Issue link: http://osercommunicationsgroup.uberflip.com/i/629670
E d Te c h S h o w D a i l y 3 7 T h u r s d a y, F e b r u a r y 4 , 2 0 1 6 we've created too many steps to access them. That's why a single sign-on (SSO) solution is now more important than ever. ESD: What are some of the biggest chal- lenges? GP: Digital curriculum providers and online platforms offer schools too few choices for how they access resources: One, allow teachers to create an account and manually enter data. That consumes time and is fraught with potential for error. Two, accept uploads of data from districts in Excel or CSV formats. Better than manual, but maddeningly complex and time-consuming for IT teams to manager myriad data requests. Three, rely on proprietary single sign-on meth- ods. This is where things get really interesting, admittedly because this is the space we play in. ESD: Why might a proprietary SSO be a challenge? Isn't that the solution? GP: SSO done right is indeed the solu- tion, especially if it leverages open technology standards, which ClassLink does. But in some cases, proprietary SSO platforms rely exclusively on their methods, forcing schools and publish- ers alike to comply. This creates an imbalance of control, placing it exclu- sively in the hands of the SSO provider to serve as custodian and arbiter of data access. I don't think that's the right approach. It's time we step back and look for a better way, a more democratic and secure ClassLink (Cont'd. from p. 1) approach to ensure that together, schools, platform providers and publishers are working in concert for the good of kids. That's the approach we're taking at ClassLink. ESD: Why do you think the ClassLink approach makes sense? GP: We're using OneRoster from IMS Global Learning, an open technology standard that solves the class rostering conundrum. We're significantly reducing IT burden by making OneRoster technol- ogy free to schools and to publishers. It's our belief that, through the use of open tech standards, we can create a rising tide of schools, publishers and platforms that all benefit from an open standard. ESD: Why is an open tech standard like OneRoster so important? GP: We've eliminated friction in this space while ensuring that schools, publishers and platforms can work together. No one entity owns the process nor services as the exclu- sive custodian of data. Schools benefit from a more secure, more collaborative approach. ESD: How do we learn more? GP: ClassLink has a wide variety of resources, videos and documents outlin- ing our approach. To learn more about open tech standards, look up IMS Global Learning (www.imsglobal.com). Schools will be glad they did! For more information, visit booth #2689 or go to www.imsglobal.org or www.classlink.com. digital learning progressions built specif- ically for your state's academic standards for reading and mathematics. You'll see your state-specific learning progressions at the heart of the STAR 360™ assess- ments, Accelerated Reader 360™ and Accelerated Math™. Developing state-specific learning progressions was an immense undertak- ing that began with understanding the standards themselves. For each state, we asked: What are the expectations for skills, knowledge, and practices – and when are these expectations to be met? We then asked how we could use this information to transform expectations into a progression of skills development that advances educators and students to their end goal. Once we had this comprehensive understanding of each state's standards, we began the process of building the pro- gressions, starting with the kernels of learning development: the skills. This means that for every standard, we identi- fied the skills inherent in that standard. These became the building blocks, with the ordering of the learning progressions informed by nearly 10 years of experi- ence and data from millions of computer- based assessments. What does this mean for you? Whether you're an educator in Texas, Florida, Indiana, Washington or any other state, your Renaissance programs give you a clear articulation of skills for your grade and state. You also have a clear view of the context for these grade- Renaissance Learning (Cont'd. from p. 1) level skills, because you're able to see expectations from the previous grade level, and you'll know where your jour- ney with your students through the end of the year will take you. You'll also start each school year with a clear understanding of how each student is performing in relation to your state's standards. How so? Each state- specific learning progression is placed on the STAR scale. When students complete a STAR assessment, the program uses their scaled scores to place them at the appropriate points on the progression. From the beginning of the school year, you'll know which students are "on track" and which may need additional support to meet performance expecta- tions. The progressions provide you with tips and ideas for teaching targeted skills, along with more than 30,000 skills-based instructional resources you can use in the classroom. At Renaissance, we're students too. The work of developing state-specific learning progressions has required us to learn about and assign meaning to the differences each state calls out. This knowledge will be continually enhanced by your feedback on the learning pro- gressions, as well as the empirical data we capture on student practice and achievement. Whenever you use Renaissance programs with your stu- dents, you inform the deeply powerful work of understanding how learning advances. For more information, visit booth #1038 or go to www.renaissance.com. returned. Built with educators needs in mind, the Charge Sync Cart features the largest industry-wide workspace with a pop-up data and electrical port built in for sync- ing and lecturing simultaneously. The recessed space-saving side pocket doors ensure that you will maintain a small footprint in the classroom and maintain high security standards when locked. When opened, you will have access to two pullout shelves with dividers, which hold 16 tablets each. This allows for eas- ier access to the bottom row of tablets while reducing unnecessary bending and potential back strain. The ample wide slots allow each device to easily be removed and secured without fear of scratching or a device not fitting. Below the shelves, there is a lower locking stor- age drawer for additional cables or key- boards. Marvel (Cont'd. from p. 1) The Marvel Group Power Center Series is constructed of commercial- grade all-steel for durability and securi- ty, and is UL Tip Test Approved. Roll the cart from room to room with ease on the 4-inch full swivel casters. Each Power Center Series cart is available in Kensington Maple/Silver and includes a UL-listed, eight-outlet electrical unit with surge protection and 20-foot power cord. The Marvel Group Power Center Series is made in the United States, ships assembled and is GREEN- GUARD ® Gold certified. Backed by a 15 year manufacturer warranty and three year electrical warranty, you can count on The Marvel Group Power Center Series to provide the highest standards for today's technology and educational institutes. For more information, visit booth #2652, go to www.marvelgroup.com or call 800.621.8846. into the future was a must. The one-size- fits-all shelving of the Standard Charging Carts from Black Box allow the District to be ready for what tomorrow's technol- ogy may bring. Each cart accommodates up to 30 devices, including Chromebooks, laptops, iPads and other e-learning devices, and is backed by a lifetime warranty. To protect its investment, the District needed to securely store the Chromebooks in every K-6 classroom. The Standard Charging Cart's integrated, heavy-duty locks ensure that the devices are kept secure from unwanted access. Plus, the locking wheels keep the carts in place for maximum safety, but allow for mobility when needed. The Results Working with Black Box resulted in a successful implementation with budget numbers kept in balance. The District had to stick with a specific budget with- Black Box (Cont'd. from p. 4) out much room for flexibility, and Black Box delivered. Over the summer of 2014, K-6 teachers learned about the cart's cable management system. The system man- ages the cables in a neat and secure way from the back of the cart. With the wiring in place, each student can now easily slide his or her Chromebook in its respec- tive slot from the front of the cart and connect the device to its charging cable. "It's efficient and works well," said Bethani Bombich, third grade teacher at Bethel Park School District. Regarding the District's decision to go with Black Box, Reyer commented, "A site visit to Black Box's assembly plant in Lawrence, Pennsylvania con- vinced us that this was the right decision, and six months later we were convinced that our decision to choose Black Box was the best we could have made." For more information, visit booth #2243, go to www.blackbox.com/TabletCarts or call 800.355.8004. Stationary desks do not lend them- selves to an active classroom, nor do they facilitate a group-dynamic or mobile learning environment that has become so prevalent in today's educa- tional system. A desk that is both height-adjustable and mobile will foster an individualized learning environment that addresses these issues and offers a myriad of benefits to teachers, students and the school. Access to adjustable furniture has been proven to help reduce fidgeting dis- tractions, give teachers more time to teach, increase student engagement, improve academic performance and enliven curriculum. In addition, the ris- ing concerns about childhood health issues are addressed when students are given an alternative to sitting all day; introducing standing into the classroom is an effective means to break up seden- Ergotron (Cont'd. from p. 4) tary behavior. Input from surveys, interviews and case studies have all demonstrated that teachers prefer desks that facilitate movement and that students adapt to them intuitively. These types of desks foster collaborative learning while satis- fying a child's need for motion and allow for the teacher to use every inch of the environment for instruction. Given today's intersection of tech- nology and education, the classroom set-up is at a crossroads. Classroom furniture can play a critical role in making today's classrooms healthier, more collaborative and more con- ducive to learning even as schools pre- pare for the next wave of digital instruction. It is time to "stand up" for important and fundamental changes for today's classroom and the classroom of the future. For more information, visit booth #1333.