Let’s redesign the classroom for everyone’s benefit
“We cannot become what we want to be by remaining what we are.”
– Max DePree
At Rootloud, we listen to educators and design solutions that improve outcomes and enable them to build our students up for tomorrow’s opportunities and challenges.
We help educators positively impact student improvement and gain insights from data. Our combination of people, rigorous processes, and data-driven accountability offers an integrated system that impacts teacher effectiveness, closes student achievement gaps, creates a culture of continuous improvement, and assures that the next generation is ready to meet the world.
Schools are measured on performance at every level. Leadership, teachers, students, spending, and outcomes are all measured in some manner. Let’s find the opportunities and eliminate the bottlenecks.
Technology is embedded in every level of our educational systems. We know that financial resources impact decisions, but you need a partner to help you select and implement the right technologies that generate long-term return. From SIS to LMS, we have the experience.
Our analytical approach allows you to use your data in rigorous, innovative ways to better understand your students, teachers, leaders, and market data. We build reporting systems and analytic approaches that give each stakeholder the confidence to make sound, data-based decisions. We help you make real-time decisions with real-time data.
We have one purpose with professional development- to enable you to reach your school’s performance targets. We utilize innovative (live, virtual and blended) solutions that are customizable, aligned, and differentiated to meet the needs and goals of your educators. Our team and partners enable us to meet the PD goals of our schools.
Design Thinking Workshops
While rooted in business, design thinking has revolutionized education. It is a mindset and approach to learning, collaboration, and problem solving. In practice, the design process is a structured framework for identifying challenges, gathering information, generating potential solutions, refining ideas, and testing solutions. Design Thinking can be flexibly implemented; serving equally well as a framework for a course design or a roadmap for solving complex problems. Use design thinking to solve the challenge’s faced in education.
We have spent 27 years developing better technologies, curriculum, and training in order to help teachers and students perform at a higher level and benefit from these advancements. Here is a timeline of our efforts.
- Launched the Pinneast curriculum design company in 1993
- Launched Acadia LMS in 1999
- Launched the Dew IPad Platform for creating, delivering and managing content in 2011
- Launched Dew Learning (curriculum & professional development) in 2012
- Designed and developed the Certica/TE21 assessment platform in 2016
- Partnered with Derivita, founded by the co-founder of Canvas, to bring this tool for teaching high school math to the districts in the Southeast
Derivita was launched by the creator of the Canvas LMS, Devlin Daley. Derivita is a first of its kind STEM platform with a proprietary computer algebra system. Built for educators, Derivita provides an immense library of 30,000 questions from Algebra to Calculus. Student submissions are entirely auto-graded and students are provided with immediate, meaningful feedback. Derivita can be used with any textbook and can be accessed on all types of devices – laptops, chromebooks, tablets, and even smartphones.
Stimulus II Resources
The Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA) Act, 2021 ) requires the U.S. Department of Education (Department), after reserving 1 percent of the $81.88 billion appropriated for the Education Stabilization Fund for the Outlying Areas (1/2 of 1 percent) and the Bureau of Indian Education at the Department of the Interior (1/2 of 1 percent), to reserve 67 percent of remaining funds, or $54,311,004,000, for the Elementary and Secondary School Emergency Relief Fund (ESSER II Fund) authorized under section 313 of the CRRSA Act. Section 313(b) of the CRRSA Act requires the Department to allocate the ESSER II Fund based on the proportion that each State received under Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA) in the most recent fiscal year. However, section 1122(c)(3) of the ESEA prohibits the Department from considering the Title I, Part A hold harmless provisions in ESEA section 1122 in calculating State or local allocations for any other program administered by the Secretary, including the ESSER II Fund. Therefore, to determine the ESSER II Fund allocations, the Department used the fiscal year 2020 State shares of Title I, Part A allocations without the application of the hold harmless provisions in ESEA section 1122.