Checkmark Project

CHECKMARKM FA T h e s i s

CHECKMARKM FA T h e s i s

c hap t e r 1 c hap t e r 2

THE CHALLENGE

THE CHALLENGE THE RESEARCHp a g e 1 4 p a g e 3 1

c hap t e r 3 c hap t e r 4

THE CHALLENGE

THE SOLUTION THE NEXT STEPSp a g e 6 1 p a g e 1 1 5

Being a teacher isn’t easy.

The US is the most diverse country in the

world: our classrooms are no different.

Student needs are growing, resources are shrinking.

An elementary school teacher is one of the

lowest paid jobs in the education world.

How can we help teachers manage their day-to-day?

Is there a tool that could help to make their

workload more streamlined and efficient?

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CHECKMARK JOURNALmfa thesis

“I dread translating a sea of black and white numbers for my parent meetings.”

—Debra Proctor, Language Specialist, Carmel CA

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THE CHALLENGEchapter one

c hap t e r 1

THE CHALLENGE

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COMPLICATED CLASSROOMThe United States has 67,148 public elementary schools serving more than 22 million students.1 It is proven that a strong aca-demic foundation increases chances of future success. Over the past several decades, student data has played an increasing role in both measuring and predicting academic success. As this data becomes more complex, educators require technology that can better accommodate their increasing needs.

My goal is to create a data collection platform for the iPad that will give educators a streamlined and interactive way to collect, analyze, and present student data.

1 National Center for Education Statistics (NCES) , 2011

By helping educators better monitor student data, it will allow them to focus more energy on student instruction.

HOW WE MEASURE OUR STUDENT SUCCESS

COMPLICATED CLASSROOM

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A shifting population, budget cuts, and a lack of resources are causing our public school system to struggle.

GETTING A FAILING GRADEThe poor state of American public schools has been a grow-ing point of concern. Almost half of them didn’t meet federal achievement standards this year, marking it the largest failure rate in over a decade.2 The overall landscape of our country is changing and it is greatly impacting our schools.

A Shifting Population

The general population is growing older and more diverse, which is forcing our schools to adapt to our country’s changing needs. Our youngest populations is now the most diverse; forty-five percent of children younger than five belong to a racial or ethnic minority group. This demographic often requires specialized learning programs and extra attention that they don’t receive, causing graduation rates for minority and low income students to continue to fall. 3

Decreases In Funding

The challenges brought on by shifting demographics are com-pounded by severe decreases in funding at the state and national levels.4 Cuts to early education programs and an increase in class sizes, coupled with a decrease in national tax dollars has caused our public school system to falter on many levels.

THE DECLINING STATE OF PUBLIC SCHOOLS

2 Half Of Al l U.S . Public Schools Fail Federal Standards, huffingtonpost .com, 2011

3 T he United States of Education, The Center for Public Education, 2012

4 Starving America’s Public Schools , Campaign for America’s Future

GETTING A FAILING GRADE

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TH E CHANGI NG STATE OFOU R SCHOOLS

percent of K-12 schools had budget cuts in 2011

percent increase in the U.S . Hispanic population by 2050

percent of schools cut the lengthof the school year

percent of kids under f ive are minorities

167

45

60167

45

60

7070

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IN THE UNITED STATES

Olympia

Salem

Boise

Sacramento

Phoenix

Santa Fe

Austin

Oklahoma City

Pierre

Bismark

Carson City

Helena

48%of American schoolsdidn’t make adequateprogress in 2011

IN THE UNITED STATES

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Austin

Oklahoma City

Topeka

St . Paul

Des Moines

Indianapolis

Springfield

Frankfort

Charleston

Richmond

AnnapolisDover

Trenton

Nashvil le

Columbus

Harrisburg

Al bany

Montpelier

Concord

Boston

Providence

Hartford

Jefferson City

Litt le Rock

Baton Rogue

Jackson Montgomery

Tal lahassee

Atlanta

Columbia

Raleigh

MadisonLansing

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HOW TO TURN IT AROUNDHOW TO TURN IT AROUND

Data is a powerful tool to improve academic outcomes for all students—especially those under served by our public school system. Data regarding factors such as race/ethnicity, English proficiency, income level, and disability status can lead to a change in policies and practices helping to reduce dropout rates and improve the quality of instruction for failing students.

What Data Can Do

When student data is collected and utilized, educators are able to make significant instructional changes that can positively impact student performance, such as:

• prioritizing instructional time;

• targeting additional individual instruction for students who are struggling with particular topics;

• more easily identifying individual students’ strengths and offering instructional interventions that can help stu-dents continue to progress;

• gauging the instructional effectiveness of classroom lessons;

• building longitudinal data systems;

• refining instructional methods.5

USING DATA TO IMPROVE SCHOOLS

5 Half Of Al l U.S . Public Schools Fail Federal Standards, huffingtonpost .com, 2011

Analyzing student data has proven to help educators provide better qualityinstruction in the classroom.

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DATA’S ROLE IN STUDENT PERFORMANCE

STUDENT PERFORMANCE

DATA SYSTEMS

COLLABORATIONKNOWLEDGE & SKILLS

STRUCTURAL SUPPORT

Instruct Students

Gather andshare data

Analyzedata

Create anaction plan

Set goals andresources

Types of Data

Organization of Data

Tools for Data Analysis

Accessibil ity of Data

Polic ies

Material Resources

Curriculum Flexibil ity

Rewards/Incentives

Trust

Collaboration

Networks

Expectations

Leadership

Types of Knowledge

Learning Capac ity

Professional Dev.

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NOT THE PERFECT SYSTEMNOT THE PERFECT SYSTEMStudent data collection has become a nationwide practice within schools. A study done by the United States Department of Educa-tion (USDOE) shows that 99% of schools have access to a student data collection system.6 Because of this increase in importance, it is imperative that the data collection process be effective.

Too Many Systems

According to the USDOE, most school districts have multiple, dis-tinct data systems. The number of electronic data systems being used to support decisions about instruction in the case study districts ranged from three to seven. Although not necessarily a problem in principle, the use of multiple systems can be a prob-lem in practice. School districts are looking for a way to effec-tively link their multiple data systems since there is currently no “single solution” data system. According to a survey done by the USDOE, over 60 percent of districts reported that the lack of con-nectivity across data systems makes data-driven decision making more difficult.

THE CURRENT STATE OF DATA SYSTEMS

6 Using Data to Improve Schools , United States Department of Education, 2011

Teachers currently are expected to use up to five data systems, making it almostimpossible to manage.

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On a Local Level

School districts’ initially started using data systems and data because of accountability requirements. The Elementary and Secondary Education Act requires that states and districts report on the progress of every student subgroup toward academic pro-ficiency and close the proficiency gap among student subgroups. This has both motivated districts to acquire data systems and shaped how those systems are set up.

At the local level, it is district systems that are most likely to be used by teachers. These systems typically include student scores on state-mandated tests, which are obtained from the state or from the state-designated vendor. District systems are also likely to include student contact and demographic information, scores on district tests, attendance, grades, and course enrollment.

By having multiple data collection systems and assessment types, teachers are unable to compare data accurately making it less useful. By having a cohesive data collection platform and a set of common assessments that everyone teaching the same con-tent gives to their students at about the same time, encourages teachers to sit down and share both their data and their teaching strategies. When multiple teachers have all given the same recent assessment to their students, they can compare their results to identify student strengths and weaknesses at the class level, something that is not possible if teachers assess different content at different times.

TEST SCORES ATTENDANCE GRADESPERSONAL INFO SPECIAL NEEDS

One teacher, f ive systems

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This generation has been witness to some of the most amazing and rapid technological advances in history. What is now possible was barely imaginable a few decades ago. Schools have begun to welcome these advances into classrooms and integrate them into their curriculum and administrative duties. Incorporating the latest capabilities into data collection and management will help teachers to better manage this monumental task.

Taking a Closer Look

Technology has improved the way schools use and analyze stu-dent information and assessments, manage student information, and assess and track student progress. However, the data systems in place have not advanced much in the past few years. By incor-porating the latest technology, such as iPads, it will allow educa-tors to access real time information—and use this information to help students learn and achieve at higher levels.6

HOW TECHNOLOGY CANIMPROVE DATA

Technology has made collecting and interpreting student data much easier, but no cohesive system is in place.

6 Technology and Student Administration Study 2011 , Education Technology Action Network

A NEW WAY TO DO THINGSA NEW WAY TO DO THINGS

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TECHNOLOGY’S GROWING ROLE IN SCHOOLS

School leaders in nearly eight out of 10 districts (78 percent) say they use data captured by technology to drive decision-making.

70 percent of school leaders say the use of technology improves communication among parents , teachers and the community.

71 percent of school leaders say technology improves support staff eff iciency and increases administrators ’ productivity.

74 percent of school leaders say that the use of technology provides t imely data for decision making in the classroom.

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“If you could give your audience the perfect gift, what would it be?”

—Carolina de Bartolo, Directed Study Advisor

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THE RESEARCHchapter two

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THE RESEARCH

AUDIENCE


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THE RANGE OF VIEWPOINTSThis tool is aimed at helping elementary school educators in the United States. For this project, the scope was narrowed down to first grade public school teachers in San Francisco. First grade stu-dents are given a variety of assessments throughout the school year, which allow teachers to see how well they are progressing.

There are a range of people involved in the education process, both inside and outside of the classroom. In addition to teachers, there are data specialists, administrators, and parents that all have a voice in a child’s education. It was important to take each perspective into account.

Checkmark was designed for educators who work with first grade public school students in San Francisco.

W H O W I L L T H I S P ROJ E C T B E U S E D BY ?

THE RANGE OF VIEWPOINTS

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W H O W I L L U S E T H I S A P PT H E M O ST ?

EDUCATORS

ADMINISTRATORS

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PARENTS

STUDENTS

ADMINISTRATORS

DATA SPECIALISTS

THE RESEARCHchapter one

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IN THE FIELD

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Good design requires the help of others. Since this project spans several fields (education, graphic design, and interaction design), it was imperative that people in each field be involved. Their amazing insights and unique perspectives helped shape the form, aesthetic, and content of the final product.

It was extremely helpful to have input from both the education realm as well as from designers and developers. It helped focus down the scope of the app and keep it headed in a realistic and helpful direction. Working with others was the most important part in the creation of this project.

Field research is an integral aspect of the process. Using the expertise of others can vastly improve design.

FI N DI NG KNOWLEDGE I NTH E I N DUSTRY

DESIGNING WITH PURPOSEDESIGNING WITH PURPOSE

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KEY INSIGHTS

First Grade TeacherIndependence Charter SchoolPhiladelphia, PA

Masters in School LeadershipUniversity of Pennsylvania

Claire Landau is a first grade teacher at Independence Charter School in Philadelphia. Passionate about all forms of education, Claire has taught in the School District of Philadelphia, the New York City Department of Education, and an International Baccalaureate School in Chiang Mai, Thailand. She has also run Philadelphia’s Ready, Willing & Able adult education program for homeless men as well as a Quaker education program.

Claire is a founding member of PhilaSoup, an organization dedicated to networking Philadelphia teachers, promoting the innovative work they do, and funding their projects. In 2007 Claire graduated from Barnard College with a degree in Political Science and earned a Masters in School Leadership from the Uni-versity of Pennsylvania in 2011.

The current data systems available to teachers often makes things more difficult. Due to the sheer number, a great deal of time is wasted moving back and forth between the separate sys-tems making it very difficult to get a quick, accurate depiction of how a student is doing.

Also, since all the data is not housed in one location, it is very easy to miss an important aspect that may be monitored by another individual.

CLAIRE LANDAUCLAIRE LANDAU

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“Half the time I don’t know thatstudent benchmarks are coming up. It’s hard to stay on top of things.”

—Claire Landau, First Grade Teacher

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DEBRA PROCTORDEBRA PROCTOR

Language Acquisition SpecialistCarmel Unified School DistrictCarmel, CA

Masters in Curriculum and InstructionChapman University

Debra Proctor has twenty five years of education experience. She is currently the Language Acquisition Specialist for the Carmel Unified School District and was a bilingual teacher for almost twenty years. She attends all parent conferences, which totals around 50. This gives her great insight into what areas students are struggling in.

Debra graduated from the University of California, Santa Cruz in 1983 with a BA in Literature and received her Masters in Curric-ulum and Instruction from Chapman University. She went on to live in Mexico for a period, which greatly improved her Span-ish-speaking skills.

KEY INSIGHTS

Explaining data in a simple way is extremely important when it comes to interacting with families. There are also a great deal of laws regarding what you must show parents and what you must keep private. The current format of data isn’t parent friendly and is scattered throughout different parts of the school.

Seeing progress over time is extremely important. Being able to look at student data from one year to the next is very helpful when looking for longterm learning struggles and patterns for each student.

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Student Data SpecialistHarlem Success AcademyNew York, NY

Masters in Social WorkNew York University

Megan Buscho is a data specialist at the Harlem Success Acad-emy in New York City. She is in charge of the student-based support team which helps to identifying students in need of academic support. She identifies need for additional services for non-native speakers and has developed an in-school tutoring program, leading to a 100% course passage rate.

She has built relationships with families and students to sup-port individual intervention plans and regularly communicates student progress with families and school leaders. Megan has delivered professional development to teaching staff on special education practice and data analysis.

KEY INSIGHTS

Student data can be an invaluable part of the learning process. If monitored and interpreted well, educators can tell a great deal about short term and long term performance. Data allows you to see exactly what areas a student is struggling in, which enables the school to tailor things more personally.

Another important aspect is the continual learning on the side of the teachers and school staff. It is important to stay up-to-date on the most current data collection practices and make sure that it is creating a positive impact within the school.

MEGAN BUSCHOMEGAN BUSCHO

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BRIGITTE KNIGHT

KEY INSIGHTS

School Social WorkerE.R. Taylor Elementary SchoolSan Francisco, CA

Brigitte Knight has been in the public school system for ten years. She is bilingual in Spanish and has worked with Latino and immigrant communities for over 15 years. She provides support to ESL families at E.R. Taylor Elementary School, helping them to adjust and excel in a new learning environment.

Her main role at Taylor is to interact and coordinate with families of struggling students. She runs parent meetings and communicates what the problem areas are and how they could be improved. She works hard to encourage family participation both in and outside of the classroom.

Students often begin to fall behind and by the time teachers and/or parents notice, it becomes very difficult to catch them back up. It is very important to stay on top of student perfor-mance at a young age so they develop strong learning habits.

Because of this, data collection in elementary age students can make a significant impact on their long term academic success. Having open communication between all those involved in the education process in very helpful and gives a more well rounded view of how the student is doing.

BRIGITTE KNIGHT

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KEY INSIGHTS

Social WorkerNapa County Family and Children’s ServicesNapa, CA

Masters in Social WorkU.C. Berkeley

Melissa Virostko is a social worker for Napa Valley Family and Children’s Services. She has worked for Head Start and Mission Social Services in San Francisco. Her many years of experience working with families and children, has given her great insight into the dynamic between teachers, parents, and children.

She is bilingual in Spanish and has lived in both Mexico and South America. She received her Bachelors in Psychology from San Francisco state and went on the complete her Masters in Social Work from U.C. Berkeley and currently works with families in the Bay Area.

When working with students who may be struggling, it is key to involve the families in a positive way. Engaging the whole family when the student is still at a young age, can vastly improve their academic performance throughout life.

Even when there are language barriers within the home, a parent can still understand and help out if time is taken by the school to involve them in the learning process. If a strong foun-dation is established, students are much more likely to excel.

MELISSA VIROSTKOMELISSA VIROSTKO

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“I always bring scratch paper and pens so the parents can get a visual of how their child is doing.”

—Brigitte Knight, School Social Worker

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KEY INSIGHTS

Interaction DesignerFrog DesignSan Francisco, CA

Bachelors in DesignArt Center College of Design

Mark has designed experiences and communication in the adver-tising and product development spaces. He has lived all over the world including Europe, Australia, and the United States. He has created work for several global brands including Coca-Cola, Playstation, LEGO, Air New Zealand, adidas, Bank of America, and Sony Ericsson.

Most recently, he took a position at Frog Design in San Francisco, where he has been designing apps for both phones and the iPad. He has excelled in interaction design over the past couple of years and has gained a great deal of knowledge in designing streamlined, user-friendly app experiences. He received a BA in Design from Art Center College of Design in Los Angeles.

App design is very different that print. You have to think about every step the user will take, not simply flipping from one page to the next. It should feel intuitive and natural when navigating throughout, which requires a great deal of planning during the design process.

It also helps to design a structure that easily changes from hori-zontal to vertical. The user shouldn’t have to relearn the naviga-tion each time they change the direction of their phone or iPad.

MARK GROSSMANMARK GROSSMAN

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KEY INSIGHTS

Client Services ManagerArc TouchSan Francisco, CA

Masters in Social WorkNew York University

Sam Lueng is the current Client Services Manager at Arc Touch in San Francisco. He works with a team to manage the company’s iPad application development services including strategy, design, programming, testing, deployment and maintenance. He has a broad knowledge of iOS SDK, key iOS frameworks, Objective C programming, back-end development and integration, iCloud integration, and iTunes App Store submission.

He is responsible for walking his clients through the app devel-opment process. He determines the breadth and depth of the app after examining wireframes and meeting with clients. He helps them to navigate through the development process from begin-ning to end.

Due to the nature of Checkmark, it would require the informa-tion to be stored on a server. This would allow users to record and access their data from anywhere. If desired, it could also function much like how Facebook interacts with outside pro-grams such as Spotify.

Other data programs could be accessed and linked up with Checkmark. This would allow you to use the data previously recorded but turn it into the visual language already used by your application.

SAM LUENGSAM LUENG

VISUAL DEVELOPMENT


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PUTTING IT ALL TOGETHEROnce the initial research has been conducted, being able to apply a visual voice to one’s findings in very important. The ability to successfully capture the essesence of a particular audience is one of the harder steps in the design process. Once a look and feel have been established, a designer must apply a critical eye to the work in order to bring it to an elevated level.

The refinement stage can often be the most rewarding because the project takes on a cohesive and calculated nature. The research and visual style begin to work together to create an engaging piece of design.

Looking at design work through a critical lense is often the most important stage of design. It brings it from good to great.

APPLYI NG TH E RESEARCHTO TH E DESIGN

PUTTING IT ALL TOGETHER

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I N I T I A L A P P D E S I G N D I R E C T I O N S

photo

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70

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attendance last year projectiondibels

Info:

Taylor Elementary School

Second Grade

Third Quarter

ESL Student

Contact:

John and Sarah Smith

410 Shrader St.

San Francisco, CA 94117

415.222.2222

sarah smith

vivid

2011-2012

ATTENDANCE LAST YEAR BACKCLASS

LOOP

13%

87%

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2011-2012

ATTENDANCE LAST YEAR BACKCLASS

LOOP

13%

87%

Anne Thompson

ContactJohn and Sarah Smith 410 Shrader St. San Francisco, CA 94117415.222.2222

Montly Attendance, 2011–2012

Anne Thompson Monthly Attendance, 2011–2012

Goes to Taylor Elementary School

Is in second grade

Is in her third quarter

— +

Checkmark

Class DistrictHomeroomStudent Profile

Sept Oct JanNov FebDec Mar Apr May June

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20

30

70

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AttendanceGrades DIBELS

45%

70%

90%

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D E S I G N P RO G R E S S I O N A N D R E F I N E M E N T

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Week Six: Logo Option 3

Checkmark


Checkmark


Checkmark

L O G O P RO G R E S S I O N A N DR E F I N E M E N T

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Week Nine: Logo Option 1

Checkmark


checkmark

checkmark


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“If all of my data could be in one place that would be so amazing!”

—Claire Landau, First Grade Teacher, Philadelphia, PA

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c hap t e r 3

THE SOLUTION

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THE SOLUTIONchapter three

CHECKMARK APPLICATIONCheckmark is a visual platform for teachers that allows them to record, organize, and interpret student data. It helps them to identify problem areas and more effectively communicate them to other educators and student families. Currently, teachers are using a variety of archaic web tools to help them record data and have to spend time gathering the different sources together in order to get an accurate snapshot of each student.

Checkmark streamlines the data collection process and provides clear visual depictions of student performance to be used during grading and assessment.

The Checkmark iPad application helpseducators more efficiently monitor the progress of their students.

STUDENT DATA PLATFORM FOR THE IPAD

CHECKMARK APPLICATION

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C H E C K M A R K M AT E R I A L SM AT R I X

iPad App, Landscape

Website

Posters

iPad App, Portrait

Business System

Bil l boards

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T-Shirt

Notebook & Pencils

Tote Bag

Buttons

Backpack

iPad Case

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FF Speak

A B C D E F G H I J K L M N O P Q E S T U V W X Y Z

A B C D E F G H I J K L M N O P Q E S T U V W X Y Z

a b c d e f g h i j k l m n o p q e s t u v w x y z

a b c d e f g h i j k l m n o p q e s t u v w x y z

VISUAL INSPIRATION ANDFINAL STYLE

TYPEFACES

COLOR PALETTE Primary

T he Serif

Secondary

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F I N A L V I S UA L M A R K

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A RC H I T E C T U R E O F M A R K

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A LT E R N AT I V E M A R KS A N D L I M I TAT I O N S

Knocked Out

Minimum Size

1 inch

1x1x

1x

1x

Limited Color

Clear Space

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REGISTER

MY HOMEROOM

TEACHERCALENDAR

MONTH

STUDENTCALENDAR

MONTH

ATTENDANCESTUDENT

CLASSSNAPSHOT

COMMUNITY

NEW ACCOUNT

PART 1

NEW ACCOUNT

PART 2

TEACHERCALENDAR

WEEK

STUDENTCALENDAR

WEEK

TEACHERCALENDAR

DAY

STUDENTCALENDAR

DAY

ASSESSMENTTOOLS

SETTINGS LOG OUT

ATTENDANCECLASS

ATTENDANCEDISTRICT

ATTENDANCEPREDICT

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LOG IN

PARENT MEETING

STUDENTPROFILE

LOG INHOMEROOM

STUDENT DATA

TRACKER

REPORT CARD

LANGUAGEARTS

SOUNDS

CONTACTINFO

IEP PLANGOALS

ESL PLANGOALS

MYHOMEROOM

IEP PLANDETAILS

ESL PLANMONITORING

ESL PLANDETAILS

LANGUAGEARTS

NAMES

LANGUAGEARTS

FLUENCY

LANGUAGEARTS

MC COMP

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C H E C K M A R K I PA D A P P L I CAT I O N

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Checkmark is the first tool for educators that enables them to collect multiple types of data in one place. It allows them to have a more complete view of how their students are doing.

With all their student data in one place, they can easily share with other educators, families, and even students.

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Checkmark’s vertical and hor-izontal layouts allow the user to have flexibility and navigate easily through the applica-tion. The vertical layout has larger graphs, making it easy

to see student data results. The horizontal format has larger navigation and easily transi-tions to fullscreen graphs by simply double tapping.

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Checkmark will be easily purchased and downloaded off of Apple iTunes. Simply search for the app, purchase, and download to your iPad. Follow the easy registration

steps from there and you will be ready to start recording student data.

C H E C K M A R K I PA D I CO N A N D D OW N L OA D

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Checkmark will send you push notifications alerting you to your student’s upcoming benchmark goals and objec-tives, alert you when they are falling behind in a subject,

and let you know of school and district-wide assessment dates and activities.

C H E C K M A R K I PA D P U S H N OT I F I CAT I O N S

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C H E C K M A R K H OM E PAG E

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checkmarkproject.comcheckmarkproject.com

The Checkmark iPad application helpseducators more efficiently monitor the progress of their students.

SCHOOLmake

colorful

CHECKMARK PROMOTION

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C H E C K M A R K B U S I N E S S SYST E M

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B R A N D E D PA P E R G O O D S A N D P E N C I L S

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C H E C K M A R K B R A N D E DBAC K PAC K

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C U STOM C H E C K M A R KI PA D CA S E

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CHECKMARK SUPERHEROSCHECKMARK SUPERHEROSTeachers often seem like they have superpowers. They can spot note passing from a mile away, lift giant stacks of book reports, and have lightening fast minds. But even superheros need a little help sometimes. The reality is that our schools need help and you can do your part from home. By donating to the Checkmark Superheros Fund, schools will be able to purchase iPads.

Just a little support from all of you will make their superhero job a bit easier.

By donating to a school of your choice, you can help them raise money to buy iPads for teachers and students.

H OW CA N YO U M A K E A N I M PAC T F ROM H OM E ?

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C H E C K M A R K S U P E R H E ROP ROM OT I O N

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C H E C K M A R K S U P E R H E ROD O N AT I O N PAG E

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“Schools would love to have this as a format for their own student data system.”

—Brigitte Knight, School Social Worker, San Francisco CA

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c hap t e r 4

THE NEXT STEPS

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THE NEXT STEPSchapter four

IT IS ONLY THE BEGINNINGCheckmark can easily be expanded to include data collection tools for other grades. This would allow teachers at all levels to participate in the Checkmark community. The next step for this project is to set up a Kickstarter account in hopes of getting it funded for actual development. When the first grade version is up and running, other grades could be added on.

Once funded, a team of people would work to bring Checkmark to life and available for sale in the Apple App Store.

Checkmark can grow to include grades k-12, allowing schools to record all their data in one application.

H OW CA N C H E C K M A R K B E COM E A R E A L I T Y ?

IT IS ONLY THE BEGINNING

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THE NEXT STEPSchapter four

Checkmark will be expanded to include data assessment tools for all grades, k-12. The Checkmark geared towards high school grades will have different branding, utilizing

the secondary color palette. The project will be posted on Kickstarter in hopes of receiv-ing funding.

MY MOST SINCERE THANKSTo Debi Proctor, Claire Landau, and Brigitte Knight for their amazing insight into the world of education.

To my instructors Chris Riggs, Carolina de Bartolo, Hunter Wimmer, Phil Hamlett, and Mary Scott for their expert eyes and encouraging words.

To my dear friends Leah Webber, Melissa Virostko, and Marisa Lee for their endless support.

To my amazing fellow students. I could not have gotten through this without each and every one of them.

To my brother for his sharp mind that never fails to catch the things I miss.

A very most, to my parents.

Paper: Cougar Opaque 100 lb textPrinter: Graphic Imagery, San FranciscoBindery: The Key, OaklandCover: Paper Source book cloth with Mango foil stamping

Typography: FF Speak by Jan Maack, The Serif by Luc(as) de GrootPhotography: Carey OrdwayScott Ordway, p. 38, p.46Flickr Creative Commons Licensep. 8, p. 11. p. 12Technology: Adobe InDesign, Photoshop, and Illustrator.

Documents

Checkmark Project