MASCONOMET REGIONAL SCHOOL DISTRICT

Transcription

1 MASCONOMET REGIONAL SCHOOL DISTRICT Learning Management System Study Group Report 2013 Study Group Members: Darrell Lockwood, Susan Givens, Dorothy Flaherty, Nancy Mirra, Ryan King, Chris Love, Ben Hodges, Seth Goodman

2 Table of Contents History... 2 Role of Learning Management System (LMS)... 2 Purpose of LMS... 3 Essential Elements... 4 Available Options (Free Open Source or Commercially Supported Products)... 4 Side by Side Comparison... 6 Selection Process... 8 Conclusion... 8 Next Steps... 9 Appendix A - Request for Proposal - General, Minimum, and Comparative Criteria Appendix B - Product Comparison based on RFP Criteria Masconomet Regional School District Page 1

3 History In June 2010, the district applied for and received a grant from the state of Massachusetts to look at the use of technology in teaching and learning with the goal of integrating this technology, where appropriate, into the classroom. The focus that year was to create more accessible learning experiences for all students using Universal Design for Learning (UDL) strategies and to study how Masconomet could use technology to improve teaching and learning. To accomplish this, the District embarked on a multifaceted professional development program that included running workshops (summer, early release days, and after school) and the hiring of 16 part-time Technology Integration Specialists (TIS), the equivalent of 2.2 FTE, who could respond to individual teacher requests for support, study different aspects of technology and its application in the classroom, as well as develop curriculum resources that could be made available district wide. Much was accomplished and the group made numerous recommendations to the School Committee which included the formation of two study groups one to look at Learning Management and Student Information Systems, and the other to look at the use of Mobile Devices in the classroom. This report focuses on Learning Management Systems (LMS). In late spring of 2011, the district formed a study group to review its current and future data reporting needs with an eye toward automation, integration, and information accessibility for staff, students, and parents. These systems include scheduling, grading, attendance, collaboration tools, virtual classrooms, announcements, etc. Specifically the group would: 1) Review the district s current systems; 2) Review systems that others are using in the industry; 3) Determine the district s particular requirements; 4) Establish criteria for Masconomet s system; 5) Prepare an RFP to procure any software and/or hardware needed; 6) Evaluate the responses; and 7) Prepare an implementation plan. The TIS team did a preliminary assessment of several Learning Management Systems and discovered that there is some overlap in the tools provided in LMSs and Student Information Systems (SISs). For example, both systems typically have gradebooks, store demographic data, and have some type of communications/announcements tool. However, the similarities end there because the primary function of the SIS is to manage administrative aspects of student information (attendance, schedule, transcripts, student discipline, etc.) while the LMS is focused specifically on teaching and learning with the tools described in more detail below. Role of the Learning Management System (LMS) A modern LMS performs three important educational functions: 1) Facilitates the consistent delivery of course content; 2) Provides a structure for course management; and 3) Provides the educational institution with powerful tools for curriculum development, communication, collaboration, calendaring and task management automation. Masconomet Regional School District Page 2

4 These tools are designed to help educators facilitate learning in a 21st Century environment while eliminating or minimizing repetitive administrative tasks without needing to be a technology expert. In addition, it provides a secure environment to teach and model digital literacy skills. Below are descriptions of important elements of the LMS, as identified by the study group, as they relate to specific educational activities and objectives at Masconomet. 1) Project based and authentic learning experiences - the system provides a suite of easy to use collaboration tools such as wiki s, blogs, Google Docs integrations, presentation tools, etc. that can be used to create more authentic learning experiences as well as provide tools for teachers and students to manage and organize both individual and group projects; 2) Personalized instruction - ability to access information regarding individual student learning profiles and preferences in order to differentiate and personalize resources and assessments based on student learning styles; 3) Media rich, user friendly and engaging resources - ability to easily access, curate, archive, and retrieve media resources without needing advanced technical expertise; 4) Standards based course content management - ability to easily catalogue/assign/align activities, assessments, and other learning resources to Common Core standards, MA Curriculum Frameworks, MA Technology Standards, IEP and 504 requirements, etc.; 5) Student performance analytics package - ability to view multiple means of assessment quickly (Classroom grades, portfolios, and class participation as well as MCAS, SAT, and other standardized measures) for each student in a centralized location; 6) Communication/task/organization management features - announcements, to-do lists, reminders, auto-sync with SIS, administrative task management; 7) Security - ability to utilize tools such as YouTube, search engines, and social networking tools safely in order to model their appropriate use and focus on instruction; 8) Instructional tools discussion board, homework drop box, test developer, auto-grader, content management and delivery, e-portfolios for a staff and students that chronicle progress toward stated goals, content creation tools, support for the global diploma program and ubiquitous access to resources and other tools. To successfully make this shift in content delivery, course management, and automated task management, the district will need to make a long-term commitment to professional development, curriculum development, and workflow re-evaluation. Although there are many challenges associated with making this cultural shift, two seem to generate the most discussion among educators. The first relates to concerns about how to make this shift without losing ground based on current student achievement measures, while simultaneously providing an experience for students that will help them develop the skills they will need to compete and excel in the 21st Century workplace. The second is related to how to allocate the time to train and support staff as they begin to adapt the way they plan, create, organize, communicate, and deliver content during the transition. Purpose of the Learning Management System (LMS) Technology is ubiquitous, and therefore has become a vital part of everyday life; however, the focus of education and educators should not be on the technology that teachers and students are using, but rather the educational opportunities and experiences that are available. Masconomet is striving to provide hands-on, minds-on, authentic, personalized, project based learning opportunities that prepare students for life after graduation. While it is essential that the district educate students so they are digitally literate, the curriculum must also provide an opportunity for the development and growth of interpersonal skills through collaboration and face-to-face communication. Masconomet Regional School District Page 3

5 Currently, teachers utilize, and the technology department supports, a wide variety of technology tools. This requires a significant investment in time and training with each tool and reduces the time available for teachers and support staff to spend on curriculum development and classroom support. A fully featured LMS will provide the district with a powerful, uniform, and secure 21 st century instructional environment that will allow the district s teachers to showcase their talents as educators, while utilizing technology to create innovative and original educational experiences. Masconomet needs a consistent, robust, and user-friendly platform that integrates with the traditional learning environment and over time will become the environment through which school occurs. A good LMS will enable the district to more easily align curriculum to the new generation of educational standards, utilize data to assess student progress, identify gaps in curriculum, and enable the district to shift the focus of its efforts to a more student centered, personalized learning environment. Essential Elements: The Study Group highlighted the following essential elements for Masconomet s LMS: Environment: Secure environment for teaching students digital literacy skills. Single sign-on integration with Google Apps, PowerSchool, and possibly Atriuum (library circulation system) and other resources. Content and resource accessibility for all students (Universal Design for Learning (UDL) and differentiation tools). User Interface and Tools: One system that contains all of the teaching and learning tools. Consistent, simple user interface with a powerful set of tools for staff to use while developing engaging curriculum. A variety of simple tools that allow teachers to access multiple means of assessment and other information available (current grades, status of homework, IEP, learning style preferences, etc.) for students in their course. A test generator capable of a variety of question types that promote high level thinking. Provides access to curriculum resources from across the district and the internet. Analytics that allow us to identify strengths and weaknesses across a variety of standards including Common Core, state, and local standards. Support: The district retains ownership of the resources in case the district decides to change LMS systems in the future. Minimize the total cost of ownership (i.e. recurring support costs for multiple systems, hardware costs, internal support costs due to labor hours allotted to maintaining the system, etc.) Available Options (Free Open Source or Commercially Supported Products): LMS vendors fall into one of two categories; commercially supported systems or free Open Source systems. Most of the large vendors, Blackboard and Canvas included, fall into the commercially supported software systems category. As a result, they have a skilled development team and an experienced support services staff prepared to help districts implement, rollout, and use their products. Both companies are continuously updating their software and partnering with other companies as new tools become available. When integration is required with other software systems that is beyond the district s technical expertise, these vendors have a dedicated professional services groups available to address district specific concerns. The level of commitment and investment in the product by these vendors is evident in the user interfaces that the Study Group saw demonstrated. For example, the commercially supported products allow instructors to Masconomet Regional School District Page 4

6 simply embed a YouTube video inside of the lesson for students to view without ever leaving the LMS. All of the technical tasks associated with uploading and rendering the video are completed in the background automatically. Conversely, the Open Source products allow instructors to insert a link to the YouTube video but the user must leave the open source product to view the video on the internet. The video does not render in the software. By limiting the technical knowledge required to access resources, teachers are more likely to utilize these tools in their classrooms. Overall, for the end users, it is much less daunting to have one all-inclusive product than trying to learn and cobble together a collection of different tools. On the other hand, Moodle and Google Apps are free Open Source software packages. While these are both functional products that fill a specific niche, neither provides a dedicated support team to assist when issues arise, nor a product development team focused specifically on educational product improvement. Moodle users have often been earlyadopting, tech savvy teachers looking for a more affordable way to manage content within their own classrooms and not necessarily between classroom walls (Education Week, Spring/Summer 2012, p.34). This is true for most of the Open Source, freeware/shareware products on the market. As a result, these tools are particularly challenging for non-tech savvy users to embrace and for districts to support. These first generation tools have been replaced by products that serve multiple, fully integrated functions including content delivery, course management with analytics and task management automation functionality. The Moodle installation that the district evaluated was minimally commercially supported by a third party vendor. Tool development, quality control, integration with other products and user support are all left to the Open Source community (the users). As a result, the developers and testers of the product are not an organized professional design team; instead, they are simply motivated or creative users creating tools for a specific need. For example, if a tool was not available and Masconomet wanted to integrate a learning resource like YouTube into one of these Open Source products, a Masconomet staff member would have to invest the time to learn how to build this integration, test and troubleshoot it, and then roll it out to the district. If it was successful here, the district could share it with the rest of the Moodle community. If another school opted to use Masconomet s module and there were issues with it, they would be left with minimal or no support. The same would be true if Masconomet used another user s integration. Additionally, these integrations tend to be focused on simply providing functionality rather than providing the best user experience. WikiSpaces for example, provides the ability to embed YouTube links; however, when a user clicks the link in WikiSpaces, it takes them out to the YouTube site to view the videos. As mentioned previously, in both of the commercially supported products the Study Group reviewed, the videos play directly in the software, focusing the student on the content without distraction from advertisers and other un-vetted content. Moodle s approach is more like a work around than a well integrated teaching and learning platform and therefore it will likely discourage users, especially staff that are less tech savvy, from adopting this tool. While an Open Source approach might be less expensive initially, the total cost of ownership, including the time spent by Masconomet s support team troubleshooting, developing, or otherwise supporting the product would be quite high. Further, Moodle does not allow the users focus to be on the teaching and learning experience, it forces users and support staff to dedicate their time to learning and using the tool, instead of developing resources, projects/assignments, and differentiating instruction for students. The Study Group s concern is that as users get frustrated with the product limitations, they branch out into other tools to provide solutions which create additional challenges for users as well as support staff who must constantly develop patches and workarounds to make the products work within our infrastructure. With first generation, Open Source products, fewer people (staff and students) will be able to become experts and Masconomet s ability to change its pedagogy will be compromised. The table on the following pages categorically summarizes the findings for the different LMSs that the Study Group evaluated. Masconomet Regional School District Page 5

7 Side by Side Comparison: Criteria Blackboard Canvas Moodle Environment: Secure environment for teaching students digital literacy skills. Single Sign On integration with Google Apps, PowerSchool, and possibly Atriuum Provides opportunities for Universal Design for Learning, Differentiation that is accessible to all students. Provides a secure environment to house student performance data while making it accessible to the appropriate users. User Interface (UI) and Tools: One location with all our tools. Consistent simple user interface with a powerful set of tools for staff and students. A variety of simple tools that promote multiple means of assessment and content delivery Test Generator capable of a variety of question types that promote high level thinking Provides easy, well-organized access to curriculum resources throughout the district as well as the Internet. Analytics that allow us to identify strengths and weaknesses across a variety of standards including common core, state, technology, and local standards. Secure environment Google Docs integration for assignment creation and student submissions is a free building block supported by Blackboard. This integration is also capable of provisioning Google accounts. Tends to partner with providers and clients to create Building Blocks integrations for a variety of products using their open API. Blackboard s larger user base may be more attractive for initial integration much as ios tends to get apps sooner than android. Provides significant granularity in choosing when, how, and to whom to deliver content through a system of role-based permissions. Specifically, the Adaptive Release tool allows appropriate materials to be easily distributed to select groups of students to support IEP/ 504 goals as well as Universal Design for learning. Logical User Interface with efficient task management. Modern, functional, and rapidly improving user interface that provides districts the best suite of relevant K-12 resources. Built in Audio, Video, text, document submission tools allow for production, upload, and viewing. Files are available in multiple formats for a consistent experience regardless of platform Offer communication tools that allow students to receive messages and updates in several different formats, text, , and Blackboard message. Internal social network Assessment creation tool (i.e.18 question types, can tie quizzes and questions to rubrics and preloaded national and state standards) Rubrics that can be created, shared, and utilized by appropriate user groups for grading of projects, tests, and quizzes Teacher and student dashboard to manage workflow and communications Secure environment Google Apps integration for assignment creation and student submissions Submissions are accomplished by copying the document link. Sub-Domains can be created for different permission sets. Need to develop a hierarchy prior to implementation to ensure appropriate access. Need to create different paper assignments or set up a second class to allow for differentiated instructional materials or rubric delivery Allows for easy export for use with Open API provides the ability to integrate with a variety of tools but these must be locally supported. Simpler user interface with efficient task management Consistent, simple yet robust UI designed to look simple but access to advanced features is 1 click away. Built in Audio, Video, text, document submission tools allow for production, upload and viewing. Files are available in multiple formats for a consistent experience regardless of platform Assessment Generator with 11 question types which cannot be tied to standards or rubrics at this time. Curriculum repository requires users to create master courses that departments can develop and teachers can pull content from as needed. At this time there is no ability to easily share content except through these master courses. Offer communication with students in the form that they choose; either by text or Grading tool that allows teachers to view assignments and rubrics simultaneously Class survey tool Secure environment Google Apps integration via an add-on module that will have to be supported by our own staff. Unable to get clarity around the PowerSchool integration. Integration should be able to provision classes but gradebook integration is not possible at this time. Provides limited granularity in choosing when, how, and to whom to deliver content. Does not have a simple interface that allows teachers to quickly make these types of decisions Webpage like user interface. Menu and drop down navigation bar driven with limited standardization. Not a particularly intuitive user interface. Video, Audio and text files may be uploaded from files created on the users computer with the appropriate modules in place. Assessment generator with 7 question types. Rubric generator is available but seems clunky. Does not appear to be an easy way to share content between courses via either master courses or a course repository. Analytics package and standards are not well integrated into the product. Masconomet Regional School District Page 6

8 Criteria Blackboard Canvas Moodle Survey tool for students and the Includes a teacher and student general public that will dashboard to manage workflow facilitate community and communications engagement. User Interface (UI) and Tools (continued): Support: The district retains ownership of the resources in case we decide to change systems in the future. Minimize the total cost of ownership (ie. recurring support costs for multiple systems, hardware costs, etc) Curriculum repository that allows blackboard users to share content across schools, states, the country. Interactive curriculum resources are accessible directly through the system s search tools. Flexible enough to use for staff development including courses, training, and very possibly feedback and communication between evaluator and participant, and portfolio for storing evidence. Comprehensive analytics product with ability to add a native and robust analytics package District retains ownership of the materials we create. Can export courses/ import courses from other software if need be. Supported by dedicated team of designers and support engineers at Blackboard. The hosted environment ensures that our hardware costs are fixed and that the servers are maintained properly. The burden to solve product glitches falls to the provider not the district MIS department. Information can be imported and exported as course cartridges or in a standard format The district and individual teachers can set their curriculum sharing preferences to share with the district or the entire Blackboard Community on a case-by-case basis. Willingness to partner to ensure a good user experience and product implementation based on the specific needs of the K12 environment Stable and professional organization with longevity in K12 marketplace, ability and capacity to address needs and provide support in both the short and long term. State and National standards are not currently loaded in to the system. Analytics tool is functional at the class level but a global analytics tool is still in development. District retains ownership of the materials we create. Can export courses/ import courses from other software if need be. Supported by dedicated team of designers and support engineers at Canvas. The hosted environment ensures that our hardware costs are fixed and that the servers are maintained properly. The burden to solve product glitches falls to the provider not the district MIS department. Implementation and integration of new teaching pedagogy will occur much quicker in novice users because the product is simple, comprehensive and well supported. Information is maintained within our installation and is not shared with the wider community. New, young company that is aggressively trying to break into the K-12 and higher education market. Information can be imported and exported as course cartridges or in a standard format District retains ownership of the materials we create. Can export courses/ import courses from other software if need be. The hosted environment ensures that our hardware costs are fixed and that the servers are maintained properly. Minimal support is available from the provider which will likely drive up our total cost of ownership as our staff will be required to troubleshoot, develop and maintain the product. This will make it difficult to maintain our other systems due to time constraints. Masconomet Regional School District Page 7

9 Selection Process Based on industry and product research, the Study Group developed an initial Request for Proposal for the LMS based on the criteria outlined in this report in the summer of The proposal was originally sent out in combination with the Student Information System (SIS) with the hope that there might be one product that could manage both administrative and instructional needs. The study group discovered that, at present, there is no product that does both functions well enough to meet the district s minimum criteria. However, PowerSchool was a clear winner for the SIS component of the proposal, so the district awarded a contract to Pearson for PowerSchool and rebid the LMS this past summer (2012). In response to the new bid, six vendors submitted proposals: Blackboard, It s Learning, Canvas, Desire2Learn, Pearson, and Lambda/Moodle. Based on the criteria established by the Study Group, as outlined in the RFP in Appendix A, the field was narrowed to two products, Blackboard and Canvas, that appeared to meet our minimum and general criteria. Both vendors were invited both to demonstrate their products for an expanded Study Group including both the LMS Study Group and the Mobile Device Pilot teachers. After the demonstrations, the group discussed the two products and identified areas that required additional follow-up. The vendors were contacted and additional elements of each product were reviewed through several follow up online demonstrations by both vendors. In addition, the Study Group also conducted physical and virtual site visits to see these platforms in a school setting. In November, some study group members conducted a site visit to another public high school in Massachusetts to see Canvas used in an actual K-12 setting. Group members were able to speak with teachers and administrators about every aspect of their experience. In addition, Study Group members participated in a virtual site visit, hosted by a similar high school located in Pennsylvania in order to discuss their overall experience with Blackboard as well as their implementation plan. Considering all of the research, feedback, demonstrations and conversations, the Study Group compared the products as they related to the criteria in the RFP and the essential elements previously mentioned. The results of this analysis are provided in Appendix B of this report. After nearly two years of work, involving input from teachers, department heads, principals, and district administrators, the Study Group unanimously chose Blackboard as the best solution for Masconomet. Conclusion The Study Group determined that Blackboard s current platform meets or exceeds the criteria in all three of our essential elements: environment, user interface and tools, and support as follows: Environment (secure, single sign-on, differentiation) Blackboard provides a safe and secure platform for teaching digital literacy skills. The product also provides a controlled social networking environment with all the benefits of being able to chat, communicate by or text, blog, and collaborate. This environment provides a unique opportunity for students to participate in a social network in a safe controlled environment. Students can apply the skills learned in this environment to their personal social networks outside of school. Finally, Blackboard is the only product with a simple Adaptive Release tool that will enable teachers to efficiently design and deliver curriculum that specifically address the individual needs of our students and their various learning styles. User Interface and Tools (simple but powerful tools for content creation, content delivery, test generation, analytics (student performance and standards based, and resource repository) While each company has a suite of tools directed at the K-12 market, Blackboard was able to demonstrate that their current product, and its existing near term roadmap, is the best fit for Masconomet. This suite includes all of the Study Group s essential components including: a profile for internal social networking, simple robust content creation tools, integration with current classroom resources, and communication tools that allow messages to be delivered in a variety of methods. Blackboard recognizes that a quality user interface is absolutely essential for wide scale adoption. Recently, Blackboard has put significant resources into improving this interface and the product they have now is significantly more user friendly. The variety of tools such as Video Anywhere, Google Docs integration, blogs, wikis, discussion boards, and homework drop boxes all have a consistent look and feel that makes navigating the platform quite intuitive. Students and Masconomet Regional School District Page 8

10 teachers can easily navigate among screens like the online calendar, list of assignments with due dates, assignment descriptions and submission areas, assessments, content creation tools, and collaborative spaces with ease. This centralizes these activities in a solitary, secure environment and provides students practical experience in an environment similar to what they will encounter in higher education and the workplace. Fostering communication between members of the learning community is essential for effective education. Blackboard responded by developing a tool that empowers students by allowing them to receive communications in a format that is most convenient for them, without burdening the teacher with any extra work. In addition, Blackboard Connect, a product the district is currently using for district mass communication, integrates seamlessly with Blackboard Learn, giving the district a centralized place to communicate internally as well as externally with the Masconomet community. This robust communication suite sets Blackboard apart from the competition. Blackboard has been perfecting content and curriculum delivery longer than any other LMS provider in the K-12 and higher education space, and it shows in the product s performance. The curriculum repository was the best of breed, with a flexible and searchable file structure, intuitive interface, and the ability to share content across schools, the state or the country. Blackboard recognizes that the curriculum repository will only be effective if all users can create professional quality content without an advanced degree in technology. In response, the new content editor provides a powerful yet simple web tool that all teachers can quickly adopt. Effective assessment is a cornerstone of high quality education. Blackboard includes the most robust assessment tools in the industry, offering 18 question types versus 11 in Canvas. The assessment generator allows the user to tie assessments to rubrics and standards, equipping Masco with a better way to ensure the curriculum is comprehensive across standards while fully preparing our students for the 21st Century. The Blackboard Analytics tool can provide a detailed analysis of individual classes, by department, by school, as well as district-wide. This kind of data can provide the district with the insight needed to strengthen program areas and make important changes to curriculum, enabling Masconomet to improve as an institution for learning faster than ever before. Support (resource ownership, cost of ownership) The support available during and after implementation is critical to successful implementation. When evaluating the support criteria, the Study Group considered the vendor s history, longevity, financial health, position in the market, and product roadmap. It was essential that the vendor be financially stable, committed to the K-12 market, and have a progressive product roadmap that will iterate and adapt to keep pace with changing technologies. Blackboard meets all of the criteria set forth in the RFP and has the additional benefits of having the strongest and largest user base, a good peer network, responsive account managers, the most extensive documentation and knowledge base, as well as the most organized and responsive support teams. Across every category and with each new conversation, Blackboard continued to differentiate itself from Canvas as the product and company of choice. The sales support from Blackboard was significantly better than Canvas who struggled to answer our questions at times and seemed less committed. In addition, after studying Canvas sales and implementation process in a high school in Massachusetts, the Study Group found the post sales integration and support plan to be lacking. The school found themselves largely on their own, scrambling to prepare the system for rollout, and it has hurt the product s adoption by their user base in year one. Lastly, Blackboard s willingness to partner with Masconomet on solutions including integration strategies with PowerSchool and to customize the product to cater to the district s specific needs allow the Study Group to confidently conclude that Blackboard will be a strong, healthy company, a great partner for the long term, and the best long-term solution for our district. Next Steps The need for change is driven by several national, state, and local initiatives including RTTT (Common Core (CC), PARCC, EDWIN, Educator Evaluation) and 21st Century skills integration (one to one initiative, technology standards, global awareness/diploma, etc.). The educational landscape seems to change almost daily as new information about federal and state expectations is shared with local educators. Businesses and higher education have also ramped up expectations regarding the skills that are essential for students to possess in order to be successful upon completion of Masconomet Regional School District Page 9

11 high school. The implementation of these initiatives will touch every aspect of teaching, learning, and the administration of educational institutions in Massachusetts. The Study Group believes that the LMS, if utilized fully, will provide a learning environment that will allow the district to make this shift from a traditional to a 21 st Century learning environment in a more orderly and strategic manner. The procurement of this system took almost two years; the cultural and operational transition will take roughly 3-5 years if all parties make an earnest and concentrated effort. The Study Group has identified several areas where the district will need to invest resources to facilitate the change to a 21 st Century learning environment: 1) Infrastructure a. Back end infrastructure (switches, routers, Wi-Fi, firewall, bandwidth, content filtering, servers, storage, monitoring). b. Front end infrastructure (Interactive whiteboards, projectors, laptops, cameras, document readers, printers, copiers, scanners). c. Software (Productivity, SIS, LMS, library, IEP, and program specific); In cloud vs. locally stored. 2) Develop an Implementation Plan a. Systems administration and setup. b. Introductory training and support for staff. c. Orientation programs for students. d. Ongoing training for students with appropriate assessment metrics. 3) Develop a Training Program that includes course(s) for teachers that address: a. Profile setup and digital curriculum design, b. Teaching and learning in a blended educational environment, c. Ongoing workshops to support continued curriculum innovation. Masconomet Regional School District Page 10

12 Appendix A Request for Proposal - General, Minimum, and Comparative Criteria OVERVIEW Masconomet Regional School District is a public school that serves approximately 2100 students in grades 7-12 from the towns of Boxford, Middleton and Topsfield, Massachusetts. The District has one Middle School, one High School and a Central Office on one campus and employs approximately 260 staff members. Masconomet is seeking proposals for a learning management system. The Learning Management System (LMS) will be used at all workstations on campus as well as offsite by students, staff and parents. As such, some users will have complete access, some will have read only access and some will have access only to specific components. Masconomet currently uses PowerSchool for its student information system (gradebook, scheduling, attendance, etc.) and Google Apps for its collaboration tool. As such the LMS should seamlessly integrate with these programs. The primary purpose of the Learning Management System (LMS) will be to provide teachers with a standardized, fully-featured suite of tools to promote online teaching and learning including, but not limited to, online formative assessments, curriculum lockers, blogs/wiki s, homework drop box, calendaring, and plagiarism tools. The LMS will also provide a means to align curriculum materials to local (school), state, and national standards. It is our expectation that the LMS we choose will enable staff to share resources with each other and outward to students in a secured environment. To facilitate sharing, the LMS should allow users to search for resources by standards, discipline, grade level, and topic. Finally, parents and community members should be able to access district and school calendars and announcements through the LMS. The systems we are seeking must be a fully hosted software as a service solution to run outside the district in a robust, enterprise-class data warehouse. The infrastructure should offer redundant servers and storage arrays, ideally with redundant hot sites. It should be highly scalable with enough investment and forethought into capacity planning by the vendor to stay ahead of client growth for highly responsive systems now and in the future. The backend should be capable of handling multiple simultaneous data transactions on a modern relational database platform with a secure web frontend. The vendor shall have made provisions for data protection by running regularly scheduled data backups, keeping up with a trusted digital certificate, using a secure handshaking logon protocol, offering TLS/SSL for encrypted sessions, having a disaster recovery plan and security breach protocols. Vendors should be responsive to training needs and software modification requests, offer high level, live technical support, and actively update their systems for bug-tweaks, State & Federal reporting, and overall improvements. A high priority will be placed on: 1) the systems ability to integrate with the SIS and Google Apps products so that data is accessed seamlessly, 2) the functionality of the system from the end users perspective, and 3) the overall capacity of the organization to successfully manage the set-up and implementation phase of the project as well as provide on-going training and user support. Masconomet Regional School District Page 11

13 The specifications are divided into two parts; minimum requirements and evaluative criteria. All vendors must be able to meet all the minimum criteria in order to be considered for further evaluation. Once we have determined that a vendors product meets the minimum criteria, we will then compare and contrast the products in relation to the evaluative criteria provided in this section. To evaluate and rate the various products, we will review information provided by the vendor in their proposal, contact and interview local schools presently using the product, and interview vendor representatives who may be required to provide live product demonstrations to the evaluation team. Please note that all proposals submitted in response to this RFP must include all costs associated with delivery, installation, set-up (to take place between October, 2012 and December, 2012), on-site training (to take place from the January through March of 2013), and license and technical support services. The new system is to be up and fully functioning no later than January 1, All vendors must provide brief written essay style answers to the following questions in their technical proposal: 1) Describe schedule for Installation and Set-up (from date of contract award). 2) Describe as completely as possible the responsibilities expected from Masconomet Regional School District in the implementation of Data Conversion/Installation. 3) Describe your firms anticipated Training Procedures and Schedule in relation to this RFP. 4) Describe your firms on-going customer support policy. 5) Describe how your product integrates with PowerSchool and Google Apps. 6) Describe how your product meets the minimum and evaluative criteria for the LMS system, if applicable. Please feel free to add new, outstanding and/or significantly different features of your software that were not included in the above specifications. 7) Fully disclose the end user license agreement / software as a service contract including all terms and conditions. Describe in detail if the software/service is contracted per system, unique user or site wide, if charges related to units of usage are tiered and what those tiers are, if usage is tracked by concurrent users or total bandwidth consumed per unit of time, etc. All costs associated with licensing should be included. 8) Disclose your Service Level Agreement which fully quantifies service reliability including but not limited to data center redundancy or hot sites, uptime commitment and availability per month, service credit schedule if availability commitments are not met, minimum performance for SAAS response times, software update and system maintenance timeframes, and disaster recovery plan including database backup & restoration practices. Masconomet Regional School District Page 12

14 I. General Requirements 1. Vendors must have been regularly engaged for at least five (5) years, prior to the date of this proposal in the business of supplying the products and services described. Please Circle Yes No 2. Vendors must have a minimum of five years experience with public school districts similar in size and scope. Yes No 3. The Vendor must be able to show that the system has been previously installed and operated successfully at other sites in Massachusetts. (The vendor will supply a client list with their proposal). Yes No 4. The Vendor must offer and maintain a live telephone support line between the hours of 8:30 a. m. and 4:30 p.m., Monday through Friday, with the exception of Federal/State Holidays. Yes No 5. The Software applications are compatible with District's Computers and Systems as described in this RFP. Yes No 6. The Software allows full multi-tasking, including multiple users working in the application simultaneously without data integrity problems or degradation in performance. 7. The Service has a valid digital certificate, uses a secure authentication handshaking protocol, offers TLS/SSL to encrypt all data transmitted, and the Vendor has protections in place to prevent internal and external data breaches. Yes No Yes No 8. The System offers canned levels of security permissions for typical users like administrators, Principals, teachers, parents and students. It offers enough granularity to control access to certain Schools, database records/categories, students by family (for parents), etc. Yes No Minimum Criteria 1. Training a. Each vendor shall submit a User s Manual for their software, for review purposes, along with their proposal. This manual will be returned, upon request, after the evaluation of proposals. b. The system must have an easily accessible, intuitive, page-specific help guide that is on-line and has a searchable help function. c. Training i. The Proposal is to include up to 8 hours of hands-on, on-site training staff members using the train the trainer model. ii. In addition, the vendor will provide key staff members with on-site training, at dates and times to be determined. This training should be up to 24 totals hours. It is our expectation Masconomet Regional School District Page 13

15 the trainer(s) will provide clear and focused instruction and assistance to ensure that staff build "turnkey skills" quickly. Training must be provided until the users are comfortable with the use of the software and have become users- in-control of the systems. d. Training must be all encompassing to cover all features of the service and all attendees must get to use the product hands-on during the session. e. The trainer will provide all attendees with a full set of documentation covering all major features of the service to keep and use for reference. 2. Ongoing support a. The Proposal shall include a one year License Agreement/Contract and Technical Support, and must state the costs for two (2) additional years License Agreement/Contract and Technical Support. The Vendor will provide Technical Assistance throughout the contract period via telephone within a two hour period after inquiry. The Contractor will address all problems immediately and will provide continual technical support until all problems are satisfied. The Vendor will provide a report summarizing any such problems and include information regarding its resolution, upon request. b. As part of the Technical Support, the Vendor will provide all software releases including modifications, enhancement updates, temporary and permanent fixes, and any other revisions with no additional charges to the Masconomet Regional School District for the duration of the contract. c. The vendor must provide live tech support during local business hours d. Periodic training for significant upgrades and version changes must be included in the fee structure. 3. Implementation a. Installation and set-up of the software, and any other peripheral installations and training must be completed in a timely manner to allow the District to get up and running on January 1, 2013 as quickly and unobtrusively as possible. The following represents the optimal timeline for implementation; however, the vendor is expected to submit an action plan in their proposal that ensures a system cut over of January 1 st. The vendor must also ensure that the systems run parallel for at least 6 weeks prior to the cut over. i. Contract award October 1 ii. Software installation and set-up October 1, December 1, 2012 iii. Testing December 1-31, 2012 iv. Go live January 1, 2013 b. All data imports, automated processes, reports, and documentation must be set up completely with the full assistance of provider technicians to the satisfaction of district employees. This step must occur prior to onsite training. c. Gradebook exports will be customized so that they are ready to be imported into PowerTeacher gradebook. 4. Connectivity a. Is fully compatible with Internet Explorer (version 6.0 or newer), FireFox, Safari, Chrome, and Webkit-based mobile browsers. b. 100 % web based, cloud hosted application. 5. System Specs a. The System should run on any web-connected device. This includes all versions of Windows dating back to 98, Mac OS-X back to 10.4 and all the way up to and including the latest Smartphones and tablets. As long as the system has enough disk space, RAM and processing power to run secure sites on a web browser, it should be able to operate the proposed system. Masconomet Regional School District Page 14

16 6. Data Security a. The system has a valid digital certificate, uses a secure authentication handshaking protocol, offers TLS/SSL to encrypt all data transmitted, and the Vendor has protections in place to prevent internal and external data breaches. The system offers canned levels of security permissions for typical users like administrators, Principals, teachers, parents and students. It offers enough granularity to control access to certain schools, database records/categories (like medical), students by family (for parents), etc. Comparative Evaluation Criteria Usability and Interface: Highly Advantageous The software/service interface is highly intuitive, logically mapped, aesthetically pleasing with a modern quick loading web interface. Features are clearly laid out in a logical order where one step leads logically to the next and provides friendly interface for users of all skill levels. The system has an intuitive tool that allows system administrators to customize access to system modules and data (student information, grades, etc.) by user group and date. Advantageous The software is a somewhat intuitive, fairly well laid out web interface that is easily comprehensible for users of all skill levels. The system allows system administrators to customize access to system modules and data (student information, grades, etc.) by user group and date. Not Advantageous The software/service interface appears rudimentary and/or outdated. Functions are available but aren t intuitive to inexperienced or technophobic users. The system allows system administrators to customize access to system modules and data (student information, grades, etc.) by user group. Support: Highly Advantageous The vendor provides 24/7/ 365 live technical support for the IT department with live chat and phone support for other users. The vendor provides workshop training using competent user level trainers with classroom experience (not just sales staff). The vendor provides on-going training and support through well-defined user groups/ forums. The vendor also offers webinars and self-paced training programs for user groups. Advantageous The vendor provides weekday 24/7 live technical support with emergency provisions for the weekend for the IT department and live chat and phone support for other users. The vendor provides workshop training with competent user level trainers (not just sales staff). The vendor provides on-going training and support through well-defined user groups/ forums. The vendor also offers webinars and self-paced training programs for user groups. Masconomet Regional School District Page 15

17 Not Advantageous The vendor provides local business hour live technical support with emergency provisions on the weekend for IT staff, workshop training with competent trainers, and webinars/ self-paced training for user groups. Browser and Mobile Compatibility: Highly Advantageous Fully functional intuitive web and mobile application that provides access to all system functionality Advantageous Intuitive web and mobile app that provides access to essential information and allows user easily to post information Not Advantageous Intuitive web and/or mobile app that provides read-only access to essential information Implementation and Training: Highly Advantageous Implementation is conducted by a team of highly trained and experienced professionals who are able to perform the deployment highly independently. System testing with imported data is performed exhaustively with a defined checklist of performance milestones and data integrity checks so there is minimal chance of failures or surprises after going live. All the functions and reporting that could be performed during an entire school year cycle are tested and a full report of findings is provided to the district. Training is performed by highly skilled instructors who submit resumes to the district showing at least 5 years as a trainer and real world experience as a teacher. Advantageous Implementation is conducted by a team who has experience with past deployments but may need some dialogue with school support staff to import data from existing systems. System testing with imported data is performed so the primary functions of the system are proven to be working normally. The standard functions and reporting are methodically checked and a report of findings is provided to the district. Training is performed by skilled instructors who submit resumes to the district showing at least 3 years as a trainer with the Vendor on the system(s) being shown. Not Advantageous Implementation is conducted by an individual who has experience with past deployments but may need regular dialogue and assistance with school support staff to import data from existing systems. System testing with imported data is performed so the primary functions of the system are proven to be working normally. Reporting is tested at random and without a standardized procedure and no report is provided to the district but rather just a sign off from the conversion team with the more exhaustive testing falling on district employees. Training is performed by instructors who have at least 1 year as a trainer with the Vendor on the system(s) being shown. Masconomet Regional School District Page 16

18 Minimum Criteria 1. Program of Studies a. Accommodates 1000 courses with information on: i. Course Syllabi 1. Accessible to all users 2. Separate by department ii. Prerequisites and course sequencing iii. Description length = 1000 character minimum iv. Accessible to all users (students, staff, parents) 2. Formative & Summative Assessment Tools a. Online availability i. Students can access testing online & personal information data ii. Staff can create tests, evaluate them, and prepare/create reports iii. Parents can access student performance data b. Shareable, searchable, central repository for test questions and related assessments. Repository can be searched by: i. State and CORE Curriculum Standards ii. Skill Level (Differentiation) iii. Subject (Multiple teacher comparisons of common assessments) c. Test generator i. Can import multiple image format types (JPG, Bitmap, GIF, etc.) from internal and external sources ii. Can generate tests using the following test formats: 1. Open ended (essay and short answer) 2. Multiple Choice 3. True/ False 4. Fill in the blank 5. Matching 6. Calculated formula / numeric 7. Likert scale iii. Ability to save and replicate the tests for future use as well as for paper and pencil assessments iv. Ability to create web-based tests d. Essential Analytics/Reporting. Test data can be analyzed by: i. State and CORE Curriculum Standards ii. Subject iii. Section iv. Item level test question v. Interface with COGNOS (Mass DESE data storage warehouse) vi. Other local assessment data e. Performance Tracking- The system can integrate performance measures including MCAS, SAT/AP, grade book 3. Collaboration Tools a. Homework Distribution and Submission Masconomet Regional School District Page 17

19 i. Ability to issue, receive, and collect homework assignments ii. Assignment drop box with deadlines/ open windows iii. Plagiarism tools (Turn It In/Safe Assign, etc.) iv. Grade comment on assignment v. Integrated with grade book vi. Allows for rubric based grading and analysis vii. Ability to edit and resubmit assignments b. Community Discussion Tools i. Blogs with teacher publishing controls ii. Wikis iii. Shared Workspace 1. Live discussion tool with audio video capability c. Student, parent faculty communication i. Customizable and Logged Instant message ii. Individual student messaging iii. Single click Class messaging capability iv. Ability to set up and communicate with student groups 4. Additional information a. Synchronization of primary student data, and class schedule from LMS to SIS. Evaluative Criteria for LMS Assessment and Performance Tracking Tool: Highly Advantageous A simple, intuitive, user friendly interface for performing the following functions: 1) integrating multiple student assessment data to evaluate student growth, 2) evaluate curriculum effectiveness based on state and local standard reported by individual student, classroom teacher, subject, and grade level, 3) generating and importing assessments and questions from existing programs such as ExamView; and the ability to randomize questions and information to enhance test security. Advantageous Any Interface that enables the user to perform the following functions: 1) integrating multiple student assessment data to evaluate student growth, 2) evaluate curriculum effectiveness based on state and local standard reported by individual student, classroom teacher, subject, and grade level, 3) generating and importing assessments and questions from existing programs such as ExamView; and the ability to randomize questions and information to enhance test security. Not Advantageous Any Interface that enables the user to perform the following functions: 1) integrating multiple student assessment data to evaluate student growth, 2) evaluate curriculum effectiveness based on state and local standard reported by individual student, classroom teacher, subject, and grade level. Masconomet Regional School District Page 18

20 Appendix B Product Comparison based on RFP Criteria Masconomet Regional School District Page 19

21 VENDOR BlackBoard Canvas Desire2Learn It's Learning Pearson Lambda/Moodle Rank Allows for Virtual Classrooms/Distance Learning Y Y Y Y Y Y Allows Online Testing/Assessments Y Y Y Y Y Y Allows Student Discussion Boards Y Y Y Y Y Y Provides a Wiki Feature Y Y Tight 3rd Party Integration Y N, suggest using google docs Provides a Blog Feature Y Y Y Y Y Y Audio-Video embedding capabilities Y Y Y Y Y Y Allows Posting Announcements on it Y Y Y Y Y Y Allows Teachers to administer Homework Assignments Y Y Y Y Y Y Allows Student to Submit Homework Assignments Y Y Y Y Y Y Google Appls Integration Y Y Y Y N Can Align with State and National Standards Y Not at this time Y Y Y? Export to SIS Y Y Y Y Y? Allows Calendars to be Created Y Y Y Y Y Y Tight 3rd Party Integration - Add'l cost Provides Anti-Plagerism Detection Feature Y Tight 3rd Party Integration Y?? UK SIF Currently, SIF Compliant Y N N US SIF in works?? Parent Portal Y Y??? Y Y GENERAL REQUIREMENTS Y Y Y Y Y Y

22 ESSAY QUESTIONS 1. Schedule for Installation 2. Masconomet's Responsibilities 3. Training Procedures < 7 Bus. Days for initial set up. Implementation timelines vary by installation. Excellent. Installation handled by Blackboard but has shared implementation responsibilty. Onsite prior to implementation. Partner to build a suitable plan thereafter. Obtain licensing to use 'Face-to-Face', an online CBT style training for core administrators weeks Shared responsibility for all components Admin 2 hr Support Setup 1 hr Teacher 1hr Additional Training $150/ hr online $3000/ day on site 4-6 Weeks for Installation & Training. Review 2 weeks after rollout. 90 days total. Heavy Masco responsibility: provide a project sponsor, Sys Admin (10-20 hrs), LMS Admin ( hrs), Training Lead ( hrs). Face-to-face, virtual, blended, & train-the-trainer. Providing 24 hours of training, groups of 25, sending 8 trainers. None stated. Simply that they will align with our timeline. Looks like 90 days from Project Plan diagram. Export Data from SIS and upload to import application. Difficult to determine other areas of responsibility. Needs assessment, development & prep, System Admin & Course Admin face-toface, train-thetrainer 1 & 2, course migration workshop, teacher kick off, academy webinars. Robust plan. Schoolnet days OpenClass in 30 days or less Schoolnet Significant investment to gather and import data. OpenClass export from SIS and let the teachers set up templates Schoolnet- 14 sessions OpenClass - videos and tutorials available 3 months Development handled by Lamda with oversite from MRSD. Data migration by MRSD 8 hrs per teacher Groups of 10

23 4 Support 5. PS & Google Apps Integration 24x7 redundant call centers. Comprehensive upgrades and maintenance. Dedicated Tech Supp. Mgr. & Team. Customer Wiki incl. Blackboard team and community of users. Integration Framework for PowerSchool, assisted setup w/ a consultant. Bboogle Building Block integrates licensed Google Apps w/ Blackboard Learn using single signon. Google Apps Content can be easily accessed from within Blackboard. Included: 24x7 Online Resources 2 Day response Phone 6-6 MT Advanced 15% atleast 5K 1 day response Phone 6-6 MT Dedicated Support Manager Premium 20% at least 5K 8 hr response Phone 24 x 7 Dedicated Support Manager Seamless PS integration inbound. Currently there is no way to globally export the gradebooks for importing into PowerSchool. However, Professional Services will be happy to work with us for an additional fee. Google Apps integration is available using single sign-on and Google Apps content can be accessed from inside Canvas. One year license for tech support. Quote for 2 additional years. Live tech support 24x7x365. Web-based 24x7, direct 24x7, telephone 24x7. PS integration allows course shell creation, user creation, user enrollment, final grade extract. Seamlessly integrated w/ Google Apps. 24 x 7 Help Desk. Tech issues handled through phone, web, text or chat sessions fo rfast turnaround. Support tickets logged and accessible online. Google Apps integration is currently not available, with the hopes to support functionality in the near future. They will program and test a batch IMS transfer of course, student and grade data to sync w/ PS on a regular schedule. Could use clarification of what this means. Helpdesk and Hosting Services Link in PS to Schoolnet with nightly sync. GoogleApps account SSO for OpenClass, automated syncing with PS is on the roadmap. support with 1 day response Phone Support 8-5 PST M-F This level of phone support is concerning. We wouldn't be able to call for help until after 11:00AM Uses 3rd party App and Oauth2 to integrate with Google Apps. Uses WebServices API to integrate with PowerSchool. Additional protocols can be created to share more information as needed.

24 6. Meets Min. and Eval Criteria Industry leader w/ robust platform that meets all criteria, widely used, well funded and supported. Does not meet the minimum requirements with regards to PowerSchool Integration. Only 100 MB of storage per active user. Limiting. No Google Apps integration. See below. Nothing of note in response. Customizable and modular 7. End user License Agreement Pg. 24 Master Subscription Service Agreement Pg. 93 Master Agreement- Pg. 91 General Terms & Conditions- See Page 3 of Sec.A Legal Exceptions& Lic Prod Agreement. See Pg. 63 -on SeeAppendix A, B & C starting on Page 22- Additional Terms/Conditions 8 Service Levels Pg. 25 Pg. 30 Pg. 34 Pg 6, 1st Section Pg 19 pg 22 VENDOR BlackBoard Canvas Desire2Learn It's Learning Pearson Lamda/Moodle GENERAL MINIMUM CRITERIA Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No Training Y Y Y Y Y- School Net & Open Class Ongoing Support Y Y? See Pgs Y? See Pgs34-35 Y but weak Implementation Y N (PowerSchool Integration)? See Pgs Y Y Y Connectivity Y Y Y Y Y Y System Specs Y Y Y- See Pg 50? See page A 11 Y Y Data Security Y Y? See Pg 51 Y Y Y Y COMPARATIVE EVALUATION CRITERIA Rate HA, A or NA Rate HA, A or NA Rate HA, A or NA Rate HA, A or NA Usability & Interface HA HA HA NA Support HA HA-Premium Package A-Standard Package HA HA Rate HA, A or NA HA- Schoolnet A- Open Classroom Two portals may be somewhat cumbersome. HA - roadmap indicates tighter integration in the near furture. Rate HA, A or NA A NA

25 Browser & Mobile Compatibility Implementation & Training HA - Blackboard Mobile Learn HA A A A A HA A HA NA A A LEARNING MANAGEMENT Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No MINIMUM CRITERIA Program of Studies Yes Yes Yes Yes Yes Yes

26 Formative and Summative Assessment Tools 18+ question types that can be shared easily using the searchable central repository. Once tagged, questions can be searched by subject, skill level, and standard. Analytics is well developed with item analysis and student profiles. State and Local standards are organized in a nested format with the ability to control which standards are available to users based on role. At present, COGNOS is not developed enough to determine the level of compatibility between the systems. Analytics is well developed with item analysis as well as state and local standards analysis. High Stakes Testing Performance Yes- 11 question types, easy to create but does not allow for Likert Scale. Central repository of questions can be shared between teacher but is not easily searchable by keyword or subject matter. Does not allow for the easy creation and distribution of multiple assessments for differentiated instruction. Analyzing results and creating reports is rudimentary at this point. Additional functionality is in development.at this time State and Local Standards are not well organized for association with specific questions. At present, COGNOS is not developed enough to determine the level of compatibility between the systems. High Stakes Testing Performance Tracking - This is not available at present but can be developed for an Yes Yes Yes Unable to assess at this time. Navigation difficult demo class not setup to evaluate this.

27 local standards analysis. High Stakes Testing Performance Tracking is not included in the base product but is included in their analytics package as a separate purchase. High Stakes Testing Performance Tracking - This is not available at present but can be developed for an additional cost through their professional services group. Collaboration Tools Additional Information Google Docs: Direct integration with Google Docs. Interface ties docs in, allows sharing. Provides ability to provision (create) Google Apps accounts for students. Plagiarism tools are integrated and included in the price. Meets all other minimum criteria in this category Blackboard has a significant market share in Higher Ed and is a familiar interface for many of our staff members. Google Apps: Direct integration with Google Docs. Interface ties docs in, allows sharing. Plagiarism Tools: Seemless integration with Turn It in but "Turn It In" is not included in the price. Meets all other minimum criteria in this category Well designed user interface but it needs to be tailored to K- 12. Reasonable SSO integration with google docs. Create a page tab that students can use to access their docs. Minimal storage space. Google Apps integration. Sandbox was not particularly functional. Tight integration with google docs. One click from dashboard lists available docs. Two systems: Schoolnet for Analytics and assessment and Open Classroom for teacher sites Depending on the modules and setup that we choose, we can have a variety of different tools. Integration is open source and not particularly tight. Difficult interface. LMS EVALUATION CRITERIA Rate HA, A or NA Rate HA, A or NA Rate HA, A or NA Rate HA, A or NA Rate HA, A or NA Rate HA, A or NA

28 Assessment & Performance Tracking Tool A A A A A Unable to evaluate at this time. Notes: Will be releasing a global shared content bank in the next few months. Very intuitive interface. But lacks depth to most features. Need to understand more about analytics console. Limited Storage Space Great Analytics but the classroom interface could be imporved.