Source: EdTech Roundup

NaikuNaiku is a new service that aims to improve formative and summative assessments by incorporating student reflections, feedback, and more within their app.  The service is available through any web enabled device, regardless of operating system, and covers a wide array of assessment types.  Naiku has great potential for the classroom, so let’s check it out!

Before we begin, let’s check out a short introductory video from the Naiku team to get a better idea of what their service is all about…

As you can see, the primary goal of Naiku (which rhymes with haiku in case you were curious) is to improve the assessment process.

Before we dig in, let’s talk about the price.  For a single teacher license for the year, Naiku costs $159, but you can get a free month trial to see if it’s actually right for your classroom before you make the purchase.  They do also offer a free version, which lacks a lot of the functionality, but it would be a great way to get started and see if you like the tool.  As for district-sized orders, you have to contact them, but the price varies based on size.

And now, on to the review!  When a student first logs in to Naiku, they’ll be presented with their student dashboard.  From here they can see all of their classes, they can see results and feedback on assessments, or they can create a quick question, which will allow them to easily send a question out to the class.  The teacher dashboard is very similar, you would just see your classes instead.


When the student clicks on a class, they’re taken to a screen that will show all of their recent feedback on assessments for that particular class.  By clicking on a past assessment they can get more detailed feedback on how they did and why they received a certain score. Additionally, they’ll see any assessments that are pending which they need to complete.

Naiku 2

Now, let’s check out a sample assessment, and here’s where Naiku really sets itself apart.  On the side of each question, students have the option of rating their confidence, and telling the teacher more.  Obviously, they might not always tell the truth on this, but if a student becomes comfortable in this learning environment, and knows that the teacher has their best interest at heart, this can become a really valuable tool and insight into how your students are doing and what they’re thinking about as they approach each particular question.

Naiku 3

Once an assessment is over, and the students are presented with the correct answers and explanations (that have been supplied by the teacher), they will have another chance to reflect over the questions as well.  Maybe they rated “high” confidence on a question that they miss, then this is the perfect chance for them to write a short note about what happened in their thinking that led to the error.

Naiku also has a very large variety of question types, from multiple choice, to true/false, short answer, essay, and so on, and you can also embed images and media within the questions as well.

Naiku 4

As for the teacher side, as you would expect, there is all sorts of data analysis and standards alignment.  To start with, you can tag each question you create with whatever local, state, national, of CCSS you want to.  And when reviewing student data, you can break it down in basically any way imaginable.  By student, by standard, by question, anything you could possibly need (you can check out the full gallery of reports at the end of this review).

Naiku 5Naiku 6

Another great feature is that if you use any kind of assessment creator/builder already (like ExamView, or textbook specific assessments, or anything along those lines) the Naiku team can import those assessments for you into the system.  Plus, they offer a ton of collaboration opportunities for teachers to share assessments and big picture results across departments or grade levels.

On top of that, they can integrate their software with whatever gradebook software your district is using, so you can instantly and immediately import anything you want to. And did I mention, Naiku automatically grades everything for you (that you want it to) so you can spend your time focusing on student feedback and reflections instead.

Naiku 7

So there you have it, that’s Naiku!  While it does come with a higher price tag, I haven’t seen any other apps that handle assessment this well while integrating with your existing assessment tools and gradebook software.  On top of that, the level of reporting is impressive, and the ability for students to reflect on their progress and assessments is a huge benefit within the classroom.  With all that being said…

Naiku 8

Award-winning early childhood education program giving away free tablets with every enrollment in its new virtual school for preschoolers and toddlers

VINCI_Logo_Screen_Res PRWebJust in time for the holidays, VINCI Education, the technology-powered education company that has revolutionized the way preschoolers are learning, is launching a new virtual school for toddlers and preschool-aged children. For a limited time, the company is offering its education tablet free to parents who enroll their preschoolers and toddlers in the new virtual school.

The touchscreen tablet is specially designed to work with VINCI’s new virtual school program, ClassVINCI Home. It allows lesson plans and content to be automatically managed through a cloud-based learning management server so that parents save time downloading and installing. The virtual school program is modeled after the company’s successful solution ClassVINCI, which won the latest Tech & Learning Award of Excellence. The company also operates brick-and-mortar schools and daycare centers in the U.S. and Canada, where the same blended learning curriculum is implemented.

Very different from casually reading books or playing games, VINCI’s virtual school program, ClassVINCI Home, provides lesson plans with activities, books, music, videos and game-based lessons which are inter-connected. This structure drives various skills one after the other, scaffolding them to meet the Kindergarten Readiness assessments that have been implemented in many states.

“Children who do well in school start off doing well in kindergarten. Their success comes from the confidence they develop in their very early years of learning and growing,” said Dr. Dan Yang, founder and CEO of VINCI Education. “There are key skills that each child needs in order to succeed in school. ClassVINCI simply makes those skills visible and helps children to gain these skills one at the time.”

As part of the Virtual School program, parents receive skill-driven digital games and books plus weekly lesson plans complete with a variety of lists of activities for tactile learning. VINCI Virtual School’s ClassVINCI Home program works on either VINCI tablets or other Android tablets powered by a 3rd party. An iPad version is expected in February 2015. Only VINCI tablets enable parents to automatically manage digital content and connect to learning assessment.

For a limited time, parents who enroll their children at the Silver, Gold or Platinum level will receive a free VINCI tablet, just in time for the holidays!

For more information, visit

Source: Smartblog on Education

PRP clients TeacherCoach and Odysseyware were recently featured in Smartblog on Education’s EdTech Product Roundup. See what they had to say about TeacherCoach and Odysseyware and be sure to head over to Smartblog to see the full list of featured products.

It’s been a busy month for ed-tech solution providers – lots of interesting new products, tools and services for schools and classrooms. Here’s a quick look at our top picks for November:

teacher coach logoTeacherCoach. This new online community takes a unique approach to teacher training. TeacherCoach aims to address the needs of the whole person — personal growth as well as professional development. Teachers can take courses and get coaching on everything from managing their families and relationships to managing their students and classrooms.

OW logoHigh School Test Prep. Odysseyware launched its new test prep courses for high-school students. The courses, designed to create individualized learning plans for each student, include review and practice drills as well as study tips and review videos. The program is geared for students taking the GED, ACT, HiSET and TASC Test Assessing Secondary Completion.

Award-winning early childhood education program provides virtual teachers and free tablets to new students of the virtual school

VINCI Educationvincicw, the technology-powered education company that has revolutionized the way young children and parents approach early learning, is breaking new ground again with the first virtual school for toddlers and preschoolers that also provides virtual certified teachers and free tablets.

ClassVINCI Home is the new program offered by VINCI Virtual School. It builds upon and extends the company’s already successful school solution, which recently won a Tech & Learning 2014 Award of Excellence and an SIIA 2014 CODiE Award for the Best Game-based Learning Curriculum. The company already operates schools and daycare centers that adopt the same blended learning solution, offering young children a “Happy Environment” where rigor and high expectations are not compromised.

The ClassVINCI Home Gold and Platinum level of enrollment offers certified, virtual teachers to spend time with each individual child, evaluate their progress and offer assistance to parents.

The top three levels of enrollment also operate on the VINCI tablet to provide content management support for parents.

“Children who do well in school start off doing well in kindergarten. Their success comes from the confidence they develop in their very early years of learning and growing,” said Dr. Dan Yang, founder and CEO of VINCI Education. “There are key skills that each child needs in order to succeed in school. ClassVINCI simply makes those skills visible and helps children to gain these skills one at the time.”

As part of the Virtual School program parents receive skill-driven digital games and books plus weekly lesson plans complete with a variety of lists of activities for tactile learning. VINCI Virtual School’s Class VINCI Home program works on either VINCI tablets or other Android tablets powered by a 3rd party. An iPad version is expected in February 2015. Only VINCI tablets enabled parents to automatically manage digital content and connect to learning assessment. 

For a limited time, when parents enroll in the Silver, Gold, or Platinum packages they will receive the accompanying VINCI tablet for free.

Each weekly lesson has a theme, objective, sensory/tactile exercises and music songs or videos that parents can do with their children. There is also a special “VINCI Little Book” connected to the theme for parents to read to their children, a digital game-based lesson and questions that can help parents assess whether their children fully understand the concept. VINCI Virtual School classes start officially on Jan. 12, 2015, while tablets will be delivered to families during the holiday season.

“Less struggle and minimum stress around a child’s education can only be achieved through early planning and preparation. And that’s what ClassVINCI Home is designed for,” Yang said.

The enrollment for the virtual school starts now. The free tablet offer is available until Dec. 21, 2014. For more information visit:

Source: EdSurge

myON logoRecently, EdSurge ran an article spotlighting 12 innovative Silicon Valley school districts. Rocketship Education, a San Jose, CA based charter school network listed myON as tool they use in their innovative blended learning model! Read more about Rocketship Education below and be sure to check out the full list of spotlighted districts at!

Rocketship Education (Redwood City, CA; 6,000 students)

  • Lauded Model: Over the past six years, the San Jose, CA-based charter school network has developed a replicable blended learning model. Students spend 75% of their time in traditional classes, where one teacher instructs 27 students. They then rotate into a learning lab, where they spend the rest of their time on adaptive educational software to sharpen their skills. Tools used in the lab include ST Math, Dreambox, EdElements, Typing Club, Lexia, MyON and iReady.
  • Data and Assessment: Over the past year, Rocketship has implemented a digital assessment and data system across the network. They use a combination of Illuminate to deliver assessments and Schoolzilla to visualize and merge all the data. Teachers now administer weekly formative assessments and use data to inform their instruction.

High-level education officials from around the state will gather on Dec. 1

Defined learning logoTo help California educators design more effective curricula and prepare for new assessments, author Jay McTighe will present a workshop titled “Meaningful and Authentic Learning” on December 1st.

McTighe, the co-author of the best-selling educational planning guide “Understanding by Design,” will present ideas for creating curricula and assessments that promote meaningful, deeper learning. He will also share resources with attendees to support them in instructional design.

The workshop will be held at the Sheraton Carlsbad Resort & Spa from 8:30-noon. Following McTighe’s presentation, attendees will have an opportunity to discuss strategies for implementing his advice in their own school districts.

Defined Learning, an educational media and curriculum development company, is the event sponsor.

“We are honored to have an author as highly respected as Jay McTighe presenting at this event,” said Joel Jacobson, the co-founder and chief operating officer of Defined Learning. “His research and writing have changed the way we think about curriculum, and I’m confident our attendees will walk away energized and full of great ideas.”

Source: EdTech Times

greyedlogo2EdTech Times spoke with Rob Dickson and Julie Carter, co-founders of a new entrant on the education market, GreyED. GreyED is a services-based company focusing on helping schools and districts with large scale educational technology installations and roll outs. Below please see what Rob and Julie had to share with us.

Company at Glance:


Founders: Julie Carter, Rob Dickson

Founded: October 2014

Category: Services

Product stage: Market


Twitter: @greyedsolutions

ETT: What is the market segment your company is in?

GreyED Solutions straddles the vendor/educator fence, focusing on both the EdTech and Instruction market segments.  We work directly with schools assisting in the planning and execution of technology initiatives that impact the classroom learning experience.  Additionally, we work with EdTech vendors on understanding the needs and challenges schools are experiencing today to help impact product design and development.  Having a footprint in these two markets allows us to leverage our knowledge and experience in each area to positively impact the other.

ETT: Who are your core customers?

Our core costumers are reflective of the two market segments mentioned above: 1) K12 districts who are looking for assistance with their technology implementations and/or who are looking for an evaluation and assessment of their current technology environment, and 2) EdTech companies with products or services for K12 districts who want to better understand the challenges and opportunities schools are faced with today in order to impact the development and positioning of their products and services.  In both cases, our core customers are organizations who are serious about better understanding their own environment and are looking to leverage technology as a way to address challenges and strengthen learning opportunities for students in the classroom.

ETT: How did you come across the problem you’re addressing and how did you define it – what was your process in identifying it?

On the school side, as current and former administrators, we have lived the challenges of major technology implementations and understand the complexities involved in planning, designing and executing change within an organization.  We have experienced the lack of internal capacity (the human bandwidth required to execute these implementations), the lack of communication across organizational silos, and the disappointment when an implementation doesn’t go as planned.  Using our own experiences in technology implementations and organizational change, studying other organizations who had been successful or unsuccessful in their endeavors, and conducting technology audits in districts around the nation, we identified common strands for evaluation that collectively work together to build the right foundation and scaffold for building a successful implementation and technology plan.

Now, coming from the vendor side, as the extreme users of technology products and services in the EdTech space, we have experienced the frustration of working with products that weren’t exactly what we needed a solution for.  We have developed home grow add-on solutions and tried to modify existing products, all the while thinking “why didn’t the company ask us what we really needed?”  The lack of conversation between the product developers and the product users was evident from our position as teachers and administrators in the field.  As we asserted ourselves into conversations and opportunities with vendors about their products we began to see the power of the educator voice and the difference it made to speak out about our needs, or more importantly, to be asked about our needs.

ETT:  And how did you develop a solution to this particular problem and what was your process of arriving at it?

From the school side, our solution was to take the common strands we identified in our reflection and evaluation of implementations and build a framework to help schools find their way through the technology planning and implementation process.  Using this framework allows us to understand the organization from its current standpoint, identify the strengths and areas for improvement within the school and focus on recommendations for the organization based on their strategic goals and objectives.  This process gives a holistic view of the organization as it relates to technology, which allows the district to better understand its own position and build from a foundation of knowledge as they move forward in their initiatives.

Now, on the vendors side, our solution to bring educator feedback into the product development and planning stages for EdTech firms was to create space for these discussions to take place.  We looked at leveraging opportunities where education decision makers and EdTech companies are already together.  Using local and national EdTech conferences allows us to pull together these two parties who are already in attendance for focus group opportunities with a strategic set of questions that focuses the dialogue and ensures productive conversation.

ETT: What it is that you’re doing differently than your competitors in this market segment? And do you expect to develop other differentiators in the future?

We believe that what is different about our approach is the unique perspective of learning the environment and tailoring the experience based on the individual needs of the district or organization.  We think the downfall or disappointment of consulting engagements from the client perspective is when the consultant uses a fixed method or template to apply to the organization.  It is the consultant that should be tailoring their process and flexing to the needs of the organization, not the other way around.

ETT: Could you tell us about other startups or product builds that you have been a part of and what your role was?

As a part of working with EdTech companies in their product feedback cycles, we have had the opportunity to work with start-ups who are looking for validation of their product’s need in the market, input on their overall roadmap and strategic direction as it relates to current instructional needs and feedback on their pricing and positioning in the market.  Through these opportunities we have helped startups make mid course corrections to their products before they are out of the gate to help ensure success as they make their entry into the EdTech marketplace.  Focus groups, market research, surveys and interviews have all been methods we have used in assisting these start-ups.

ETT: Did you or do you currently have a mentor who is/has been helping you through the startup stages of the company – who is that mentor?

We feel extremely lucky to have had advice, encouragement, and inspiration from a handful of wonderful veteran entrepreneurs in this space.  However, of particular mention is Chuck Amos, CEO of GuideK12, and former CEO of Atomic Learning.  We are so grateful for his insights and expertise; he has been an amazing support and wealth of knowledge for us as we navigate this landscape. 

ETT:  Where is education technology market going in the next few years?

We believe the market will continue to produce adaptive and increasingly personalized products to leverage the growth of devices in the hands of students and the desire to create unique learning opportunities for all students.  We also believe that the use of cloud computing will continue to push the market in a direction that will allow for truly device agnostic implementations of technology with a decreased focus and attention on the technology itself.

ETT: What advice, if any, do you have for someone thinking about launching a company in the education technology market?

Getting in touch with what is happening in classrooms today and where districts believe their priorities will be over the next 3-5 years is critical.  Understanding that every district has its own unique culture and footprint and that products and services cannot merely be replicated across environment is an essential component to success in this market.  Don’t assume you know what districts need, ask them, and then ask again for clarification!

EdTech Times thanks Julie and Rob for the interview and we suggest you learn more about GreyED at


Source: Smartblog on Education

naikuwebDuring a recent parent-teacher conference for my fourth-grader, the teacher said she had been differentiating instruction for my child. I wasn’t sure exactly what she meant by differentiation. I assumed she was doing this for every student in the class and not just my child. I wondered how and what she was differentiating and what types of assessments she was using to help her differentiate.

This led me to think: Did she really mean differentiation? Maybe she meant personalization or individualization? Did the teacher know the difference between these strategies? Were her definitions and conceptions of these strategies the same as mine?

Personalization, differentiation and individualization all sound good. Every teacher wants to personalize, differentiate or individualize learning and instruction for their students. Many say they do at least one or the other. However, currently there’s not much consensus among educators about the definitions of these terms. Some educators use these terms synonymously. Some assume personalization encompasses differentiation andindividualization (USED, 2010; Basye, 2014). Others see them as three distinct strategies (Bray & McClaskey, 2013), where the focus is either student or teacher-centered.

I find the definitions and distinctions by Barbara Bray and Kathleen McClaskey to mesh more closely with my views in education because they view each strategy as distinct, and they discuss the role assessment plays in each strategy. Being an educational assessment specialist, I find it useful to look at these educational strategies through the prism of assessment. Why? Because assessments play a crucial role in all teaching and learning strategies as it helps measure what the student knows and does not know. And with the infusion and integration of technology into the classroom, teachers can be more effective and efficient with their assessment practice.

So, what’s the difference between these three teaching strategies and why are the roles they play so important in assessment of students? Let’s take a look.

Personalization: Student-centered approach to learning

Personalization is the educational strategy in which learning is student-centered. An educator sets appropriate goals that align with the student’s talents and interests and frequently monitors progress towards achieving those goals. The learning objectives are different for each student, and a student has a voice and actively participates in designing her own learning model. The student takes ownership and assumes responsibility for her own learning. When students have a learning environment where they are promoted and encouraged to take this student-centered approach to learning, the learning becomes more meaningful and effective.

With personalization, it is important to assess frequently and to vary the type of assessment. Assessment should be viewed as part of the learning process, so students come to associate assessment as learning. Formative assessment activities, such as giving short, ungraded quizzes at the beginning of class or giving “exit tickets” at the end of class, focus on providing constructive and reflective feedback to the student. They are therefore crucial in the personalization of learning. Affective assessments, those that help students learn about and understand their own talents, interests and habits, should be given frequently. These assessments help students assess or reassess and set or modify their goals and objectives as appropriate. Assessments can also be adaptive, tailoring to the ability and interest of each student.

In a high-school government class, I observed students given a short chapter quiz at the beginning of class. The teacher quickly scored — he has able to do this because they were using an online assessment software — and reviewed the results of each question with the entire class. The teacher and students engaged in meaningful and constructive discussions about each question, ensuring that the students knew and understood the concept being asked in each question. Students then submitted exit tickets about the main points they learned and concepts they still struggled with before leaving the class. The teacher then showed me an affective assessment he gives to students at the beginning of each quarter where he asks them to rate their habits of scholarship. This assessment allows students to reflect on and self-assess their academic interests, skills and habits. This combination of the formative quizzes, exit tickets and self-assessment represents a great example of how assessments can help personalize learning for the students.

Differentiation: Educator-centered approach

In contrast to the student-centered approach of personalization, differentiation is a teacher-focused educational strategy. The key to differentiation is the adjustment of learning needs made by the teacher for different groups of learners. Students in the same group have the same learning objectives. However, the learning objectives differ across groups; therefore, the teacher makes the differentiation for each group of students and creates or adapts the learning for the different groups of students.

To adapt the instruction based on the needs of the students, the teacher must know and understand the students’ competencies, needs and strengths. Similarly, students also must know their own needs and strengths; thus, assessment for learning is the key to differentiation. Assessments at this level should be aligned to classroom-level learning targets, not the jargon-heavy state or national standards. When teachers re-write state standards into classroom-level language and assess for students’ understanding of those targets, they are better equipped to make the appropriate instructional strategies for the students’ learning.

Individualization: Educator-centered approach

Similar to differentiation, individualization also is a teacher-centered approach. With individualization, the teacher adapts to the learning needs of the individual learner. The same learning objectives exist for all learners. However, specific objectives also are provided or accommodated to individual learners. Typically, individualization is provided to students with special needs, but that is not always the case.

For example, in an inclusive classroom consisting of students with and without disabilities, summative assessments should play an important role in an individualized learning framework. This enables teachers to get a measure of all students’ learning. Students with and without disabilities are all expected to learn and meet the same state proficiency or achievement standards. Therefore it is important for the teacher to have good summative assessments like end-of-unit, end-of-chapter or end-of-term assessments to know whether all students have mastered the same common learning objectives. These teacher-created summative assessments can be good benchmarks and predictors of future student performance on statewide summative assessments at the end of the year.

Three types of educational strategies. Three approaches. Each with the same underlying goal: making learning better for each student to increase academic achievement, but each quite different than the other. Though all types of assessments can be used with each of these three educational strategies to have a balanced assessment approach, I posit that some assessment approaches are more suited for certain educational strategies.

I never fully figured out the strategy used by my child’s teacher. I didn’t ask her the right questions or press for an answer at the conference. After going over my child’s homework and portfolio of assessments and after talking with my child at home, it appears the teacher may have indeed implemented a differentiation strategy. She placed students into different groups (e.g., those doing fourth-grade math and those doing fifth-grade math) based on results from pre-assessments aligned to learning targets. She also provided different homework and other assignments appropriate for each group.

Would it have made a difference to me if the teacher were personalizing or individualizing the learning rather than differentiating the learning for my child? Clearly, I believe so. The choice of educational strategy can dictate the assessment strategy. And as an assessment specialist, I prefer assessment for learning.

Adisack Nhouyvanisvong is an educator and entrepreneur. He teaches graduate courses on assessment practice and theory at the University of Minnesota. He also is the co-founder of Naiku, Inc., a firm that specializes in supporting districts with their transition to next generation online student assessment. Nhouyvanisvong earned his Ph.D. from Carnegie Mellon University.

Digital literacy platform honored with “Best Upgrade” award

AOE14_WinnermyON logomyON was recently honored as a Best Updated Product in Tech & Learning magazine’s 32nd Annual Awards of Excellence. The prestigious award program recognizes the best new and updated products in edtech.

“Once again this year our judges had the pleasurable duty to evaluate more than 150 edtech products,” said Tech & Learning Content Director Kevin Hogan. “Each is put through the proverbial wringer: How well does it work in the classroom environment? How easy is it for students and teacher to use? And, most importantly, how effective is it in improving learning? Not a simple task. Congratulations to all of the winners.”

The “Best Upgrade” Award of Excellence is given to products that have made significant enhancements since the previous version of the same product and evolved with the changing technology to continue to offer the highest quality experiences for educators and students.

“myON has invested a significant amount of time in the development of our personalized literacy platform. In less than four years, we have grown from just 800 titles to nearly 8,000 titles and have launched our literacy toolkit to further enhance each learner’s reading experience,” said Todd Brekhus, president of myON. “We take great pride in partnering with over 6,000 schools using myON today to ensure that we are on target with our development efforts to continue to foster the love of reading in all students. To be recognized by an organization like Tech & Learning, is verification that we are on the right track.”

A detailed description of myON and judges’ comments about why it was selected for the award will be included in the December 2014 Awards issue of Tech & Learning.

myON has more than 7,000 titles kids can enjoy anytime and anywhere on the award-winning digital literacy platform. For more information, please visit


Authored by clinical psychologist, Dr. Jared Scherz, the books aim to help schools understand student aggression and to prevent school violence

teacher coach logoIn recognition of Bullying Awareness Week, TeacherCoach CEO, Dr. Jared Scherz, announces the release of three new books focusing on school violence prevention. Dr. Scherz, a clinical psychologist with over 25 years experience working with educators, has authored six books focusing on the organizational health of schools and the prevention of student violence.

Published by Rowan & Littlefield, Catastrophic School Violence: A New Approach to Prevention and the accompanying, Workbook: Catastrophic School Violence, use a new reverse profiling concept to offer a more comprehensive understanding of school violence, examining the different types of violence and the multiple systemic influences for student aggression. Dr. Scherz introduces a new tool for assessing a school’s potential for violence, as well as an evaluation of current prevention paradigms and tips to help schools select the right approach for their community.

In a fictional companion book, It Can’t Happen Here: One School Learns From Tragedy, a district superintendent asks a middle school principal to bring in a consultant following a violent event at the school to help students and staff members process the tragedy and explore the circumstances that could potentially give way to violent behavior.

“As heavy as these topics may be, it is important for schools and districts to understand the complexities behind bullying and student aggression,“ Scherz, stated. “These books will help schools and districts learn to approach school violence and give them the necessary tools to prevent violence within their schools.”

For more information about the new releases, or to find out where you can purchase them, please visit

Now in its twelfth year, Bullying Awareness Week (November 16th-22nd) seeks to prevent bullying and school violence through awareness and education. For more information about Bullying Awareness Week, and to see how you can get involved, please visit