What information does Summit collect and why is it needed?

At Summit, we are committed to being transparent about the information we collect. We modeled our Data Privacy Addendum off the Student Data Privacy Consortium’s (SDPC) model contract and as such, listed the information we collect based on categories laid out by the SDPC.

You can see that full list in our “Schedule of Data” - Exhibit A of the Data Privacy Addendum.  We adopted this “Schedule of Data” and the provisions from the model contract because it was developed by a consortium of schools, districts, state agencies, trade organizations and technology providers to help create best practices, predictability, and clarity around privacy contract terms to aid teachers, school districts, and other collaborators in the field.

We want to take that a step further to not only tell you what we collect but why that information is needed.

The information in the Platform is essential for the success of students in the Summit Learning Program. It allows teachers to see how their students are performing daily and to use that information to personalize instruction and provide additional support through mentoring and coaching. It allows students to see a real-time snapshot of their performance and progress, and it gives parents access to their child's educational experience. It also allows school principals and district administrators to analyze achievement gaps between groups of students and design interventions to close them.

Below, you’ll see a detailed list.

1. Application Technology Meta-Data

  • IP Addresses of users, Use of Cookies, etc: IP addresses enable Summit to quickly identify the origin of technical issues, such as bugs, and quickly address them. Cookies support user login and login security. Specifically, they enable students, teachers, and parents to stay logged in while they go to different areas of the platform

2. Application Use Statistics

  • Metadata on user interaction with the application: This enables Summit to better understand how resources in the platform correlate to student progress.

For example, if there are resources that teachers access repeatedly, that’s a sign that they see value in those resources. Conversely, if there are resources that teachers don’t use often, that could be a sign that there is room for improvement. The same applies to student interactions with resources

3. Assessment

  • Standardized test data (NWEA MAP, SBAC, AP, IB, etc): Across the country, districts and states have many different ways of assessing their students. Schools have told us that they would like to better understand the correlation between progress in Summit Learning and progress on other assessments. Additionally, information from other assessments can enable us to better tailor resources to meet student needs.
  • Observation data: Teachers use observations as another way of determining the progress students are making. For example, they may observe student peer interactions through Project work. Student performance on some Projects is assessed by oral presentation, and the teacher is able to input feedback and grades for those presentations.

4. Attendance

  • Student school (daily) attendance data
  • Student class attendance data
  • Other attendance: Suspensions/expulsions 

To save time and develop more tailored resources, educators want and need to see in one place the factors contributing to and inhibiting student success. For example, including attendance data in the Summit Learning Platform will enable them to see, at a glance, the correlation between attendance and student progress. It will also help teachers provide the right support for students who missed particular lessons.  

5. Demographics: All of this information is collected from or provided by from the school (not the student or parent)

  • Date of Birth: In many grade levels there are students differing a year or more in age, impacting their learning experience. For example, some students move through grade levels more quickly than most, while others stay in a grade level for more than one year. Understanding a student’s age helps ensure lesson plans and other resources are well matched to students developmentally and over time will improve our understanding of what works best for students of different ages.
  • Gender: Helps ensure equitable education across all genders.
  • Ethnicity or race: To ensure diverse student populations are being served equitably, disaggregating data to make transparent the progress of typically underserved populations has become the best practice for those committed to serving all students.  We've heard from schools that they want to understand how Summit Learning is meeting the needs of their diverse student populations.
  • Language information (native, preferred or primary language spoken by the student): To ensure diverse student populations are being served equitably, disaggregating data to make transparent the progress of typically underserved populations has become a best practice for those committed to serving all students.  

This information will help Summit Learning assess the need for resources in other languages and for teachers to have additional information to support students.

  • Other demographic information - Socioeconomic status: To ensure diverse student populations are being served equitably, disaggregating data to make transparent the progress of typically underserved populations has become best practice for those committed to serving all students.  We've heard from schools that they want to understand how Summit Learning is meeting the needs of their diverse student populations, in this case, low-income students.

6. Enrollment - all of this information is collected from or provided by the school (not the student or parent)

  • Student school enrollment
  • Student grade level
  • Homeroom

This information is needed in order to set up a student account on the Platform.

  • Guidance counselor: Every Summit Learning student is appointed a mentor at their school. Usually a teacher (or another adult in the school), they work closely with their mentee (student) in order to support them in achieving their personal goals. 

The mentor (teacher) name is tagged to the students they mentor. This enables the mentors to see at a glance the progress of their mentees and provide direct support and coaching.

  • Specific curriculum programs: This is specifically referencing the courses a student is enrolled in, similar to “student scheduled courses” below.
  • Year of graduation: This helps teachers and schools plan academic programs in relation to their graduation date.

7. Parent/Guardian Contact Information

  • Email: Parents have visibility into their student’s progress at school via direct access to the Summit Learning Platform. Schools share parent emails with Summit in order to enable us to set parents up with login credentials that are connected to their student’s account.  
  • Phone: Schools can voluntarily choose to send text messages through the Summit Learning Platform to parents about their student’s progress at school. For example, if a student has an assignment due, the school could send a text message to parents encouraging them to ask their student about the assignment and/or engage with them about their progress.

Parents can opt-out at any time.

8. Parent/Guardian ID

  • Parent ID number (created to link parents to students): In order for parents to see the progress of their student, they need to be “connected” to that particular student. This connection happens at a district level and that link enables parents to log into the Platform.

9. Parent/Guardian Name

  • First and/or Last: This helps schools and Summit Learning personalize communications to families. For example, if schools choose to send text messages to parents about their child’s progress, the message will be personalized instead of reading ‘dear parent.’

10. Schedule

  • Student scheduled courses
  • Teacher names:

Every school operates on a bell schedule which details the students in specific courses as well as who the teachers are. Schools need to connect students to courses and the teachers teaching them.

11. Special Indicator

  • English language learner information
  • Low-income status
  • Student disability information
  • Specialized education services (IEP or 504):

To ensure diverse student populations are being served equitably, disaggregating data to make transparent the progress of typically underserved populations has become the best practice for those committed to serving all students. We've heard from schools that they want to understand how Summit Learning is meeting the needs of their diverse student populations, in order to identify and address achievement gaps.

To do that, schools need visibility into the progress of traditionally underserved student populations. This helps schools provide targeted interventions and support when needed, and will help us - at Summit - understand where there is room for improvement in order to ensure equity in learning.

Note: Summit will not seek this information from students or parents. It will be provided by the school.

12. Student Contact Information

  • Email: Email addresses are needed to set up a student’s account in the Platform. The email address is not generated by Summit; it is provided by the school or district to Summitt. The Summit Learning Program does not send emails to students,  does not have access to student inboxes, and does not collect email addresses directly from students.

13. Student Identifiers

  • Local (School district) ID number
  • State ID number
  • Vendor/App assigned student ID number

Districts and schools have multiple ID numbers that they use to identify and track students. For example, districts typically have one ID number that they use at the local, district level and a separate ID number that they use at the state level.  

Student Information Systems (SIS) are data systems that schools use to store information about their students. Every school has one. They commonly include enrollment, attendance, schedules, grades and contact information.

Schools and districts are responsible for maintaining their own SIS.  Each system has unique identifiers for students.

In order for teachers to have accurate and up-to-date information on students, these systems need to be able to talk to each other.  The student identifiers allow for this to happen. For example, it is important for districts that grades in the Platform are also logged into their SIS.  As another example, the state and district ID numbers are used to align reporting requirements and ensure accurate information in the Platform and in the school’s own information.

This is standard practice in education.

14. Student Name

  • First and/or Last: Required to set up a student account on the Platform and is provided by the student’s school (not collected directly from the student).

15. Student In-App Performance

  • Program/application performance (e.g. reading program-student reads below grade level): At Summit, we are committed to continuous improvement and often learn by identifying strong correlations between improved student outcomes and decisions students make as they go to the Platform.  For example, we found that students who rush through content tend to score lower on assessments. As a result, we created a Platform feature: if a student fails an assessment for a unit of content and tries to retake the assessment too quickly (ie. they haven't reread any resources), then the Platform suggests that the student study more before retaking the assessment.

16. Student Program Membership

  • Academic or extracurricular activities a student may belong to or participate in: Through Summit Learning, students are supported not only by their subject-area teachers, but by a designated mentor at their school. Through weekly check-ins, mentors get to know their mentees deeply in order to help support them in reaching their personal goals. Part of getting to know a student includes understanding their passions and interests. These conversations are also a helpful part of the college planning process i.e. they can help with their college application essay.

17. Student Survey Responses

  • Anonymous student responses to surveys or questionnaires: These optional student surveys are carried out in order to better understand a student’s experience with Summit Learning. They are anonymous and responses are often used to make improvements.

18. Student work

  • Student-generated content; writing, pictures etc: Through the course of the school year, students can upload information to the Summit Learning Platform including, for example, notes about their progress, their personal goals for the week or their Final Products from a particular Project. Additionally, students can upload and work on class assignments using either their G-Suite for Education or Microsoft Office account. The student’s classwork or resources using on either G-Suite for Education or Microsoft Office are not stored directly with Summit, but are copied from Summit’s Google domain to the domain of the student’s school.  

19. Student Outcome Information and Transcript

  • Student outcome information (grade level promotion and matriculation, AP and IB test information, college admission test scores, college eligibility and acceptance, and employment)
  • Student course grades
  • Student course data
  • Student course grades/performance scores

This information enables schools and Summit to understand student progress in order to better tailor student and teacher supports and make decisions about improvements to the Summit Learning Program.

Additionally, at Summit, we believe students should have visibility in order to track their progress towards their personal goals

20. Other

  • Please list each additional data element used, stored or collected by your application:
    • Teacher feedback on coursework
    • Teacher curricula and notes and feedback to or about students
    • Teacher and parent answers to surveys about the Services or curricula; and feedback, suggestions, questions, and ideas submitted to Summit from parents/legal guardians,  teachers or school administrators or officials

All of this information is used to deliver a tailored educational experience to all students.

Feedback from teachers to students provides students and parents with the ability to view a student’s progress, strengths and areas for progress, as well as goals and more.

The purpose of the surveys is to gather teacher and parent feedback on the personalized learning experience. These surveys are always optional and no one is required to participate at any time.  This information is used to prioritize improvements to resources for parents, teachers, students, and the overall program.

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