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Final Evaluation Report

Online Grade Sharing Program

at

Jefferson Middle School,

Champaign, Illinois

Client: Dr. Suzan Zola

Evaluator: Jeff Jakob

Curriculum, Technology, and Educational Reform

Department of Educational Psychology

University of Illinois, Urbana-Champaign

                                                                                                        Contact: Jeff Jakob

                                                                                                           jjakob@uiuc.edu

Table of Contents

Section I: Executive Summary 

Section II: Background and Context 

Section III: Evaluation Questions 

Section IV: Methods: Data Collection Instruments and Procedures 

Section V: Management Plan and Budget 

Section VI: Data Analysis 

Section VII: Program Recommendations 

Appendix A: Parent Consent Form 

Appendix B: Teacher Consent Form 

Appendix C: Parent Survey 

Appendix D: Teacher Survey 

Appendix E: Interview Questions 

Section I: Executive Summary

Topic

Jefferson Middle School is piloting a program this year to connect the teachers, students, and parents. Last year, a group of 5 teachers piloted a similar program conducted by CTER graduate, Steve Yunker. The software used to post grades online was through Easy Grade Pro Grade Book. Unit 4 schools have been using Easy Grade Pro grade book software across all grade levels and subject areas. Jefferson Middle School is using Easy Grade Pro grading software with its own software to post all students’ grades on the school’s website. Jefferson Middle School is the first school to enforce a "grade sharing" program. Teachers are to save their grade books in a webfolder that is posted for parents, students, and school faculty to access through the district website.

Each student is issued a school Identification number that is used for lunch accounts, library accounts, and now to access grades online. Students, parents, and teachers must have the student ID number to obtain grades through the website. Each student and parent is able to take advantage of checking grades online.

Client

The client for this evaluation is Dr. Susan Zola, Principal of Jefferson Middle School. One of her goals is to increase student success through strengthening the lines of communication between the school and home. Participation in the online grade-sharing program is mandatory for the 2006-2007 school year.

Interested Parties

While Dr. Zola is the main client, there are many stakeholders involved in this program. The entire administration is held responsible for student success under No Child Left Behind. Parents and their access to student grades are also a major stakeholder. The students themselves are able to use the online program to assess their grades. The teachers who are responsible for updating their grades online are also a party involved in the process. Finally, the federal judge overseeing the Champaign Unit 4 Consent Decree is interested in African American equity and student achievement.

Section II: Background and Context

Background Information

Jefferson Middle School is the first school in the district to enforce a "grade sharing" program. A similar program was piloted under the direction of Mr. Yunker last year. The grade books are linked to a site allowing administrators, counselors, parents and the students themselves access to view progress in all classes. After a year of use, the success of such a program must be evaluated.

Issues Leading to the Evaluation

A lot of effort goes into preparing the grade book and entering grades in a way that will be easily understood by parents. Additional resources are required to secure the site and provide usernames and passwords for parents and students. The teachers have agreed to participate, but consensus on the importance and need for the program has not been achieved. Being a school struggling to meet AYP, any effort to help student success and include parent involvement is taken, but the question is, is this a program that should continue? Are modifications necessary, or can the resources, time, and money be used more productively elsewhere.

We must evaluate this new pilot program that may possibly become the model adopted district-wide for the 2007-2008 school year. Data and research will need to be collected and an evaluation conducted before the school board makes its final decision. All too often in Champaign Unit 4, decisions are made before evaluations are conducted, and not surprisingly, the results of the evaluations reiterate what the board or administration had decided before the evaluation took place. An independent evaluation may influence policy if presented in the open forum.

Section III: Evaluation Questions

Approach

Multiple approaches are taken in evaluating this program. Different approaches will assess different aspects of this program. Parents and students will be considered consumers; a consumer-oriented evaluation can determine success or need for improvement to ensure satisfaction for both the student and parent. As Jefferson Middle School works to ensure the success of African American, Low SES, and IEP subgroups, a participant-oriented approach can allow us to obtain data to see if this program is being used by or meeting the original goal of assisting these specific subgroups. The following questions will lead the evaluation.

1. Is the technology readily available to students and parents to participate in the program? What percentage of parents are making use of the online grade book? What percentage of our subgroups are making use? In order for students to improve their overall grades, and reduce missing assignments, they must have access to the internet and the website. Parent and student surveys may provide some of the needed data and may even create more awareness of the program. The students that we are trying to reach are low socio-economic status, African American, and students with Individualized Education Plans. Many students fall into multiple categories. We want to ensure that these students are proportionally represented as users of the program.

2. Has the introduction of online grade books improved the grades of students? Has it reduced the number of missing and late assignments? One objective of the program is to allow parents to see that students are missing work, creating one more resource to assist students in handing in all assignments. Missing assignments and late work penalties in the past have accounted for a vast majority of students failing. Reducing the overall number of missing assignments is a major goal of the program. We have records of students’ grades and missing assignments from previous years and can compare the current 7^th grade class to the previous 7^th grade class in my social studies and reading classes, as I used the program last year and am continuing the program this year.

3. Are lines of communication stronger between the teachers and parents after the inclusion of the online grade program? Many parents of the students in the subgroups are difficult to reach. When a teacher calls before, during or after school, many parents are not reachable because of work schedules. We would like to see if having 24-hour access to grades will allow parents to get the same information that teachers originally had to call on the telephone to share. One hypothesis is that having grades available to parents will make them more comfortable calling teachers and making contacts when they have a question or concern. The teams are required to log all parent contacts, label the times and dates, and who initiated the original contact. A comparison of data from previous years can be one possible means of collecting data.

4. Are there negative effects of this program? Are there perceived effects that were unintentional after implementing the program? All programs are initiated with good intentions, but sometimes there are side effects. There is no data to back the claims that some parents and teachers have made about this program. Some claims are that students are not learning the organization and independence that should be learned at the middle school level if parents and teachers have to ask them to do their work. Other claims are that teachers are assigning less work to lessen the amount of grading and decreasing the turnaround time from collecting work and posting grades onto a website that parents can view. These and other negative effects should be considered before further implementation of the program across the district. This may be subjective and difficult to assess, but teacher and parent surveys may provide additional data to the comparison of grade books of previous years with those now using online grade sharing.

5. Is this program affecting standardized test scores, AYP, and final grades of our students? Although student grades and discipline are the focus of the district’s Consent Decree, is the use of the program to raise grades affecting test scores as well? Grade increases are a positive effect, but for the principal and individual teachers, standardized tests are what evaluate the “success” of the students. We can compare previous data to see 1) if grades have improved, has this had a positive influence on standardized test scores, and 2) has the school’s scores improved to make the standards set by NCLB after the implementation of the program?

Section IV: Methods

Selection and Data Collection Procedures

The goal is to collect as much data as possible. Two separate surveys were conducted. The first survey targeted teachers at the school participating in the program. All teachers were given an anonymous survey (See Appendix D) that was distributed during a teacher institute day with consent form (See Appendix B). The need for an evaluation of the online grade sharing program was discussed and the consent form was briefly discussed before surveys were distributed. Time was allotted for the survey, and many teachers handed the survey in at the end of the meeting. The remaining surveys were returned to a box placed in the office. Additional surveys were left next to the box for any teacher that may have missed the meeting. Teachers were given the opportunity to opt out of the survey.

The parent survey (See Appendix C) was distributed with report cards to all parents attending parent teacher conferences. Parents were told that only one survey for each household was needed, eliminating multiple responses from any parent that has multiple students at the school. While report cards that were not picked up by parents on parent teacher conference days were mailed home, each parent was also given student pictures and a variety of other informative documents. Surveys and consent forms (see Appendix A) were distributed with these materials to the individual students to take home. Surveys were then returned to homeroom teachers and collected in a box in the office.

A "hit counter" has also been added to the online grade sharing website to collect data on the number of times the grades are accessed overall. This tracker was added to the bottom of the page is available for the viewer to see the number of times the website has been visited, as well. The numbers were recorded at regular intervals During November and early December.

Five teachers were chosen to participate in a group interview. Interview questions were created to lead the interview (See Appendix E). Teachers were to be selected to represent a variety of subject areas, ages, and years of experience. This allows for more in-depth data to be collected by a variety of teachers participating in the program. Many teachers were asked and five teachers participated in an informal survey after school. Subject A is a third year ELA I and ELA II teacher. Subject B is a fourth year Special Education Teacher. Subject C is a veteran Science and ELA I teacher. Subject D is a veteran Math teacher. Subject E is a veteran honors ELA I teacher and department chair.

Analyzing the Data

After surveys have been collected, the data will be entered into an interactive spreadsheet. This will allow not only numbers to be collected, but also the ability to easily see correlations. All data collected will be analyzed statistically, but we will also examine what percentage of parents that claim low SES through the "free and reduced lunch" question do not have internet access at home. Correlations such as these will allow us to see not only how many parents do not have access to the online grades, but also if they belong to our targeted subgroups.

Teacher surveys will help see how often grades are updated and teacher attitudes towards the program. The teacher interview will give insight to teacher feelings about the online grade sharing program, how it affects their teaching and daily schedule, and how they feel student success can be increased. Through all three of these instruments, we will measure the value that each group puts on the program.

After data is analyzed, the success of the grade-sharing program will be reported in an official report and distributed to Dr Zola and Dr DeStefano, along with suggestions for improvement or changes as found through the evaluation.

Section V: Management Plan and Budget

Timeline

(Proposed) Budget

Section VI: Data Analysis

Hit Counter

The hit counter was initiated on Wednesday, November 1, 2006. Data for use prior to this date is unknown. In one week, the it counter read 109 on November 8, 2006. Parent teacher conferences were held on Thursday November 9 and Friday November 10. The counter read 221 on November 15, 2006. On November 22, 2006, the counter read 241. The final reading was taken on December 1, 2006; the counter read 378. Table 1 shows hits to the website by week for the month data was collected.

Table 1

This data is the use by students of one 7^th grade teacher. Estimates would show that grades were checked approximately 750 times by 7^th graders and their parents during the month of November. The data shows some interesting trends. The grade book is accessed an average of 94.5 times per week. Week three includes the days before Thanksgiving and shows low use of the online grade book. Week two is immediately following parent teacher conferences and may reflect the number of parents that had taken the survey or were reminded that grades can be accessed online, went home and took advantage of the online grade book. Week one may have increased numbers as students themselves checked grades prior to parents coming in for meeting with teachers. It may also be parents checking grades online in place of coming in for a conference. There were lower than normal attendance rates for parent teacher conferences. The jump to 169 for the final week of data collection also came immediately before the second quarter midterms due on December 1, 2006, or may be an increase as parents that check grades weekly “make up” for not checking during the Thanksgiving break.

These numbers show that the grade book is accessed an average of 12 times per day for this team for the month of November when including all 30 days. This would translate to

an average of 24 7^th grade students' grades being accessed daily. This translates to roughly 20 students' grades being checked per school day for this 7^th grade team and roughly 40 7^th grade students' grades being checked per school day at Jefferson Middle School.

This data still does not show how many individual students or parents are checking grades. It is possible that there are about 100 students that check grades once a week, but is also possible that 12-20 students that check grades daily. The parent surveys may assist in finding their grade book viewing habits.

Teacher Survey

31 teachers completed the survey in time for the publication of this report. The findings show that less than 1% of teachers surveyed do not participate in the online grade program. 39% of teachers upload grades weekly and 35% upload grades more than once a week. 74% of teachers meet Dr. Zola's once a week requirement.

No teachers surveyed feel that student grades have gone down since the introduction of the online grade sharing program while 61% have noticed an improvement. Twice as many teachers have noticed missing assignments decrease than those that feel the number of missing assignments has not changed.

1/3 of the teachers recognized an improvement in our subgroup populations' grades after the introduction of the online grade program. None of our teachers have altered the number of assignments given or grading policy since the introduction of the program.

58% of teachers that responded to question 6 feel that participation in the online grade program takes no more than 10 additional minutes per week and 85% feel that at least some time is saved communicating grades through the online program. The few teachers

that claim that they spend more than 30 extra minutes a week participating in the online program still feel that at least some time is saved. 80% of those that answered question 8 feel that more parents are now aware of their students' grades. 51% of those surveyed

feel that the grade book program is very effective in sharing grades. Of 11 responses to question 10, 6 were praise, 1 was a complaint, and 4 were suggestions for improvement.

Parent Survey

78 Parents returned a survey by the date of publication of this report. This is over 10% of Jefferson Middle School parents. 2 of these surveys were returned with only question 1 answered as “Never” for how often grades are checked, omitting all other answers. These two will only be counted for question 1.

15% of parents never check grades online. 23% of parents check grades a few times a quarter. 26% of parents check grades a few times a month while 33% of parents check at least weekly.

No parents feel that their child's grades have gone down as a result of the grades being published online. 45% feel that grades have not changed while 47% that grades have actually improved; 44% of these people feel that grades actually improved significantly. 60% of parents that answered question 3 feel that missing assignment have decreased. Only 42% of those polled have used our homework hotline to find out homework while twice as many have checked grades online. When asked how easy the grade book is to access, 9 parents left the answer blank. Only 4% of the remaining parents claim that the program is difficult to use. Less than 3% of parents claim to not have internet access at home or left the answer blank and only 8% have dial-up access. Just under 90% claim to have high speed internet access. No parents claim that the online grade program is not effective in sharing grades and of those that find it effective, 90% rate is as very effective. 40 comments were included; many were praise while a few were suggestions for improvement. Results will be included in section VII.

Interview

The interview reiterates what was learned in the teacher survey. All teachers, despite subjet area, years of experience, or other factors, feel that the program is an effective tool in helping students. Some concerns were addressed, such as the usefulness for low SES families, which include a high number of our African American subgroup, in communicating grades. Another concern was not the participation in the online grade program itself, but possibly having additional demands that have been requested by parents, such as posting assignments before they are assigned so parents will be aware of homework and its value ahead of time, teachers grading and updating assignments every day, and being evaluated on a teacher's grade book. At this point, the teachers are behind the administration in continuing the program, as long as the work load does not increase and some concerns mentioned in section VII are taken into consideration for the following school year.

Section VII: Recommendations

After evaluating the Jefferson Middle School grade sharing program, the positive effects show the program capable to help all students and their parents with little additional work for teachers. Missing assignments are perceived by both parents and teacher to have decreased after the adoption of the program and 61% of teachers and 41% of parents surveyed feel that grades have improved since the online grade program has begun. The program should continue with few modifications. The following recommendations are derived from analyzing parent surveys and teacher survey and interview responses.

What parents would like to see:

• The same program with same password used for the student throughout 6, 7, and 8^th grade

• All teachers updating grade books at the same regular intervals

• Possibly include an email notification when a grade book has been updated or when a grade has slipped below C

• Have links to the assignments in the grade book

• Rather than click on each teacher or class, have one grade book with grades for all of a student's grades

• Easier access to grades from the district website

What teachers would like to see:

• Counselors, administrators, coaches, special ed teachers take advantage of online grade books for grade checks to save time

• An “email grade” option for parents that wish to receive grades through email

• Offer training for parents to effectively use the program

• Offer training to students to effectively use the program

• Provide more “access” to the online grade book; possibly allowing lab time for students, donating computers to families, creating “grade check” stations throughout the school.

• Compensation or more plan time if demands for grade program increase

Evaluator Recommendations

• The online grade program continue and be adopted across the district

• Same program used with same passwords that will follow a student from grade school through high school to allow students and parents, alleviating confusion from year to year

• Offer training to parents at the start of each year, creating less need as students progress though Unit 4

• Offer training and “refresher” training to students at the start of each school year

• Work to include parent email addresses in the grade book to easily email grades through Easy Grade Pro

• Consolidate grade reports for teams-- Allow students to access all his/her grades through one link

• Keep once a week upload requirement, set a specific time and day of the week

• Apply for grants to create “grade check” stations for the main office and cafeteria, using older computers

Appendix A: Parent Consent Form

October 17, 2006

You are invited to participate in a research project on the online grade book program at Jefferson Middle School. This project will be conducted by Jeff Jakob under the supervision of Dr DeStefano from the Department of Educational Psychology at the University of Illinois at Urbana-Champaign.

The attached survey has been sent to all parents of Jefferson Middle School students. These surveys will help evaluate the online grade book program that is being piloted this school year by Jefferson Middle School teachers to share grades more easily with parents and students. The survey should only take 5-10 minutes to complete and your input will help us measure the success of the program and make any needed improvements to the program.

We do not anticipate any risk to this study greater than normal life and we anticipate that the results will increase our understanding of effective online communication with parents of Jefferson Middle School parents. The results of this study may be used for a dissertation, a scholarly report, a journal article, or conference presentation.

If you choose to participate in this survey, please return your completed survey to Jefferson Middle School personally or through your child. Surveys will be collected in the main office. Your participation in this project is completely voluntary, and you are free to withdraw at any time and for any reason without penalty. Your choice to participate or not will not impact your child’s grades at school. You are also free to refuse to answer any questions you do not wish to answer. You may request a copy of the research results after this project is completed.

If you have any questions about this research project, please contact Jeff Jakob at jakobje@champaignschools.org. Thank you

Sincerely,

Jeff Jakob

______

If you have any questions about your rights as a research participant please contact Anne Robertson, Bureau of Educational Research, 217-333-3023, or arobrtsn@uiuc.edu or the Institutional Review Board at 217-333-2670 or irb@uiuc.edu

Appendix B: Teacher Consent Form

October 17, 2006

You are invited to participate in a research project on the online grade book program at Jefferson Middle School. This project will be conducted by Jeff Jakob under the supervision of Dr DeStefano from the Department of Educational Psychology at the University of Illinois at Urbana-Champaign.

The attached survey has been sent to all teachers at Jefferson Middle School. These surveys will help evaluate the online grade book program that is being piloted this school year by Jefferson Middle School teachers to share grades more easily with parents and students. The survey should only take 5-10 minutes to complete and your input will help us measure the success of the program and make any needed improvements to the program.

We do not anticipate any risk to this study greater than normal life and we anticipate that the results will increase our understanding of effective online communication with parents of Jefferson Middle School parents. The results of this study may be used for a dissertation, a scholarly report, a journal article, or conference presentation.

If you choose to participate in this survey, please return your completed survey to Jefferson Middle School personally. Surveys will be collected in the main office. Your participation in this project is completely voluntary, and you are free to withdraw at any time and for any reason without penalty. Your choice to participate or not will not impact your status at school. You are also free to refuse to answer any questions you do not wish to answer. You may request a copy of the research results after this project is completed.

If you have any questions about this research project, please contact Jeff Jakob at jakobje@champaignschools.org. Thank you

Sincerely,

Jeff Jakob

______

If you have any questions about your rights as a research participant please contact Anne Robertson, Bureau of Educational Research, 217-333-3023, or arobrtsn@uiuc.edu or the Institutional Review Board at 217-333-2670 or irb@uiuc.edu

Appendix C: Parent Survey

Online Grade book: Parent Survey

Please take a moment to complete this survey to help us make the online grade program as effective as possible. Thank you for your input.

1. How often do you check your child's grades online?

never

a few times a quarter

a few times a month

weekly

more than once a week

2. Do you feel that your child's grades have improved as a result of grades being published online?

grades have gone DOWN

grades have not changed

grades have improved a little

grades have improved a lot

3. Has the online grade book affected the number of your child's missing assignments?

missing assignments have increased

missing assignments have not changed

missing assignments have decreased

4. How many times have you used the homework hotline phone number or homework hotline online to find out the assigned homework?

never

once or twice

more than a few times

regularly

5. Does your child qualify for the free or reduced lunch program at school?

yes

no

not sure

6. What type of internet access do you have at home?

none

dial-up modem

broadband cable or DSL

other

7. Does your child receive special education services at school?

Yes

No

Not sure

8. Please rate the online grade book program for obtaining your child's grades

very easy to use

fairly easy

fairly difficult to use

I cannot use the program without further instruction

9. How would you rate the online grade book program in effectiveness for teachers to share grades with students and parents?

Not effective

fairly effective

very effective

10. How would you improve the online grade book program or make sharing grades with parents and students more effective?

Appendix D: Teacher Survey

Teacher Survey

1. How often do you upload your grades online?

never

a few times a quarter

a few times a month

weekly

more than once a week

2. Do you feel that your students' grades have improved as a result of grades being published online?

grades have gone DOWN

grades have not changed

grades have improved a little

grades have improved a lot

3. Has the online grade book affected the number of missing assignments?

missing assignments have increased

missing assignments have not changed

missing assignments have decreased

4. How do you feel your assignment of homework and other assignments has been affected by the online grade book?

I now give less homework and assignments

I now give the same amount of homework

I now give more homework and assignments

5. How much time do you feel is now devoted to posting grades online and working to ensure that the online grade book is ready and accessible?

1-10 minutes extra per week

11-30 minutes extra per week

31-60 minutes extra per week

over an hour extra per week

6. What type of internet access do you have at home?

none

dial-up modem

broadband cable or DSL

other

7. Have you noticed improvement in the grades of students in the following subgroups? Check all that apply

Special Education

African American

Low Socio-Economic Status

None

8. Please rate the online grade book program for informing parents of grades

I feel that more parents are now aware of grades

I feel that the same number of parents are aware

I feel that fewer parents are now aware of grades

9. How would you rate the online grade book program in effectiveness for teachers to share grades with students and parents?

Not effective

fairly effective

very effective

10. How would you improve the online grade book program or make sharing grades with parents and students more effective?

Appendix E: Interview Questions

Teacher Interview

Five teachers at the school have been selected to participate in a group interview. The teachers range from novice teachers to teachers with 15+ years of experience and cross grade levels and content areas. Two of the teachers used the online grade program last year and the others are piloting the new program. The goal is to get feelings and concerns from the teachers in a small, comfortable setting. Previously, the only discussion on the online grade program has been at all-staff meetings with the principal.

1. What do you see as a major area of concern for your students that does or may hinder their success? (This question will see what issues are seen as a contributing factor for low student success that may be underlying reasons for low achievement that rendered this grade sharing program necessary)

2. What use for grades do you have in your classroom? How do they measure “success?” (This is to see individual teachers’ feelings for grades in measuring achievement and how much importance they place on grades and there being a need to communicate these grades)

3. What do you see as the major contributing factors for students not “passing” your classes? (This is to get an idea of why teachers feel students are not receiving passing grades, i.e. difficulty of assignment, content, amount of work, amount of homework, student motivation, parent or teacher expectations, etc.)

4. What are your feelings on missing assignments? How do you think district policy affects your grading policy and student success? (Missing assignments are a leading reason for low grades and the district has addressed this in the past and has even begun to enforce district-wide late grading policies. This will get teacher reaction to these policies and how they have altered their grading in the past)

5. What efforts do you or your team take to allow struggling students to be successful at school? (Before looking at the perceived need for the online grade program as a means of creating success, what do teachers see as other important ways to assist students)

6. How aware do you feel students are of their grades, missing assignments, and overall success in your classes? How do you communicate grades and missing assignments to your students, parents? (This is to see if teachers feel that students are aware of their low grades and choose not to act or if students and parents truly are unaware of their child’s grades. This will also get feelings on the need for an additional means of communication between parents, students, and teachers)

7. What role do parents have in the education and success of their students at this level? What do you feel is the role of the teacher? Do you feel these roles should be altered? (This is to see perceptions on the education model. Do teachers think that parents should be doing more? How can teachers work to get parents to do more? Is the online grade program the answer?)

8. How do you communicate grades and assignments to parents? What means do you use? How do you feel about your communication with parents; is it a positive interaction? Do you see results; how? (This is to get a list of means of communicating grades with parents used in the past and see if any effects have been noticed by teachers)

9. What are your feelings about posting grades online? How have you changed your daily routine to post grades? (Do teachers truly support the program and use it to its fullest when administration is not in the room? This is also to see if teachers weigh the benefits over the additional work)

10. From your short experience with the program, do you feel that your teaching or grading style has changed with the adoption of this program? How so? (This is to see if teachers feel pressured to assign more work, less work, grade more quickly, etc now that parents and administrators can check online regularly)

11. Do you feel that the program has resulted in any changes in student success? Positive parent communication? (This is to generate data to compare to actual results; also to see if the grades actually improve in classrooms where the teacher sees the program as positive compared to teachers that have negative feelings for the program to begin with)

12. Do you have any suggestions on how to improve the online grading program? How would these changes improve student success? What other positive results do see resulting from your ideas? (This is to see if modifications need to be made, if there are shortcomings in the program before a final model is created for district adoption)

13. Are there any other means of generating student success that you feel should be a focus of the district in addition to this grade program? In place of the grade program? (This is to see if teachers value the grade program, if they would continue its use or focus on another area of concern that may address the original issue of increasing student success)

These questions will be the basis of the interview. Flexibility will be used in asking and wording the questions during the interview to ensure that all voices will be heard on the subject. Additional data may be collected, as the responses of the interviewees will lead the layout of the interview and questions asked.

http://students.ed.uiuc.edu/jjakob/eportfolio.htm                       http://students.ed.uiuc.edu/jjakob/eportfolio.html