 39. In your opinion, what would help to improve Veracross, as well our implementation of it?
Powered by
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
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Teacher Veracross Survey - Google Forms
Teacher Veracross Survey The purpose of this survey is to collect information about our newly implemented student information system Veracross. Your responses will help us to better understand how it is being used and how to make improvements. It should take you less than 5 minutes to complete. Thank you! * Required
1. Have you used a student information system at another school? A tool similar to Veracross Mark only one oval. yes no 2. What program(s) do you teach in? * Check all that apply. MYP Sifi MYP Degerloch DP/HS Diploma 3. How many years have you been at ISS? * Please round down if you came mid-year Mark only one oval. 0-2 3-5 6 or more 4. What parts of our ISS mission do you think Veracross helps us to ? Choose all that apply Check all that apply. to inspire to actively engage to challenge none of these
Using Veracross The purpose of these questions is to determine how comfortable you feel navigating the site and using it for what you want to do. You will have a chance to give more detailed written at the end.
https://docs.google.com/a/isswiki.de/forms/d/1wSxKow4e2C3zLGTQc-wLIEPlPGUc7v6MABoUg7jQHHM/edit
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Teacher Veracross Survey - Google Forms
5. Please rate the ease of using the following parts of Veracross: Mark only one oval per row. Very difficult
Somewhat difficult
Fairly easy
Very easy
Never used it
Fairly easy
Very easy
Never tried
Directory Calendar Planner Library Search Home
6. Please rate the ease of using these areas: Mark only one oval per row. Very difficult
Somewhat difficult
Gradebook Website Reporting 7. Generally I feel comfortable using Veracross. Mark only one oval. 1
2
3
4
Strongly disagree
Strongly agree
8. Overall, I feel that Veracross is a useful tool for ISS. Mark only one oval. 1
2
3
4
Strongly disagree
Strongly agree
9. How would you rate yourself as a of Veracross? Mark only one oval. 1 Never use it if I can help it
2
3
4 Actively use all parts of it, leading to a blended learning environment
https://docs.google.com/a/isswiki.de/forms/d/1wSxKow4e2C3zLGTQc-wLIEPlPGUc7v6MABoUg7jQHHM/edit
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Teacher Veracross Survey - Google Forms
10. Are there any comments you would like to make about any of the above?
Impact of using Veracross The purpose of this section is find out if Veracross is having any impact yet on student achievement. If you don't know, choose the neutral button in the middle (#3). 11. My students are showing more effort as a result of the I give on Veracross. Mark only one oval. 1
2
3
4
5
Strongly disagree
Strongly agree
12. My students are more organized as a result of using Veracross. Mark only one oval. 1
2
3
4
5
Strongly disagree
Strongly agree
13. Parents and/or students have ed me as a result of something I posted on Veracross Mark only one oval. 1 Strongly disagree
2
3
4
5 Strongly agree
Overall impressions Please tell us anything else that you think would help to provide better training and to make better use of Veracross. 14. In your opinion, what are the strengths of Veracross and what has helped you in our implementation process?
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Teacher Veracross Survey - Google Forms
15. In your opinion, what would help to improve Veracross, as well our implementation of it?
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Student Veracross Survey - Google Forms
Student Veracross Survey The purpose of this survey is to collect information about our newly implemented student information system Veracross. Your responses will help us to better understand how it is being used and how to make improvements. All information is anonymous and it should only take 5 minutes. Thank you! * Required
1. Have you used a student information system at another school? * A tool similar to Veracross Mark only one oval. yes no 2. How many times per week do you log on to Veracross? * Consider this on average Mark only one oval. Never 1 time 2-3 times 4 times or more 3. What parts of our ISS mission do you think Veracross helps us to ? * Choose all that apply Check all that apply. to inspire to challenge to actively none of these
Your program 4. Which campus are you on? * Mark only one oval. MYP Degerloch MYP Sindelfingen
Skip to question 5. Skip to question 5.
Grade 11 or 12
Using Veracross The purpose of these questions is to find out more about how easy you find the site to navigate, if you are finding the information you want, and how Veracross is helping your learning.
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Student Veracross Survey - Google Forms
5. Please rate the ease of using the following parts of Veracross: Mark only one oval per row. Very difficult
Somewhat difficult
Fairly easy
Very easy
Never used it
Directory Calendar Assignments Classes The Home page 6. I can... Mark only one oval per row. Yes
No
Never tried
find the address of a friend at ISS. find my timetable. find my grades. find my class websites. change my . find the assignments I have due. submit an assignment. 7. I want to be informed about Mark only one oval per row. Very interested Somewhat interested Not interested My grades What I do well What I can do better and late assignments What is happening in my classes What social events are happening at ISS (dances, sports, etc) What program/group events are happening (MUN, Ambassadors, Student Council, etc) Resources available for learning, in the school and community 8. Generally I can find the information I need. Mark only one oval. 1 Strongly disagree
2
3
4 Strongly agree
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Student Veracross Survey - Google Forms
9. Generally I feel well informed about my progress. Mark only one oval. 1
2
3
4
Strongly disagree
Strongly agree
10. I think I am showing more effort as a result of the I get through Veracross. Mark only one oval. 1
2
3
4
Strongly disagree
Strongly agree
11. I think I am better organized as a result of using Veracross. Mark only one oval. 1
2
3
4
Strongly disagree
Strongly agree
12. I have ed a teacher as a result of something I saw on Veracross. Mark only one oval. yes no 13. I have talked to my parents about my learning based on what we have seen in Veracross. Mark only one oval. yes no 14. Overall, I feel Veracross is a useful tool for ISS. Mark only one oval. 1
2
3
Strongly disagree
4 Strongly agree
15. Any comment about any of the above? Optional
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Student Veracross Survey - Google Forms
Overall impressions 16. In your opinion, what are the strengths of Veracross? 17. In your opinion, what would help to improve Veracross?
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Interview Question What do you think are the reasons we use Veracross? What baseline data would you want to collect now to inform an evaluation in the future? What system feature do you think is the most powerful? What are the most common complaints that you get? What do you need to explain the most? Do you think communication is improving? What data do you monitor and why? What data reports can you produce from the system to show how communication/transparent partnership is being improved? (to Database Manager only) What groups would be good to target in the evaluation?
Appendix B Nominal Data Parent Nationalities
Have you used another student information system? Teachers Parents Students
Yes
No
46% 31% 16%
54% 69% 84%
How many years have you been at ISS? Teachers Parents
0-2
3-5
More than 5
38% 48%
25% 19%
38% 33%
17%
Japan 41% United States/ Canada
25%
Other European
17%
Overall, I feel Veracross is a useful tool for ISS. Degerloch students
Teachers
11% 11% 40%
2
2.44% 7.32%
1
3
38%
4
strongly disagree disagree
39.02% 51.22%
Sifi students
agree
8% 13%
strongly agree 39%
1 2 3
40%
4
What parts of our ISS mission do you think Veracross helps us to ? Degerloch Students none of these to actively to challenge
20%!
to inspire
Sifi Students none of these
12%!
to actively to challenge to inspire
Teachers 29%!
none of these to actively to challenge to inspire
Parents 11%!
to actively to challenge to inspire none of these
Appendix C Narrative Comments-Consolidated What they would like: Communication
Gradebook
Parents • A search feature for the calendar • Reliable updating of the calendar • Include LS information • Have everything in one place • Important messages to still be sent by email/as notification, especially if there are issues • Clarification of the calendar color coding and a key • Continued emphasis on person-person interaction when focusing on student learning • That the information posted is correct • Managebac and other sites to be discontinued • Report cards to be printed • •
A ‘live’ report overview for all subjects on one page Show highest criteria possible – ex. 5/6 not just 5
Students • A chat function; to use VC as a communication tool • Personalize the calendar • Less information in the directory • Print report cards
• •
comment on assignments Consistent use by all teachers
Teachers • Better more customizable and accurate information in the calendar • Use the calendar to track student assessments (Sifi) • A separate teacher calendar • Stop using Sifi website • Still have verbal communication about things at meetings rather than relying on VC calendar • Automatic notification about student activity • Comment box for EAL
•
More standardized task structures and better display to parents and students
•
• • • • • •
Include related documents for assignments posted rather than going somewhere else for these See all tasks on one page More notes and information about given assignments Timely posting of grades Consistent use by all teachers More beyond just the grade To see when work was turned in/timely status update
• • •
• •
•
Show highest criteria possible – ex. 5/6 not just 5 Assignments posted in advance Rubrics posted with assignments as tool A better sense of what the report card will say Put the assignment dropbox IN the assignment message Have the dropbox, assignment, and grade all in one place
• •
• • • • •
•
• •
• • • •
Enter comment in same place as where the grade is Better dropbox set-up and easier way of attaching documents fewer clicks to enter grades No ‘assessment types’ dropdown MYP grades to be visible in the gradebook Better data analysis features for DP VC to automatically check for students with multiple tests on one day Better way to deal with multiple phases in a class group Have subject criteria max points automatically shown To have an overview of all students grades and assignments at a grade level Set the same assignment for multiple classes EAL to see all students’ assignments and due dates To be able to sort students differently all Dropbox documents turned in at once, rather than singly
•
General use:
• • •
• •
documents and training Mobile app Ability to toggle to parent or student view as a teacher (so they can help the parent/student with issues) More -friendly Do not include birthday calendar (security)
• • • • • •
Make and post goals Less clutter Better design and colors Customizability A C&S page so no more Managebac Change name
• • • • • •
•
Don’t attach everything to an assignment, students should get it in class and still use paper planners Seeing what parents and students see Sharing and PD with ; Wed Q&A Differentiated training Focus on how to use planner and class website Easier room reservation Make it possible to generate info reports from data (for teachers) customizability
Issues they are having: Assignments, grades
Parents • Not updated correctly and reliably • Not understanding MYP grading • Hard to understand the grade data entered • Can’t find the grades • Don’t understand which grade comes from where on rotational subjects such as science or humanities • How to link assignment calendar to personal
Students • Consequences at home due to misleading information • Not enough information about assignments to know what to do/lack of clarity • Hard to find assignments • Dropbox is hard to find •
Teachers • Lack of clarity about weighting of grades • Grades not saving • Coping with different assignments for different students in one class (ie language) • Combined classes in a combined gradebook
calendar General use: • • •
•
• •
Too many links and cumbersome Too slow Changing family profile information is slow and timeconsuming Newcomers have to request an ?/families midyear Problems logging on after change concerns about data safety and security
• • • •
Not clear where to send mails to teachers – which email Calendar difficult to understand Getting lost where they are; navigation issues Teachers don’t know how to use it
• • • • • • • • • • • •
• •
Not clear about requirements Lacking proper training Homepage too cluttered How to send one email to multiple addresses Accessing s; using the directory Use of planner is too cumbersome Library tool too difficult Use of discussion boards Unsuited to our environment Inaccurate calendars and class lists Slow Students aren’t using it; no clear expectations Students aren’t trained in it Although good, too much info for EAL students
Appendix D Is the information easy to find/access?
Parents home page My family
Never used it Very difficult
classses
Somewhat difficult assignments
Fairly easy Very easy
calendar directory
Teachers reporting
Degerloch students
s website [The Home page] gradebook
Very difficult
home page [Classes]
Very difficult Somewhat difficult
search [Assignments] library planner [Calendar]
Never used it
Somewhat difficult Fairlyeasy easy Fairly Very easy Very easy
calendar [Directory] directory
Never used it
Sindelfingen students
[The Home page]
Very difficult
[Classes] Somewhat difficult
[Assignments] Fairly easy [Calendar] Very easy [Directory] Never used it
0.00%$
20.00%$
40.00%$
60.00%$
Degerloch students
[The Home page]
Very difficult
[Classes]
Somewhat difficult
[Assignments]
Fairly easy
[Calendar]
Very easy
[Directory]
Never used it
0.00%$
20.00%$
40.00%$
60.00%$
Appendix E All teachers: Generally I feel comfortable using Veracross
12%$
strongly disagree
39%$ disagree
agree
49%$ strongly agree
Teacher data stratified by number of years at ISS: Group
Respondents
Used another SIS
Comfortable with VC use (3/4)
0-2 years
16
12
15
3-5 years
10
6
10
6+ years
15
0
11
Appendix F What affect is being had on student actions?
Degerloch Students strongly disagree I think I am better organized as a result of using Veracross.
disagree
I think I am showing more effort as a result of the I get through Veracross.
agree
0%
20%
40%
60%
80%
100%
strongly agree
Sindelfingen Students strongly disagree I think I am better organized as a result of using Veracross.
disagree agree
I think I am showing more effort as a result of the I get through Veracross.
strongly agree
0%
20%
40%
60%
80%
100%
Teachers: My students are showing more effort as a result of the I give on Veracross
10%$
strongly disagree
22%$
19%$
10%$
disagree don't know agree
39%$
strongly agree
Teachers: My students are more organized as a result of using Veracross
10%$
17%$
strongly disagree disagree
24%$
12%$
don't know agree
37%$
strongly agree
Appendix G Sindelfingen students
Degerloch students I have ed a teacher as a result of something I saw on Veracross. I have talked to my parents about my learning based on what we have seen in Veracross.
53.57%$ 46.43%$
I have ed a teacher as a result of something I saw on Veracross.
no yes
38.18%$ 61.82%$
!
I have talked to my parents about my learning based on what we have seen in Veracross.
63.16%$ 36.84%
no yes
44.74%$ 55.26%
Parents
71.70%$ 49.06%$ 50.94%$ yes$
28.30%$
no$
My child and I have talked about I have ed a teacher as a their learning based on what we result of something I saw on have seen in Veracross. Veracross.
Teachers: Parents and/or students have ed me as a result of something I posted on Veracross 30% 25% 20% 15% 10% 5% 0% strongly disagree
disagree
Don't know
agree
strongly agree
!
Evaluation Report Submitted to the Leadership Team and Academic Council at the International School of Stuttgart Prepared by Anja Junginger!
May 2014
Summary Through the implementation of the Veracross student information system, the International School of Stuttgart hopes to provide a ‘one-stop-shop’ for all information pertaining to students, grades, classes, and organizational s (calendars, documents, etc.) for all constituents. Additionally, the school hopes that learning will be improved as a result of greater transparency about student progress, increased debate about the effectiveness of the assessments and assignments developed by teachers, and greater curricular and organizational alignment across the school. The expected outcomes consequently include greater student and teacher ability, clearer assessment tasks and assignments, and thus better learning results and less confusion about where to find organizational and student progress information. ! The focus of this program evaluation is to analyze stakeholder perspectives about Veracross in relation to its design, as well as to its current level of implementation. In order to find out this information, much of the data collection was reliant on surveys. Ultimately, the evaluator hoped to gain stakeholder perspectives about the effectiveness of the tool and its usefulness in meeting their needs, as well as to find out what those needs are. The views being targeted are the students, parents, and teachers in the Upper Schools on both school campuses, with an emphasis on grades 6-10. The audience of the program evaluation is the school's leadership teams (istrative and academic) as well as the Database Manager. It is hoped that actions can be taken as a result of the evaluation findings that will improve the ongoing implementation of the program at the International School of Stuttgart. The activities that have taken place so far in the program implementation have focused on stakeholder communication, professional development and , as well as implementing the technical steps needed to get the portal open and running according to the school’s needs. No baseline data or previous evaluation documentation exists, and the purpose of this evaluation is formative in nature, and goals-based. Surveys are the main tool being used to gather qualitative data, as well as initial interviews with the Database Manager and Director to clarify the objectives. ! The findings indicate that the majority of all stakeholders quite strongly buy-in to the idea of having a student information system and wish for it to be implemented effectively. The narrative data from students and parents definitively shows a wish for consistency and reliability of information in order to be informed about student progress. There seems to be a real desire to fully rely on Veracross across all areas of the curriculum and an awareness of the positive benefits of using the program responsibly, however, according to the data, the current situation does not allow for this reliability. Therefore there should be further investigation into strategies which will ensure that all teachers have the tools and knowledge to be able to provide consistent and reliable information to students and parents.
Description of the program evaluated In order to improve communication about individual student learning as well as to manage and communicate whole school processes, a new student information system called Veracross was introduced to the school community in September 2014, however the preparation in the background went on for over two years and a dedicated database manager was hired for the 2012-13 school year in order to lead the implementation. The implementation was very high-stakes for the school Director
and for the Board, and significant funds were dedicated to the endeavor. The school is now using Veracross as the main portal to all information regarding student progress, school events, and for istrative workflows. The intended s are the students, teachers, and parents as well as the school istration. Each of these stakeholders bring different levels of expectations and perceptions related to the usefulness of this tool. While seeing the benefits, many teachers for example, are feeling pressured by the multiple demands placed upon them to plan for and document student progress using tools they are not familiar with. Many students and parents, on the other hand, have felt a lack of control and lack of clarity about the curricular expectations and student progress. They wish for a greater sense of transparency, while still maintaining an acceptable level of data security. The features of the tool include a variety of calendars and views, attendance, a gradebook/assignments, teacher planning tools, a class website, a resource library, and reporting tools. The expectations are that all teachers actively use the system to inform parents and students about assignment requirements, to give , and to report on student learning in grades 6-12. Ways for Veracross to be used in the elementary schools is under discussion and is not part of this evaluation, nor is the use of Veracross by the istrative staff. • Program Objectives The reasons for implementing Veracross are focused on improving communication, transparency, and student learning. Therefore, this evaluation specifically focuses on the following program objectives: • Further developing the student information system that s a transparent and reflective partnership between students, their families and the school. • ing various digital forms of communicating information to student learning. ! The resulting questions guiding this evaluation are: • Are stakeholders provided with the information they need and want? • Is the information easy to find and access? • How does the use of Veracross impact student-teacher-parent relationships and interactions? • What effect does the information provided have on student actions? • Program Components Veracross offers different modules and interfaces for different s and purposes. The focus of this evaluation is on the portals accessed by students, teachers, and parents in the MYP for academic and general informational purposes. ! Teachers have the most active interaction with the tool, as they can use the features of the Academic Module to share assignments, give individual , and post grades all via the Gradebook, post class information via the Class Website, notify students and parents of issues using s, and store resources in the Library. They also have access to a variety of calendars and student information and can use the Planner for their short-term planning. Students and parents mainly view the
information posted by the teachers, excepting the ‘submit’ feature where students can submit assignments to the teachers via a dropbox-like feature. Additionally they can teachers using the directory. The main use for students and parents is to see and grades and to be informed about school events. As with any technology tool, it is only as good as the s make it. As the teachers, aside from istration, are the main sources of data-input to transparency and communication, the success of the tool rides not only on its ease of use, but also on the content provided. Both perspectives will be examined.
Evaluation Method • Participants The sample frame chosen for this the evaluation includes MYP students, teachers, and parents on the Degerloch and Sindelfingen campuses. The students sampled were those in Degerloch taking a technology class this semester, as well as all students on the Sindelfingen MYP Campus. This was based on convenience, as the technology teachers were the most willing to ister the surveys during class time and the Sindelfingen Campus is significantly smaller, so all relevant students were surveyed. The actual resulting total sample size comprises 36% of the entire MYP student population. All 450 parents in the sample frame were sent the survey. Staff parents were excluded. The response rate resulted in a random sample of 13% of that total population. All teachers in both Upper Schools were surveyed during a staff meeting, with a response rate of slightly over 50%. For further nominal data about the participants, see Appendix B. Prior to sending out the surveys, the evaluator conducted two separate interviews, one with the Director and one with the Database Manager. The information provided was used to fine-tune the objectives, as well as the surveys. Both parties were asked the same questions, which included finding out their perceptions about the strengths and weaknesses of the program and implementation, as well as the questions that they hoped to have addressed through the evaluation. • Procedures At the time of evaluation, Veracross had been implemented for 5-6 months. Teachers, students, and parents all had access to their respective portals, and these were being used to varying degrees. The first phase of the evaluation process began during this implementation phase, with no involvement of the evaluator during the phases of needs assessment and program planning. The evaluation began with researching school strategic planning documents as well as with informal discussions with the Database Manager in order to ascertain the objectives worth evaluating. These were confirmed during the later separate interviews with him and with the Director. Up to this point most of the data gathered was qualitative, along with some monitoring data related to how often people were logging in and other nominal data needed to define characteristics of the population. This data was also used to inform development of the surveys. The surveys were istered over a 3week period, beginning with students, then teachers, then parents. Finally the data was analyzed to identify levels of satisfaction with the content and functionality of the program, as well as to identify any effect of this on stakeholder actions and interactions. Ordinal data was calculated and is presented as percentages, and the qualitative narrative data was coded into categories including communication, use of the Gradebook, and general use of Veracross, as these emerged as the main areas
of stakeholder comment. Sindelfingen and Degerloch student data was kept separate during the analysis in order to create a clearer picture for each campus related to student perspectives. • Data Sources Google Forms was used to create three surveys (Appendix A), which were the primary tool used to collect the qualitative data. Each stakeholder group had a survey customized to their needs and perspectives, although the overall structure and content remained aligned. All surveys gathered nominal data so that the results could be sorted and compared in a variety of ways. The bulk of the surveys generated ordinal data using Likert scales for rating attitudes relating to the impact of the program as well as stakeholder levels of comfort with it. Participants could strongly agree, agree, disagree of strongly disagree with these statements. There was no neutral option included. Students and parents could also indicate the type of information they wished to receive from the school. Lastly there were selfassessment questions related to their sense of competence in using the program, which were rated on a scale from easy to difficult. All surveys allowed for narrative comments related to positive and negative opinions, suggestions, and overall impressions of the program. A few issues need to be mentioned regarding the validity of the data collected from the surveys. The first is of a technical nature, as it was noticed that in the responses from the students, one particular respondent’s data was duplicated 40 times. It is not clear why this happened and thus this data was deleted by the evaluator and not considered. The second issue is that the response rate of the parents was quite low. While both positive and negative responses were represented in the final data, it should be noted that this data may still be biased due to the nature or perspective of the type of parent who responded to the survey. This is also why parental data was not stratified any further. The interviews were structured by following a series of predetermined questions, although some open conversation did ensue beyond answers to these questions. The questions were designed to ascertain perceptions about why we are implementing the tool and how it is going, what opinions the interviewees have about the features of the tool, and what they would like to get out of the evaluation (see Appendix A).
Results •
Link to school mission and general satisfaction
Teachers and students show the highest rate of sensing a "disconnect" between the use of Veracross and the school mission, with 30% in total not seeing any connection at all. Conversely, 70% of all stakeholders did see a strong connection. “To actively ” remains the most common choice across all stakeholders, however parents and Degerloch students showed the most diversity in their responses, choosing other points of connection. Overall satisfaction with Veracross amongst students and teachers was over 70% across the board, with teachers the highest at 90% (see Appendix B), and 88% of teachers feel comfortable using the program.
•
Evaluation Questions
Do stakeholders have the information they need/want?
KEY Students: I want to be informed about…. 1-my grades 2-what I do well 3-what I can do better 4- and late assignments 5-what is happening in my classes 6-what is happening at ISS 7-programs and events 8-learning resources
learn. resources academic events social events
2
3
4
5
6
7
Somewhat interested
class program
Very interested
challenges achievements
Degerloch students
1
Not interested
Sindelfingen students
Very interested
Very interested
Somewhat interested
Somewhat interested
Not interested
Not interested
8
1
2
3
4
5
6
7
8
The charts above give an indication of the type of information parents and students are interested in having. Knowing about the students’ challenges and achievements ranks as the top priority for parents and students alike. Over 70% of all students want to know about their grades and their areas of strength and weakness and the narrative survey results correlate well with this data, as most of the comments centered on exactly this desire. The results regarding events and resources are more mixed. Degerloch students are up to 33% uninterested in knowing about ISS academic and social events, whereas in Sindelfingen there is more interest in this type of information. Parents were also less interested in social events, in relation to academic events and resources. The narrative comments (see Appendix C) gave another view on the type of information wanted. These comments showed a tendency to focus on the lack of accurate and timely information in the Calendar and Gradebook from the parental and student perspective, a desire for less information in the Directory from students, and both teachers and parents often commented on the lack of clarity of the Calendar. 4%! 23%! 52%!
21%!
strongly disagree disagree agree
strongly Parents: I can find the informationagree I need
Is the information easy to find/access?
25% of parents feel they are not able to find the information they need, however it needs to be examined if this is due to technical issues and not knowing how to work the system or if it is due to the fact the information is simply not there. In looking at
parents' sense of competence in using specific tools on Veracross, it seems that they have a relatively high level of technical ability (see Appendix D), as only 2-4% listed any one tool as being very difficult to use, and only 6-23% noted that some tools are somewhat difficult to use, with the Assignments tool identified as the most difficult to navigate. Sifi students: Generally I can find the information I need
2%!
Degerloch students: Generally I can find the information I need
2%!
16%!
5%!
1!
1!
2!
37%!
2!
43%! 3!
45%!
50%!
3! 4!
4!
The data found in the charts below gives an indication of the level of satisfaction students and parents have with the communication through Veracross. 36% of parents disagree or strongly disagree that they are well informed about their child’s progress. Students in Degerloch feel generally better informed than in Sindelfingen, with only 16% disagreeing with the statement, as opposed to 36% in Sindelfingen. Degerloch students: Generally I feel well informed about my progress
Sindelfingen students: Generally I feel well informed about my progress
1!
4%! 12%!
26%!
2!
34%!
3! 50%!
16%!
34%!
4!
24%!
1! 2! 3! 4!
Parents: Generally I feel well informed about my child's progress
14%! 20%! 24%! 42%!
strongly disagree disagree agree strongly agree
What affect is being had on student actions?
30% of teachers think their students are more organized as a result of using Veracross while actually 60% of students feel they are more organized in Degerloch, and 40% in Sindelfingen. 60% of Degerloch students and 40% of Sindelfingen students also feel that they make more effort as a result of information in Veracross, while only 30% of teachers would agree or strongly agree that they notice this (see Appendix F). How does use of VC impact on student-teacher-parent relationships?
Regarding communicative actions taken as a result of using Veracross, the perceptions vary. 55-62% of students claim to have spoken to their parents because
of something they saw on Veracross, and 36-46% have spoken to a teacher. 72% of parents claim to have spoken with their child and 50% to a teacher. 49% of teachers claim to have had with parents or students as a result of Veracross communication (see Appendix G). Outcomes of Interviews
The interviews with the Director and Data Manager showed that both believe that Veracross can enable shifts in the learning culture of the school. Both showed awareness of the issues with the Gradebook and Calendar, but they also believe that the Gradebook and Calendar are both fundamental to achieving their objectives. Both talked about how the use of Veracross would help to uncover underlying issues in how things have always been done in relation to academic communication, and that it would the school in making improvements, but that it is not the only solution. !
Discussion The use of Veracross at ISS has the purpose to improve student learning and parental confidence through better and more meaningful communication and transparency. The role of this program evaluation was to see, a few months into the implementation of Veracross, how stakeholders are responding to use of the tool. The focus of data collection and analysis has been on how much the tool is improving communication and connection amongst the stakeholders. Attitudes towards using Veracross were also measured to see if there is any resistance to the implementation and which features or expectations should be improved or clarified. The findings indicate that the majority of all stakeholders quite strongly buy-in to the idea of having a student information system and wish for it to be implemented effectively. The data from students and parents strongly shows a wish for consistency and reliability of information in order to be informed about student progress. There seems to be a real desire to fully rely on Veracross across all areas of the program and an awareness of the positive benefits of using the program responsibly, however, according to the data, the current level of implementation does not allow for this reliability. For teachers the key ideas that came through were focused on the need for a myriad of technical improvements, as well as a need for better and training. This would potentially indicate that teachers are either not using the tool effectively due to lack of knowledge or training, or are hampered in its effective use due to technical constraints. The anomaly in the data is that teachers also indicated a high degree of buy-in to, and confidence in using the tool, which would signal that it is being used effectively, however parents and students say that it is not. This implies that there needs to be further investigation into strategies which will ensure that all teachers have the tools and knowledge to be able to provide consistent and reliable information to students and parents. The survey results were useful in determining general acceptance levels, stakeholder sense of competency, as well as for gathering concrete ideas and suggestions for improvements. The fact that 90% of parents feel a strong connection between the use of Veracross and the school’s mission indicate that it is a good match for the school, however a few of the narrative responses also indicate the opposite. A small percentage of parents mentioned not agreeing with a ‘big brother’ approach to monitoring their children, and either don’t use it or only to a very limited
degree. One family even refused to complete the survey for this reason. Another parent commented, “The best source (of information) is the child and the direct exchange with teachers as well as comments on assignments.” Nonetheless, these were more outliers in the data rather than the norm, but still worth considering. Students can also identify connections to the school mission, and 60-70% feel that Veracross is a useful tool for ISS, as do 91% of the teachers. The teachers also had many positive statements to make about the tool, such as, "Really, the entire system is a strength, since we haven't used anything like this in the past. I find the planner helpful, as well as the quick communication options with parents. I think we'll also see more value as we implement and improve implementation of the calendar and resources tools, as well as the community as a whole gets more comfortable with the tool." Overall, the acceptance rate is high, as is the sense of purpose for the tool in the context of the school. It is also notable that 88% of teachers actually feel comfortable using Veracross (see Appendix E for details). The narrative comments however indicate a desire for more effective professional development and clearer requirements, as well as better training for students. Even with this initial strong acceptance, the narrative comments indicate that many parents are dissatisfied with the timeliness and accuracy of data found in tools such as Assignments and Calendar, which would indicate that it is the implementation, and not the program itself, that leads to not getting the information they desire. Although for parents the Assignments tool came out as the most difficult of all the tools to understand, this was only at 22%, and therefore not largely significant. Rather the comments that arose again and again asked for a timely posting of grades and consistent use by all teachers. Students also echoed this sentiment quite strongly, and showed a desire to be able to rely on Veracross for their organizational purposes. Possibly teachers, 70% of whom did not think that, or know if, Veracross influences student organization in a significant manner may be underestimating the impact of posting assignments, grades, and in a consistent and timely manner. They may also be hampered by the program itself, as was often indicated in the technical-focus of the narrative comments from teachers. Thus, the Assignments tool appears to be contributing the most to parental, as well as to students' dissatisfaction, in part due to its structure, but mainly due to the inconsistency of information presented, which is directly in conflict with their desire to have information about progress. ! The question that arises is, if a solid majority of teachers agree with the implementation of Veracross and feel comfortable using, why is there such a strong perception of inconsistent and ineffective use on the part of students and parents? The school may want to look again at professional development models and for teachers, as well as how expectations are followed-up on and communicated. This may also require further formalization of policies and processes to effective use, although much of this is already underway. Additionally, many of the suggestions for improvements given by all stakeholders should be examined as to their feasibility and validity. Certainly even a few steps in trying to meet the requests made would further enhance the already positive buy-in and promote a culture within which the use of Veracross can only benefit. In particular improvements to the Gradebook and Calendar are required, and further training in deeper use of tools such as the Library, Website, and Planner would enhance the experience of all s, thereby leading to further transparency and meaningful communication.!
Appendix A Parent Survey Teacher Survey Student Survey Interview Questions
5/6/2014
Parent Veracross Survey 1 - Google Forms
Parent Veracross Survey 1 The purpose of this survey is to collect information about our newly implemented student information system Veracross. Your responses will help us to better understand how it is being used and how to make improvements. All information is anonymous. Thank you! * Required
1. How many years have you been at ISS? * Please round down if you came mid-year. Mark only one oval. 0-2 3-5 5-7 more than 7 2. What do you consider to be your home country? * Please choose according a 'best fit'. Mark only one oval. Japan United States/Canada India Other European Other Asian Other: 3. Have you used a student information system at another school? * A tool similar to Veracross Mark only one oval. yes no 4. How many times per week do you log on to Veracross? * Consider this on average Mark only one oval. Never 1 time 2-3 times 4 times or more
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
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Parent Veracross Survey 1 - Google Forms
5. What parts of our ISS mission do you think Veracross helps us to ? * Choose all that apply Check all that apply. to inspire to challenge to actively none of these Skip to question 13.
Lower Schools 6. What campus is your child on? * Mark only one oval. Degerloch Sindelfingen
Skip to question 7. Skip to question 7.
I do not have a child in the Lower Schools.
Skip to question 13.
Lower Schools The purpose of these questions is to determine how comfortable you feel navigating the site, and what information you are looking for.
7. Please rate the ease of using the following parts of Veracross: Mark only one oval per row. Very difficult
Somewhat difficult
Fairly easy
Very easy
Never used it
Directory Calendar My family The Home page 8. I can... Mark only one oval per row. Yes
No
Never tried
find the email of another family at ISS. find school handbooks. find the class website. change my family's profile information. change my .
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
2/9
5/6/2014
Parent Veracross Survey 1 - Google Forms
9. Generally I can find the information I need. Mark only one oval. 1
2
3
4
Strongly disagree
5 Strongly agree
10. Any comment about this? 11. I want to be informed about Mark only one oval per row. Very interested Somewhat interested Not interested My child's achievements My child's challenges What is happening in the classroom program What is happening across the school socially (sports, PTA, etc) What is happening across the school academically (curriculum, forums, etc) Resources available for learning, in the school and community 12. Any comment about this?
MYP 13. Which campus is your child on? * Mark only one oval. MYP Degerloch MYP Sindelfingen
Skip to question 14. Skip to question 14.
I do not have a child in the MYP, take me to Grades 11 and 12.
Skip to question 29.
MYP The purpose of these questions is to find out more about how easy you find the site to navigate, if https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
3/9
5/6/2014
Parent Veracross Survey 1 - Google Forms
you are finding the information you want, and how Veracross is impacting student learning.
14. Please rate the ease of using the following parts of Veracross: Mark only one oval per row. Very difficult
Somewhat difficult
Fairly easy
Very easy
Never used it
Directory Calendar Assignments Classes My family The Home page 15. I can... Mark only one oval per row. Yes
No
Never tried
find the email of another family at ISS. find school handbooks. find my child's timetable. find my child's grades. find class websites. change my family's profile information. change my . find the assignments my child has due. 16. Generally I can find the information I need. Mark only one oval. 1 Strongly disagree
2
3
4 Strongly agree
17. Any comment about this?
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
4/9
5/6/2014
Parent Veracross Survey 1 - Google Forms
18. I want to be informed about Mark only one oval per row. Very interested Somewhat interested Not interested My child's achievements My child's challenges What is happening in the classroom program What is happening across the school socially (sports, PTA, etc) What is happening across the school academically (curriculum, forums, etc) Resources available for learning, in the school and community 19. Generally I feel well informed about my child's progress. Mark only one oval. 1 Strongly disagree
2
3
4 Strongly agree
20. Any comment about this? 21. My child and I have talked about their learning based on what we have seen in Veracross. Mark only one oval. yes no 22. I have ed a teacher as a result of something I saw on Veracross. Mark only one oval. yes no
Grades 11 + 12 IB and ISS HS Diploma
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
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5/6/2014
Parent Veracross Survey 1 - Google Forms
23. I have a child in Grades 11 or 12. Mark only one oval. yes no
Skip to question 24. Skip to question 38.
Grades 11 + 12 Please answer these questions based on your child in grades 11 and 12. 24. Generally I can find the information I need. Mark only one oval. 1
2
3
4
Strongly disagree
Strongly agree
25. Generally I feel well informed about my child's progress. Mark only one oval. 1
2
Strongly disagree
3
4 Strongly agree
26. Any comment about the above? 27. My child and I have talked about their learning based on what we have seen in Veracross. Mark only one oval. yes no 28. I have ed a teacher as a result of something I saw on Veracross. Mark only one oval. yes no Skip to question 38.
Grades 11 and 12 The purpose of these questions is to find out more about how easy you find the site to navigate, if you are finding the information you want, and how Veracross is impacting student learning.
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
6/9
5/6/2014
Parent Veracross Survey 1 - Google Forms
29. Please rate the ease of using the following parts of Veracross: Mark only one oval per row. Very difficult
Somewhat difficult
Fairly easy
Very easy
Never used it
Directory Calendar Assignments Classes My family The Home page 30. I can... Mark only one oval per row. Yes
No
Never tried
find the email of another family at ISS. find school handbooks. find my child's timetable. find my child's grades. find class websites. change my family's profile information. change my . find the assignments my child has due. 31. Generally I can find the information I need. Mark only one oval. 1
2
Strongly disagree
3
4 Strongly agree
32. Any comment about the above?
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
7/9
5/6/2014
Parent Veracross Survey 1 - Google Forms
33. I want to be informed about Mark only one oval per row. Very interested Somewhat interested Not interested My child's achievements My child's challenges What is happening in the classroom program What is happening across the school socially (sports, PTA, etc) What is happening across the school academically (curriculum, forums, etc) Resources available for learning, in the school and community 34. Generally I feel well informed about my child's progress. Mark only one oval. 1
2
Strongly disagree
3
4 Strongly agree
35. Any comment about the above? 36. I have ed a teacher as a result of something I saw on Veracross. Mark only one oval. yes no 37. My child and I have talked about their learning based on what we have seen in Veracross. Mark only one oval. yes no
Overall impressions
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
8/9
5/6/2014
Parent Veracross Survey 1 - Google Forms
38. In your opinion, what are the strengths of Veracross? 39. In your opinion, what would help to improve Veracross, as well our implementation of it?
Powered by
https://docs.google.com/a/isswiki.de/forms/d/1R-bRwtYvBOnLDqu00_KvySooehhItBRokp1Z0afq0uI/edit
9/9
5/6/2014
Teacher Veracross Survey - Google Forms
Teacher Veracross Survey The purpose of this survey is to collect information about our newly implemented student information system Veracross. Your responses will help us to better understand how it is being used and how to make improvements. It should take you less than 5 minutes to complete. Thank you! * Required
1. Have you used a student information system at another school? A tool similar to Veracross Mark only one oval. yes no 2. What program(s) do you teach in? * Check all that apply. MYP Sifi MYP Degerloch DP/HS Diploma 3. How many years have you been at ISS? * Please round down if you came mid-year Mark only one oval. 0-2 3-5 6 or more 4. What parts of our ISS mission do you think Veracross helps us to ? Choose all that apply Check all that apply. to inspire to actively engage to challenge none of these
Using Veracross The purpose of these questions is to determine how comfortable you feel navigating the site and using it for what you want to do. You will have a chance to give more detailed written at the end.
https://docs.google.com/a/isswiki.de/forms/d/1wSxKow4e2C3zLGTQc-wLIEPlPGUc7v6MABoUg7jQHHM/edit
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5/6/2014
Teacher Veracross Survey - Google Forms
5. Please rate the ease of using the following parts of Veracross: Mark only one oval per row. Very difficult
Somewhat difficult
Fairly easy
Very easy
Never used it
Fairly easy
Very easy
Never tried
Directory Calendar Planner Library Search Home
6. Please rate the ease of using these areas: Mark only one oval per row. Very difficult
Somewhat difficult
Gradebook Website Reporting 7. Generally I feel comfortable using Veracross. Mark only one oval. 1
2
3
4
Strongly disagree
Strongly agree
8. Overall, I feel that Veracross is a useful tool for ISS. Mark only one oval. 1
2
3
4
Strongly disagree
Strongly agree
9. How would you rate yourself as a of Veracross? Mark only one oval. 1 Never use it if I can help it
2
3
4 Actively use all parts of it, leading to a blended learning environment
https://docs.google.com/a/isswiki.de/forms/d/1wSxKow4e2C3zLGTQc-wLIEPlPGUc7v6MABoUg7jQHHM/edit
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5/6/2014
Teacher Veracross Survey - Google Forms
10. Are there any comments you would like to make about any of the above?
Impact of using Veracross The purpose of this section is find out if Veracross is having any impact yet on student achievement. If you don't know, choose the neutral button in the middle (#3). 11. My students are showing more effort as a result of the I give on Veracross. Mark only one oval. 1
2
3
4
5
Strongly disagree
Strongly agree
12. My students are more organized as a result of using Veracross. Mark only one oval. 1
2
3
4
5
Strongly disagree
Strongly agree
13. Parents and/or students have ed me as a result of something I posted on Veracross Mark only one oval. 1 Strongly disagree
2
3
4
5 Strongly agree
Overall impressions Please tell us anything else that you think would help to provide better training and to make better use of Veracross. 14. In your opinion, what are the strengths of Veracross and what has helped you in our implementation process?
https://docs.google.com/a/isswiki.de/forms/d/1wSxKow4e2C3zLGTQc-wLIEPlPGUc7v6MABoUg7jQHHM/edit
3/4
5/6/2014
Teacher Veracross Survey - Google Forms
15. In your opinion, what would help to improve Veracross, as well our implementation of it?
Powered by
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4/4
5/6/2014
Student Veracross Survey - Google Forms
Student Veracross Survey The purpose of this survey is to collect information about our newly implemented student information system Veracross. Your responses will help us to better understand how it is being used and how to make improvements. All information is anonymous and it should only take 5 minutes. Thank you! * Required
1. Have you used a student information system at another school? * A tool similar to Veracross Mark only one oval. yes no 2. How many times per week do you log on to Veracross? * Consider this on average Mark only one oval. Never 1 time 2-3 times 4 times or more 3. What parts of our ISS mission do you think Veracross helps us to ? * Choose all that apply Check all that apply. to inspire to challenge to actively none of these
Your program 4. Which campus are you on? * Mark only one oval. MYP Degerloch MYP Sindelfingen
Skip to question 5. Skip to question 5.
Grade 11 or 12
Using Veracross The purpose of these questions is to find out more about how easy you find the site to navigate, if you are finding the information you want, and how Veracross is helping your learning.
https://docs.google.com/a/isswiki.de/forms/d/1Ru4JZ-BhKSriNfLoAZ5xWw7c1Z3R_HTuk-1wqinFTDM/edit
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5/6/2014
Student Veracross Survey - Google Forms
5. Please rate the ease of using the following parts of Veracross: Mark only one oval per row. Very difficult
Somewhat difficult
Fairly easy
Very easy
Never used it
Directory Calendar Assignments Classes The Home page 6. I can... Mark only one oval per row. Yes
No
Never tried
find the address of a friend at ISS. find my timetable. find my grades. find my class websites. change my . find the assignments I have due. submit an assignment. 7. I want to be informed about Mark only one oval per row. Very interested Somewhat interested Not interested My grades What I do well What I can do better and late assignments What is happening in my classes What social events are happening at ISS (dances, sports, etc) What program/group events are happening (MUN, Ambassadors, Student Council, etc) Resources available for learning, in the school and community 8. Generally I can find the information I need. Mark only one oval. 1 Strongly disagree
2
3
4 Strongly agree
https://docs.google.com/a/isswiki.de/forms/d/1Ru4JZ-BhKSriNfLoAZ5xWw7c1Z3R_HTuk-1wqinFTDM/edit
2/4
5/6/2014
Student Veracross Survey - Google Forms
9. Generally I feel well informed about my progress. Mark only one oval. 1
2
3
4
Strongly disagree
Strongly agree
10. I think I am showing more effort as a result of the I get through Veracross. Mark only one oval. 1
2
3
4
Strongly disagree
Strongly agree
11. I think I am better organized as a result of using Veracross. Mark only one oval. 1
2
3
4
Strongly disagree
Strongly agree
12. I have ed a teacher as a result of something I saw on Veracross. Mark only one oval. yes no 13. I have talked to my parents about my learning based on what we have seen in Veracross. Mark only one oval. yes no 14. Overall, I feel Veracross is a useful tool for ISS. Mark only one oval. 1
2
3
Strongly disagree
4 Strongly agree
15. Any comment about any of the above? Optional
https://docs.google.com/a/isswiki.de/forms/d/1Ru4JZ-BhKSriNfLoAZ5xWw7c1Z3R_HTuk-1wqinFTDM/edit
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5/6/2014
Student Veracross Survey - Google Forms
Overall impressions 16. In your opinion, what are the strengths of Veracross? 17. In your opinion, what would help to improve Veracross?
Powered by
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4/4
Interview Question What do you think are the reasons we use Veracross? What baseline data would you want to collect now to inform an evaluation in the future? What system feature do you think is the most powerful? What are the most common complaints that you get? What do you need to explain the most? Do you think communication is improving? What data do you monitor and why? What data reports can you produce from the system to show how communication/transparent partnership is being improved? (to Database Manager only) What groups would be good to target in the evaluation?
Appendix B Nominal Data Parent Nationalities
Have you used another student information system? Teachers Parents Students
Yes
No
46% 31% 16%
54% 69% 84%
How many years have you been at ISS? Teachers Parents
0-2
3-5
More than 5
38% 48%
25% 19%
38% 33%
17%
Japan 41% United States/ Canada
25%
Other European
17%
Overall, I feel Veracross is a useful tool for ISS. Degerloch students
Teachers
11% 11% 40%
2
2.44% 7.32%
1
3
38%
4
strongly disagree disagree
39.02% 51.22%
Sifi students
agree
8% 13%
strongly agree 39%
1 2 3
40%
4
What parts of our ISS mission do you think Veracross helps us to ? Degerloch Students none of these to actively to challenge
20%!
to inspire
Sifi Students none of these
12%!
to actively to challenge to inspire
Teachers 29%!
none of these to actively to challenge to inspire
Parents 11%!
to actively to challenge to inspire none of these
Appendix C Narrative Comments-Consolidated What they would like: Communication
Gradebook
Parents • A search feature for the calendar • Reliable updating of the calendar • Include LS information • Have everything in one place • Important messages to still be sent by email/as notification, especially if there are issues • Clarification of the calendar color coding and a key • Continued emphasis on person-person interaction when focusing on student learning • That the information posted is correct • Managebac and other sites to be discontinued • Report cards to be printed • •
A ‘live’ report overview for all subjects on one page Show highest criteria possible – ex. 5/6 not just 5
Students • A chat function; to use VC as a communication tool • Personalize the calendar • Less information in the directory • Print report cards
• •
comment on assignments Consistent use by all teachers
Teachers • Better more customizable and accurate information in the calendar • Use the calendar to track student assessments (Sifi) • A separate teacher calendar • Stop using Sifi website • Still have verbal communication about things at meetings rather than relying on VC calendar • Automatic notification about student activity • Comment box for EAL
•
More standardized task structures and better display to parents and students
•
• • • • • •
Include related documents for assignments posted rather than going somewhere else for these See all tasks on one page More notes and information about given assignments Timely posting of grades Consistent use by all teachers More beyond just the grade To see when work was turned in/timely status update
• • •
• •
•
Show highest criteria possible – ex. 5/6 not just 5 Assignments posted in advance Rubrics posted with assignments as tool A better sense of what the report card will say Put the assignment dropbox IN the assignment message Have the dropbox, assignment, and grade all in one place
• •
• • • • •
•
• •
• • • •
Enter comment in same place as where the grade is Better dropbox set-up and easier way of attaching documents fewer clicks to enter grades No ‘assessment types’ dropdown MYP grades to be visible in the gradebook Better data analysis features for DP VC to automatically check for students with multiple tests on one day Better way to deal with multiple phases in a class group Have subject criteria max points automatically shown To have an overview of all students grades and assignments at a grade level Set the same assignment for multiple classes EAL to see all students’ assignments and due dates To be able to sort students differently all Dropbox documents turned in at once, rather than singly
•
General use:
• • •
• •
documents and training Mobile app Ability to toggle to parent or student view as a teacher (so they can help the parent/student with issues) More -friendly Do not include birthday calendar (security)
• • • • • •
Make and post goals Less clutter Better design and colors Customizability A C&S page so no more Managebac Change name
• • • • • •
•
Don’t attach everything to an assignment, students should get it in class and still use paper planners Seeing what parents and students see Sharing and PD with ; Wed Q&A Differentiated training Focus on how to use planner and class website Easier room reservation Make it possible to generate info reports from data (for teachers) customizability
Issues they are having: Assignments, grades
Parents • Not updated correctly and reliably • Not understanding MYP grading • Hard to understand the grade data entered • Can’t find the grades • Don’t understand which grade comes from where on rotational subjects such as science or humanities • How to link assignment calendar to personal
Students • Consequences at home due to misleading information • Not enough information about assignments to know what to do/lack of clarity • Hard to find assignments • Dropbox is hard to find •
Teachers • Lack of clarity about weighting of grades • Grades not saving • Coping with different assignments for different students in one class (ie language) • Combined classes in a combined gradebook
calendar General use: • • •
•
• •
Too many links and cumbersome Too slow Changing family profile information is slow and timeconsuming Newcomers have to request an ?/families midyear Problems logging on after change concerns about data safety and security
• • • •
Not clear where to send mails to teachers – which email Calendar difficult to understand Getting lost where they are; navigation issues Teachers don’t know how to use it
• • • • • • • • • • • •
• •
Not clear about requirements Lacking proper training Homepage too cluttered How to send one email to multiple addresses Accessing s; using the directory Use of planner is too cumbersome Library tool too difficult Use of discussion boards Unsuited to our environment Inaccurate calendars and class lists Slow Students aren’t using it; no clear expectations Students aren’t trained in it Although good, too much info for EAL students
Appendix D Is the information easy to find/access?
Parents home page My family
Never used it Very difficult
classses
Somewhat difficult assignments
Fairly easy Very easy
calendar directory
Teachers reporting
Degerloch students
s website [The Home page] gradebook
Very difficult
home page [Classes]
Very difficult Somewhat difficult
search [Assignments] library planner [Calendar]
Never used it
Somewhat difficult Fairlyeasy easy Fairly Very easy Very easy
calendar [Directory] directory
Never used it
Sindelfingen students
[The Home page]
Very difficult
[Classes] Somewhat difficult
[Assignments] Fairly easy [Calendar] Very easy [Directory] Never used it
0.00%$
20.00%$
40.00%$
60.00%$
Degerloch students
[The Home page]
Very difficult
[Classes]
Somewhat difficult
[Assignments]
Fairly easy
[Calendar]
Very easy
[Directory]
Never used it
0.00%$
20.00%$
40.00%$
60.00%$
Appendix E All teachers: Generally I feel comfortable using Veracross
12%$
strongly disagree
39%$ disagree
agree
49%$ strongly agree
Teacher data stratified by number of years at ISS: Group
Respondents
Used another SIS
Comfortable with VC use (3/4)
0-2 years
16
12
15
3-5 years
10
6
10
6+ years
15
0
11
Appendix F What affect is being had on student actions?
Degerloch Students strongly disagree I think I am better organized as a result of using Veracross.
disagree
I think I am showing more effort as a result of the I get through Veracross.
agree
0%
20%
40%
60%
80%
100%
strongly agree
Sindelfingen Students strongly disagree I think I am better organized as a result of using Veracross.
disagree agree
I think I am showing more effort as a result of the I get through Veracross.
strongly agree
0%
20%
40%
60%
80%
100%
Teachers: My students are showing more effort as a result of the I give on Veracross
10%$
strongly disagree
22%$
19%$
10%$
disagree don't know agree
39%$
strongly agree
Teachers: My students are more organized as a result of using Veracross
10%$
17%$
strongly disagree disagree
24%$
12%$
don't know agree
37%$
strongly agree
Appendix G Sindelfingen students
Degerloch students I have ed a teacher as a result of something I saw on Veracross. I have talked to my parents about my learning based on what we have seen in Veracross.
53.57%$ 46.43%$
I have ed a teacher as a result of something I saw on Veracross.
no yes
38.18%$ 61.82%$
!
I have talked to my parents about my learning based on what we have seen in Veracross.
63.16%$ 36.84%
no yes
44.74%$ 55.26%
Parents
71.70%$ 49.06%$ 50.94%$ yes$
28.30%$
no$
My child and I have talked about I have ed a teacher as a their learning based on what we result of something I saw on have seen in Veracross. Veracross.
Teachers: Parents and/or students have ed me as a result of something I posted on Veracross 30% 25% 20% 15% 10% 5% 0% strongly disagree
disagree
Don't know
agree
strongly agree
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