The My Learning Plan Enterprise Suite is made up of four core products: MyLearningPlan PDMS (Professional Development Management System), MyLearningPlan WebReg (Web Registration), MyLearningPlan OASYS (Observation and Appraisal Management System), and MyLearningPlan Elevate (Video-based Evaluation Calibration Training). Each of the products can be used alone or integrated together.
MyLearningPlan PDMS helps districts manage professional development content and activities. Administrators can add activities to the content catalogue such as district-approved in-person trainings, links to webinars or recurring team meetings. They can also create custom templates for documenting anything associated with these activities (i.e. content assessment, evaluation, coaching logs, or book studies).
In addition, administrators can create custom templates for documenting anything associated with a professional development process such as requesting credit, registering for an activity, or creating goals. They can also monitor important data like attendance rates and budget codes.
Teachers can sign up and attend trainings, track their credits, and document their learning in PDMS. The system is flexible and can be built around the needs and workflow of the particular district or organization that is using it.
MyLearningPlan WebReg helps educational service agencies manage professional development opportunities. WebReg is very similar to PDMS in look and feel, but it allows administrators to setup additional steps like payment options. If a district uses PDMS and a nearby educational service agency uses WebReg, the two can integrate. Once integrated, teachers and administrators can choose courses or resources from the educational service agency’s content catalog, in addition to the content from their district’s catalogue in PDMS.
MyLearningPlan OASYS helps districts manage the annual teacher evaluation process. The district determines all of the steps and forms used in the evaluation process and then adds them into OASYS as a sequence of tasks. Administrators schedule observations through the system, and then record their notes through digital observation forms. At the end of the year, the teacher receives a cumulative performance review with an overall score.
Lastly, MyLearningPlan Elevate is a product that complements OASYS. Elevate is used to calibrate evaluation scores across a district. Principals rate videos of teacher practices as a way to gauge their accuracy on evaluations, and the system evaluates how closely their rating aligns to the district’s rating. District administrators review principals’ scores to determine the interrater reliability across the district.
- Create and manage all of the workflows including activity registration, approval, and completion.
- Create a course catalogue that includes multiple activity types (content agnostic)
- Create custom templates for documenting anything associated with a formal activity (i.e. content assessment, evaluation), or informal activity (i.e. coaching logs, book studies)
- Create custom templates for documenting anything associated with a process (i.e. requesting credit, registering, documenting goals)
- Track a variety of data including PD credits
- Create and share reports
MyLearningPlan WebReg (for educational service agencies)
- Create a course catalog
- Create multiple payment options for teachers and discounted rates for in-district teachers
- Integrate course catalogue with nearby districts’ PDMS accounts so teachers have access to more content
- Create standards-aligned evaluation forms
- Create a formula for teachers’ annual performance ratings that includes data from other sources and can be weighted
- Manage tasks such as scheduling observations
- Recommend content based on teacher observation scores (if PDMS is integrated)
- Video-based training to calibrate observation skills
- Practice evaluating teachers on multiple measures, using evidence based rubrics
PDMS allows districts to create very specific processes around professional development. Districts have a lot of control over which steps they require, how they require them and who is responsible for each one. In addition, the content catalogue and documentation templates are both content-agnostic, meaning that districts can upload their own content to support both formal and informal learning activities.
PDMS has a few other bells and whistles including automated requests for substitute teachers (requires a software integration) when they register for an off-site PD opportunity, the ability to integrate content catalogues from WebReg users, and the ability to track informal learning opportunities such as mentor meetings throughout the year, and to submit them all at one time at the end of the year.
WebReg allows districts and educational service agencies to combine their professional development catalogues in one place so teachers have access to more local PD options in one system.
OASYS allows districts to customize the steps and the forms used in annual evaluations. Districts can then publish them all in a sequenced to-do list, making the process very clear to teachers. In addition, observation notes and artifacts can be aligned to specific standards, so that a summary of evidence for each standard can be easily pulled together in one place. The teacher and administrator can look through this collection of evidence during the final evaluation process.
Lastly, the formula behind the final performance rating can be customized by the district and can include multiple data sources that can be weighted so that a teacher’s performance is measured by several factors.
Types of Schools Using It
As of June 2014, the majority of users are medium-sized public school districts in the US, with 20,000 to 60,000 students and 2,000 to 6,000 employees. My Learning Plan also supports educational agencies (i.e. BOCES in New York), some state departments of education, larger public districts, charter schools, private schools, and small colleges.
How It Works
MyLearningPlan PDMS (Professional Development Management System)
PDMS helps districts manage all of their professional learning activities in one tool. It can be configured, in many different ways. Districts work with My Learning Plan representatives to configure all of the steps within the tool to fit the specific processes, content and documentation needs of the district.
After the workflows and content are set, teachers can login to PDMS, search the catalog, register and attend trainings, and track their credits. They can also set goals and track their progress. In addition, administrators can create forms and logs for teachers to continually track and reflect on their formal and informal learning opportunities. Administrators can monitor progress by tracking data and creating custom reports.
Teachers start by searching for professional development offerings in the district’s calendar or in the catalog. The calendar shows activities from multiple catalogues that have specific dates. It can also show district and school events, and personal events a teacher wants to remember.
The catalogue automatically filters its contents based on information in a teacher’s profile such as grade, department, and subject. Keywords and a few filters can be used to search.
Important information is highlighted for each activity to support at-a-glance browsing in the catalog. For example, the dates, activity description, current enrollment, wait list and credits are clearly displayed for each activity in the search results. Icons and color-coded tags help teachers quickly identify key characteristics of activities like whether it is online, if it has an evaluation component, or if the activity lasts a full year.
If the district is also using MyLearningPlan OASYS, content can automatically be recommended to teachers based on the district’s professional teaching standards and the teacher’s observation data.
When a teacher finds an activity he or she is interested in, the teacher clicks on the activity and reviews the details. If the activity conflicts with what the teacher is already registered for, a red conflict notice will appear. If the activity includes multiple sessions over multiple days (i.e. weekly team meetings), all of the dates and times appear.
If the teacher can enroll in the activity without prior approval, a “Sign Up Now” button appears and the activity is added to the teacher’s dashboard as “Approved and/or In Progress.” If the activity requires approval, a “Request Approval” button appears instead. Then the activity is added to the teacher’s dashboard as “Pending Prior Approval.”
The dashboard is the homepage a teacher sees when he or she logs in. It is where activities are organized. Activities are displayed by status and may be under headings such as “Wait List,” “Awaiting Final Credit” or “Recently Completed.” If there is a change in status, a teacher can see it on his or her dashboard and receives an email. Important information such as impending due dates are highlighted.
When a teacher opens an activity from the dashboard there are several things he or she can do. If the activity hasn’t been approved, a teacher can see where it is in the approval process, and can send an email reminder to the person who needs to approve it. A teacher can also drop the activity or add the activity to his or her PDMS calendar. If the activity has been approved, a teacher can launch external web content, complete an evaluation, mark it as complete and access the activity’s “Team Room” (if activated).
A “Team Room” is a discussion forum with file sharing capabilities associated with an individual activity; administrators turn them on or off when they create the activity. Team Rooms have topics and threads for discussion, and can have documents, links and logs attached. Only teachers enrolled in the activity can participate. Team Rooms stay active after the activity they are associated with ends. Response data is tracked for each participant in the room.
On the dashboard, a navigation pane on the left has links to specific templates such as conference request forms, mentor logs and course catalogs. The calendar and reports are also available.
One type of additional form that might be available is the goal form. The goal form allows teachers to document their individual goals for professional development and build action plans for achieving them. Teachers (or administrators) fill out the form by typing in the goals they would like to achieve and describing their plan for achieving them. Then they submit the form for approval. Once approved, a teacher can align his or her personal goals to any request forms or logs submitted in PDMS.
Teachers can click on “My Portfolio” in the navigation pane on the dashboard to view a cumulative history of their completed activities. The completed activities can be organized by year, goal, purpose, or certification. The total number of hours and credits a teacher has earned is displayed. This information can be downloaded to Microsoft Excel, saved, and printed. (Another version of the same information called “Transcript” is also available.)
Teachers can see any data reports that the district has allowed them to view. For example, a teacher might be able to see the total number of activity requests he or she was denied, or a summary of the alignment between activities and the district’s goals. If a teacher entered personal goals into a form, or submitted reimbursement information on an out-of-district request form, the teacher can see the summary of this information as well.
Finally, PDMS “Salary Tracker” can be accessed from the navigation pane on the dashboard. Salary Tracker is a tool teachers can use to align their continuing education credits to compensation increases and submit them for review. Some districts have a predetermined scale for compensation increases based on a teacher’s degree and the amount of continuing education credits the teacher earns.
For example, a teacher with a Master’s degree and 15 additional credits might be eligible for a 3% salary increase, with 30 additional credits a 6% salary increase, or with 45 additional credits a 10% salary increase. “Salary Tracker” allows a teacher to align their completed activities with grades on the scale (i.e. Master’s +15 hours) and submit them for a compensation review.
Instructors facilitate activities in PDMS. Instructors can manage the administrative tasks that come along with leading an activity. Specifically, instructors can print sign-in sheets, take attendance, auto-email the registered teachers for their activity and review the form data associated with the activity. Instructors also act as a facilitator for topics and discussion in the associated Team Rooms.
Instructors can see a cumulative history of the activities that he or she has lead over time. A summary report of the stipends paid and money earned is also available.
District administrators determine the workflows and create content in PDMS. They can also create custom evaluations, reports, forms for documentation, and can monitor progress on their dashboard.
Administrators begin by defining the steps for registering for and completing an activity. For example, a district administrator might decide that for an in-person activity to be marked as complete for a teacher, the instructor must confirm attendance, the teacher must submit an evaluation of the activity, the instructor must approve the evaluation, and a district PD manager must mark it off as complete.
Different types of activities such as online videos, online courses, district in-service days or 3-day workshops can have different steps. For example, a district administrator can allow teachers to register automatically for online videos but require a 4-step registration process for in-person district workshops.
In addition to workflow, district administrators create the activities that appear in the district’s course catalog. PDMS is content-agnostic so it can include in-person trainings, workshops, online courses, individual resources and even informal badging activities. Content can be offline (i.e. a book club, bi-weekly team meetings) or online (i.e. a link to a webinar, a link to a video).
To create an activity, an administrator first identifies if it is an in-person activity or an online activity. (Other than an icon and administrator rights, not much is different about these two options.) Then, the administrator fills in basic information about the activity in each field including type, provider, credits awarded, instructor, waitlist, and fees. If it’s a recurring activity such as a weekly team meeting, the times and dates for each occurrence can be added to a single entry.
Then, administrators can categorize activities as “events” and “programs.” An event is basically an organized occasion or collection of activities, such as a 2-day conference or a summer academy hosted by the district. Associating activities with events allows districts to review activity data for the event. Events have a time frame associated with them so they can become inactive. Activities associated with an event can come from different district programs.
Programs are another way to categorize content in the district’s catalog. They are usually aligned to a topic (i.e. special education) or to a functional group in a district (i.e. Professional Development Department or IT), and can be managed independently with their own rules and permissions. Programs are permission based so every user does not see each program or the content that is associated with it.
After filling in the basic information for an activity, administrators can add external web links, or URLs for webinars and websites, and can attach files, with no limit on file size. PDMS does host document files, image files, and presentation files in activities and videos. Webinars, websites and online courses work the same way. They can be added but will take the user to the external site.
After the resources have been added, administrators can attach forms as an assessment or evaluation. District and school goals can be aligned and custom tags such as “Common Core” or “BYOD” can be assigned. Lastly, the Team Room can be activated for individual activities.
If a district administrator wants to integrate content, PDMS does support some third-party content integrations (i.e. Edivation, Blackboard, Knowledge Delivery Systems). The system has the ability to integrate with most tools that are AICC compatible, SCORM compatible or already have an existing partnership with MLP. Integration means teachers will only have to sign in once (in PDMS) to access the integrated content. For example, when a teacher clicks on a link to open an Edivation video in the PDMS activity, the teacher will still be taken to the Edivation website to see the video but will not have to sign in again to see it.
In addition, administrators have the ability to preview the content in other organizations’ catalogues since My Learning Plan partners with external educational organizations that have their own content offerings in (almost) the same software (i.e. MyLearningPlan WebReg). If a district administrator sees a catalogue (and a provider) they like, the administrator can work with My Learning Plan to integrate the other organization’s catalogue into their account. Content from other organizations will have different workflows, approvals, and fees.
Integration in this sense means that a link to the other catalogue would be available for teachers under the link to the district’s catalogue in the navigation pane on the PDMS dashboard . When a teacher clicks the link to the organization’s catalog, the teacher remains in PDMS and the catalogue appears almost identical.
In addition to creating the workflows and content in PDMS, district administrators can also create surveys. Surveys can be sent to all PDMS users and can be anonymous or not. Surveys that are anonymous will not associate the teacher’s responses with the teacher’s name.
After a survey is created it can be assigned to all users or just select users (i.e. only math teachers). Teachers receive an email notification letting them know there is a survey in PDMS for them to complete. The response data for each item is summarized for administrators using bar graphs. If the survey is anonymous, administrators must wait for at least five users to respond before the data will display.
Forms & Logs
District administrators also create forms to track assessments, evaluation of content, requests for approval or enrollment, proposals and logs of their activities.
There are two types of templates in PDMS: “forms” and “logs.” Forms are used for collecting information about one-time activities or a collection of activities submitted at one time. Forms can be used to track things such as: content evaluations, registration requests, teacher self-reflections. They look similar to Google Forms with fill in the blanks, text boxes, checkboxes, and single-select and multi-select drop down menus. Districts can choose from a bank of pre-created forms or create their own.
Districts also upload characteristics they want to use to categorize each form. PDMS can run reports on the information collected in these fields.
Forms are used in a variety of ways, before and after learning experiences. They can be attached to learning activities and used to evaluate the learning experience itself, or to assess learning. Forms can also be used to support self-reflection, assess whether or not a teacher applied what they learned (i.e. Try this in your class for 3 weeks and document the impact), or to measure student impact through evaluation.
Forms can also help classroom teachers find substitute teachers to cover for them while they attend training. PDMS forms can integrate with a district’s substitute finder system (i.e. AESOP and Subfinder). When a teacher registers for an activity and gets approved, the system can automatically request a substitute for the specific teacher during the time of the activity. If a teacher drops the activity, the substitute request is automatically canceled.
Forms can also help the district capture a teacher’s informal learning activities. They can be used to request credit for an activity a teacher attended that is not in the district’s catalogue (including reimbursement information), or to submit a proposal for an activity that is not in the catalogue that a teacher wants to lead.
A “log” is often used to document informal learning. Like forms, logs are templates for documentation but logs can be submitted as a group, like a manila folder filled with a virtual stack of papers.
Each time an event occurs on a regular basis, a log is filled out and saved. A list of these log entries accumulates throughout the year until it is time for all of the log entries to be submitted. Logs are most often associated with ongoing learning activities and used for things like team meeting notes, mentor documentation and self-reflections. Logs can include attachments.
Logs are helpful because they can track hours spent over time and allow teachers to virtually submit all of their word-processed documentation at the end of the year for administrator approval. When the entire log is submitted and approved, it is stored as a completed activity on the teacher’s transcript, which is referred to as “My Portfolio.”
Logs can also be used to track mentoring. Districts can create templates for a mentoring or coaching plan. Coaches can track their coaching activities and results on their log and submit it at the end of the year for reviews. These logs can also be used to track contract hours and to award credits.
Administrators can export raw data, view snapshots of data, and run reports.
To export raw data, an administrator chooses a category of data from a list of options (i.e. Activity List, Funding Source), the filter they want to use (i.e. Start Date, Purpose), and the file type they want (i.e. Microsoft Excel or Microsoft Access). Snapshots of data are also available for the current PD activity offerings. These can be filtered by provider or by month.
Report Designer outlines five steps for creating a report. Similar to creating a pivot table in Excel, administrators select the groups of data they want to compare from a drop down menu, and then pick the categories for how the data should be sorted and filtered. Reports can be shared and assigned. Files can be exported to a web page, Microsoft Excel, or Microsoft Access.
The administrator dashboard looks and feels like the teacher dashboard. Activities that are waiting for approval from the administrator (at various steps in the process) are highlighted. An immediate approval button is available so that administrators can approve the form quickly without looking at it should the district choose to activate it. However, this feature is only available for pre-approval.
In addition to editing the system settings, configuration and user permissions, administrators have additional capabilities. Administrators can view the status of all of activities in the system and send email reminders to instructors and administrators who have action items that are overdue. Administrators can mark a batch of activities complete at one time, and can analyze individual form and activity data. They can also upload files they want all teachers to see.
MyLearningPlan WebReg (Web Registration)
WebReg is basically a course catalogue with management tools just like PDMS (with a few extra features) except it is used by regional or state educational organizations, not school districts. Educational organizations are agencies that provide professional development content and services in multiple districts and states like “Region XIII Service Center” or BOCES (Board of Cooperative Education Services) in New York.
WebReg allows agencies to manage their own professional development catalogues and to integrate their catalogues into nearby districts’ accounts so that more teachers have access to them. Teachers can also select and pay for trainings on their own using WebReg by creating an individual user account, if their district does not provide them with one.
WebReg can be used alone as an online catalogue that anybody can access from the organization’s website without having to log into an MLP account. The organization independently manages their content and their catalogue using the same management tools that are in PDMS.
For example, if a school district using MyLearningPlan PDMS wants to offer more content, the district administrators can browse through a list of other organizations that are using WebReg. Administrators can preview some content in these catalogues. If they find one they like, they ask My Learning Plan to integrate it into their account. The organization’s catalogue and activities will appear similar to the district’s catalogue in its PDMS. District approval is required for teachers to enroll in one of these out-of-district activities.
WebReg has a few extra features that PDMS catalogues do not have. The first feature is payment options. Organizations using WebReg can configure different payment options for different types of activities.
Variable pricing is also available to provide discounted rates to specific customers. One example of this is a “subscriber.” A subscriber is a user associated with a partner district and a non-subscriber is someone outside of the district. The latter is often charged a higher fee. Lastly, completion certificates are awarded as proof of attendance.
The educational organization is responsible for tagging and managing its own content and workflows. When integration occurs, organizations will often align their content to the district or state teaching standards for ease of use.
MyLearningPlan OASYS (Observation and Appraisal Management System)
OASYS manages annual educator performance evaluations. All of the observation and evaluation forms and steps in the process are determined ahead of time by the district. Principals and teachers login to see a list of tasks they must complete over the course of the year.
District administrators begin by picking the teaching standards or framework they want to use, and entering them into OASYS. (Districts must have the appropriate rights to integrate third-party frameworks like Danielson, Stronge or Marzano). Then, administrators design the forms educators and principals use during the observation process, such as observation forms, walkthroughs, student reflections, self assessment and goal setting.
All of the steps that need to be completed by the end of the year are displayed by status from top to bottom.
The immediate actions that can be taken for each step and each task are graphically displayed. The actions can include completing a form, scheduling a task (i.e. observation date), assigning a task, and completing a task. Individual progress bars show the status of each task and a cumulative status bar shows the status of each step.
Pre-observations forms allow teachers to explain to principals what they should be seeing during the observation. Student learning forms are a place to fill out a general instructional plan to increase academic student achievement.
In addition, documentation logs are a place for teachers to record their thoughts about their instruction and to add their own artifacts. Informal, mid-year check-ins allow principals to provide more lengthy written feedback to let a teacher know how he or she is doing prior to the final evaluation.
When a principal schedules an observation, he or she records notes in an observation form. Observation forms can have standards and a rubric. Principals can add comments about what they see and rank the teacher’s performance on each standard as a “strength” or “weakness” using the district's performance evaluation rubric or anecdotal evidence. Artifacts can be uploaded and aligned to standards. There is also a note taking tool that can be used to capture plain text notes, or if the form has a rubric, can be used to align plain text notes to specific standards.
After an observation, forms can be saved and sent to the teacher before they are submitted. This allows the teacher and principal to conference and review the performance information before it becomes final. A thread for commenting is available at the bottom of the form.
At the end of the year, the educator receives a final evaluation. The final evaluation form lists each individual teaching standard with the performance rubric that is associated with it (from all forms filled out throughout the year). Any artifacts that have been aligned to the individual standard throughout the year automatically appear next to the standard on the form. A summary of all of the notes associated with the standard also appears.
Principals choose a rating in the rubric row for each standard (it highlights in orange), add notes for each standard, and writes an overall summary of strengths and weakness at the bottom. (If a district is also using PDMS, the educator's personal goals and professional development activities for the year are also listed on the final evaluation form.)
The final step is for the principal to complete the cumulative performance form. This form adds up all of the individual ratings a teacher received on his or her evaluation form for each standard in order to create one overall performance score (i.e. 3.4 out of 4, or “Effective”).
Districts can also add other assessment data, including student achievement data, by uploading a CSV file to the cumulative score. Each data source can be weighted. For example, observation data may be worth 80% and student achievement data may be worth 20%. Any data uploaded from self evaluations or student achievement data will automatically be converted to the scale used on the teaching rubric so that the data can match up and be calculated together.
At the bottom of the form, the principal identifies one of three actions for the teacher: continue employment, improvement plan, or dismissal.
If a district is using both MyLearningPlan PDMS and OASYS, a feature called “Learning Loop” is available. (Learning Loop requires both products to work.) Learning Loop automatically recommends content to teachers that is aligned to specific teaching standards based on a teacher’s observation score. Any form used throughout the observation and evaluation process that has a rubric with ratings on it can trigger the Learning Loop. The standards that are recommended appear on a teacher’s dashboard with a link to aligned activities.
District administrators determine when the Learning Loop will trigger for each standard. For example, a district can decide to trigger the Learning Loop if a teacher receives a “Below Basic” rating on standard 4 (monitor student progress) on his or her observation form. Alternatively, if a district has identified one standard that it wants everyone to work on throughout the year, the district can set the threshold for that standard at “Advanced” so that the Learning Loop always triggers and all teachers receive recommended activities.
Elevate is an additional product by My Learning Plan. It can be used by itself or integrated with MyLearningPlan OASYS. Elevate is an evaluation calibration tool for educators.
Principals rate videos on a variety of teacher practices as a way to gauge their accuracy. Their scores are compared to the score that has been predefined by the district. This evaluation of their scoring skills shows up in a report.
The district can set a metric for a passing score, and require principals to continue to practice until they achieve a passing score. Districts can also ask reviewers to rate videos and identify evidence in those videos that links to the rubric. If evidence is submitted, it must be reviewed by a district administrator.
The ETS Video Library can be used as a common set of resources for evaluators to use when practicing evaluating.
How It Is Used
Most school districts use MyLearningPlan PDMS to manage and track their formal professional development offerings. This often includes their in-person trainings but it can extend to blended learning opportunities that include digital content and resources.
For example, Loudoun County Public Schools in Virginia (just west of D.C.) uses MyLearningPlan PDMS to digitally manage around 2,000 district-approved professional development activities and integrated courses from local universities. Loudoun also uses PDMS to manage an estimated 600 professional development sessions offered at their annual 3-day conference. The sessions are a combination of in-district providers and out-of-district providers.
Some districts also use PDMS to document goals and to write action plans for achieving these goals. For example, ConVal Regional School District in New Hampshire has teachers and principals create learning plans in a form in PDMS that include personal goals, which are aligned to school and district goals. Teachers and administrators align all of the PD they attend to one of these goals throughout the year.
In addition, Blue Valley School District in Kansas uses PDMS to focus on its four improvement goals. Blue Valley only approves activities that are aligned to one of its district goals. By requiring teachers to align their professional learning to a district goal, Blue Valley is able to track and monitor attendance at trainings and have teachers describe in writing how the new information learned in trainings has changed their practice by using the log feature.
In some cases, districts also use PDMS to track informal learning opportunities such as team meetings in order to get a more complete picture of the type of professional learning occurring and the impact it has on students. For example, Greece Central School District in New York uses logs to document learning that happens in PLCs, book studies, and mentor sessions. Each log entry is aligned to a district or school goal, and administrators look at the log entries prior to observations to get a sense of what teachers are working on. The logs are saved in each teacher’s PDMS portfolio as evidence of learning.
Gilbert Public Schools, in Arizona, uses My Learning Plan to support educators to be responsible for their own learning plan. Educators are responsible for submitting evidence of what they have learned, and how they have implemented their learning into their classrooms through the forms feature. The district is also using Team Rooms to support collaborative reflection on resources and activities.
Regional education agencies like BOCES (Board of Cooperative Education Services) in New York, Chester County Intermediate Unit in Pennsylvania, and Great Prairie Area Education Agency in Iowa use WebReg to facilitate registration across multiple districts and to integrate with nearby school districts’ accounts. An administrator from Great Prairie said that an ancillary benefit they have seen is a reduction in call volume, email volume, and requests for mailed transcripts.
Data & Reports
My Learning Plan reports can be run on basically any data that are entered into the system (i.e. how many registered or dropped) or captured in a form (i.e. cost). Form responses are reported in bar graphs for instructors and administrators. Teacher participation in Team Rooms is also tracked (i.e. the number of comments and topics an individual teacher has contributed).
Student achievement data can either be automatically imported or manually uploaded to OASYS to be included as part of a teacher's composite evaluation score. My Learning Plan has an XML data exchange tool to help administrators integrate some data from other systems themselves. In addition, administrators can also upload data using Microsoft Excel.
Setup & Implementation
My Learning Plan representatives consult with district administrators before the set-up process begins. One of the first steps is for administrators to decide what data they want to track and report. When this information is clear, My Learning Plan works with the district to make sure the forms and workflows include the data that administrators want to see.
Most of the time, districts provide My Learning Plan with a spreadsheet of information about their users (i.e. grade, subject, school, credentials). This information is imported by My Learning Plan and becomes their user profiles.
My Learning Plan also assigns one dedicated support team member from its own staff to each district or organization to help them through the set-up and implementation process for no additional cost. Setting up the system can take a couple of weeks or it can take several months, depending on the district and its needs.
Additionally, My Learning Plan provides training for site administrators. All trainings are conducted remotely for no additional cost. Onsite training can be requested for an additional $3,000 per day.
My Learning Plan has a support team that responds to emails Monday through Friday, 7AM to 7PM EST. The team has a maximum of a four hour response time. Phone calls can be scheduled by sending an email and requesting a time.
PDMS integrates with substitute management systems, such as AESOP and SubFinder as well as human resource information systems and calendar tools.
In addition, PDMS integrates with third-party content providers (i.e. Edivation, Blackboard, Knowledge Delivery Systems, ETS Video Library), and has the ability to integrate with most other systems that are AICC compatible. Integration means that teachers will only have to sign in once (in PDMS) to access the integrated content. When a teacher clicks on the link to the external content in the PDMS activity, the teacher will be taken to an external site, but will not have to sign in again to see the content.
The ETS Video Library can also be integrated. Most of the time it is paired with Elevate as the video content for principals to watch and evaluate.
Districts can configure many of the features in the My Learning Plan Enterprise Suite. For example, forms, workflows, reports, and the homepage can all be configured to meet the district’s needs. My Learning Plan will also work with districts to build custom features that are not currently in the product to meet their needs.
- My Learning Plan offers an annual per-user subscription fee. The fees vary by product and organization size.
- New customers also pay a one-time setup and configuration fee that is generally around $3,000.
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