Teaching and Learning

The Role of Curriculum Mapping and Assessment in Health Science Education

What is more important – Teaching OR Learning?

It would be nice to believe that when someone says they “taught” someone something one could reasonably infer that the other person “learned” that something. In today’s society however we know that this is often not the case. How many times do we leave class thinking “What on earth was the professor trying to convey today?” or, take a prerequisite class just to find that we still aren’t prepared for our capstone major course. These are everyday instances of when students are being “taught” but the learning piece has been lost in translation. 


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Shopping for a Curriculum Management System

A couple weeks ago, I wrote about the need for curriculum management in higher education--specifically in programs with defined standards and competencies required for accreditation.

Since then, I’ve been considering how a program should shop for a curriculum management system. Choosing the right system is a heavy decision. You want to have a really good idea of what you’re getting into before you make the commitment. The system you choose will affect the lives of your faculty and your students daily.

Before you decide on a curriculum management system, I hope you will consider the following questions.


Does it do what your program needs it to do?
For the programs we’ve been working with, this means tracking the standards required for accreditation and simplifying the accreditation process. As we’ve been researching the current practices related to curriculum tracking and mapping within institutions of higher education, I’ve learned many institutions are spending amazing amounts of time tracking curriculum. Some programs meet every month, some meet every week (usually in addition to lengthy meetings at the beginning of each semester) to go over each course and ensure it has met the standards and competencies it was supposed to. Programs are also spending incredible amounts of time preparing for their accreditation reviews.

With the right system, much of this work can be eliminated. A lot can be automated; the rest can be made easier using a web-based system in which information is centralized, giving members of the faculty access to the curriculum information all the time. The right system will also simplify your accreditation review preparation with automated reports and other features to make your review much less daunting.

Can it be customized?
Every Physician Assistant program is different, as is every Dental Hygiene program and every Chiropractic program. Though each and every Physician Assistant program, for example, must meet the same standards to be accredited, each program finds unique ways to serve and educate. Your curriculum management system must recognize that. Customization should include more than changing the font or a title. You don’t want a cookie-cutter solution. You should not need to adapt to the system--the system should adapt to you.

Was it designed to be a curriculum management system?
A generic content management system cannot merely be tweaked to handle your curriculum. You need something designed specifically for the unique needs presented by curriculum management. A generic content management system will not generate reports. It will not consistently structure your information. You’re looking for something that will simplify your life, not complicate it.

Additionally, a system that tries to do everything (admissions, online assessments, demographics, delivering pizza...) misses the point. Because it tries to do everything, it risks not doing any of them well. A system with an all-in-one approach may lack the detail you need to efficiently manage your curriculum. Focus on the needs your program has. Do you need admissions, or does your school already have an admissions department? You know you need curriculum management. Find a system that handles your curriculum extremely well--not one that manages it ok but also has a million features you’ll never use.

This idea goes hand in hand with customization. Ideally, the company you choose to work with will have experience and expertise in a variety of areas--certainly in curriculum management, but also in content management, maybe online examinations or catalog management as well. The more experience the company has--the broader their range of expertise--the better that company will be able to ensure that the system does all you need. If you have an incredible system for tracking your demographic information, but need a little help with managing your curriculum alignment, an all-in-one system probably is not for you. Why would you trash what you’ve already got going for you? The company you choose should be willing to work with what you have, build on your strengths, and give your program a boost where it needs one.


Is the system easy for your faculty to learn and implement?
Your entire faculty will need to use the curriculum management system to some extent, so you need to be sure it’s easy to understand and to implement. Curriculum management should not require extensive technical knowledge nor extensive training--you have more important things to do than study a technical guide or attend countless training sessions. Check out your system before you buy it. Is it intuitive, or do you guess where to find the information you need? Learning the right system should be a natural, easy process.


Does the company know what it is doing?
The company you choose to work with should have experience in curriculum management. Having experience in the field is the only way the system they build will be able to do what you need it to do. A company that works only in general content management can’t know what educators need and will therefore either fall terribly short of those needs or will take forever to get it right.

Is the technology up to date?
Before buying a system, you should make sure you see a demonstration of how it works. In the demo, consider whether the technology seems modern. Does it look like something built in the early nineties? Is it direct, or does every action require a circuitous path? You should also study the company’s web site. If it is not presented well, if it is difficult to navigate, your system likely will be as well.

Curriculum Management in Higher Education

Earlier this year, Tracy posted a blog discussing research about curriculum mapping for higher education and some reasons why schools (especially programs with defined standards and competencies that the curriculum should meet) don’t already have curriculum mapping.

Since then, AllofE implemented eCurriculum HE for five different programs at Bridgeport University. Soon, Bridgeport’s Dental Hygienist, Naturopathic, Chiropractic, Nutrition, and Physician’s Assistant programs will all be using this curriculum mapping system.

And let me tell you: the administrators there are pumped. They are excited about the how easy it will be for them to manage, share and track their curriculum.

There is a real need in Higher Education for a curriculum mapping tool.

Recently a few of us here at AllofE have started a research project around current practices related to curriculum tracking and mapping within similar Higher Ed institutions.

The answers have a familiar tone to them yet I never fail to be surprised by the archaic methods used in most cases. Some schools are using spreadsheets. Some are still putting pencil to paper.

Let’s look back at those reasons Tracy listed that Higher Ed was doing without curriculum mapping:

• They think their needs are more complex than the K-12 districts that have been using curriculum mapping successfully for years (and, if they are being honest, are maybe reluctant to follow the lead of K-12 schools)

Yeah, their needs are complicated. The Chiropractic program has over 250 competencies, as well as learning measures to track. The Physician’s Assistant program? More than 470 topics to track, as well as more than 50 ARC standards and countless labs and experiences every student needs.

Tracking their ability to hit these competencies, standards and labs—this is all part of the accreditation. They need these for their school to stay a school.

Yes, these could be tracked by hand. But tracking them by hand involves hours of work—work that most schools probably put in at the last second, with the accreditation date quickly approaching. At this point, they’ve either taught the skills or not. They may have taught the same competency several times, then run out of time to teach another vital skill.

And they wouldn’t know until it was too late.

eCurriculum is built to avoid these errors. It lets you plan your semester week by week, simply checking a box to include a competency in an instruction module. It also provides reports that let you know what you’re overteaching and what you’ve forgotten about. It helps you ensure everything is covered when it should be.

• Schools have intense and exact customization needs — they can’t take a cookie-cutter solution, and the customization must be quick and cost-effective

eCurriculum is no cookie-cutter solution. While it comes preloaded with the standards needed for accreditation in each field (ARC Standards and NCCPA Competencies for the Physician’s Assistant programs, for example), the customization is anything but limited. Individual programs can insert their own curriculum needs—labs that are specific to their school, for example. Professors’ and student names are added, as well as class names.

eCurriculum also automatically generates a comprehensive curriculum web site from the entered curriculum information—a web site that matches the University’s overall branding and web site standards so that it provides a seamless experience for university web site visitors.

• Finally, they think they are saving by doing it themselves.

As Tracy said, “Without going into all the details here, this often ends up not quite achieving the results intended. Rather than saving money, it ends up being ten times more expensive, takes forever to develop and creates something less robust than a high-end customizable product.”

I mentioned earlier that eCurriculum generates a web page showing all the curriculum information. This automatically generated web page shows students what they will be learning, and may bring more interest to your school. (I know when I applied for graduate programs, if I couldn’t navigate the web site, I didn’t apply.) It shows potential students and parents what they’re spending their money on.

Most importantly, with one easily shared link, the accreditation board has all the information they need. The presentation does not need to take hours, or be changed every year. eCurriculum will update the web page as changes are made, cutting hours from the accreditation process each year, let alone the time it takes to create the system in the first place.

Higher Education and Curriculum Mapping

I was doing some research related to higher education and curriculum mapping for our release of eCurriculum HE and strangely it was difficult to find a lot of information in this area. People ask questions about it, define what they want, but there seem to be few examples of what I would call a comprehensive, “feasible” solutions.

I found a lot of research projects that were funded and performed by programs in higher education institutions to go through the mapping process for an entire program or a set of courses. Strangely, this seemed to be a pretty manual and cumbersome process of documenting, charts, spreadsheets, etc.

From this study by a professor at Colorado State University to this study at Oxford College of Emory University to this study at Indiana University, it seems they all concluded that curriculum mapping was beneficial and needed, yet there is a distinct lack of systems that successfully meet the needs of automation.

I think it may be time to delve into the reasons a little deeper.

K-12 school districts got a head start on this a few years ago. They automate the curriculum management process, get their initial curriculum into the system and then benefit from the advantages of being able to generate all kinds of gap, overlap, and other reports on the What, When, and How of their instruction. Then when needed they just have to reevaluate and tweak the content.

Simple.

Time saving.

No research projects (or the associated cost) involved.

Sounds like pretty good reasons to me. So where is the problem? Well, I am guessing it has to do with a few factors:

1. The complexity of needs at the Higher Ed level compared to K-12 - this could be more perception than reality. However, it does make it harder for things to gain momentum. The needs of different areas are too diverse to find a common ground when designing solutions that can apply broadly. Perhaps, it is a resistance to follow the K-12 school districts’ lead – This is understandable but maybe we should let that slide.



2. Customization Needs - This is related to the first point. For a solution to work in Higher Ed, it has to be highly customizable. More importantly the customization has to be cost-effective and quick. This could explain the lack of high-end systems specifically geared towards higher ed.
   



3. Perceived “cost savings” of doing it ourselves – Again, this builds on the above two points. Given the lack of good custom enterprise solutions, it is easy to support the notion that "we should try to build it internally”. Without going into all the details here, this often ends up not quite achieving the results intended. Rather than saving money, it ends up being ten times more expensive, takes forever to develop and creates something less robust than a high-end customizable product.

Honestly, given all these factors, I think the biggest one is that there is just not really much out there in terms of enterprise level systems that are truly flexible, customizable, and scalable enough to manage the curriculum for higher education.

Stay tuned for more information on some exciting developments related to Curriculum Mapping specifically for Higher Ed.

Performance Based Assessments

Some of the districts we talk to ask us about performance-based assessments, if we have clients that use them, and how successful it has been. It seems that performance based assessments have been around for a long time but districts have a difficult time implementing and grading them. We do, in fact, have some clients that are successful with this type of assessment. The key to this success is in assessment management process.

So let’s answer some questions:

What are performance-based assessments?

Performance-based assessments are an alternative to traditional multiple choice assessments. They are “designed to encompass a better overall representation of student progress including the effectiveness of teacher lesson plans, worksheets and study skills. The idea with performance-based testing is to gather a demonstration of the scope of knowledge a student has on a subject rather than simply testing the accuracy of their response on a selection of questions.” - http://www.teach-nology.com

Why implement performance-based assessments?

Some believe that the traditional methods of testing do not accurately measure student knowledge so these methods are not the best indicator of student performance. Performance-based assessments can, therefore, be used to supplement the testing process and encompass a wider range of performance criteria measurement.

What makes this difficult to implement?

The difficult part of managing performance-based assessments is in the time it takes to grade the assessments for large classrooms as well as how to grade the assessments in the most objective manner possible.

That leaves us with how do teachers successfully manage performance-based assessments in the classroom? -- They implement a rubric grading model. Now this can be a manual or an automated process. For our clients, we use an automated process where teachers can build and reuse rubrics that connect to their curriculum and assessments. Other districts use a paper-based process where teachers manually create the rubrics. The automated process obviously saves more time but both help the teacher to objectively grade their assessments.

Here are some additional resources related to rubrics and performance-based assessments:

Performance Based Assessment | teAchnology
Why Rubrics? | teAchnology

The 7 Most Important Elements in Selecting a K-12 Curriculum Management System (Part 2)

{by Gail Tolbert}

Here are the last three of the most Important Elements in Selecting a K-12 Curriculum Management System (See the first four here.)


5. Look For a System That You Will Never Outgrow

It’s true, leading edge technology means you are provided with a tool that you will never outgrow; as your district and curriculum continues to grow and change, so will the system. Today, many school districts are looking for a new curriculum tool because they have outgrown their current one. Purchasing a system that only handles the needs of today means that at some point, districts will have to go through the process of researching the next generation of software.

6. Can the Software be Customized?

Because no two districts operate exactly the same, it is important to understand the depth of customization that a leading edge company can offer. When assessing curriculum software, some companies will claim that their product is customizable. Often, their definition of “custom” is having the ability to change a title, a font or some other layout or design option. Although, these claims are technically correct the reality often forces school districts to conform to the limitations of the software rather than the software conforming to the district’s strengths. Leading edge technology means the software will customization to meet a districts internal language, process, forms, environment, and the hierarchy of the district curriculum.

7. Chose a Partner, Not a Vendor

Partnerships are not developed by vendors selling or reselling cookie-cutter software. Successful K-12 curriculum implementation comes from understanding a district’s needs, strengths and limitations. Leading edge technology companies take the time to learn the needs of their K-12 school partners and work with them to develop meaningful strategies that meet the demands of the ever changing K-12 school district curriculum. Through those partnerships curriculum systems evolve into a more meaningful tool for teachers and ultimately their students.

Since leading edge technology meets the needs of the 21st Century Educator don’t let the flashy sales, glitzy advertisements and the promise of uniformity lure you into selecting a system that is not good for your district.

Remember, the most important thing is “what’s under the hood”.

The Journey to Becoming 21st Century Educators (Part 4 of 4): Giving Them What They Need

{by Gail Tolbert}

This is my last of four blogs about many of my friends and connections who are educators, educators at different stages in their career, educators wanting to become 21st Century Educators (Read the first one here) This is my 4th and final blog about my friends’ journeys’ to become 21st Century Educators.

As I listen to their different stories, I see a commonality, a dream, a need, a tool……and it makes me think how we are changing to meet the needs of the 21st Century Learner and how we need to change to meet the needs of the 21st Century Educator too. A great philosopher said that if we are teaching today the same way we taught yesterday, then we are not preparing our students for tomorrow. I stretch this thought to our educators…if we are giving our teachers the same tools today that they used yesterday; then we are not providing them the tools they need for tomorrow.

The good news is that we do not need to create these tools; these tools have been developed, are ready for use and can be accessible to teachers. These web based systems are changing the way we gather information and improving the way we manage our work and providing us with real time, up to date information. I know this as a fact because I have seen them, I have used them and I have seen the amazing results that they offer.

Let me be specific, there are tools to help Christy that will allow her to easily and quickly create and manage her own web site including all the social networking tools. She can easily use advanced editing and design and add class pictures, videos, lesson plans, etc. She can communicate with parents and students; assign homework, add class notes and announcements, a class calendar and links to any resources. Lindsay no longer needs to dream; there are curriculum management tools and the most advanced ones provide an intuitive and easy to use way for teachers to have access to edit, update, collaborate, and share the work they do with curriculum on a daily basis. Some districts think they have all these capabilities…when all they really have are some static documents on their website. These static tools are no longer effective in the ever changing educational environment. Curriculum management means aligning to state standards, mapping and pacing guides, scope and sequence, integration of standards right into lessons, providing teachers with a guide to what, when, and how to teach lessons and give assessments so students achieve their maximum potential. Units and lessons become living documents with reports and search capabilities. District and school administrators use unit map reports and curriculum reports to identify gaps or overlaps in curriculum, review units aligned to state standards, review resources for units and obtain user activity information.

Dawn needs access to an on line testing and assessment tool. She can create her assessments and test questions, access questions from a question bank, schedule the test, and have real time access to all the results by class, content, teacher, student, test or question item. This online testing tool can gather test results, align the test and question to state standards and have an incredible amount of information to improve instructional strategies for her class and each student. To expand on this data, Susan can use an analytical tool that “ slices and dices” student information.Need student data from a certain test, year, class, or individual? No problem, she would have it. She can aggregate the data or look at the data from many attributes. She too can have real time access to student performance data. This analytical tool can not only gather student test results, but can store data and create comprehensive reports with custom dashboards for every school in the district.

Today’ s educators are just like today’ s learners; they need accessible technology especially for analyzing and managing what they do in the classroom. They need this revolutionary technology
for their 21st Century journeys.

The 7 Most Important Elements in Selecting a K-12 Curriculum Management System

{by Gail Tolbert}

School districts across the country are actively seeking web based software systems to help manage, track, search and report on their ever changing district curriculum. The review and assessment of web based curriculum management tools can be a daunting and time consuming task. When assessing curriculum management systems, school districts often say they have too many decisions to make and do not know all of the right questions to ask.

Many districts have also compared shopping for curriculum management tools to buying a car. They look for name recognition, great advertising, product branding, and even look to see what their neighbors are using. When buying a car, a casual glance tells a potential buyer the model, the color and the general features. Sometimes, however, the most important features in a car are what you can’t see and that is also true for K-12 curriculum management systems.

In an effort to simplify the process and help school districts know what to look for I have compiled a list of the 7 most important elements in selecting a K-12 Web Based Curriculum Management System. We will look at the first 4 today and I will follow up with the remaining 3 in a second post.

1. Seek Leading Edge Curriculum Technology
Leading edge technology is not just a term, it is a company goal, a mission and a behavior. In simple terms, it is how the company chooses to spend their time and resources. Leading edge technology is only acquired through years of continued research and development and represents meaningful past actions, continuous focus and a vision of future goals and trends.

Some companies choose to spend all of their time and energy in sales and marketing, but the leading edge technology company chooses to spend its time and resources on web based research development. The difference in the final product between these two types of company priorities is significant.

I have talked to many districts that have made a curriculum management purchase later to discover that their system was cumbersome, hard to learn and liked by no one, which often resulted in no one using it. Look for a system that is very intuitive and user friendly, allowing virtually anyone to learn it and use it. If you have ever heard someone say, “I don’t care how my car works, I just want to turn the key, put it in drive and go”, the same statement could also be used for curriculum management software.

2. Look Under the Hood
The primary element under the hood of leading edge technology is the amount of data it can handle; view it as the horsepower of the system. Leading edge curriculum technology collects, stores, and organizes the most robust information and the smallest detail. This data can be easily searched and organized for reports which give districts the ability to make changes and decisions on curriculum at all levels of the K-12 school district.

3. Is There Knowledge Behind the Product?

It is important to understand the knowledge and credibility of the company selling the product. Some of the K-12 curriculum sellers are not writing and designing what they sell. They are merely marketers selling someone else’s product; they are resellers, not developers. These resellers of curriculum may be limited on how much they can change, update or customize their product.

It’s important to ask a company what other software products they specialize in (such as assessment, SIS, student performance) besides curriculum management and how they manage their data. Now that you know that the data management in a curriculum system is the horsepower that drives all information, you want them to be experts in that data management and the correlation behind the data.

4. Experience with K-12 Integrated Systems

For school districts without any software tools, a curriculum management system is the right place to start, in most cases. For school districts that have already invested in curriculum systems, they often discover that additional needs and requirements emerge. Some examples of those needs include testing and assessment data, student performance data, professional development data and teacher evaluation data. Does the company have overall knowledge in all these data management areas?

As the system becomes more robust, the horsepower or data management of each system requires a correlation and connection among all the data. Each of these additional products connects together so the data can be aggregated and dissected by dashboards and analytics.

The direction that districts are heading in is clear. Data is their future and the use of the most current and assessable data allows teachers and administrators the tools they need to drill down and sort the information in a variety of ways (by grade level, building, and teacher or by standard to name a few). This information can be generated by leading edge technology developers in a “dashboard view” giving decision makers a meaningful tool to assess their curriculum quickly and concisely.

The Journey to Becoming 21st Century Educators (Part 3 of 4): Dawn and Susan

{by Gail Tolbert}

This is my third of four blogs about many of my friends and connections who are educators, educators at different stages in their career, educators wanting to become 21st Century Educators (Read the first one here)

Dawn has been teaching for 25 years. She is a seasoned teacher and grade-level chair for her building. She mentors new teachers and works with student teachers. Dawn is a good role model and always learns and keeps current in her profession. Dawn has prepared and given many tests and assessments during her tenure. She has spent many hours creating, editing, updating and scoring tests. She would love to have a tool with which she can store, manage, access and edit her test questions. She wants to create her own test bank. Dawn and her team review lots of documentation and test score results and question the issue of accountability. They wonder if they are teaching and testing on all the state standards. They wonder if they are missing any standards or if they are over teaching and spending too much time on any standards.

They dream about all the information to which they would love to have access about the student results. These dreams include not only student scores and percentages but information about outcomes aligned to the standards and outcomes over time. She wants current, real time information to improve classroom instruction and her instructional strategies for the class and for each of her students.

Susan is a curriculum coach for an elementary school. She meets with and mentors all grade levels on instructional strategies. She knows and talks with Dawn even though they teach in different states. She, too, wants an assessment tool about which Dawn talks. In her building, the discussion on testing and assessments then lead to the bigger picture of student performance data for the school and district. Susan needs to be able to track student progress from kindergarten through 5th grade and then pass that data on to the middle school. She needs one tool with which she can look at the school, the class, the teacher or one child. She needs to track not only how students are performing, but how they are performing on each of the state standards. Parts of her responsibilities include the improvement of student performance through the improvement of teaching strategies. She needs access to detailed, ongoing, current assessment data to give her that information.

The Journey to Becoming 21st Century Educators (Part 2 of 4): Lindsay

{by Gail Tolbert}

This is my second of 4 blogs about many of my friends and connections who are educators, educators at different stages in their career, educators wanting to become 21st Century Educators (Read the first one here). Since I, too, have been a teacher and a principal, they share their stories, their success and their trials with me. As a past educator, I can relate to these stories and have lived similar things. I cherish their journeys and new learning, and hold these educators in high regard. I appreciate and respect that every day they enter their classrooms to educate and teach our children and give 100% of themselves in the process. I want to share some of their stories, their thoughts and lessons and some solutions to their questions with you. Here's Lindsay:

Lindsay has been an elementary teacher for four years. She, too, grew up with technology and is looking for more ways to incorporate technology in managing her work, especially within the curriculum she teaches. Lindsay has learned that having a viable and accessible curriculum is of utmost importance to educators and she has been thinking about her “viable and accessible” district curriculum; it is stored in binders in the principal’s office and the district’s G drive. She can access the curriculum at work through the district network but the curriculum is old and outdated and it is not easy to search or find the information for which she is looking. She has really given up on this useless tool and does not have access to the current district curriculum as she prepares her units and daily lessons.

Lindsay is also on the curriculum writing committee for her grade level. She says the meetings are miserable because there is no process or tools for updating, editing, rewriting and managing the curriculum. Lindsay says the team has discussed how nice it would be to have a curriculum management system. Teachers could edit, update, share and collaborate with others. In addition, they could align their units and their lesson plans to the state standard and the new common core standards and have reporting capabilities about the curriculum and standards. She says they do have a document that is used as a pacing guide; but every time they make a change, they must remember to go in and update that pacing guide, distribute it, and then hope the new version is used. These tasks are all so laborious it is hard to keep up with these committee tasks as well as everything she needs to do for her classroom.

Curriculum Management

I have never been a writer nor am I one for journaling…I journal in my head but never slow down enough to write it down on paper. I do journal and track my training activities for the triathlons and road races that I compete in…that journaling consists of short phrases with many numbers.
So, I must feel this is important to take the time to write this down.

I have been a teacher for 7 years and a principal for 9 years…and now I talk with many school districts on a daily basis and find that many of them are in the same boat that I was in…we were not aware the web based systems to help educators.

Robert Marzano is an educational guru and he says that “…having a viable and accessible curriculum is of utmost importance to educators….” When I was a principal our “viable and accessible” district curriculum sat in binders on my credenza and on the district G:// drive.

It was out dated, it was not easy to search or find what we were looking for and quite frankly, it became an unusable tool. So the bottom line is the teachers did not have access to the curriculum or units as they prepared their lessons…think about that for a moment…that is like saying that doctors don’t have access to information on certain conditions and illnesses…that is just CRAZY! How can any professional do their job if they don’t “start with the end in mind” (Covey) or how can they break the task/goal up into achievable parts if they can’t see the big picture?

When I mention a curriculum management system, many districts can not envision what it could do for them and others can only see one segment of it and struggle with opening their minds to greater possibilities.
Here are the reasons that I needed a curriculum management system as a principal:

I needed a tool that allowed the teachers to collaborate, work with and update the curriculum (which is a living and ever changing document.) I needed them to update in meetings and have access to the new updates immediately.

I needed a tool for the teachers to write lesson plans that tied into units and were aligned to the state standards. I needed them to attach all their resources to the unit and/or lesson and share this with other teachers.

I needed a tool that would guide me as a principal as to what they should be teaching during the 2nd week of Oct, during the 1st week of December, during the 4th week of March or on any given day during the school year.

I needed a tool that would help answer accountability questions…we think we are teaching all the state standards, but are we? Which state standards are we missing? Which ones are we over teaching?

I needed a tool that would do all this and more. I needed a tool that would do this easily and was intuitive for the teachers. I needed a tool that would improve our efficiencies. I needed a tool that provided a huge ROI.



I needed a tool… that was all this and so much more...