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How does Chartlytics differ from other apps?

Rick Kubina
Jan 23, 2015 12:00:00 AM

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At Chartlytics we recently had a meeting with a Superintendent and Assistant Superintendent. They worked at a school that had excellent pass rates on their standardized state assessment (over 90%). Further, they had a clear commitment to bringing in programs that helped their students achieve at their highest level. They posed a wonderfully simple question, “How is Chartlytics different from performance assessment software?”

Many varieties of  “performance assessment” software exist. Let’s say you want to keep track of attendance, discipline reports, or yearly performance on state standardized tests. An assortment of web platforms and apps offer options.

For example, one popular app (of many) boasts the tools to help teachers manage class work, interact with students, connect with other teachers, and communicate directly to students alerting them to homework assignments or sharing other relevant information. The student management/social media app does provide interesting features and has no doubt made school environments more social. But...

Chartlytics stands apart because of its science-driven, practice-friendly, learner-first purpose.

1. Purpose: Chartlytics aims to directly promote the most efficient and powerful learning outcomes possible with targeted aims. Teachers and/or the student measure a specific pinpoint, have the recorded data displayed on a Standard Celeration Chart (SCC), assist teacher and/or student decision making as to whether the current intervention program has worked or not, and then evaluate any changes made by the teacher or student. See the Figure below showing a students data.


The SCC above show the performance of Sarah G., a student trying to become fluent with her addition problems with sums 0 to 5. The SCC indicates Sarah needs help. The golden band from 40 to 50 signifies the aim or goal. The dots representing Sarah’s correctly written answers, and X’s illustrating her incorrect written answers, to the addition facts clearly flash a red light; Sarah needs help!

The specialized SCC has many cool features that tell the teacher exactly what’s going on. If we hove the mouse above the line on the dots we see ÷1.02


The ÷1.02 means Sarah has essentially made no progress over the week and half of processing math facts (anything x1 stays the same, ÷1.02 is really close to x1). If the teacher allows Sarah to continue, her performance data tell us she will continue to fail to learn. And Sarah may start to experience some serious side effects: dislike of the addition practice sessions, feelings of frustration, and possibly a dislike of math. 

Chartlytics works to ensure every Sarah out there has a champion. Chartlytics provides a visible manifestation of the student’s performance. Additionally, the teacher can know with precision how fast the student has or has not learned the targeted skill (called a pinpoint). Just like we know going 10 miles an hour will not get us to the end of 200 mile journey by dinner time, so low celeration values like Sarah’s ÷1.02 show us that her progress isn't clinically significant..

2. Science of practice. Getting good at anything requires practice. Becoming masterful or fluent requires even more practice. People in education who think we can ignore practice and students will achieve, engage in wishful thinking (or probably better put, magical thinking). 

All practice does not not mean “drill and kill.”Though poor implementations of practice have no doubt subverted the progress of many students. Practicing with out a time limit, for instance, means a student can work way too long and become fatigued. A first grader should not have to answer a sheet of 100 math problem each day. Doing so places a heavy burden on the student and taxes endurance.

Chartlytics shows teachers, students, performance enthusiasts, and everyone else interested in dramatic change how to practice skills efficiently and effectively. Plus, Chartlytics will offer a full library of practice materials that adhere to the tenets of instructional design promoting economical and robust practice outcomes. 

3. The performer owns the learning. Q: Who cares most of about the learning? A: The student or yourself, if you self-chart. We call that person the performer.  The pinpoints (skills) the students work so diligently on each day appear in the performers interface.

Students who see growth or lack thereof play an important role. By making the students part of the data team, they can suggest ways they might improve. Additionally, the motivation to succeed increases because the SCC shows the student how long it will take them to reach their goals.

Research indicates students are motivated through the combination of self-monitoring, goal setting, and self-charting (Boyce & Najdowski, 2003; Stotz, Itoi, Konrad, & Alber-Morgan, 2008; Sutherland & Snyder, 2007). And these are all a part of Chartlytics.


As a web application, Chartlytics offers various components necessary for successfully pinpointing (targeting), recording, and displaying behavior while also providing effective problem solving solutions for learners who need extra help.

In addition to the structured process for monitoring, managing, analyzing, and communicating behavior change, Chartlytics makes available content in the form of practice materials and programs designed to ensure learners achieve fluency in critical academic domains (e.g., reading, mathematics). 


Boyce, T.E., & Najdowski, A.C. (2003) Assessing preference for self-charting of academic skills by elementary school students. European Journal of Behavior Analysis, 4, 97-104.

Stotz, K.E., Itoi, M., Konrad, M., & Alber-Morgan, S.R. (2008). Effects of self-graphing on written expression of fourth grade students with high-incidence disabilities. Journal of Behavioral Education, 17, 172-186.

Sutherland, K. S., & Snyder, A. (2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 15, 103-118.

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