We have just begun our partnership with the LAC team.  In the short time we’ve worked with the professionals at LAC, we couldn’t be more impressed.  Our goal is to empower our faculty to move from being basic consumers of data to being collaborative analytical teams that prescriptively differentiate learning opportunities for all students. Everyone at LAC has been incredibly supportive as we begin this transformative process.​

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Dr Kelly Kramer
Director
International School of Dongguan

Learning Analytics has been in use by the American International School of Bucharest for several years now, and we highly recommend it. When we started off using LAC, we primarily were focusing on the data and conversations around our students' profile pages, as it helped us identify trends for certain individuals and give us a complete picture of a student in one place. From here, we have started to look more in-depth at different uses of Learning Analytics, including identifying trends in certain subject groups or within details collected from external testing, such as MAP. These information points help us focus those conversations not around what we think is happening, but around clear pictures formed by the data itself. 

 

Our most recent use of Learning Analytics was a tool to place students into classes based on many different needs. The LAC team met with us several times to build this engine specifically for our school. They had a similar one for elementary/primary, but we had more specific details needed for a Secondary School, and they helped us throughout this entire process in putting this engine together. We were able to use it to build our class lists for the coming school year, by combining all the necessary data in one place. There are still tweaks we would like to make, and that is what we love about working with Learning Analytics, as they work with us, as we refine what we need in order to best use our data to make informed decisions. 

 

Andy Pontius

Secondary Leadership Team

American International School of Bucharest

ISB has been using LAC for many years now, and it has allowed us to fully understand each student and their own learning journey. From the visualization of student data to larger cohort groupings, we have been able to make strategic and pedagogical decisions based on long-term trends and patterns.

Additionally, as we use the information from our lowest grades levels and PYP through to the MYP and well into our IB Diploma Programme, we have reviewed the personalized academic information to support students and families in making course choices and setting goals.

As each teacher has access to the visualizations for their students, we are using data analytics to instilling a culture of knowing our students, which requires knowing their journey to date. The Learning Analytics Collaborative has been able to support us through this process. Their recent addition of wellbeing data will further enhance our ability to serve our students and our families. It continues to be a great partnership where they work with us and our data to ensure we provide the best insight and direction for our students.

 

Brent McAvoy
Senior School Vice Principal of Academics
International School of Basel

ISS International School has recently joined the LAC community and our membership has already enabled us to review, monitor, and improve our approaches to student learning and engagement. The LAC platform has enabled us to clearly visualize our historical and current student data in a format that is relevant, innovative, and easy for faculty, students, and parents to understand. Assisting the whole school to learn from and enrich our teaching and learning processes.

Our faculty have benefited from the opportunities the LAC platform provides us in offering a tool to enhance our internal and external assessment data analysis. The data and trends the LAC platform visualizes have been imperative in our drive to make collaboration and effective decision-making central to the development and continual improvement of our teaching and learning.

The competencies of the LAC team, aligned with their experience of working with other schools around the world, has offered us the support and expertise required in implementing our new data analysis system effectively and within a short time frame. I highly recommend LAC and their team to any school looking to make their student data analysis more effective for their learning community. 

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Vanessa Adamberry
Former K-12 Feedback and Assessment Coordinator

ISS International School Singapore

Nagoya International School has recently joined the LAC community. We wanted to transition from being a school described as “data-rich” to a place we’d be proud to call “data-savvy”. Making sense of data so that it becomes authentic, meaningful, and above all, useful to inform teaching and learning, takes time, dedication, and an ability for all to understand what the data is and is not telling us about our learning community. LAC allows us to quickly visualize patterns and trends in our whole-school external assessments, such as the IB examinations, MAP, ISA, and CAT-4, as well as our ongoing internal class data.

We have started the process of collating and representing our data on LAC. We have been supported by the LAC team, through regular meetings with dedicated professionals, and by other members of this supportive learning community. We are excited to move forward together using our information and the LAC visualizations as the “third point” in deciphering and determining the best steps and strategies for teaching, learning, and well-being. I encourage schools to discover LAC and consider joining the growing community of data-focused educators. 

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Peter Goodman
Teaching & Learning Coordinator
Nagoya International School

Zurich International School (ZIS) has been a member of the Learning Analytics Collaborative for more than 5 years. Although data management is no small task, our membership to LAC provides us with the context to have better conversations about student data. From collection, storage, access and expected outcomes, the whole cycle of student data at ZIS is now better understood, continuously reviewed and improved.

The visualisations provided by LAC have been particularly welcomed by teachers when reviewing data from external assessments. The eye catching, interactive outputs quickly display patterns and trends from assessments such as NWEA, ISA, WrAP and IB. We also benefit from the regular workshops provided by LAC, which help us appreciate the full potential of data and the processes required to get there. I encourage you all to join this forward-thinking innovative Collaborative.

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Andrew Blair

Head of IT Services and Solutions

Zurich International School​

As we become increasingly more assessment capable, critical questions we are asking about learning are “Where is a student now”, “How do we know they are learning?”, “What do we do if they are not?” and “What do we do if they have already learned it?” Becoming a member of the LAC was a natural next step in getting all the data we collect on student learning in one place. As newcomers, once the dashboard is set-up each student will have a data profile and we will have at our fingertips multiple data points on individual, cohort and program information that we can use to answer these questions and to inform school wide planning, teaching, and program development.

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Carol Jordan

Director of Teaching & Learning

American School of Warsaw (ASW)

As newcomers to LAC, we couldn't be more impressed with every aspect of our work with the Consilience team as we have together envisioned possibility and started the process of collecting both our historical data and current learning results.  Every step of the way, we have had highly-competent and dedicated professionals work with us on the logistics of set-up and training.  Being data-informed is an essential aspect of our commitment to our learners and quick access to learning results in user-friendly formats opens the window to frequent and enriching opportunities to cause learning. We are excited to gather around the table of evidence provided by LAC and consider what our students are telling us.  Our efforts to develop professional learning communities have been made more efficient and effective with the addition of this brilliant tool that makes collaboration, investigation, discussion, decision-making and action around learning so worthwhile! 

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Melissa Schaub

Director of Learning

American International School of Lagos (AISL)

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When our school was seeking a consultant to provide comprehensive expertise in the development of our technology strategic plan alongside a school wide educational technology audit to support our priorities in the implementation of this plan, Consilience was consistently highly recommended by other international schools and technology leaders. The Consilience audit was a comprehensive assessment of where our school is, coupled with detailed analysis and specific prioritized recommendations on how to move forward. The support provided by Consilience through this engagement will be essential in our teams developing action plans to support enriched digital learning for our students.

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Rhonda Norris,
Director,
The Anglo-American School of Moscow

As we began to dissect where we were, in terms of technology, integration, how we use technology in our classrooms and throughout our community, it became clear that we needed a thorough and clear educational audit of where we were in terms of practice, faculty readiness and competency, response to new technology and practices, and for the appropriate device model for our students from Kinder up through Grade 12. While we could have embarked on a lengthy, time consuming and energy sapping self- audit, we decided to engage with Consilience. Over the course of a few short months of consultation and site visits, The Consilience team drew us an objective and clear roadmap that will help keep our faculty involved in innovative technology usage for the years to come.

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The Consilience team was highly sensitive to our school culture and the political complexities any change would bring. By working with the Consilience team we effectively leapfrogged over many pitfalls we surely would have encountered while simultaneously protecting the most precious asset of our school, teacher time!

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Dr. Ted Mockrish,
Head of School,
Canadian International School, Bengaluru, India

Consilience provided transformational consulting services to the Bahrain Bayan School that aided in the establishment and implementation of our Innovation Hub- the first of its kind in the MENA region.

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Their Educational Technology Audit and assessment was insightful, providing specific recommendations for all levels of operations and leadership, allowing a clear path forward to effective technology integration to support innovative learning. The Consilience team was highly professional, respectful, honest, and forthcoming. We were offered a range of specific services tailored to our needs that we could choose from to help us with continuous improvement. We would highly recommend the services offered by Consilience!

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Dr. May Al Otaibi,
Chairperson,
Bahrain Bayan School

Vientiane International School will forever be grateful for the thorough, balanced, and progressive advice that Consilience was able to provide to us. From the moment we reached out to them, it was clear that we would be working with a highly professional organization, knowledgeable about the needs and realities of an international school. For a midsize school like ours, the prompt advice we received during the visit and through the final report, was invaluable. We know we will continue to work with Consilience in the future as we seek to rely on expert advice to address our educational technology needs.

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Elsa H. Donohue,

Head of School,

Vientiane International School

Comprehensive, clear, innovative, and range of implementation aims are all uniques aspects to an technology audit done by Consilience. Consilience bring the sound technology integration strategies along with infrastructure expertise, then through a through assessment of where your school is, they make sound recommendations on moving you forward. The audit is provides leaders with roadmap for making decisions based on best practice inclusive of the input from the faculty and leadership at the school. Consilience is one of a kind and will both inspire and nudge towards innovation and excellence.

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Dr. Paul M. Fochtman

Head of School

Frankfurt International School

Canadian Academy was fortunate that Shabbi Luthra agreed to lend her professional knowledge and expertise to conduct a school-wide technology audit. She was charged with assessing and giving feedback of our school’s educational technology program and infrastructure. I was impressed with the outcome of the audit as well as the process undertaken.

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I was pleased with Shabbi’s visit to Canadian Academy and her positive interactions with students, faculty and parents. Her questions were direct and thoughtful and she was able to respond with a strong, evidenced-based rationale whenanswering questions. Shabbi proved that she was able to navigate difficult social interactions in a professional manner.

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The technology audit document received a short time after the visit is well written and extremely detailed. The information provided is priceless. It will serve as a road map to bring technology at Canadian Academy to the next level.

I have no reservations in recommending Consilience to conduct a technology audit at any educational institution.

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Jon Schatzky

Headmaster

Canadian Academy, Kobe

Dr. Shabbi Luthra was instrumental in helping the American International School Chennai become a school engaged by relevant 21st century practices and trends in technology and learning. Dr. Luthra conducted a complete technology audit for AISC in 2011-2012. She and her team visited the school twice, analyzed all aspects of our technology infrastructure, funding, and programs, recommended next steps consistent with best practice and provided on-going consultation as we moved to transform our approach to technologies and pedagogy. Her work resulted in the school’s move into 1:1 learning environments, online/blended learning, a focus on digital citizenship, and communications systems suited to the digital age. Dr. Luthra is professional, thorough, and inspirational. I could not recommend her and her team more highly.

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Andrew Hoover

Head of School

American International School, Chennai

As many international schools find themselves, we at ISP also had a plethora of different platforms and were trying to assess which ones were needed and which ones could potentially be streamlined.  In order to find help with this major project we asked for recommendations over the AISH network for a company that could assist in this process. The challenge was to find a company who could deal with both the educational side as well as the infrastructure side. We received many recommendations from around the globe and found that the company that would serve our needs best would be Consilience. 

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The company was highly professional in their approach, even before they came to visit much data was collected. When Kevin and Savio, the two consultants, arrived for their one week consultancy we found that they were very organized and were able to connect easily with our teachers and staff. Deadlines were met throughout the week and the reports arrived within the promised time frame. Even during the visit recommendations were made that were implemented straight away. The report is the most practical input we have received to date. Timelines are clear and within weeks there has been a culture shift within our technology department and the manner in which work is executed. The Consilience report has given us a clear path ahead, it is practical and easy to follow.There have been a number of conversations following the report with Kevin and Savio and again the follow up has been prompt, concise and helpful. 

 

I can recommend Consilience highly for any school wishing to assess where they are in the rapidly changing field of technology. A positive investment for us! 

Viki Stiebert,

Head of School,

International School of Panama

A comprehensive technology audit report developed by Dr. Shabbi Luthra in 2016 has served as the foundation for the prodigious growth and development of our technology programs at I Shou International School.

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Thereafter, in partnership with Dr. Luthra and her team at Consilience, our programs have been transformed through a series of on-site workshops and beneficial collaborative activities with faculty, administrators, parents, students, and staff.

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Our school community has become energized by technology integration, maker education, and innovative approaches to teaching and learning gleaned through our partnership with Consilience.

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Dr. Peter Nanos

Superintendent

I Shou International School, Taiwan

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Maggie Hos-McGrane, on behalf of Consilience, led two technology integration focused workshops at I-Shou International School in August 2018. The first workshop established the tone and set goals for schoolwide technology integration with subject, academic, and school leadership present. The second workshop was a three-day, intensive technology coaching course for our three new full-time technology coaches.

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The skills and knowledge learned during these workshops have been a catalyst for change and broadens our integration of technology into the curriculum. The technology coaches have set technology integration focused goals with every member of staff and are actively working to promote technology integration into the curriculum whilst conducting analysis of current teaching and learning using various models and methodologies.

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I can offer only the highest recommendation for Maggie Hos-McGrane and the team at Consilience.

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Bradley Higgins

Director of Educational Technology

I Shou International School, Taiwan