# Welcome to the help center! Find simple walkthroughs and FAQs to answer your questions about working with Sidekick Education. # Sidekick Projects # What to expect for a project Authentic connections with real-world professionals make huge contributions toward positive students outcomes, so we're excited and humbled to help you bring them to classrooms. ## Project partner connections A Sidekick project can include 5 connections with a real-world partner, 1 prior to the start of the project and the rest during the project. **Not every project includes every connection,** depending on teacher and partner preference or availability. We tried to design this process for changing schedules. Except for the entry event, these connections occur online with flexible timing. Like everything else in a Sidekick project, treat these connections as starting points. Feel free to skip a connection and coordinate your own. ![](/files/-LxxZ0kuOtF5yDFTfJ0o) ### (Mandatory) Planning call We've found a short conversation between the teacher and the partner is essential to successful project connections. In a short amount of time the teacher and partner can solidify the partner’s role in context with what is going on in class, what to deliver at the end of the project, what to expect from the kids, and the day’s schedule. > **Partner time commitment:** 20 minutes > > **Teacher time commitment:** 20 minutes > > **Timing (for student submission):** 1 week or less before the in-person entry event ### Annotated expert work sample Not every project incorporates an annotated expert work sample. For the ones that do, this is potentially the first "interaction" students have with partners. Students get authentic, credible insight into how a professional thinks about work like what they're doing. Connections like this may be fully online yet some of the coolest ways students connect with the real world. > **Partner time commitment:** 20 minutes > **Timing:** 1-2 weeks before the project start date > > Check out the in-depth guide on annotated expert work samples [at this link](/how-to-guides-1/sidekick-project-guide/creating-expert-work-samples). ### In-person event This is the richest interaction students and partners have with the students, meant to boost student engagement in the upcoming project, build a personal rapport among students and partners, and allow partners to point students in the right direction from the start. > **Partner time commitment:** 1 day > > **Teacher time commitment:** 1 day > > **Timing:** Near the day the project starts > > Check out the in-depth guide on in-person entry events [at this link](/how-to-guides-1/sidekick-project-guide/in-person-entry-events). ### Project feedback This is like the expert work sample but in reverse! Feedback also ties the classwork students do and their connections with partners into one coherent project. > **Partner time commitment:** 40 minutes > > **Teacher time commitment:** 40 minutes > > **Timing:** soon after the halfway point of the project > > Check out the in-depth guide on giving project feedback [at this link](/how-to-guides-1/sidekick-project-guide/providing-feedback-online). ### Exit video At the end of projects, students present the work they've done to the partner under the pretense that the partner has an interest in what they've produced (in education-speak this is called an "authentic audience"). The partner then records a video message as a response. > **Partner time commitment:** 20 minutes > > **Teacher time commitment:** 20 minutes > > **Timing (for student submission):** near the day the project ends > > **Timing (for partner response):** 1-2 weeks after the project end date > > Check out the in-depth guide on closing videos [at this link](/how-to-guides-1/sidekick-project-guide/exit-videos). ## Additional partner connections The following connections are often valuable additions. ### Project updates Especially during projects with long stretches between partner connections, we may ask to hear just briefly from the classroom on how things are going. Think of these as the project's weekly newsletter, blog, or journal entries. Teachers familiar with apps like Remind, Seesaw, or ClassDojo know the drill. > **Teacher time commitment:** 5 minutes > > **Timing:** once a week (recommended, not required) > > Check out the in-depth guide on project updates [at this link](/how-to-guides-1/sidekick-project-guide/project-updates). # Annotated expert work samples ## Why we do this **Expert work samples** are one of the *coolest* ways partners can support Sidekick's kids. This is one of the few times students (and teachers!) get to peek behind the curtain of your industry and see how the work gets done by the experts: **you**. Expert work samples engage students by showing them how what they're learning gets used in the real world while giving them a north star for their own work. ## How to create an expert work sample > **Expected time commitment:** 20 minutes Our current process allows you to create an expert work sample using all the same tools you're familiar with in a few simple steps. We going to use [Google Drive's built-in file viewing and commenting features](https://support.google.com/drive/answer/7650301?hl=en) to annotate your work sample. As long as you know how to leave comments on G Suite and Microsoft Office documents, you can comment on student work. ### Find a past sample of your work that is the same or similar to the chosen work product. Your human Sidekick will provide you with: 1. **2-3 skills** the students are building. 2. **1 or more work products** students are current working on. Reflect on how you use the skills students are learning in your own work. Identify a same or similar work product from your past where those same skills made a **big**, **noticeable difference** in what you produced. Now go find it! Go on, I'll be here when you get back 👋. Your work product can be a document, a spreadsheet, a presentation, a drawing, an image, a video, a website, and anything else you could upload. If you don't have an example you can share because it's confidential, feel free to find one shared online to use a proxy. #### As an example... Let's say students are putting together a social media video and they're learning how to think from an audience's perspective. You might be an advertiser who creates product demo videos. Has your demo video ever made it onto social media? Maybe, maybe not. But you recognize that even though they aren't the exact same product, you are often thinking from an audience's perspective when creating them, and you realize they probably share a lot of the same attributes as social media videos. You rummage through your project archives to find a WEBM video recording sitting in a file folder. ![](/files/-LqN7jF5N_6FiYGlTZ3z) ### Upload your work sample to the provided folder. Your human Sidekick will provide you with a private link to a folder that we'll share with the teachers and students. That link will look something like `https://drive.google.com/drive/u/0/folders/random_letters_and_numbers`. Note: * Only you will be able to access the link at the email you provided us. * That email must be connected to a Google or G Suite account. * Google Drive does not yet support viewing and commenting for every file type. Go to this folder. Then, drag and drop the file for your expert work sample into the folder. ![Drop your work sample into the empty folder.](/files/-LqMsIOfIk1oKNko6T7t) Check to see that your file correctly processed in the viewer (for some large files like videos, this can take a few minutes). Here's an example of a video that's been correctly processed: ![A video playing in Google Drive.](/files/-LqMuSPv1mMn0zHchLTd) ### Leave comments pointing out where the skills students are learning make the biggest, most noticeable difference in the work product. {% embed url="" %} Start with one skill the students are building. Pick one of the potential work products students are working on. Compare the quality of various "features" and "attributes" of the work product made by people in your field who differ in skill level of the skill you picked. Here's a way to think about it: #### Define quality How is "quality" defined in your field? A creative agency may highly value novelty or sensibility. Actuaries may rather prefer an estimate be accurate and precise. #### Find where the skill makes the biggest difference. For the skill you picked, which feature does the quality between a low-skilled professional and a high-skilled professional differ the most? That's the place it makes the **biggest** difference. If it's hard to know who is skilled in your field, compare an entry-level intern on their first day to a master of your field. #### Find where the skill makes the **most noticeable** difference. Every so often, the quality of a feature is really hard to see. This can be the case if the ultimate outcome from the work product is pretty far removed from the original output of the work product. In that case, look for features you can easily see differ between low-skilled and high-skilled professionals. That's the place it makes the **most noticeable** difference. #### Leave your comment (template provided) In your comment, mention **which skill** helped you (or the creator) produce the feature, which **skill level** is reflected in that feature, and **how** that skill level made a difference in that feature. Feel free to answer any or all of the following guiding questions: * What was your skill level at the time you created the work product? * How did that affect the decisions you made, process you used, or technical delivery? * Was there anyone else in your field you wished you had the skill of? * How would that have changed the quality of the feature? To make things quick and easy, feel free to copy and paste the provided template. Replace any `ALL_UPPERCASE_AND_UNDERSCORE` words with your own input. ``` Skill: SKILL Level: BEGINNER/INTERMEDIATE/EXPERT/MASTER Feature: [ OPTIONAL_TIMESTAMP - OPTIONAL_REFERENCE_LOCATION ] FEATURE I used this skill to HOW_YOU_USED_THE_SKILL_ON_THE_FEATURE. Because of my skill level at the time, HOW_THE_FEATURE_CHANGED_DUE_TO_YOUR_SKILL_LEVEL. OPTIONAL_ADDITIONAL_INSIGHT_OR_EXPLANATION ``` Select the copy icon in the upper-right to copy the text. It looks like this: ![](/files/-LqNPcuuoNMSTYe_0cif) > **⚠️ Avoid focusing on product features that only a skilled professional could produce.** You're looking for features with variance in quality across skill levels rather than features that you "unlock" after reaching a certain skill level threshold. Chances are, those thresholds are so high for our students they'll feel out of reach and they'll check out. > ⚠️ **Google Drive does not support high-fidelity comments for some file types like videos and audio.** For example, video comments aren't "anchored" to a certain frame, point in the timeline, or visible area on the video. > > We're working on a better way to leave comments on these files. In the meantime, we recommend you manually include timestamps in your comments. For example, "\[1:32 - upper left corner area] The rest of my comment goes here..." > > (If you're tech-savvy, you could use a third-party tool such as [Timelinely](https://www.timeline.ly/) or record a screencast and create your own annotations using tools like [Loom](https://www.loom.com/).) ## FAQs ### What if Google Drive doesn't support viewing and commenting for my file type? Sorry about that! We're still figuring out how to handle every file type. If Google Drive can't support your file type, we'd ask you to upload a "working product" that Google Drive **does** support. A **working product** is something you create along the way to your final product. Products like idea sketches, notes from meeting, mockups, back-of-the-napkin calculations, etc. Somewhere throughout your process you likely created something Google Drive supports. Seeing these working products are often just as valuable as seeing the end product, if not more so. ### You can't see skills like collaboration, empathy, communication, etc... First of all, we love you. We think you're great for offering your time to these students. And on this you're wrong. 😘 Stay tuned for a longer explanation. In the meantime, why not take another shot at finding where those skills ended up showing up? # In-person entry events ## Why we do this The in-person entry event is an embodiment of why Sidekick is called "sidekick." A sidekick's role is to make the hero look good, feel good, and do good. This is your opportunity to be the "sidekick" for the students. In order of priority, your goal for every interaction with a student or set of students during the in-person entry event should be to: ### 1. Build rapport Your most important goal with in-person entry events is to become credible and relatable to the students, so they trust you when you provide advice and support. It's why meeting them in-person at the beginning is so important. ### 2. Spark relationships We don't expect long-term relationships to snap into existence in the short time you have during in-person entry events, but we hope that by putting you together with students there may be a "spark" between you and one or more of them that causes you both to want to pursue a longer mentor-mentee relationship. ### 3. Foster Heroic Identities Sidekick's model for making an impact is based on our [Heroic Identity framework](https://help.sidekick.education/more/the-heroic-identity-framework). That means we help students cultivate 3 assets and 3 mindsets. We design every touchpoint we have with students with the intent to foster all 6 components of the framework, but each touchpoint tends to support a few better than others. Because of how rich in interactions in-person entry events are, they're excellent opportunities to foster **all 6** assets and mindsets. ## Schedule for an in-person entry event | Leader | Activity | Minutes | | ------- | ------------------------------------------- | --------- | | Teacher | Gather class and welcome the partner | 5 | | Partner | **Introduce you** | 5 | | Teacher | **Introduce the issue** | 5 | | Partner | **Project workshop** | 15 | | Teacher | **Q\&A** | 12 | | Teacher | Release the class to work on their projects | 2 | | Partner | Help students as a floating advisor | remaining | ## For teachers The following guide is primarily useful for partners but we've found it's often useful for everyone to get the same instructions so they know what the others are expecting. We've embedded a few pointers for teachers for this reason. If you want, jump straight to the teacher pointers with the following links: * [How to set the stage when introducing the issue](https://help.sidekick.education/how-to-guides-1/sidekick-project-guide/in-person-entry-events#for-teachers-1) * [What to do for the project workshop](https://help.sidekick.education/how-to-guides-1/sidekick-project-guide/in-person-entry-events#for-teachers-2) * [What to do for Q\&A](https://help.sidekick.education/how-to-guides-1/sidekick-project-guide/in-person-entry-events#for-teachers-3) ## What to do, templates, and examples ### Set the stage #### Introduce the partner To build rapport, you'll want to start off by connecting with students personally. Here's an ad-lib 1-minute introduction to get you rolling. ``` I’m {{ name }}. I work for {{ employer }}, an organization in the {{ sector }} industry that {{ what your employer does }}. As a {{ your job title }}, I {{ what you specifically do }}. That means I {{ what you specifically do again, this time with no industry jargon }}. When I was starting my career, I loved {{ favorite skill or interest at the time you entered the field }}/wanted to {{ aspiration at the time you entered the field }}. I had come to believe that {{ view you held about your personal skills, where you "belonged", or what you were capable of}}. A major part of the reason I'm in this role is because of {{ key relationship }}. It all started when {{ a story about how a key person in your life helped you }}. I've stuck with it because {{ how the role addresses your current aspirations or interests }}. It also lets me use the {{ your strongest skill that students are currently learning }} skills I learned in high school to {{ how you use that skill }}. I know how important that support from others can be and hope I can provide it for one of you. So here I am! ``` #### Introduce the issue You have the unique power to make what they're learning real, local, and personal. This is also an opportunity to skill up students. You can do that by bringing an [expert work sample](https://help.sidekick.education/how-to-guides-1/for-partners/creating-expert-work-samples) to life. > #### For teachers > > After the partner has introduced themselves, set the context for the partner by reintroducing the project, sharing the students' current progress, and reminding the students (and the partner!) what students are learning as part of this project. Then, turn it back over to the partner. ### Walk through a real life situation The teacher will likely help set the stage by explaining (or having the students explain) what they've accomplished so far, what they're learning, and what they're focused on now. Afterward, ask the students how they're feeling about the project. Where are they most open to help? You can incorporate their feedback into your later walk-through and advice. Then, situate the work sample you will soon walk through. Here's an ad-lib to get you started. ``` I understand you are working on {{ assigned work product }}, which will help {{ who it could help }} {{ how it could help them }}. About {{ how long ago }} ago, {{ other key people }} and I needed to {{ objective or problem }}. One of the key challenges we had to overcome was {{ challenge that your expert work sample addresses }}. We created a {{ similar work product }} similar to what you are working on now. Our {{ similar work product }} helped us {{ how it helped you overcome the challenge }} and we ultimately were able to {{ outcome related to the objective or problem }}. ``` After introducing the issue, spend about a dozen minutes to **walk through an** [**annotated expert work sample**](https://help.sidekick.education/how-to-guides-1/for-partners/creating-expert-work-samples) you put together ahead of time to give students an authentic "north star" that will help them advance on their own work. Especially focus on "insider shortcuts" that will help them make a lot more progress than if they'd had to figure it out on their own. Also point out where they'll use what they're learning in class. You may have already flagged these when you annotated your work sample, so it should be as easy as calling out those flags. If possible, make it an interactive workshop, where you refer to your expert work sample while helping them set up or start their own work. Otherwise, treat it like show-and-tell. ### Project advice > #### For teachers > > Chances are, students may not have a clear idea of how to get from A to Z on a real world project. Or, they're facing a hurdle with wrapping their heads around a specific task within the project. These types of problems are the perfect place to get an expert's advice. Prior to the partner's visit, prepare your students by having them compile "how to" or "how do I" questions regarding how to approach the project. After you've shown the students how **you** tackled a relevant, **similar** project, switch to helping students figure out how **they** should approach their **actual** assignments. During this time, think of yourself as a project advisor. Your goal is to give students concrete plans to enact, either for the project overall (how do I get from A to Z?) or for specific tasks they may be most confused by (How do I get from A1 to A5?) The students should come prepared with "how to" questions like these. If possible, help the student think through the plan themselves rather than *only* telling them how you'd do it. If it's not possible, giving stories from your experience is also effective. ### Still have time remaining? > #### For teachers > > We recommend teachers dedicate the remaining time to Q\&A and in-class project work. You may, however, coordinate with the partner another way to spend your time. Absent of other plans you've coordinated, expect to spend a dozen minutes or so in **Q\&A** and then to act as a **floating advisor** as students work**:** the teacher or students directly will pull you in to provide expertise as they discuss an issue close to your field. However you use your time, it will be more like a conversation with the students. This is when you can really help students feel good, look good, and do good. A few important and common situations you'll find are: 1. **answering "how" questions:** "how" questions are an opportunity to validate the ideas and skills students already have. Instead of telling students exactly how to do something, ask them how *they'd* do it, given what's at their disposal. Then, use your expertise to **supplement** their strategy for how they'd do it with tips and tricks based on how you'd do it. This is similar to what you did during the project workshop portion of your visit. 2. **answering "what" questions:** "what" questions are an opportunity to feed aspirations and a sense of belonging by sating their curiosity. 3. **answering personal questions:** Students are often curious about **you** and chances are you'll start taking questions about your life and career.This is a great way to build rapport. Have fun with it (with discretion) and be open, recognizing that questions that may seem too personal or uncomfortable usually come from a place of innocence. 4. **navigating misguided questions: o**ccasionally, you'll get questions or requests that are based on false assumptions or information and may even be offensive. This is probably not on purpose. These are teens. They're probably just misguided. Sometimes it's harmless and you can humor it, but other times it may be more productive to share a more accurate perspective. The key is to do so with grace (recognizing that they probably did not mean any malice), affirm the feelings of the student (which are real no matter the facts), and keep it personal (so they relate to it). When successfully navigated, these questions are an opportunity to **increase** the student's agency rather than reduce it. We don't have template you can follow that will cover all the potential scenarios. Here are a few example scenarios, however. #### Example response to a how question > *How did you make your movie?* > > There are several good ways. How are you thinking of making yours? For example, what are some of the scene you are thinking of? > > *Oh, uh...* > > It's your movie. You know it better than me, so your ideas are going to have some insight we can work with. > > *Well, one scene I was thinking of would be kids sitting along the sidewalk, because...* > > Great idea. It reminds me of a scene I did for my movie. I was trying to... #### Example response to a what question > *How much do you make?* > > Always an important question! I'm not rich and I have to hustle to make what I make, but I make enough to live the life I want to live. The most important things for me are.... > > May I ask what made you curious about how much I made? And what is important to you? Maybe I can help recommend some ways in my field that you can live the life you want to live. #### Example response to a misguided question > *How come the Senator doesn't care about housing prices?* > > I can see how it sometimes feels that way. In fact, I've seen... and that could feel like the Senator doesn't care. From my personal experience, I've also seen her... so I, personally, believe the Senator does care. > > May I ask why you asked the question? I think the Senator wouldn't want you ever needing to ask that question. I know I do. So if you have an experience or idea that could make that a reality I'd personally love to hear it. # Project updates ## Why we do this Project updates create momentum for a project among students because they enforce regular deadlines. Most importantly, these updates help partners and teachers feel connected to students. ## How project updates work **tl;dr:** Teachers already using apps like Remind, Seesaw, or ClassDojo know the drill. We'll ask to hear from the classroom on how things are going. Think of these as the project's weekly newsletter, blog, or journal entries. They don't have to be long or formal. A couple to a few sentences is enough. The primary purpose is simply to let the partner stay connected to the students and let Sidekick know how far along students are for scheduling and support. ### What they may look like Some teachers like to write a couple sentences for the class as a whole. This is the most expedient option. We also encourage teachers to nominate different students to share *their* update each time (for teachers with the appropriate consent, video or audio messages are a nice bonus!). ### How often updates happen Teachers or students may send updates as often as they want! If the partner hasn't heard from the classroom in **a week**, Sidekick will nudge the teacher with an update prompt. # Online project feedback ## Why we do this The [work sample](/how-to-guides-1/sidekick-project-guide/creating-expert-work-samples) and project feedback are complementary experiences--one had before students get started on their own work and one after--that tie together the work they're doing in class and their interactions with you into one coherent project. Project feedback also deepens the students' relationships with partners because your comments communicate: 1. you're paying attention to what they're doing in class (i.e., you care), 2. you see *and share* their strengths (and weaknesses), and 3. you are trying to help them succeed (i.e., you see a future in which they do this kind of work) ## How to give project feedback online The online project feedback workflow includes a few handoffs among students, partners, and teachers. First, teachers or students select up to 3 of their works-in-progress to serve as representative samples of students' work and add these to the **Files shared with the partner** folder of your project. Partners then leave 1 comment for each skill students are learning on each of the student work samples. Afterwards, it's often helpful if teachers synthesize the partner feedback and discuss with students how it applies to everyone. ![](/files/-Ls43ePo3OcMZ6_mbRm0) We'll cover the steps for everyone involved because it can be useful to know how your work fits into the bigger picture. If you'd like to jump straight to the instructions that pertain to you, though, click the appropriate heading in the table of contents. ### Students (or teachers): pick 3 student work samples We can't expect a single partner to leave individual feedback for every single student's work-in-progress. Instead, we'll pick a representative sample. #### How to pick a representative sample The teacher can review all the student work and pick the best 3 samples or the students can agree on which 3 to submit themselves. Organize all the works in progress into **no more than** **3 broad groups** that share similar answers to the following **questions:** 1. What approach to the project does the work-in-progress rely on most? 2. Which step of the process or feature of the work product has the work-in-progress **struggled** with the most? **Bonus**: which skill that students are learning during the project does this part or feature rely on most, and does the struggle reflect a high or low skill level? 3. Pick a unique step taken in the process or feature of the work-in-progress. What is unique about this step or feature? **Bonus:** which skill that students rae learning during the project does this part or feature rely on most, and does the unique step or feature reflect a high or low skill level? After you've grouped the works-in-progress, pick 1 from each group to best represents the distinctive qualities of the group. You will get feedback on this work-in-progress. It can be both fun and useful to make this a reflective class activity. Represent the answers to these questions for each work-in-progress on separate sticky notes ![](/files/-Ls7o-kRJ-jIownyyDiY) #### Add the chosen works-in-progress to the folder shared with the partner In the folder associated with the project, open the folder called **Files shared with the partner**. This is the same folder that holds the expert work samples from the partner. ![](/files/-LsIwsTzn1qL-5Ok1g4J) Add the works-in-progress to this folder. Sidekick will scan the files for security or compliance issues and then share them with the partner as student work samples. ### Partners: give project feedback online (template included) Giving project feedback is **not** about assessing students. It's about showing students (and teachers) what different skill levels *look like* in the given work, advising them how they could improve no matter what level they're at, and motivating them to do so. #### Get familiar with the [annotated expert work sample](/how-to-guides-1/sidekick-project-guide/creating-expert-work-samples) process The project feedback process is almost the same as the process used for the [annotated expert work sample](/how-to-guides-1/sidekick-project-guide/creating-expert-work-samples#how-to-create-an-expert-work-sample). If you need a refresher on how to annotate an expert work sample, then [review the in-depth guide](/how-to-guides-1/sidekick-project-guide/creating-expert-work-samples#how-to-create-an-expert-work-sample) and then return here. > Project feedback **differs from** making an annotated work sample in just a handful of ways: > > * You're commenting on students' work samples instead of your own. > * You're leaving comments on up to **3** samples instead of 1. > * The feedback you leave includes next steps for improvement. > * Each comment should address a different combination of skill and skill level. #### Find the student work samples (up to 3 samples) Find the **Files shared with the partner** folder related to your project. This is the same folder where that holds any uploaded expert work samples. Once the students or teachers have uploaded the student work samples, you should find them in there too. They should only have added up to 3 files. If you see student work samples in there, pick **3** to focus on. ![](/files/-LsJgQ2gOqb7MI6fLLN_) #### For each student work sample, leave 1 feedback per skill students are learning (up to 3 skills) For every file student work sample, follow almost the same process used in [annotating an expert work sample](/how-to-guides-1/sidekick-project-guide/creating-expert-work-samples#how-to-create-an-expert-work-sample). You'll still leave 1 feedback per skill students are learning in class. Rather than identifying features where skill level makes the biggest, most noticeable difference, though, **spot features that best reveal the skill level of the owners of the work samples.** Then, instead of explaining how you used the skill in a feature and how your skill level at the time influenced the output, explain why the feature reveals the skill level you chose. **Then,** advise students how they could improve their skill level as part of the project. Ground your advice in your personal experience. Practically, this means answering, "What task, *relevant to and doable during this project,* did I do or would I have done on similar projects to improve my skill? How can students follow in my footsteps?" In theory, if they improve their skill level in the way you advise, the feature you're leaving feedback on would change to reveal a higher skill level. Use the modified template to guide your feedback. ``` Skill: SKILL Level: BEGINNER/INTERMEDIATE/EXPERT/MASTER Feature: [ OPTIONAL_TIMESTAMP - OPTIONAL_REFERENCE_LOCATION ] FEATURE This feature looks like it was made by someone at this skill level because DEFINING_ATTRIBUTE_OF_THE_FEATURE. When I was at this skill level on a similar project, I would SKILL_BUILDING_TASK to get better this skill. I'd know I was improving because this feature would CHANGE_IN_FEATURE_DONE_AT_A_HIGHER_SKILL_LEVEL. ``` #### Leave only 1 feedback per combination of `Skill` and skill `Level` Remember, the point of project feedback is not to grade students. These are only a sample of all the students' works-in-progress, and students and teachers use your feedback to better understand how different skills at varying skill levels *show up* in their real-world work. It's important to give a wide range of feedback that covers a lot of different scenarios. To do so, make sure to only leave 1 piece of feedback for a given `Skill` and skill `Level` across all of the student work samples. In other words, don't leave the same kind of feedback twice. It's a bit like bingo. Once you've given feedback around a specific skill at a specific skill level, place a "chip" over that "square" and you can't use it again. In fact, feel free to make a copy of the below **Feedback Bingo** board to help you with the process. {% embed url="" %} ![Illustrative in-progress bingo board](/files/-LsJoKRLoraeOQHUVntw) Repeat the following process for all of the student work samples you picked. > **You only need to leave a maximum of 9 pieces of feedback in all.** You need to leave feedback aligned to a maximum of **3** skills on a maximum of **3** student work samples. That means you should need to leave a maximum of **9 pieces of feedback** for the entire project feedback process. ### Teachers: synthesize the project feedback After the partner provide feedback on the student work samples, you may want to incorporate the feedback into your own assessments of all students' work. There is no right or wrong way to do this, but to give you some ideas: * Make the analysis and synthesis of the feedback an in-class activity, similar to the suggested activity for picking student work samples in the first place * Share the feedback and then have students conduct formative peer or self assessments, using the feedback on the samples as a guide. * Partners provided broad coverage of skills and skill levels in their feedback, which you could use as the basis of a performance-based rubric. ## FAQ ### How do I use this technology? * [How to leave comments on G Suite files](https://support.google.com/docs/answer/65129) * [How to leave comments on non-G Suite files shown in the Google Drive preview pane](https://support.google.com/drive/answer/7650301) * [How to leave comments on Microsoft Office files](https://support.office.com/en-us/article/Video-Add-and-review-comments-07083ba8-0e36-4d9d-aba8-d9ebfd84d6d4) # Exit videos ## Why we do this Exit videos may seems like a small part of a project that's already wrapped up, but they can have a tremendous effect on students because: * They apply a small amount of pressure to finish the project. After all, the partner's waiting for it! * Students gets to see **you** again, a real live person who cared enough to pay attention to what they're doing. This bookends their experience with you during the [in-person entry event](/how-to-guides-1/sidekick-project-guide/in-person-entry-events). We default to exit *videos* because it's really hard to predict when students will finish a project. Heck, even high-functioning teams of adults can't accurately predict when a project will end! Ending the project with a video responses gives teachers and students the flexibility to take the time they need. ## How exit videos work ### Teachers: collect and send the final submission #### Pick one project to be the final submission The steps for picking a final submission are very similar to those for [picking representative samples for project feedback](/how-to-guides-1/sidekick-project-guide/providing-feedback-online#students-or-teachers-pick-3-student-work-samples), except instead of picking up to 3 samples, you pick **only 1,** and instead of picking samples based on their diversity, you pick a single sample that you believe **includes the most of the best** qualities your students have produced throughout the project. The teacher can review all the student work and pick the best sample or the students can agree on which 1 to submit themselves. Organize all the works in progress into **no more than** **3 broad groups** that share similar answers to the following **questions:** 1. Which work product is **most complete**, meaning it incorporates the most of the desired features? **Bonus:** which skills or approaches to the project helped get the work product there? 2. Which work product contains the **most exemplary** features? **Bonus:** which skills or approaches did these features rely on most? 3. Which work product represents **the most of all the distinct, creative approaches** used on the project? While it's often not possible to incorporate every idea into a single work product, these work products do the best job of showing off everyone's work. With the right facilitation, it can be rewarding and useful to make this a reflective class activity. If students choose the final submission themselves, they may feel more ownership over the chosen sample, even if theirs wasn't chosen. #### Add the chosen works-in-progress to the folder shared with the partner In the folder associated with the project, open the folder called **Files shared with the partner**. This is the same folder that holds the expert work samples from the partner. ![](/files/-LsIwsTzn1qL-5Ok1g4J) Add the final submission to this folder. **Append `_FINAL-SUBMISSION` to the end of the file name** so Sidekick knows what it is. Sidekick will scan the files for security or compliance issues and then share it with the partner. ### Partners: create a response video (template included) #### Use Sidekick's Hubcap app to record the video online without downloading anything Make sure you're using a device with a camera. Then, make sure you're using Firefox or Chrome. Click the link you received from your project support person. It will drop you onto a page with a few settings and a recording button. First, give the page permission to record audio. ![](/files/-LxsVq3a1Y_rVc7kjPRY) Then click the recording button. Before it starts recording, it may ask you to give it permission to record your webcam. Give permission. ![](/files/-LxsWrV52A8cpKk7qRlc) The page will load a video recorder. #### Give your response to the students Since this is the end of the project, the solution you're seeing is what you're getting, so there isn't much point in providing feedback that would require additional iterations on the solution. Instead, we have 3 primary goals: 1. recognize the students' work and let them recognize your appreciation. 2. give them a few **general tips**, **framed as mistakes that *****you've made when you were just getting started***, that they'll be able to use on their next project with you or anyone in the future 3. (optional) open an opportunity for students to continue the relationship with you Feel free to copy, paste, and adapt the following template for your video. ``` Thank you for all your fantastic work! I'm blown away by the effort you've put into this project and I'm excited to see how your work can help my organization and me. With your team's solution in particular, I approached {{aspect_that_could_be_improved}} the same way when I was getting started. Since then I've learned to {{general_tip_trick_or_question_you_wanted_to_see}}. This is a good practice for most projects in my industry and I hope you'll be able to apply it in your future! That aside, the way you've {{process_that_led_to_aspect_you_like}} impresses me. Your work here shows in {{aspect_of_solution_you_like}}, which will be really valuable for {{how_you_could_use_aspect}}. HOW_IT_HELPS Once again, I'm so thankful to have been a part of your project and glad I got to see what you came up with. I work on projects like this all the time, so if any of you felt like you found your calling or want to learn more about my work, I'd be happy to talk more about it with you. Your teachers have my email and phone number, so please get in touch! ``` When you're finished, type in the email that you received the recording link at and hit send. ![](/files/-LxsYLHGRlY4ddSIHm9f) That's it! You're done! **Thank you** for everything. ### Get the exit video In a final email thanking everyone, Sidekick will send a YouTube link with the partner's exit video. Feel free to use this however you'd like! ## Additional notes for partners #### Praise the process, not the person In your video, help students leave the project with a positive attitude towards persisting through and learning from challenging situations. Some examples of phrases to use in your feedback may be: 1. "...the way you've worked really hard on..." 2. "...how you kept at it, after struggling at first, and came back at it from a new angle..." 3. "...you approached it from several different perspectives..." 4. "...how you've stayed laser-focused on..." 5. "...you obvously reflected on what would be the best approach..." #### We know we gave you a template, but also try to be authentic We provide the template to get you as close to the finish line as we can, but at the same time, teenagers know when you're parroting talking points. If you can, adopt the goals of the summary feedback and spirit of the template while providing feedback true to your thoughts and personality. *(If you haven't already, we recommend you check out the optional* [*online training*](/more/templates-and-resources/optional-online-mentorship-training) *on how to talk with teenagers that promotes important learning mindsets.)* For some this may be the hardest thing we're asking of you, so thank you for all your hard work! # Sidekick Project Support # Support workflows ## Staggered flow of projects It's very easy to get behind on back-to-back project-based classrooms because of the lead times involved. On an ideal schedule, expect to start planning your next project **5 weeks** after you started planning your prior project, **as soon as you've completed the event planning call** during the [onboarding phase](broken://pages/-MSQi_G4BGyI9pSrrrAD#how-to-lead-the-event-planning-call). ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-Lzlq3SFOcHZGCmuyB3m%2F-Lzlqm13QsZj4dJvt4CN%2Fstaggered.jpg?alt=media\&token=ae653b11-3b50-49e2-9ddd-3d3896b21e62) > Edit this gantt chart using the [Mermaid Live Editor](https://mermaid-js.github.io/mermaid-live-editor/#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)​ ## Project planning As of now, the requirements gathering process is manual. We use the following templates: ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LvlAyFmOMGBfwyZQeS-%2F-LvlCYYZM5SUBnhlqd5l%2FScreen%20Shot%202019-12-10%20at%2013.08.04.png?alt=media\&token=eea7d995-fba2-4a76-9533-657ecc5de41f) > Edit this flow at this link. ### How to modify the `remaining-requirements` email template content for sending The `remaining-requirements` template includes questions for all the fields needed in requirements-gathering that **could** still be unanswered by the time of sending. In uncommon situations, there may be others. If you already have the answers to some of these questions, remove the question from the message you send. First, find the form response for your project in the New Project spreadsheet. Then, for each field... * If you already have the complete value, remove the question from the message * If you have an incomplete value for a question that's **not** in the template, add the question ad-hoc to your message ### How to fill in the tricky fields for the `request-confirmation` email ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-Lu3nxeslN-UCTXVyUYk%2F-Lu3uYmHKUzddq-mW76f%2FAnnotation%20on%202019-11-19%20at%2012-25-48.png?alt=media\&token=ae137807-050c-4fe6-8b62-5eaa0bfd6f90) 1. **primaryTeacherFirstName:** this is the teacher from the `teachers` sheet in the `tools` workbook with `mainContact` equal to **yes**. 2. **teacherFirstNameList:** a comma-separated list of all participating teachers from the `teachers` sheet in the `tools` workbook. For the excel wizards, this is like a `JOIN(", ", teacher_array)`. 3. **numberSummaries:** how many options we'll provide them. This is a confirmation of the Service Level Agreement based on when they requested the project and when the project should start. Pick the right number based on the [SLA found here](https://help.sidekick.education/terms-and-policies/master-service-level-agreement#custom-projects). 4. **productNameSingularWithInclusions:** the `ideas` and `recruiting` sheets have a `productNamePluralWithInclusions` field. Make this singular. 5. **langCheckpointAlias:** schools have different names for checkpoints that we need to use in customer-facing documents. You can find this in the `config` sheet. 6. **requestedCheckpointList:** a comma-separated list of checkpoints required by the teacher or partner. Teachers sometimes have specific work products they want included in their project, which they share when you ask them for their existing ideas. These should get written down under the **Key Checkpoints** section on the `ideas` sheet. 7. **skillsList:** a line-separated list of all target skills from the `skills` sheet. This should show up as a bulleted list of skills. 8. **...RequestStatus:** these fields can either be **requested** or **on request**, depending on the teacher's initial request. Some projects are too short to include every partner request, or the teacher doesn't want or expect all of the partner connections based on their school's preferences or the training they received. To date, there's not really a good place where this information is stored. You just have to know from talking with the teacher. This is a way to advertise the other partner connections if they aren't going to do them all. ### How to handle project options with teachers > **You only create project options when there are options to choose from.** That also means this can only be done once [partner recruitment](broken://pages/-MSQi_G4BGyI9pSrrrAD#partner-recruitment-and-project-selection) has started. You should have received a notification from the partner recruiter that there are options waiting for you in the tools spreadsheet. #### Clean up the Plan document Project options build off the **Plan** document in the project's folder. In the typical situation, that document should currently have all the project **ideas** in there. The first step is to cut this down to only the **selected** ideas. Go to the Overview. Delete the project tables for each project that was not selected. In the typical situation, you should be left with a single project table. Update the project's existing table with the most current information. For example, the essential question or idea statement may have evolved since the idea stage. Or, you may need to use a different illustrative partner or how it helps. Delete the entire summary sections for each project that was not selected. In a typical situation, you should be left with a single summary section. #### Extend the overview with potential partners Open the [`summaryOptionsPartnersIntro`](https://docs.google.com/document/d/1sZR3YvA-D6vyff6htjjhdTSCSd0_YPzLEsUzcBqxg98/edit) template component. **Make no changes here.** Select all and copy. Go to the Overview in the Plan document. Underneath the project table, paste in this section header. Open the [`summaryProfessionalListItem`](https://docs.google.com/document/d/1MJG6lQU6-vI8KwQtYHlYuKUm_iNH16rnz59WCoctHvg/edit) template component. **Make no changes here.** Select all and copy. Open the the tools spreadsheet for the project. Go to the `professionals` sheet. You should have a short list of contacts. These are the partner options for the project(s). Go back to the Overview in the plan document. Underneath the new section you created, **for each partner option**, paste and fill in the professional table template. ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LvlCbzSWsfkUmMLTHS4%2F-LvlKVRx_7JqWiGSDIZN%2FAnnotation%20on%202019-12-10%20at%2013-42-29.png?alt=media\&token=92817cc8-8114-4ca7-be74-7c1641765364) To fill in the fields, find the following fields on the `professionals` sheet. 1. **partnerFirstName** for each contact 2. **partnerLastName** for each contact 3. **jobTitle** for each contact 4. **organization** for each contact 5. **partnerIntro** for each contact For 6, replace the placeholder image with a headshot of the partner. If the partner has already filled out the agreement form and included a headshot, you can find the official headshot in the form responses. Check this first. Go to the table holding the form responses [at this link](https://docs.google.com/spreadsheets/d/1rCmpKKFPkWFBa9dn2mXtVE_5NNSP_FX9899GZTGR6po/edit#gid=211113181). Search for a matching contact. If you see a matching contact, check if there is a link under the question **Upload your preferred headshot.** If there is, follow that link. Use that image as your replacement for the headshot. If the partner hasn't submitted the agreement yet, we need to do some digging. First, search for the partner on LinkedIn. If their profile is public, use the LinkedIn profile photo as the headshot. You can also try this approach with Facebook, Twitter, company directories, and general web searches. If nothing works, you may have to leave it as a placeholder. #### Send the options to the teacher Find the relevant email template [at this link](https://docs.google.com/document/d/1jHooMyqHRODNaHz3JJXAzhNtZhsK4KW-LvgjIhL9tPU/edit). **Make no changes here.** Copy the body of the email into a Gmail draft. > Remember, it's often a good idea to first clear the formatting of the pasted content, re-add any special formatting like bold text and links, and then [save the template as a Template in Gmail](https://sk-edu.gitbook.io/wiki/projects/support-message-templates#save-templates-in-gmail). Fill in the template fields of your draft email manually. Send it to the appropriate teacher(s). If you don't hear back in 2 days, send a follow up! #### Update the **preferredOrder field in** **`professionals`** When you hear back from the teacher(s), update the **preferredOrder** field for each contact in the `professionals` sheet. You may need to translate their choices from letters into numbers. ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LvlNiCpBgodj1obJEFA%2F-LvlPEucM0fTIJLuGm91%2FScreenshot%20from%202019-12-10%2014-03-28.png?alt=media\&token=4685a5ff-62fc-44f8-a6d8-79b9fc42e864) Immediately notify the partner recruiter that the teacher has made selections. In your notification, copy and paste the link to the tools spreadsheet with the `professionals` sheet open so they can quickly get there. > ## IGNORE: Automation notes > > **You can ignore this** > > *Before writing this Chris needs to turn* ***1)*** *turn the Dossier into a Options cover sheet template and* ***2)*** *add an "projectOptionRecruitmentStatus" to config so we can tell the code which status to filter on when pulling from* *`professionals`.* > > Options is just an extended plan. Once an option has been selected, the others are removed. > > Differences in idea and option for a projects > > 1. Idea do **not** have the potential partners section. Options **do** have the potential partners section. > 2. Idea uses the `summaryIdeasProjectsIntro` component instead of the `summaryOptionsProjectsIntro` component. > 3. Idea does **not** have the partner-project matrix. Options **do** use the partner-project matrix (**only when** the teacher has asked for multiple potential projects). > 4. Idea uses `summaryIdeasChoice` component instead of the `summaryOptionsChoice` component, which instructs the teacher on the next steps. > > To dos: > > 1. Give your option people different **featuredProjects** so that all your projects show up > 2. Select the recruiting status option from professionals to be options > 3. Fill in the additional field **jobTitle** for them on the professionals tab > 4. If they have not yet submitted their agreement form with a headshot, grab a headshot online (LinkedIn, Google, Twitter, Facebook, etc) if possible > 5. Create summaries for each project > 6. Note that all partners can work with all project > 1. Better to create a table that shows which partners are good for which projects ## Partner recruitment and project selection The messages sent to the teacher will be sent by the person supporting the **teachers**. The messages sent to the partner will be sent by the person recruiting **partners**. We process the teacher's project selection in parallel (even before we know if the partner is eligible) because almost all partners agree to the terms and pass the background check. The teacher's support person and the partner recruiter should be in constant communication during this stage. ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LzlrkgM58mo34N7SfPD%2F-LzmR8ClVjWvncBWoEjy%2Frecruiting.jpg?alt=media\&token=a243cc36-3d7f-4c9c-9979-4757840b8fbb) > Use the clickable links or update this flowchart online at this link. If you update the chart, you need to replace the existing link with the new one in the address bar because the chart is encoded into the link. ### Links to templates **partner-outreach-cold:** ​ **partner-confirmation** "" **partner-chosen-and-handoff** "" **partner-not-chosen** "" ### How to create project dossiers The first step in recruiting is preparing the project dossiers. This way interested prospects can review all the information they need up front and get fewer messages from us. #### Figure out how many dossiers you need. You should have **at least** 1 dossier per project, and you could need up to **as many as you have ideas for the project.** The number you need depends on whether your ideas are "tight," meaning they could involve the same partners. If you have some ideas for a project that require you to recruit one kind of partner and other ideas that require you to recruit an entirely different partner, you need dossiers for each kind of partner you're recruiting. The dossier is a document, not an email, so the starting template is in the project folder itself. Navigate to the project folder. You should find a **Sidekick Project** folder. Follow the path shown in the image below to find the dossier template specific to that project. ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LuVvAiG_oqKTA8qvL2Q%2F-LuVvggmE3yO-AEKktbx%2FScreenshot%20from%202019-11-24%2023-00-16.png?alt=media\&token=9dc0d128-174e-4dd2-8815-7b736b35f098) If you need more than one dossier, copy the document as many times as needed. #### Add the `projectIdeaListItem` component template for each proposed idea You'll use this to create a list of the proposed ideas. The link is included in the dossier template, or you can [access it at this link](https://docs.google.com/document/d/1-R-etNB10pz6cbGSJF5bi7o_R__vR4nOEAA6SEBTqno/edit#). Copy the table in the component template. Go back to your dossier. Replace the field in the dossier template entirely by pasting in the table. Paste in as many tables as you need. For example, if there's only 1 idea for the project, just include 1 table. If there are 3 ideas, then include 3 tables. ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LuZB-pQxp32zRAIxldP%2F-LuZCP5Uh_e6iVj55UNw%2FScreencast%20from%2011-25-2019%2002_14_24%20PM.gif?alt=media\&token=1e330d77-a1f7-4e98-91d4-540d88d24dd3) #### Fill out the dossier template Many of the fields come straight from tools spreadsheet, but there are a few tricky ones. ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LvGxbi3BrKdkQ5PRdzB%2F-LvHJOhQOm-FphItyE5j%2FAnnotation%20on%202019-12-04%20at%2013-07-43.png?alt=media\&token=810dbe9a-c930-42e9-b512-77bd0e5d9279) ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LvHXoxfn_Nr7DVzrR6v%2F-LvHYvOpntUdCJjl-Yqq%2FAnnotation%20on%202019-12-04%20at%2014-16-58.png?alt=media\&token=f7aedf0b-2339-40ca-8cd5-d346a32cd23d) 1. Find **projectName** in the `request` sheet. 1. This is the project's name for reference (*not* the name of the idea). 2. Find **startDate** in `request` sheet. 3. Find **endDate** in `request` sheet. 4. **(Obsolete)** The **partnerRole** is now project-specific and covered in the **projectIdeaListItem**s for each idea. 5. Find **volunteers** in the `request` sheet (keep scrolling 😉). 6. Find **preferredMeetingSlots** in the `request` sheet. 7. Find **preferredSessionDates** in the `request` sheet. 8. Find **sections** in `request` sheet. 9. Find **uniqueDaysAWeek** in `request` sheet. 10. Find **schoolName** in `request` sheet. 11. Find **schoolFullAddress** in `request` sheet. 12. Find **aboutSchool** in `request` sheet. 13. Find **classes** in the `request` sheet. 14. Find **estimatedTotalStudents** in the `request` sheet. 15. Find **studentGrades** in the `request` sheet. 16. Find **estimatedStudentGradeLevels** in the `request` sheet. 17. For the **skillsFriendlyDescriptionList,** build an unordered (aka "bulleted") list from the skills in the`skills` sheet. 1. Make sure every skill in the sheet has a **friendlyDescription**. This is a word or phrase that better summarizes the often long, technical, and obscure description that the standards use. 2. Sort the rows in the sheet by the **assessed** (i.e., the ones that have **Assess?** set to true) skills if you haven't already 3. Highlight and copy all the **friendlyDescription** cells for the assessed skills. 4. Replace {{ skillsFriendlyDescriptionList }} with these values using **Paste** ***values*****.** This is Ctrl + Shift + V (Windows/Linux) or Cmd + Shift V (Mac) as a shortcut. 5. Reformat the list so that each description has its own bullet point. 18. You should have replaced **projectIdeaListItem** with as many of the same-named component as you have for ideas. Then, for each idea: 1. Find **projectIdeaStatement** in the `ideas` sheet under the appropriate idea (keep scrolling 😉). If this fails for some reason, projectIdeaStatement is made up of other fields: 1. Find **productActionPlural** in the `ideas` sheet under the appropriate idea. 2. Find **productNamePluralWithInclusions** in the `ideas` sheet under the appropriate idea (keep scrolling 😉) 3. Find **helpfulActionPlural** in the `ideas` sheet under the appropriate idea. 4. Find **helpfulContent** in the `ideas` sheet under the appropriate idea. 2. Find the idea-specific **partnerRole** in the `ideas` sheet under the appropriate idea. 3. Find **howItHelpsThePro** in the `ideas` sheet under the appropriate idea. Go to the sharing button (currently in the upper-right corner called **Share**). Turn on link sharing. Make sure the sharing permissions are set to **view.** Allow external access. Copy the link that gets created. You'll need it for the next step. ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LvGoz1vX52M9KkjdUYF%2F-LvGpQYzc4Eix_-5sKWF%2FScreenshot%20from%202019-12-04%2010-53-39.png?alt=media\&token=dd37c683-62fc-43c0-bda9-7124fd4a4441) #### Add the sharing link to the appropriate cell Go to the `ideas` sheet in your `.tools` workbook. Paste the sharing link you copied in the previous step into the `dossierLink` field under the column associated with your idea. ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LvHRDO-LArc5UoLpW42%2F-LvHRUE8dfMLgTKQaRlH%2FScreenshot%20from%202019-12-04%2013-44-51.png?alt=media\&token=9bb9c6bc-f6eb-49a0-a6a1-e0d29424a153) > **Note:** if ideas were kept "tight," meaning they use the same partners, multiple ideas can share the same dossier! Include the same link for all ideas that share the dossier. If everything's working correctly, this will fill in the `dossierLink` field on the `recruiting` sheet with the appropriate link whenever that contact is associated with the same project idea. This link gets used in the mass email template so the mass email will send out the right dossier to everyone. ### How to mass-send the outreach email #### Create the template as a draft in Gmail #### Run spellcheck #### Add your email to the Partner recruiter field on the `request` sheet The is the email that will get filled in for any contact that doesn't have an email (like general submission forms). #### Filter the contact list to those you want to send to First, make sure you expand the table boundaries to include all contacts if you've added more contacts since the table was created. ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LvRY9IxkiBUvejjBQGf%2F-LvRlKwG4Gvbn0D6CGsx%2Fexpand-table.apng?alt=media\&token=13059596-5e0b-486d-9c15-ad042a616eea) Use the table filters to remove any `contactBefore` contacts. Then filter to a specific `tier`, depending on which tiers you've sent to before. Finally, pick and choose which contacts you'd like to send to using by putting either **yes** or **no** in the `Send` field. Filter the contacts by filtering to only the **yes** contacts or by filtering out the **no** contacts. #### Send a test email using Mailmeteor or Yet Another Mail Merge > **Note:** We used to use a add-on called Yet Another Mail Merge. If you find any reference to it, know that you can use almost the exact same workflow with Mailmeteor. Mailmeteor is the preferred solution, but it has some bugs loading. You can find both add-ons domain-installed in the **Add-ons** menu in Google Sheets. Select the outreach template by the email's subject. First, send a test subject. #### Send the email using Mailmeteor When everything looks good, repeat the process you used to send a test email, except this time send it to the actual contacts. ### How to handle partner recruitment through each recruitment status Go to the `recruiting` sheet. When you get a response from a contact, update their status in the **Recruiting Status** field. Recruiting status tie to different steps in the recruiting process (you can follow along in the [process flow](broken://pages/-MSQi_G4BGyI9pSrrrAD#partner-recruitment-and-project-selection)). 1. If a partner declines, thank them for their response and then set their status to **Declined**. 2. If a partner accepts, set their status to **Accepted.** When a partner accepts: 1\. 2. add the link to your copy of the `partner-confirmation` email template in Gmail 3\. Send them the partner-confirmation email 3. If you have more than one Accepted, choose which ones you want to use as options to give the teacher. Set these to **Used as option.** When you pick someone as an option: 1. Notify the Human Sidekick (the teacher's support person) on the project of the options. 2. They will create a [project options doc](broken://pages/-MSQi_G4BGyI9pSrrrAD#how-to-create-an-ideas-or-options-document-for-teachers) and send the `project-options` template. 4. The teacher will select one or more partners for the project. The Human Sidekick will notify you of the teacher selections. When you get the selections, update the status of the top **preferredOrder** to **Chosen partner.** When you set a contact's status to Chosen partner: 1. CC the teacher support person then send the chosen partner the [`partner-chosen-and-handoff`](https://docs.google.com/document/d/1fRZrrgDXJaOtSKQv-XD8Cf_lHRIWNmr540uTYjXqZMc/edit) template 2. send any other Accepted or Used as option contacts the [`partner-not-chosen`](https://docs.google.com/document/d/1BEv-uF02OhzHSTOwBLtA-n3KWlPHBgdMItqb3RYqG1Y/edit) template ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LvcjI21nszNZf6tG6Pe%2F-Lvcm-qTxaNEGVYkkeS2%2Frecruitment.apng?alt=media\&token=95bf08d0-3eac-4948-86c1-cccb8931cdc2) ### How to create a pre-filled form link ​[Use this link to open the form prefiller link.](https://docs.google.com/forms/d/1IlJI9JmzC8JISbQyMMTT51xRRY3WZ5Wvob37PLV5kXU/prefill?entry.1818947618=My+company+\&entry.276898256=At+my+company,+I+\&entry.1860129825=That+means+I+) You can open the link from the **Custom Projects** board: ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LvRY9IxkiBUvejjBQGf%2F-LvRYEVFRfYAxbqYBkuT%2FPeek%202019-12-06%2012-48.apng?alt=media\&token=a84f89dc-4289-452c-926b-fc07b0a59f15) This link has the fields that are always the same pre-filled for you. Go to the `professionals` sheet. You must update the recruitment status of the contact before the contact will show up here. [Follow these steps to do so](broken://pages/-MSQi_G4BGyI9pSrrrAD#how-to-track-partner-recruitment-status). Using the fields on the `professionals` sheet, fill in the following fields in the prefill form: ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LvRlS7jfGpeZUxkgC7O%2F-LvRus95fjiSFeWWdH4o%2FScreenshot_2019-12-06%20Sidekick%20project%20onboarding\(2\)%20\(1\).png?alt=media\&token=6579bce0-8b54-4653-b6e3-50812d19c3bb) 1. **partnerFirstName** and **partnerLastName** for the right contact 2. **sendEmail** for the right contact 3. Find this from their LinkedIn profile or from the company directory. 1. After finding this information, add it to `professionals` sheet > **jobTitle** for the contact 4. **organization** for the right contact 5. **projectDescription** for the right contact Finally, hit **Get Link** in the form. Then copy the link it gives you. Manually replace the link in your confirmation email template with the copied link. ## Project onboarding As of right now, the process of onboarding teachers and partners is manual. We do have some message templates to help. ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LzlrkgM58mo34N7SfPD%2F-LzmQSBzCfgbnCKd1Fbz%2Fonboarding.jpg?alt=media\&token=3e2029f0-75ab-4ffd-9294-2bb0968c0e0c) > Update this chart online at this link. It also has live links to each template mentioned. ### Links to templates ``` click sample "https://docs.google.com/document/d/1YY5LvuYDqwo0-42KF2xCJu2drQL5pGbrAUkTs8-S0oQ/edit"click intro "https://docs.google.com/document/d/1S-lUJdh5i8wNabrpRP2RwTbJdIwFzAZkpQlug-sWHR4/edit"click call-invite "https://docs.google.com/document/d/1j0L89nFZ3Xy3r53lF_JFh-pyQOxK6ufADLERhynH-f8/edit"click invite "https://docs.google.com/document/d/1I15Kss6fEK0Jw-dMm5sxHxXAI2lq6u8SMxj5bVvdybo/edit"click schedule "https://docs.google.com/document/d/1S-lUJdh5i8wNabrpRP2RwTbJdIwFzAZkpQlug-sWHR4/edit"click next "https://docs.google.com/document/d/1wXDJrTtLp4nVcavaAE7plA8SQo1UvmCLUJ1Ouch2vJA/edit" ``` click link "" click agreement "" ### How to modify the `onboarding-info` email template content for sending The onboarding-info email is a massive info dump meant to prepare the teacher and partner for the project. Not every part of the document is needed for every project. Here are the changes to work through. #### Do you need to introduce the human Sidekick? If you have not yet introduced the human Sidekick, add in the introduction component. Leave the human Sidekick contact information in either way. #### Should you remove the annotated expert work sample? Some projects don't ask the partner to create an annotated work sample. This may be because they've worked out a different program than the usual Sidekick project or because they found the partner too late to get one in. Either way, remove the row describing the annotated expert work sample from the relevant table. #### Should you add the project updates? If a project is not long enough or does not have any **7-day** stretch without a connection with the partner, then we don't ask for project updates. If there is a potential of having such a stretch, replace the `{{ emailComponent:projectUpates }}` with the corresponding email component template. ### How to send each event invitation #### Event planning call **Make sure you can attend this call.** Invite: * The teacher(s) * The partner(s) * Yourself Add this meeting to the **Real-world Projects** [Sidekick calendar](https://calendar.google.com/calendar?cid=c2lkZWtpY2suZWR1Y2F0aW9uXzYyYjVpNW8wZ21mdmw2ZWE4cmp1anN2ZHNnQGdyb3VwLmNhbGVuZGFyLmdvb2dsZS5jb20). #### In-person entry-event Schedule this for the full time the partner will be there. Invite: * The teacher(s) * The partner(s) * Yourself (as Optional or FYI/Resource) Add this meeting to the **Real-world Projects** [Sidekick calendar](https://calendar.google.com/calendar?cid=c2lkZWtpY2suZWR1Y2F0aW9uXzYyYjVpNW8wZ21mdmw2ZWE4cmp1anN2ZHNnQGdyb3VwLmNhbGVuZGFyLmdvb2dsZS5jb20). ### How to lead the event planning call > This call should last 20 to 30 minutes. > > Agenda: > > 1. Review objectives of the call > 2. Introductions > 3. Go over roles and expectations > 4. Plan the entry event > 5. Decide on additional partner connections > 6. Review next steps #### Walk them through the agenda for the call Explain the following: * **everyone should leave the call understanding their role in the project** and what steps they should plan to take to fulfill it * **most of the time is dedicated for them to collaborate on a plan for the entry event.** You are there as a "gopher" to handle any logistical requests that may arise as well as a "referee" to point out any requests of the partner or teacher that may be beyond the initial commitment. * **you will go over the additional partner connections that Sidekick can support following the in-person entry event** and get a consensus on which connections you want to include as part of the project #### Coordinate introductions Ask the teacher to start. Ask the teacher to also share who the students are, what drove their interest in this specific project, and what the students are supposed to be learning. Prompt the partner to follow with their own introduction. #### State the role of the partner in the project Ask the teacher to share their expectations on how the students will benefit from the partner's involvement. "Warm up" the teacher by explaining that partners usually increase students' engagement in projects. Use one or more of these reasons: * They are a credible source on the topic so students pay attention to what they say * They are an real person with a legitimate reason to be involved, so it makes the work students are doing more authentic * Just having a real human spending a day with them can personalize the project, and a lot of good can often come simply from making that personal connection with you Guide the teacher into saying that the partner should talk about the subject from personal experience. #### Plan the entry event Have them to discuss how they'd like the day to go. "Warm up" the conversation by pointing them toward the how-to article in the help docs. Share the following link: . Recommend the plan outlined by the help doc. #### Pick partner connections Explain that a "full" Sidekick project comprise a few key partner connections that you can help with, and they can choose to do as many or as few of them as they'd like. Share the following link: . Using the help doc yourself, walk through each one, and then note which ones they say they want your help with. #### Review next steps Depending on the chosen partner connections, the partner and you may have different immediate next steps. Share whatever action items you have collected during the meeting. #### *After the call:* prepare an accurate flowchart of the project's workflow Depending on which partner connections the teacher and partner agreed to, the workflow for the project will look different. Customize the full flowchart to include only the chosen connections. Use the [how-to guide on creating flowcharts](https://sk-edu.gitbook.io/wiki/projects/support-message-templates#how-to-create-partner-connection-status-flowcharts) to get you started. ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LxxdEFt9BU5ujcjMMZq%2F-LxxeH2qqTCowGCGeNfl%2Fedit-flowchart.apng?alt=media\&token=7aa6d835-d24f-417c-954a-98cf31cf6ea0) ## Project support ### How to prompt for a final submission and exit video #### Ask for the final submission Send the `next-connection` message template with the `exitVideo` email component, using **"exit video"** as the value for the `nextPartnerConnection` variable. #### Ask for the exit video > We use [**Hubcap**](https://hubcap.video/) to collect videos. Copy the link to the final submission in the project folder. (Make sure you use the link accessible by collaborators **only** so you don't potentially share private student data with the world.) Send the `exit-video-start` email template using the link as the value for the `finalSubmissionLink`. This will ask the partner to record a video using the provided link. That link is: . #### Send over the exit video When a partner submits their video, you will receive a notification in the **#projects** channel in **Slack.** Upload this video to Sidekick's YouTube channel as **unlisted**. Then, copy the link. Add the link to the `exit-video-complete` message template in place of the `exitVideoLink` variable and send this to both the teacher and the parter. # Support message templates ## Where to find message templates The `kebab-case` labels in the following flowchart equate to template names in the drive folder. The templates are stored in . ### Email components Occasionally templates will include a variable like `emailComponent:componentName`. If it starts with `emailComponent`, it means you should insert **another** template into this template when creating your specific copy. This additional template is an email **component**: a segment of an email that gets used in multiple emails. These email components are found under a special `email-components` folder next to the rest of the email templates. The `componentName` is the name you'll find this template under. For example, `emailComponent:humanSidekick` means you should insert the content of the `humanSidekick` template into your email. ## Save templates in Gmail ### Activate MailMeteor MailMeteor is a bulk email Add-on for Google Sheets. There are others to use but this is the easiest to work with for the price (**free!**). ### Open MailMeteor ### Move the Google docs template to your MailMeteor templates ## How to create partner connection status flowcharts ### Using MermaidJS A fast and quickly editable way to make the status flowcharts for partner connections is with [MermaidJS](https://mermaidjs.github.io/#/flowchart). Mermaid is a domain-specific language (DSL) made for rendering charts with the associated rendering engine. In other words, it allows you to draw charts by "coding" them. This may seem scary at first, but it makes it really easy then to make updates, save different versions, copy and paste... anything you can do by plopping open a Nodepad or Word doc, you can now do with drawing charts. > For example, you could track status in a spreadsheet, and then write a formula based on the status that outputs the proper MermaidJS code! For example, this chart: ![](https://gblobscdn.gitbook.com/assets%2F-LiTdqhKXdz-2vp4bkbh%2F-LxxOoKYLLoLAcI2Y9qH%2F-LxxYh_4nodzPHfnZ4TX%2FScreenshot%20from%202020-01-06%2019-11-09.png?alt=media\&token=1bfc82b1-f21b-4e60-a60d-e9fd312c65b8) Comes from this code: ``` graph LR %% Name the stages call(Planning Call) kickoff(Entry Event) feedback(Project Feedback) video(Exit Video) exemplar(Expert Work Sample) %% Steps call --> kickoff --> feedback --> video exemplar --> kickoff​ %% Pick which stage to wrap for the current status subgraph "You are here" call end %% Customize the styling classDef sk fill:#9a67ea33, stroke:#673AB7; classDef optional stroke-dasharray:5, 5; classDef done opacity:0.5; classDef active font-weight:bold, stroke-width:2px; %% Add the custom styles to the various stages class call,exemplar,kickoff,updates,feedback,video sk; class exemplar,feedback,video optional; class exemplar done; class call active; ``` ### Use the Live Editor link below to get started If the chart has to be made manually, use the live editor. [This link provides you the starting point.](https://mermaidjs.github.io/mermaid-live-editor/#/edit/eyJjb2RlIjoiZ3JhcGggTFJcbiAgY2FsbChQbGFubmluZyBDYWxsKVxuICBraWNrb2ZmKEVudHJ5IEV2ZW50KVxuICBmZWVkYmFjayhQcm9qZWN0IEZlZWRiYWNrKVxuICB2aWRlbyhFeGl0IFZpZGVvKVxuICBleGVtcGxhcihFeHBlcnQgV29yayBTYW1wbGUpXG5cbiAgY2FsbC0tPmtpY2tvZmYtLT5mZWVkYmFjay0tPnZpZGVvXG4gIGV4ZW1wbGFyLS0-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)​ ### Update the code \#TODO * Change which id goes in the subgraph * Remove parts of the flow that don't exist for this project ### Fix styling issues in the chart \#TODO * Remove `height` from the * Make `width=100%` in the * In the that holds the relevant text, make the `width` bigger * Then, in the (for group) that holds that `foreignObject>`, make the `x` in `translate(x, y)` the equivalent number smaller. ### Get a snapshot of the chart Then, download the SVG or, if necessary, convert the SVG to png (or take a screenshot of your screen in the live editor) so you can use it in other places that don't support SVG (e.g., Google Docs or email). # Setting up your IT We take advantage of a number of secure technology protocols to provide our services. Here's how to set up your district or school so that everything runs smoothly. ## Whitelist sidekick.education Make sure sidekick.education is an allowed domain. This will allow us to communicate with students to send important notifications or support emails (we will not send emails for any other purpose) and allow students to access important project files and forms. ## Enable Required Devices on Student Laptops or Tablets 1. Enable the microphone, headphone/headset, and camera devices ## Enable Required Software 1. Enable software that fall into Video and Audio Conferencing category 2. Enable WebRTC, if this is disabled separately 3. Whitelist and 4. Whitelist [https://uberconference.com/](https://www.uberconference.com/) ### Additionally, if You're Using G Suite for Education 1. Enable Google Hangouts and YouTube Live 2. Allow students to share and receive from a whitelisted domain. Use [this article ](https://support.google.com/a/answer/60781?hl=en)for help. # Submitting expenses for reimbursement Most of the time, Sidekick will take orders and make purchases for you. We can't cover every expense this way, though, so in those times where you need to submit an expense report for reimbursement, we recommend using [Expensify](https://www.expensify.com). This is what Sidekick uses internally! ![](/files/-LqlIfY9-wzodXzR2fEx) ## How to submit an expense report The Expensify folks have already put togther a bunch of great content on how to use their product. Visit their Help Center to check out the guide for submitters. {% embed url="" %} In particular, their Day 1 setup guide walks through all the steps you'll need to submit an expense report to Sidekick. {% embed url="" %} ## Sidekick specifics ### Who do I submit my report to? Please submit your report to `team@sidekick.education`. ### What if I can't attach my bank account for electronic reimbursement? Please submit your report as a PDF and include the physical mailing address at which you would like to receive your reimbursement. Our bank will cut you a check that you will receive by mail. ![](/files/-LqlKj3giuSnBsYMn163) ### What if Sidekick denies my reimbursement claim? We reserve the right to deny claims that we deem unreasonable. We don't have any strict limit on food and transit expenses, though, as we haven't had to yet. We're lucky in that all the people we work with are awesome 😎. As long as you're not ordering the seafood platter at midnight we'll all be all right. Some people like a little more guidance, so if it's helpful, the few expenses we need to reimburse tend to fall around $25 per meal and $50 for travel. # Expectations for student behavior and output ## First, take a second to familiarize yourself with how Sidekick works. A good place to start is our impact model [found on our website](https://www.sidekick.education/about-us). ## Sidekick projects aren't all about what the students produce Chances are, at the end of any one project, most of the solutions presented to you will underwhelm you. This is the expected outcome on our way to that one diamond in the rough. It's kind of like giving that new entry-level hire a project on their first day; of course it'll be bad. Sometimes irredemptively bad. But you still give them those projects because they need to learn. Every once in a while, they even come back with a bad solution based around on a gem of an insight. {% hint style="info" %} Sometimes the students will surprise you. Sometimes a team will click with the right chemistry, right skills, and right motivation that they come back with something better than you would have got elsewhere. **This is well within the capabilities of a team of teenagers and we should probably all stop being surprised when teens do cool stuff.** More often than not, however, they are still novices. So, thinking probabilities, we don't expect them to turn around leading solutions most of the time. {% endhint %} ## These are teenagers Recognizing what your solutions may look like, then, your role is to encourage the students regardless of the outcome and proactively search for the diamonds in the rough. We'll share some targeted advice for working with students on Sidekick projects, but let's start with the **mindset.** Young adults are not just old adults with less mileage. Their brains are dramatically different at a neurological level. Their body chemistry barely resembles ours. The systems they interact with--the institutions, social networks, technologies, cultural expectations, and more--are all incredibly foreign to many of us adults. The experiences they've had and that their brains still remember aren't just a subset of ours; they're a *different set from ours.* They have experience we'll never have and they remember experiences we've entirely forgotten. These attributes naturally breed a whole different animal. You should expect to be surprised by them. How they think. How they act. How they are. That's part of the fun. But it means we're relying on you, the project partner, to recognize they they're different from you and to go into your conversations with them with that understanding. If you can maintain that mindset, you'll end up having much more productive interactions, you'll leave a much bigger impact, and you'll have a blast. ## And remember... As your organization mentors teams through a full stream of projects, however, each project will polish off a few more rough edges. Almost too discreetly to see in any one project, you should start to notice that a sparkle emerges a bit more clearly. By the end of a stream of projects, you may happily take away a solution that's high quality and plug-and-play. ## Finally, remember... It's not just about the project. Chances are, you didn't sign on with us because you thought a bunch of high school kids were going to out-execute experts in your field. You're here to make a huge, measurable impact on kids. With no advertising budget, you got your organization's name out there early to an impressionable but hard-to-reach audience (and their parents). With only a few minutes of your time, you introduced dozens, hundreds, if not thousands of students to a cause or industry you care about. You may have ignited a passion for one of these students, and in 5 to 10 years, you might call them peers or see their name as a wavemaker in your field. You also created a real, measurable social impact. We at Sidekick are still continuously confounded by just how *insanely powerful* your contribution is through these real-world projects. The authentic and challenging work, relationship-building, student agency, and personalized learning you enable pull all the right levers to max out student engagement and student learning. In 15 minutes a week you're keeping at-risk kids from dropping out, leading to well-known social and economic effects. You're preparing the next generation for tomorrow better than the rest of us ever were--**you're unlocking these kids full potential.** We have no idea awesome the effects of that will be, but we're excited to find out and glad you're part of it. And, still, we do expect you to get results on your actual project in the long run! In the meantime, you're training young superheroes how to save the world. We hope that's worth the patience. # FAQs # How do you screen professionals? ## How do you screen professionals? While Sidekick will provide a diverse array of projects, we recognize the varied responsibilities of our administrators and teachers to their students and communities. To give you the required agency and flexibility to oblige those responsibilities; to ensure student, partner, and school safety; and to maximize the effectiveness of our projects in producing student outcomes, Sidekick screens all partners and projects against the following criteria: 1. Organizations must not be considered "extreme." That is, Sidekick does not partner with organizations that engage in or intentionally incite illicit activities or those activities that could be considered illicit. 2. The project partner's background must not suggest a legitimate risk to any party involved in the project. 3. The project objective does not **directly realize the organization's primary mission.** The idea is that organizations rely on systems of activities to achieve their primary mission, so nothing students do can directly affect the organization's outcomes without further intercession on the part of the organization. This is to protect students from being coerced into advocating for a product or value they don't agree with. It also protects students from being used by organizations as unpaid labor and doing their job for them. Let's see some examples. 1. A project that forces students into acquiring customers for a business would not be accepted. Meanwhile, a project that has students develop marketing materials that the **partner** could then implement themselves for that purpose would be acceptable. This is because the primary mission of a for-profit business is to acquire customers, not to market to them. 2. A project that has students creating marketing materials for an organization that advocates for the rights of unborn children would not be accepted. Meanwhile, a project that has students prepare appropriate content that might be later used in marketing materials would be acceptable. This is because the primary mission of an advocacy organization often **is** simply marketing--that is, raising awareness--but is not researching, writing, video production, or other activities that go into preparing content. 4. The partner can speak credibly on the topic of the project to preserve the authenticity of the experience. 5. The partner can credibly fulfill the role model function and contains the potential to be a longer-term mentor. Nearby physical location and demographics representative of the student body are key advantages for the fulfillment of this criterion. 6. The partner recognizes their role as a mentor supporting the defined learning objectives for the project and an authentic resource for the students and will reliably withhold proselytizing a personal or organizational point of view, as trained by Sidekick (more snappily, we say a project partner is there to make a connection, not a point). 7. The partner is equipped to interact with young people who are novices in the problem domain, developmentally immature in "hot thinking" scenarios, and impressionable, as trained by Sidekick. # What are integration credits? ## Why we use integration credits Sidekick's Storyboard helps you turn anything into evidence of learning and serves as a single place where students, teachers, and parents can view student progress. Our tool includes built-in integrations with Google Docs and Google Sheets to gather student evidence into a single dashboard. This dashboard shows standards students have met, what evidence exists to show these students have met these standards, and what standards are still unmet. Most importantly, the Storyboard tries to accomplish this with **no new work**. We accomplish this by integrating with the tools you're already using and listening for evidence within the workflows you already have. Because every school's workflow is different, we give you custom integrations with your other tools. Integration credits are guaranteed custom integrations built into your contract. They let us build these integrations according to your specifications. Some integrations are more complex than others. As such, you get 100 integration credits to spend on the integrations that are most important to you. Once an integration is built, these custom integrations are covered under the same terms as our other features. Upon renewal, unused integration credits roll over to the next year. Integration credits only apply to custom integrations for the Storyboard. The use of integration credits does not preclude you from making conventional feature or service requests for the Storyboard other services Sidekick provides. ## **How integration credits work** Custom integrations are requested using credits. The number of credits a custom integration uses is based on the complexity of the integration. Complexity is calculated based on four factors: * How conventional the integration is between our tool and yours * Accessibility of the data based on the data format * Authentication process * Maintenance required You could expect a simple integration using an existing account, like an integration with Google Slides, to use up 20 credits. A highly unconventional integration with a proprietary application that requires new authentication and incurs a heavy maintenance cost will likely use all or more than your 100 credits for the year. Prior to building any integrations, we will estimate how many credits your requested integrations use, allowing you to select the most important integrations or change your specifications to reduce the number used. If circumstances require it, you may purchase additional credits. Talk to your Sidekick relationship point person when you want to pursue this option. # Terms and Policies # Terms of Service Master Edition The Sidekick website and all its products and services ("**Services**" or "**the Service**") are operated by Sidekick Education Inc ("**Sidekick**"). Any use of the Service is subject to any included [Privacy and Data](/more/terms-and-policies/privacy), [Intellectual Property](/more/terms-and-policies/intellectual-property), [Anti-discrimination](/more/terms-and-policies/anti-discrimination), and [Acceptable Conduct](/more/terms-and-policies/code-of-conduct) policies. Sidekick may establish individual Service Agreements with unique customers. These agreements extend and, where there are conflicts, override general agreements, including the aforementioned agreements and policies. ## Dispute Resolution In the event of dispute, either party can call for escalation by written notice to the other. Within 21 business days of such notice, each party will designate an employee with authority to make commitments that would resolve the dispute. The parties’ representatives will meet, either in person or by phone within 7 business days of their designation and will negotiate in good faith to resolve the dispute. Except to the extent necessary to prevent irreparable harm or to preserve rights or remedies, neither party will initiate arbitration or litigation until 10 business days after representatives meet. ## Successors and Assigns This Agreement may not be assigned by either of us without getting the other's consent in writing, unless your or our entity is merged into another entity. This Agreement remains in place, even for the new parties. ## Counterparts Sidekick Service Agreements may be executed in one or more counterparts. Each counterpart will be an original, but all such counterparts will constitute a single instrument. ## Hold Harmless/Indemnity You and we agree to indemnify and hold harmless the other for and from any claims, causes of action, or any other proceeding of any type or kind that is made against the other where such claim, cause of action or other proceeding arises from the conduct, act, omission, or commission by the other party. ## Severability In the event any part of your Service Agreement is determined to be invalid or unenforceable, it does not affect the validity of the rest of the Agreement. ## Entire Contract The agreements contained in the entirety of a Sidekick Service Agreement comprise the entire agreement of the parties, and there are no other promises or conditions in any other agreement whether oral or written. The executed Service Agreement supersedes any prior written or oral agreements. # Privacy, Data, & Cookies > This policy is our Privacy Notice. It is meant to help you understand how we collect and use the personal information you provide on any of our digital properties. We will explain: > > * What information we collect and why we collect it. > * How we use and share that information. > * The choices we offer you to protect your privacy and the rights you have, including how you can access and update your information. > * How to contact us if you have questions or concerns. ## Our approach Sidekick Education Inc abides by a few fundamental principles regarding your privacy and data: * We only collect your personal information when we need it, and only what we need to provide you with our services. * We don't share your personal information with anyone except to provide and develop our services, comply with the law, or protect the rights, property or safety of Sidekick, our users or the public. * We don't store your personal information unless it’s required for the ongoing operation of our services. * We give you control over how your personal information is used, including what's made visible to the public, seen by search engines, kept private, and deleted. ## Maximum extents Throughout this policy we will refer to the Service. We define the Service in the [Master Terms of Service](/more/terms-and-policies/terms-of-service) as the Sidekick website and all products and services. We serve several kinds of people, including students, teachers, parents, school leaders, employers, and volunteers. This means our Service represents a variety of data requirements based on the user we are serving. This policy represents the **maximum** extents to which we will collect, use, and store your data. Many of the underlying products and services do not approach these extents. Access to and usage of student data are also further restricted in the [Student Privacy and Data section](/more/terms-and-policies/privacy#student-privacy-and-data). ## General Privacy and Data ### What information we collect We need to collect certain information about you to provide you with the Service or the support you request. The type of information we collect can vary depending on how you access and use our Service. Additionally, you can choose to voluntarily provide information to us. #### Information you provide to us to use the Service We collect the information you provide when you contract with Sidekick, communicate with us, answer our surveys, upload content, or otherwise use our Services. We request an email address and date of birth when you sign up for the Service so we can provide the Services to you and allow us to comply with applicable regulations. Without this information, we are not be able to provide you with the Service. Users who engage in financial transactions with Sidekick are asked to provide additional information in order to complete the transaction, such as a credit card number, billing address and full name. We may request your location information to provide you a better experience when you use location-aware features of the Service. You can always refrain from supplying certain information, but it may prevent them from engaging in certain Sidekick services that require such information. #### Information you provide to enhance your experience You can choose to provide us with additional information in order to obtain a better user experience when using the Service. This additional information will be processed with your consent and/or to provide you with services you request. This information includes your survey responses, participation in contests, promotions or other marketing efforts, suggestions for improvements, referrals, or any other actions on the Service. #### Information we get automatically when you use Sidekick We automatically collect information about you and how you use the Service, like when you visit our website or search for projects. This information we collect includes: **Device information** Like most website operators, Sidekick collects information about how users visit our site and the devices they use. We collect device-specific information (such as your hardware model, operating system version, device identifiers like IDFA and UDID, and mobile network information). Sidekick may associate your device identifiers or other device information with you to help us provide consistent services across your devices. **Geolocation information** We may use your IP address to generate a general approximation of where you are located in order to provide you with an improved experience. We will **not** automatically use any location sensor information. **Log information** When you use Sidekick, we automatically collect and store certain information about some activity. This data includes details of how you used our service, like your search queries, clicks and site navigation information, or study activity. It also may include data such as: * Browser type * Language preference and time zone * Referring site, and the date and time of each visitor request * Connection information like ISP or mobile operator * Log-in and Log-out times ### How we use your information We collect information about you when you use the Service for a variety of reasons in order to support Sidekick and to enable our team to continue to create engaging experiences for our users. #### Providing, Analyzing, Improving and Developing the Service We process the data we collect about you to operate, improve and develop the Sidekick Service, including providing, maintaining, securing and improving our services, developing new ones, and protecting Sidekick and our users. We are able to deliver our services, personalize content, and make suggestions for you by using this information to understand how you use and interact with our services. We conduct surveys and research, test features in development, and analyze the information we have to evaluate and improve products and services, develop new products or features, and conduct audits and troubleshooting activities. Here are some examples of how we use this information: * Providing and maintaining the Sidekick Service. The information we collect from you allows us to help you host your content, and use the various study tools we have. * Improving the Sidekick Service. The information we collect and content you host also allows us learn from how you and others use Sidekick to help create new activities and services. * Measuring, tracking and analyzing trends and usage in connection with your use or the performance of the Service. In order to develop and enhance our products and deliver an experience that is fast and reliable, we need gather certain information to analyze usage and performance of the Service. * Improving your experience using the Service. When you sign up with Sidekick and use our service, we may associate certain information with your new account, such as your prior usage of the Service. We do this in order to ensure that content from the Service is presented in the most effective manner for you. #### Communicating with You About the Service We also process the data we collect about you to provide you with relevant information about the Service and to assist you in using the Service if required. These communications may include: * Sending you information we think you may find useful or which you have requested from us regarding your activity in the Service. We may send you information about the parts of Sidekick you use, such as confirmation or other notifications. * Conducting surveys and collecting feedback about the Service. We do this to evaluate the effectiveness of any updates we provide. * Delivering assistance to support requests. We send you the information and support you request, including technical notices, security alerts, and other administrative messages to provide assistance for problems you may encounter with the Service. **Promotional Communications** You may receive promotional messages from Sidekick when you first interact with the Service or by making a request to us. You can opt out of receiving promotional messages from Sidekick at the time we collect your information by following the instructions on screen or in those messages. If you decide to opt out, we can still send you non-promotional communications, such as receipts from digital transactions and messages about your account. #### Protecting the Service and Maintaining a Trusted Environment We use the data we collect to maintain Sidekick as a safe and secure platform for all our users, including appropriate enforcement of Sidekick policies, as well as compliance with the law and applicable regulations. These efforts include: * Preventing fraud, crime and abuse and the security and integrity of the Service. This includes investigating, detecting and preventing or reporting fraud, misrepresentations, security breaches or incidents, other potentially prohibited or illegal activities or to otherwise help protect your account. * Protecting our and third parties’ rights and property and enforcing our agreements or policies, including our Acceptable Conduct policy. * Verifying your identity. In some cases, we may need to verify your identity in order to protect the security and integrity of the Service and your account. * Complying with any applicable laws or regulations. This includes appropriately responding to lawful requests for information from the government or third parties through legal process. * Contacting you to resolve disputes. **Third-Party Analytics** We can use third-party service providers to provide site metrics and other analytics services. These third parties can use technologies discussed below, such as cookies, web beacons, and other technologies, to collect information, such as your IP address, identifiers associated with your device, other applications on your device, the browsers you use to access the Service, the pages viewed, how much time you spend on a page or Sidekick overall, links you clicked, and activity information. This information can be used by Sidekick and third-party service providers on behalf of Sidekick to analyse and track usage of the Service, determine the popularity of certain content, and better understand how you use the Service. The third-party service providers that we engage are bound by confidentiality obligations and other restrictions with respect to their collection, use and disclosure of your information. #### Other Uses We may process data for any other purpose disclosed to you in connection with the Service from time to time. If we intend to process your personal data for a purpose other than that set out above and which is not compatible with the original processing purpose, we will provide you with relevant information prior to such processing and will obtain your consent where necessary. ### Managing your account You remain in control of the information you provide to Sidekick. You may also opt to have your information deleted (for example, when you end your relationship with Sidekick). If you choose to have your information deleted, all your information will also be deleted in accordance with our data retention practices. For information on children under 13, guardians also control of the information the child provides to Sidekick and opt to have this information deleted. If the parent chooses to have the child’s information deleted, all the child’s information will be deleted in accordance with our data retention practices. You may request to have your information deleted by contacting . ### We do not share your information except in the following conditions #### **Information you choose to share on Sidekick** You may choose to display publicly certain information about you or activities you perform on Sidekick. Whenever possible, we provide you with choices about the privacy of your information on Sidekick. For example, Online Exhibitions featuring student work can be private (only viewable by teachers, students, and specific adults) or public (viewable by the general public). Comments you post on our blog or in testimonials may be viewable by other users of Sidekick and the general public and you should be aware that any information you provide in these areas may be read, collected, and used by others who access them. To request removal of your personal information from these areas, contact us at [team@sidekick.education](mailto:@team@sidekick.education). In some cases, we may not be able to remove your personal information, in which case we will let you know if we are unable to do so and why. #### With your consent We will share personal information with companies, organizations or individuals outside of Sidekick when we have your instruction and consent to do so. #### For external processing Sidekick provides personal and non-personal information to our partners, trusted organizations, vendors and other affiliated organizations to process it on our behalf. Some of these contractors and affiliated organizations may be located outside of your home country. Our providers process data in accordance with our instructions, this policy and any other appropriate confidentiality, security or other requirements we deem necessary in order to comply with Sidekick’s obligations. By using Sidekick, you agree to allow these companies to process your data on our behalf, regardless of where they are located. We regularly update a list of our partners, service providers and subprocessors, which you can view in the [Third-party providers section.](/more/terms-and-policies/privacy#third-party-providers) #### To respond to legal and other requests and to prevent harm Sidekick will share personal information with companies, organizations or individuals outside of Sidekick if we have a good-faith belief that access, use, preservation or disclosure of the information is reasonably necessary to: * Respond to or meet any applicable law, regulation, legal process or other enforceable governmental request. * Investigate potential violations of our agreement with you. * Detect, prevent, or otherwise address fraud, security, or technical issues. * Protect against and prevent harm to the rights, property, or safety of Sidekick, our customers, or the public as required or permitted by law. If Sidekick is involved in a merger, acquisition, or sale of all or a portion of its assets, you will be notified via email and a prominent notice on our website of any change in ownership or uses of your personal information, as well as any choices you may have regarding your personal information. #### Publicly or for research purposes From time to time, Sidekick may release non-personal information in the aggregate or as part of anonymized datasets, for example, by publishing a report on trends in the usage of its Service. ### How long we retain your information Sidekick retains your personal information for as long as your account is active, to fulfill our legitimate business purposes, or to comply with our legal obligations. When these conditions no longer exist, Sidekick removes that information in accordance with our standard deletion processes. Sidekick may retain and use non-personal information, including information which has been de-identified, aggregated, or anonymized, indefinitely. #### Our Process When you delete or update your account or information, we first aim to immediately remove that data from view. We then begin the process of securely and safely deleting your personal information from our systems. We design our systems to protect information from accidental or malicious destruction, so to ensure a safe and thorough removal process, we may not immediately delete residual copies from our active servers and may not remove some information from our backup systems. In addition, events like routine maintenance, unexpected outages, bugs, or failures in our protocols may cause delays in our standard processes and timeframes, however we maintain systems designed to detect and remediate such issues. #### Support requests and user communication We retain records of support tickets and other communications between Sidekick and our users, for example support emails, survey responses, feedback submissions, or comments on our blogs or other posts, indefinitely in order to better manage our support processes, maintaining accurate business records, and identifying other trends. We reserve the right to publish these communications in order to help us clarify or respond to your request or to help us support other users. ### How we secure your information We take all measures necessary to protect against the unauthorized access, use, alteration or destruction of personal information. #### We store as little data as possible by using decentralized data storage We build apps to take advantage of decentralized storage systems, such as blockchain technologies and personal data stores. For example, the Sidekick Storyboard application relies on integrations with your data systems to store and use data all within your private network, similar to how an on-premises software solution would store and use data on your servers. This means you fully control the data. We never even see this data. #### We use encrypted storage In situations where we must store data, we encrypt all databases containing service data. This means that even if a malicious actor were able to breach our security and access our data, they would not be able to interpret it without first decrypting the data. #### We use security best practices We follow industry standards to protect the personal information submitted to us, both during transmission and once we receive it. For example, our website and apps are protected by HTTPS encryption and when you enter credit card information on our order forms, that information is encrypted and protected by our third-party payment providers. If you have any questions about security of our Service, you can contact us at . #### In case of a data breach If we know or have reason to know of a systems security breach by an unauthorized party of your user data where that data is being or is likely to be used for an unauthorized purpose, we will promptly notify you so that you can take appropriate steps. We comply with relevant laws regarding data breaches. If we know or have reason to know of a systems security breach by an unauthorized party of your user data where that data is being or is likely to be used for an unauthorized purpose, we will promptly notify you and, where necessary, the relevant governmental authorities, so that you can take appropriate steps. ## Student Privacy and Data This policy extends the General Privacy and Data Policy and supercedes all other policies regarding data privacy, use, and security for data collected from activities of students or other minors, from the activities of others conducted on the behalf of students or other minors, or data clearly tied to personal or confidential information regarding students or other minors. ### Compliance with federal and state regulations To make easy on reviewers, this section reorganizes the the Privacy Policy to state clearly how we either help educational institutions comply or comply ourselves with the Family Educational Rights and Privacy Act (FERPA), the U.S. Children's Online Privacy Protection Act (COPPA), and state regulations that extend or divert from these federal regulations. #### COPPA This policy is in accordance with the U.S. Children’s Online Privacy Protection Act (“COPPA”) and Family Educational Rights and Privacy Act (FERPA), and outlines our practices world-wide regarding the personal information of all students under 13. For more information about COPPA and general tips about protecting children’s online privacy, please review the [Federal Trade Commission's Consumer guide](https://www.consumer.ftc.gov/articles/0031-protecting-your-childs-privacy-online). The policies outlined in this COPPA Privacy Policy are intended to supplement the information appearing in our general Privacy Policy and apply to all students in K-12 education, not only those under age 13. Where the COPPA Privacy Policy conflicts with our general Privacy Policy concerning information about a Child, the terms of this COPPA Privacy Policy will prevail over our general Privacy Policy. #### Education institution providing consent on behalf of parents The Federal Trade Commission (FTC) [has said](https://www.ftc.gov/tips-advice/business-center/guidance/complying-coppa-frequently-asked-questions-0#N.%20COPPA%20AND%20SCHOOLS) education institutions and their members like teachers and school administrators may act on behalf of parents to provide consent required by COPPA for the collection of personal information from children if **and only if** the service uses that information purely for the authorized educational context. When doing so, institutions should always notify parents about these activities and provide a copy of the Privacy Policy of the services for which they are providing consent. If you are using Sidekick with students as part of an educational institution in an educational context, the following provisions also apply: * You represent and warrant that you are solely responsible for complying with the Child Online Privacy Protection Act (COPPA) requirement to secure parental consent for accessing applications which require personal information from children under 13. * You may need to obtain verifiable parental consent (“Consent”) from all parents whose children will be using Sidekick and provide a copy to us upon our request. For more information on your obligations under COPPA, please see [www.ftc.gov/privacy](http://www.ftc.gov/privacy). * When obtaining such consent, you provide parents with a copy of our Privacy Policy. Sidekick only collects limited personal information from students with consent of a parent or a member of an educational institution acting on behalf of a parent. We use the collected information solely for the benefit of the educational context. #### FERPA Under FERPA regulations, parents have the right to refuse the further contact with their child and to have access to their child’s school record information and to have it deleted by contacting the school administrator. If you are a parent and would like more information on parental rights with respect to a child’s educational record under the U.S. Family Educational Rights and Privacy Act (FERPA), please visit the [FERPA site](http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html). If you believe that a student’s school, district, or teacher has not required parental consent prior to our collection of any personal information, contact us at . Providers of consent, both parents and education institutions providing consent on behalf of students, may make the following requests with respect to student data: * Review your or your student’s personally identifiable information * If you no longer agree with our [Terms of Service](/more/terms-and-policies/terms-of-service) or this Privacy Policy, you may opt out your student from using our service and therefore cease collection of your student's data * If your or your student’s personally identifiable information changes you may correct or update your student's information * Cancel your or your student's account or delete all personal information and school record information related to the account We retain information only for as long as an account is active or as needed to provide services to active students or comply with our legal requirements. #### How to make a request regarding student data If you are a parent or guardian of a student, contact the member of the educational institution providing consent on your behalf (typically an administrator at your student's school), or you may contact us directly if you're providing direct consent. You may contact us in multiple ways: * Email us at * Text the chatbot at the number you or your student is already using * Update the data directly using our web application For any data request, please include the student's username, the school or organization, and the teacher or parent’s email address and telephone number. To protect children’s privacy and security, we will take reasonable steps to help verify a teacher or parent’s identity before granting access to any personal information. We intend to resolve data requests fully within 30 days. ### We never store most student information Instead, we use a meaningless unique identifiers and relevant security keys to integrate with your productivity suites, student information systems, or learning management systems. During real-time student experiences, we use these integrations to call up the data we need to the user's browser. Depending on how that data is used by your other vendors, it is possible student data never even leaves your network. Some of our features, however, require us to send and store some student data on our servers. ### **Information collected from students** Sidekick collects the minimum data required to provide and improve our Services. Sidekick does not accumulate personal information about any minor for distribution, sharing, or selling. Teachers working with parents of students using Sidekick services administer a Parent Information and Consent form to guardians of participating students. For students 13 or older, guardians may object to their students' participation in Sidekick Services. We do not require a minor to provide any personally-identifying information or any more information than is necessary to use any Sidekick service. #### Directory Information Sidekick must retain a limited subset of personal information of students. We use this information to operate as a school official to communicate with students and comply with applicable laws. We require: * The student's first name * The student's school email address * The student's date of birth Many districts and school corporations already consider this information [directory information](https://www2.ed.gov/policy/gen/guid/fpco/faq.html#q4) and have issued a notice defining it as such. If you haven't, however you will need to designate this information accordingly and release a public notice of doing so. The U.S. Department of Education even has a [model notice](https://www2.ed.gov/policy/gen/guid/fpco/ferpa/mndirectoryinfo.html) you may review. You may refuse to designate the required information as directory information, but it will limit many features of Sidekick Services as well as the number of students eligible to use them. #### Anonymous event information Wherever identity is not important, we do not collect personally identifiable information. Instead, we collect anonymous event data that help us improve user experience, performance, and security. We may also use aggregated anonymized information for research, analysis, and product development. #### Obfuscated copies of personal information In some cases it is impossible to collect fully anonyous data. For example, event data for a comment in a Microsoft Word or G Suite Docs document will include a unique identifier Google has assigned a student, which could feasibly be tied to sensitive personal information. In another example, Sidekick will need to pair personal information such as grade levels or competency levels to a student's unique identifier in order to provide appropriate competency-based learning progressions. We may further need to retain this data to improve future recommendations. Even though the student's unique identifier is a meaningless string of scrambled letters and numbers, a malicious actor with full access to both our data and encryption keys, as well as the correct school's data, could theoretically reconstruct student identities that include sensitive information. This would require an immense amount of effort and coordination from the malicious actor, but it is a very rare case we must prepare for. We attempt to de-identify the data we collect before storing it through several means. We use meaningless identifiers as references to meaningful content, such as student records or grades, that a separate application in our system must decode so the malicious actor must gain control over multiple, isolated applications before the data has any utility. We also will clone original event data and student profiles, obfuscate personal information, then store only the cloned data. This allows us to power many of the features without storing any personally identifiable information. #### Live sessions Sidekick will record partner communication with minors and screen it for inappropriate content. Sidekick will temporarily store recordings of partner communication with minors that only teachers may access to share with their students or other legitimate purposes. Students, school administrators, and parents may access the videos upon request during this period if and only if safety is a legitimate concern. Videos that have been screened for inappropriate content and do not need to be retained for a legitimate use will be promptly deleted. ### Children under 13 While Sidekick is intended for users primarily of age 13 and over, sometimes children under the age of 13 may be enrolled in participating schools. We accommodate these students by working through the teacher to offer a limited feature set that does not require us to collect any personal information. We offer this restricted experience for accounts of all users below the age of 13 and for some users below the age of 16 where applicable under local law. #### **Parental Rights** For students 13 or younger, guardians must consent to their students' participation in Sidekick services. Parents and legal guardians of minors can consent to collection and use of a child's personal information without consenting to the disclosure of that information to third parties. ### Data security As described in the [general security measures](/more/terms-and-policies/privacy#how-we-secure-your-information) detailed in the [General Privacy and Data section](/more/terms-and-policies/privacy), we encrypt all databases containing service data. This includes student data. This means no directory information, video, or other personal information or data considered part of a students' education record is stored in a directly readable format. ## Cookies and Similar Technologies Sidekick uses cookies and related technologies to provide you with a fast, safe, and personalized experience for its Service. Cookies also help us understand how certain features are being used, and allow us to improve Sidekick for all users. Below we explain more about what cookies are, how we and our third party partners use them, and how you can control their usage. As part of your agreement to use the service, you permit us to collect and use your information from activity on devices you use in accordance with this Privacy Notice. If you would like to block our cookies, view the methods described under [How to Control Cookies ](/more/terms-and-policies/privacy#how-to-control-cookies)or using the opt-out links provided in the [Cookies Set by Third Parties](/more/terms-and-policies/privacy#cookies-set-by-third-parties) section. ### What are cookies? Cookies are small text files that a website saves on your computer or mobile device when you visit that website. These cookies help secure our authentication process during logins and signups or enable the website to remember your actions and preferences for a period of time, so that you don’t have to re-enter them each time you come back to the website or browse from one page to another. ### Cookies set by Sidekick Like many websites, Sidekick uses cookies to deliver, measure, and improve its platform in several different ways. We always use secure cookies, which means the data contained in them can only ever be transmitted over an encrypted connection. Our general categories of use are outlined below. #### User input For some features of the website, it’s necessary to store data temporarily on one page so that we can use it again on another. User Input cookies are persistent cookies with durations of anywhere from several days to several years. #### Security We use cookies as a prevention measure to keep malicious actors from being able to perform actions as your or with your information without your knowledge or consent. The data kept in these cookies is passed along with any data sent back to the Service from your browser to validate that the data actually came from you. #### Preferences Many features of the Service will store your preferences about how that feature is displayed or used in a cookie. For example, if you set a filter on competencies to teach or assess, your filter preferences about how many and what kinds of competencies appear are stored in a cookie. Cookies that store preferences can be set with durations anywhere from just the current session up to a year. #### Analytics To understand how users interact with specific features of Sidekick and to further improve our website, we sometimes collect anonymous data about website usage and store it in cookies. We also set a cookie containing a unique, random value so that we can anonymously identify you each time you come to the website. These cookies can be set with durations anywhere from just the current session up to several years. ### Cookies set by third parties Beyond the cookies we set ourselves, we also work with various reputable companies to provide certain services on Sidekick, like advertising, and to help us analyze how visitors use Sidekick and optimize their experience. In general, these cookies: * Enable features and experiences on Sidekick that are tailored to your activity and preferences * Collect information on your and other users’ preferences in order to create more useful products * Maintain Sidekick’s regular business operations by facilitating communications and notices, onboarding experiences, and by collecting impressions and click data * Help diagnose and correct downtime, bugs, and errors in our code to ensure that our products are operating efficiently Below we provide more information on these companies and the cookies they may set. #### Google Analytics Google Analytics is a service provided by Google that aids us in analyzing how users interact with and navigate the Sidekick website. Google Analytics uses cookies to capture anonymous statistics about your usage of the website. This information cannot be used to identify you individually, and the data is only used in aggregate to analyze broad trends in usage of the website. Google Analytics may set one or more cookies for different durations. More information about each of these cookies and their purposes can be found[ here](https://developers.google.com/analytics/devguides/collection/analyticsjs/cookie-usage). You can opt out of Google Analytics[ here](https://tools.google.com/dlpage/gaoptout). ### Related technologies In addition to cookies, we also use similar technologies on Sidekick which capture and store user data as outlined below. #### Web Beacons Web beacons, also known as clear GIFs or pixel tags, are small images that appear in the emails we send to our users, and are used to track whether the email is opened or forwarded to other people. Having this information gives us a better understanding of the usefulness and relevance of the emails we send to our users. If you no longer wish to receive promotional email communications from us, you can click on the unsubscribe link at the bottom of any such email. #### HTML5 Local Storage HTML5 local storage is an industry-standard technology for storing data in the browser that is very similar to cookies. The difference is that the data is only available in your browser, unlike cookies which are transmitted back to the server as part of loading a new page. Google Analytics may sometimes put data into local storage, and we use their services for the reasons outlined above. In some browsers you are able to clear your local storage in a similar way to clearing cookies. Please consult the relevant documentation for your browser for further details. ### How to control cookies In addition to opting out of third party cookies as described above, you can also control and delete cookies used by Sidekick at any time. For instructions on how to do this, which may vary depending on what browser you are using and where you are located, visit[ aboutcookies.org](https://aboutcookies.org) or[ youronlinechoices.com](https://www.youronlinechoices.com). You can delete all existing cookies on your computer and set most browsers to prevent them from being placed. However, please note that if you do this, you will no longer be able to log in to your Sidekick account and other functionality on our website may not work properly. ## Third-party providers To help Sidekick provide, maintain, protect and improve our services, Sidekick shares information with our partners, trusted organizations, vendors and other affiliated organizations to process it on our behalf in accordance with our instructions and any other appropriate confidentiality, security or other requirements we deem necessary. We will never sell or lease your or your students’ personal information with third parties. Prior to engaging into a relationship with a third-party service provider, we will first review their privacy policies and ensure that these are compliant with those regulations that Sidekick is adhering to and that they are aware that Sidekick is directed to children. Third-party service providers who will have access to any Personally Identifiable Information (PII) will have their privacy policies reviewed by Sidekick on an annual basis to ensure that any changes made do not affect compliance with all applicable legislation. When possible, we use restricted versions of our third-party services (for example, Google Analytics) that limit data sharing and tracking on areas of our site and mobile apps that are accessed by children to support our internal operations. This Privacy Notice does not apply to, and we are not responsible for, third-party cookies, web beacons, or other tracking technologies, which are covered by such third parties’ privacy policies. For more information, we encourage you to check the privacy policies of these third parties to learn about their privacy practices. You can find information on these partners and providers below, including what data we share with them and the services they provide us as well as links to their privacy policies. | Name | Info Collected | Partner's Purpose | Link to Privacy Policy | | --------------------- | ------------------------------------------------------------------------------------------------------------------------------------- | ------------------------------------------------------------------------------------------------------------------------- | ------------------------------------------------------ | | Microsoft Azure | Our service content and usage data is stored on AWS servers. All data written to disk is encrypted. | Provider of technical infrastructure for storage, service deliver, networking, and analytics | | | Amazon (AWS) | Our service content and usage data is stored on AWS servers. All data written to disk is encrypted. | Provider of servers and network infrastructure for storage, service delivery and analytics | | | Google Cloud Platform | Our service content and usage data is stored on GCP servers. All data written to disk is encrypted. | Provider of servers and network infrastructure for storage, service delivery and analytics. Corporate productivity suite. | | | Netlify | Content and traffic data for our marketing site [www.sidekick.education](http://www.sidekick.education) is stored on Netlify servers. | Provider of servers and network infrastructure for storage, service delivery and analytics | | | Vimeo | Recorded video. Vimeo account data, including emails. | Live mentor session video sharing | | | SendinBlue | Email address and username | Email service for sending emails to our users | | ## **EU General Data Protection** If you are in the European Economic Area (“EEA”), the provisions of this Section H apply to you, effective May 25, 2018. ### **Legal Basis for Processing** Sidekick processes your personal data only when we have a lawful basis for doing so. We may process your Personal Data because you have given us permission to do so (e.g., by sending data through our contact or order forms), because the processing is in our legitimate interests and it’s not overridden by your rights (e.g., some of the information we collect from you we need to enable use to deliver the Service to you and fulfill our agreement with you), or because we need to process your Personal Data to comply with the law. At other times, we consider it to be in our legitimate interest to collect and process this information, taking into consideration your privacy rights. In rare cases we also may be required to process your data to protect your vital interests or for a task in the public good. ### **Your Rights Under the General Data Protection Regulation (“GDPR”)** European users also have several rights under the General Data Protection Regulation in certain circumstances, including the right to access, update and remove your personal data, object to particular processing, or file a complaint with our privacy team or a supervisory authority. If you wish to know what Personal Data we hold about you, to have us remove it, or otherwise to exercise your rights, please contact us at . Note we may need to verify your identity before granting access or otherwise changing or correcting your information. In some cases, you also have the following rights related to your Personal Data: * The right to access, update, or delete your Personal Data. * The right of rectification—to have your information altered if it is inaccurate or incomplete. * The right to object to our processing of your Personal Data. * The right of restriction—to request that we restrict how we process your Personal Data. * The right to data portability—to receive a copy of the information we have on you in a structured, machine-readable, and commonly used format. * The right to withdraw consent to our processing of your Personal Data. * The right to complain to an EEA data protection authority (a government agency) about our management of your Personal Data. ## Changes to this Notice Sidekick reserves the right to modify this Privacy Notice at any time, so please review it frequently. If we materially change how we use your personal information, we will notify, by email, and/or by means of a notice on our website prior to the change becoming effective. If you disagree with these changes, you can delete your account at any time and/or stop using the Service. Your continued use of the Service constitutes your acceptance of any changes to this Privacy Notice. If we make material changes to how we collect and use personal information from children under the age of consent, we will notify parents by email and, when appropriate, obtain additional parental consent for the new uses of the child's personal information. ## Contact us If you have questions or wish to send us comments about this Privacy Notice, please contact us: Data Protection Officer Contact Information Sidekick Education Attention: Data Protection Officer 1360 Regent St Ste 162 Madison, WI 53715 # Service Level Agreements Master Edition ## Software ### Availability Sidekick uses Third Parties to provide its Services. You may review all Third Parties used and their respective privacy commitments in [Privacy, Data, & Cookies](/more/terms-and-policies/privacy). Sidekick uses Microsoft Azure technical infrastructure-as-a-service platform to operate the Sidekick Service. We work hard to commit to the same service levels agreed to by Microsoft for our software based on the services used. You may review these service level agreements in [Microsoft's Service Level Agreements](https://azure.microsoft.com/en-us/support/legal/sla/). Occasionally, we use other Third Parties to provide the Service. Sidekick guarantees 98% availability for software using other Third Parties. ### Security Sidekick fully commits to your privacy and the security of your services and data. Please refer to [Privacy, Data, & Cookies](/more/terms-and-policies/privacy) for our software security commitments. ## Support Support SLAs control school success, general support, and Human Sidekick support SLAs. * **School success** support refers to engagements with point person dedicated to your customer relationship with Sidekick * **General support** refers to general support tickets such as administrative IT requests * **Human Sidekick** support refers to the one-on-one virtual coaching and coordination provided by a dedicated team member for each active project. ### General Response Times Sidekick representatives will deliver an initial response to email support requests within 24 hours. ### General Resolution Times Sidekick commits to resolve any issues in a reasonable amount of time not to exceed: | General Issue Type | Definition | Resolution Time | | ------------------ | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | --------------- | | Feature Request | A customer issue that requires a resolution outside of the existing set of features and services, requiring the development of new features and services | n/a | | Standard | Material issues that do not block the use of functionality or services considered critical vendor promises with the school for which there is a reasonable workaround | 30 days | | Priority | Material issues that may block the use of functionality or services considered critical vendor promises with the school but for which there is a reasonable workaround | 14 days | | Emergency | Material issues that block the use of functionality or services considered critical vendor promises with the school for which there is no reasonable workaround. Emergency issues largely include (without precluding other potential circumstances that fit this definition): data breaches, a compromise to student or staff or safety, a risk of severe financial loss to the school, or a risk of our service causing physical or mental harm to any person. | 2 days | We want you to be successful and are committed to earning your trust and championship. Special issues will be handled on a case-by-case basis. ## Additional services ### Custom Projects Sidekick will deliver custom projects as quickly as possible from the moment we receive a request from a teacher. The more lead time provided, however, the more likely you will receive multiple project options to choose from. We cannot guarantee a project will be ready when given less than 3 weeks lead time. | Provided lead time | Guaranteed project options | | ------------------ | -------------------------- | | Less than 3 weeks | 0 | | Less than 6 weeks | 1 | | 6 weeks or more | 2 | Custom Project Delivery includes the recruitment and setup of [Live Mentor Sessions](https://app.gitbook.com/@sk-edu/s/help-how-tos-and-faqs/~/drafts/-LiTiH6htk17FQ1wjbGQ/primary/policies-and-terms/master-service-level-agreement#live-mentor-sessions) and is beholden to the same SLAs. ### Partners As a mission-driven organization, it matters to us whom your students interact with. Our [partner recruitment process](/more/faqs/how-do-you-screen-professionals) includes screening for partners that can most effectively have a positive impact the students of the relevant class. Among other criteria, that means professionals who: understand how to work with your student age group; can relate credibly with the students around the chosen topic or learning goal; and can serve as positive role models or longer-term mentors as representatives of the student body. We will connect your class with partners that match all criteria whenever possible. At this time, however, we cannot guarantee that partners will fulfill all criteria, except those meant to ensure the safety of everyone involved. ### Live Sessions Sidekick will facilitate live and/or recorded interactions between partners and students via in-person meetings as much as possible and video sessions when it is not. Sidekick cannot guarantee in-person connection with any partner. When educators like teachers make a live session request, they should provide availability slots, which are options when they are available for a live session. Sidekick will fill availability slots within the guaranteed amount of lead time based on the number of slots provided. Sidekick will often fulfill scheduling requests far within the guaranteed lead times. | Number of available 1-hour slots | Guaranteed lead time | | -------------------------------- | -------------------- | | 1 | 6 weeks | | 2 | 5 weeks | | 3 | 4 weeks | | 4 or more | 3 weeks | If a scheduled session must move, Sidekick must know within 1 week prior to the scheduled slot to ensure the partner can be re-secured. Sidekick will make every effort to reschedule with the original partner but cannot guarantee a reschedule faster than the guaranteed lead times for any given number of availability slots. ### Partner Attendance Sidekick recognizes that unforeseen circumstances do arise for both educators and scheduled partners. We will make every available effort to hold scheduled times but we cannot guarantee the attendance of any partner to a scheduled commitment. #### To prevent missed appointments, we will: 1. Attempt to confirm "reserve" professionals with the chosen partner organization as well as a reserve partner organization during the recruitment phase of the project. 2. Screen projects for partner availability before offering these projects 3. Include the importance of attendance during partner training 4. Send a calendar invite using the partner's provide contact information 5. Send a reminder prior to the day of the live session to the partner using the partner's provided contact information 6. Attempt to reach the educator and partner by phone, text message, and email if they have not joined the live session by the scheduled time. #### If a partner misses a session for no known reason, we will: 1. Cancel the session and inform the educators immediately. 2. Ask the educators whether they would like to release the partner and request new availability slots as part of the notification. 3. If the educators prefer to keep the partner, request that the partner reschedule within the new availability slots. 4. If the educators prefer to release the partner, inform the partner of the outcome and begin the onboarding process of a reserve partner. #### If a partner will miss or misses a session due to unexpected circumstances, we will: 1. Cancel the session and inform the educators immediately. 2. Request new availability slots from the educators in the cancellation notification. 3. Request that the partner reschedule within the new availability slots. #### If a teacher cancels or misses a scheduled session within 1 week of the session, we will: 1. Inform the teacher there is no reschedule guarantee as explained in the [SLA for Live Sessions](/more/terms-and-policies/master-service-level-agreement#live-mentor-sessions). 2. Request new availability slots as part of the notification to the teacher. 3. Notify the partner of the cancellation. 4. Request that the partner reschedule while informing them there is no obligation to do so. ## Your commitments To support Sidekick's effort to comply with applicable laws and communicate with students, schools must designate required information as "directory information." ### For schools To support Sidekick’s effort to provide students and staff safe and secure options for connecting with partners, schools must ensure student and staff devices can access certain servers and communication services that use WebRTC technology. These technologies and services are detailed in the Administrator's How-to Guide on [Technology Requirements](/for-administrators/set-up-your-technology). In the event the school cannot grant access to these platforms on school-provided devices, they agree to provide a suitable alternative. If a suitable alternative cannot be provided, Sidekick can no longer guarantee the described service levels. ### For all customers In the case when a customer hosts the Service themselves, it is hard for Sidekick to have direct insight into the current nuances that may exist with how the software application is installed, performing and being used. Therefore, customers commit to help troubleshoot and meet the turnaround timeframes for support responses and resolutions by providing the following: 1. Direct remote access to the software application – this request should be reviewed by your Information Security and Risk Management team and their policy regarding remote access; 2. Copies of issue logs from Buyer’s application support team (commonly referred to as Infrastructure Production Support – IPS); 3. Confirmation of the current version and any patches and customizations that have been applied. Additionally, since we may not fully know all of the integration points used by the customer regarding the software application, we may seek to disclaim its SLA obligations if Errors are caused by items the customer introduced into a software application or by the customer's unacceptable use of the Service as defined in [Acceptable Conduct](/more/terms-and-policies/code-of-conduct). ## Material Breach You may consider 3 or more Emergency issues during any calendar month, not counting those issues covered under [Force Majeure,](/more/terms-and-policies/master-service-level-agreement#force-majeure) a material breach of your agreement with us and act on any clause within your agreement with us regarding a material breach. ### Force Majeure No delay, failure, or default, other than a failure to pay fees when due, will constitute a breach of this Agreement to the extent caused by acts of war, terrorism, hurricanes, earthquakes, other acts of God or of nature, strikes or other labor disputes, riots or other acts of civil disorder, embargoes, or other causes beyond the performing party’s reasonable control. # Acceptable Conduct ## Your Commitments To support Sidekick's effort to provide your participants with career-building advice via our chatbot, employers will need to provide the following: ### Email Support and Web Services Employers must ensure Sidekick's web domain is access-listed internally so participants can consume services provided at this domain. ### Content for Recommendations Oftentimes employers have specific recommendations they would like users to receive, including open positions, training programs, and pathways to different careers. Employers who wish for these specific recommendations must provide the relevant information about these programs and services to Sidekick. ### Onboarded Volunteers Oftentimes employers want participants to connect with current employees to learn about open positions or other opportunities. Employers who wish for these connections will need to provide onboarded volunteers who can serve as connections for participants. ## Conduct Guidelines Sidekick is committed to safe and supportive learning environments for all students. By partnering with Sidekick, you agree to follow these guidelines. ### When working with Sidekick, please remember to: #### Be kind and respectful We're all with Sidekick to learn, and it's important to treat others as you want to be treated. Encouraging hatred or violence on the basis of race, ethnicity, religion, gender, age, sexual orientation, or disability is completely unacceptable when working with Sidekick, as is creating content that threatens or harasses another person or group. We do not tolerate bullying for any reason. #### Keep it clean Remember that Sidekick works with minors. If you are sharing or presenting book quotes that contain swearing or other profanity, songs with sexually suggestive lyrics, slang in another language, or using profanity in any other valid learning context, please exercise your best judgment in making this content public or private. #### Consider the hard work and rights of others Please do not knowingly use content that infringes on someone else's copyright. #### Respect people's privacy (and your own) Privacy is critically important to us. You can read our full privacy policy[ here](https://help.sidekick.education/policies-and-terms/general-privacy). Do not publicly share your own personally identifiable information, or that of minors or students, while working with Sidekick. We depend on partners, teachers, students, and everyone to not only to follow these guidelines, but also to report content or activity that goes against these principles. If you experience or observe an incident you believe violates this policy, please contact us at . Thank you for supporting our mission! ## Inappropriate Content Sidekick strongly believes in freedom of speech. With that said, we recognize we’re operating with minors in an environment meant to be physically and intellectually safe that’s governed by local communities with strongly held values. Therefore, there are a few categories of content and behavior that we don’t permit from project partners nor school representatives, including administrators, teachers, and students, because we consider them harmful to the overall community. To be transparent about what content is and isn't allowed on our Service, we’ve put together this set of guidelines. ### The following activity/material isn’t allowed on Sidekick. #### Illegal content and conduct. Self-explanatory. #### Intellectual property infringement. We recognize that copyrighted materials are often used in[ fair use](http://en.support.wordpress.com/fair-use/) context. We strongly support this and urge copyright holders to take this into consideration before submitting complaints. If you're not sure, a good rule of thumb is to always ask the rights holder for permission before republishing their content. #### Pornography. We know that there may be different definitions of this, but generally, we define pornography as visual depictions of sexually explicit acts. Nudity, in and of itself, is[ fine](http://en.support.wordpress.com/mature-content/). #### Technologically harmful content. Please don’t upload or link to malware, spyware, adware, or other malicious or destructive code. #### Impersonation. Don’t claim to be a person or organization you’re not. (Parody and satire are ok though!) #### Directly threatening material. Do not post direct and realistic threats of violence. That is, you cannot post a genuine call for violence—or death—against an individual person, or groups of persons. #### Inciteful material. Content that may not directly threaten another but could reasonably incite violence. This includes offensive language. This doesn't mean that we'll remove all hyperbole, but content with exclusive or perverse undertones will not be tolerated. #### Posting private information. Don’t share someone’s[ personal information](http://en.support.wordpress.com/private-information/) without their consent. #### Advertising. Self-explanatory. #### Hotlinking to Sidekick. Your content shouldn’t host files that will only be used on other sites. #### Spam or machine-generated content. You know what this is, but in general, sites such as those primarily dedicated to drive traffic to third party sites, boost SEO, phish, spoof, or promote affiliate marketing aren’t cool. We don’t want you to pollute the web outside of Sidekick either, so we ask you to please avoid sending unwanted or unsolicited promotions or emails about your site, even if it’s not on Sidekick. ### Right to interpretation Bear in mind that these are just guidelines -- interpretations are solely up to us. These guidelines are not exhaustive and are subject to change. ## File a Complaint If you believe a Sidekick site has violated our agreement with you or any of these policies, please contact us at . We aim to promptly review and investigate all complaints we receive. # Anti-discrimination ## Our Policy Sidekick will not discriminate in the service of students and educators, recruitment of partners, or any other activities on the basis of race, color, religion, sex, gender, sexual orientation, age, national origin, disability, marital status, or military status. We also will respect the rights afforded by the First Amendment to the U.S. Constitution in our service of students and educators, recruitment of partners, or any other activities as long as the expression of those rights does not conflict with any laws or our [Acceptable Conduct](/more/terms-and-policies/code-of-conduct) policy. ## Partner Recruitment We screen partners and projects using the [process](/more/terms-and-policies/anti-discrimination#the-project-screening-process) outlined in our FAQs and recommend projects that we believe will maximize the results we care about in pursuit of our mission: student learning and life outcomes. We will not screen professionals on any basis we consider discriminatory as outlined in the policy above. That includes partners and professionals who represent or advocate for groups of people who are legally protected from discrimination, have historically faced discrimination but may not currently receive legal protection, or uphold perspectives that conflict with those of the relevant educational staff, parents, or students. ### Why We Do This We hold ourselves accountable to ensuring that personalized, project-based learning authentically connected to the "real world" increases student engagement, improves knowledge transfer, and develops critical real-world skills to provide students the skills, relationships, and aspirations that will help them through and beyond high school. Barring ideas or behavior that conflict with any relevant laws or our company values, we will enact the approaches that maximize the results of our mission. Working with mission-based and advocacy organizations is one of those approaches. These organizations inherently "take a side" on many controversial issues. Assuming these organizations advocate for their causes legally and in accordance with our company values, Sidekick will not preclude these organizations from project recommendations. In fact, we believe including these projects makes Sidekick a more effective and valuable solution, because they align with many of the practices we do explicitly support. ### What We Support Sidekick is a private organization that does not take political or religious stances. Instead, we are advocates for our mission: student life and learning outcomes. Given why we recruit the way we do, we inevitably must support the following: #### Legal Compliance Most courts will interpret the relationship our project partners have with us as a volunteer position. In some states, volunteers are explicitly protected from discrimination as if they were employees, and there is accumulating legal evidence to suggest that courts will continue to interpret Title VII of the Civil Rights Act in this way. As such, we will err on the side of caution. We will screen and recommend all projects using the same, equal [process](/more/terms-and-policies/anti-discrimination#the-project-screening-process). #### Safety We are invested in the safety of our students, teachers, partners, and all school stakeholders. Sidekick does not exist in schools that aren't safe, and promoting violence or abuse of any kind conflicts with our company value of Kindness. Finally, it's a matter of humanity. The fact that we must worry about school safety at all is a very real but very sad problem. Projects that threaten the safety of anyone involved will not make it past our screening [process](/more/terms-and-policies/anti-discrimination#the-project-screening-process). #### Relevance Research suggests young adult brains are highly motivated by social and environmental issues, potentially due to the convergence of developmental processes they and their brains are going through: novelty- and sensation-seeking, higher sensitivity to (any but especially) social rewards, and civic identity formation. You might say they are quite literally trying to be "heroes." As such, working on social and environmental issues drives both cognitive and affective student engagement in ways that the next social media themed project never will. We will focus on providing access to projects that our students find maximally relevant. #### Student-directed Learning Student choice, both in *what* content a student explores and *how* they explore it, increases perceived agency, which is crucial to motivation and engagement. Projects are designed to be authentic, which inherently means self-directed, to whatever degree the teacher finds most effective. We nearly always collect student interests via interest inventory surveys when working with schools in order to align project recommendations around student interests. #### Diverse and Inclusive Climates No community, regardless of the strength of its prevailing majority's opinion, is heterogeneous. Research suggests diversity in classrooms improves learning for both the minority students and those in the prevailing majority, assuming students operate within positive school climates. Meanwhile, the research also suggests that negative school climates have detrimental effects on students within a minority. As pragmatists in pursuit of student outcomes for **all** students, we strive to incorporate healthy diversity into our project design and seek to do our part in creating positive school climates through minority representation within projects. #### Real-world Connections Getting along with people who hold differing values is a de facto requirement every day after high school graduation, and it will only become more important in an increasingly globalized future. Once again, we're pragmatists. We do not hold that acknowledging the existence of people who hold differing values is an endorsement of those people. While we don't endorse the values held by any one people group, we do endorse **working** with those people groups, and in most cases even **supporting** them in minor or benign objectives. This is how one builds a diverse network that can vault students through complex scenarios like college, entrepreneurship, and the future economy. Additionally, many of today's skills integrated into our projects **require** working with or serving the goals of people with differing values. For example, a sub-skill of Critical Thinking is Active Listening. A sub-skill of Active Listening is Judgmental Restraint, withholding judgment of an event long enough to observe it. **Rarely** in a student's life will they receive a purely objective opinion. They must learn to parse out assumptions, agendas, and persuasive mechanisms (aka "spin"). These skills allow learners to approach a situation that may feel antagonistic as an important educational experience. They can collect multiple data from such experiences and build conclusions for themselves. A prerequisite, however, is to let those experiences accumulate in the first place. While we do [screen](/more/terms-and-policies/anti-discrimination#the-project-screening-process) for projects that may be questionable or objectionable, we at Sidekick would be failing our schools, their communities, and ultimately our students if we denied access to projects that built, practiced, and tested students' handling of real-world connections. ### Recruitment Alternatives We will provide an alternative project whenever a project objective could reasonably be considered to contain objectionable content. **A teacher and/or school always reserves the right to deny a project.** While our recommendations represent our best attempt at helping you achieve maximum student outcomes, you may always refuse a recommended project. We'll make every effort to accommodate you with alternatives. **Parents and legal guardians always reserve the right to deny consent for a student to participate in a project.** Prior to the start of a project, we will always seek parent and legal guardian consent to work with outside adult partners on the chosen project. # Intellectual Property > ## In Summary > > Project partners who work with Sidekick schools own all intellectual property that comes out of a project. Partners allow students and their schools to share the work created in resumes, portfolios, news articles, and other similar non-commercial purposes. ## Definitions "Intellectual Property" means all project deliverables, including all know-how, trade secrets, copyrights, and related "Inventions" (which term includes improvements, inventions, designs, formulas, works of authorship, technology, algorithms, computer programs, ideas, processes, techniques, and data, whether or not patentable), along with the related notes, designs, technical data, ideas, know-how, research, reports, documentation and other information. A "Project" is foremost a pedagogical instrument intended primarily to achieve learning objectives by connecting students and class content to real-world problems. The "Partner" is the organization who has agreed to collaborate with schools by sponsoring a Project coordinated by Sidekick. The "School" is the individual school or collective of schools engaging with a Project sponsored by the Partner. The School represents the students in all agreements associated with this policy. Sponsoring a Project does not require the Partner to provide Sidekick or the School any compensation. Students are not agents or employees for the School, the Partner, or Sidekick. Neither Sidekick nor the School make any guarantees, express or implied, as to the condition, accuracy, originality, merchantability, or fitness for purpose of any products, processes, or intellectual property developed in a Project. ## Preexisting Materials The Partner retains ownership of all Intellectual Property developed or purchased by the Partner (or on the Partner's behalf) prior to the Project. The Partner also retains ownership of all Intellectual Property similarly developed or purchased without the active participation of the School during the Project. The School may provide the Partner certain preexisting Intellectual Property relating to the Project. The School retains ownership of this Intellectual Property. The School grants the Partner the irrevocable, perpetual, nonexclusive, worldwide, royalty-free right and license to (1) use, execute, reproduce, display, perform, distribute internally or externally, sell copies of, and prepare derivative works based upon such Intellectual Property and (2) authorize or sub-license others from time to time to do the same. ## Created Materials The Partner owns all right, title and interest to Intellectual Property created by the School (in whole or in part, either alone or jointly with others) as part of the Project, but the Partner grants the School the [School Residual Rights](/more/terms-and-policies/intellectual-property#school-residual-rights) detailed in this policy. Individuals associated with the School, such as students, may create Intellectual Property for the Project that, under the School's existing policies, is considered "Individual Intellectual Property" on which the School makes no ownership claim. In these circumstances, students or parents or guardians agree to assert no rights to Intellectual Property that could be construed as Individual Intellectual Property, effectively deferring ownership to the Intellectual Property to the Partner, as determined by this policy. ### School Residual Rights The School is free to use generalized skills, know-how, expertise, ideas, concepts, methods, techniques, and other generalized competencies learned during the course of any assignment, including Sidekick-orchestrated Projects, as long as the School applies such competencies (1) without using Created Materials owned by the Partner or disclosing any confidential or proprietary information of the Partner and (2) does not apply such competencies in a way that creates a competitive situation with the Partner. The School is free to publicly display Created Materials for use in student learning or graduation portfolios, college and career admissions applications, newsletters, and other non-commercial uses, as long as the School (1) displays such Created Materials without disclosing any confidential or proprietary information of the Partner and (2) does not create a competitive situation with the Partner. The Partner will explicitly designate which information in Created Materials should be considered confidential or proprietary by the end of the Project. # Technology Support # File and Folder Sharing # Troubleshooting Student Accounts ## Troubleshooting Checklist ### My student doesn't have access to a computer Add manual columns for tracking contribution. ### My student is a recent transfer and isn't in Powerschool, so even though she has an email account, the email doesn't work ### My student doesn't have an email account (but Sidekick still sends the email files) # Video Calls # Set up your device ## Set up Your Device for Video Calls ### Prior to Your Call Run through the following steps: 1. Restart your laptop to make sure all your drivers and programs are running smoothly 2. Shut down any apps or sites that may also use your camera or mic 3. (If allowed) Make sure you find your headphones with a mic or headset you're going to use 4. Make sure you can find the most updated location for the call. It's either a link or a phone number. 5. Check your sound settings to make sure your mic is working (make sure it's on the right audio input, and that it's registering sound) 6. Check your browser settings to make sure you've given the platform permission to use your camera and mic. For example, you should see **meet.jit.si** as allowed. 1. On Chrome, you can check these settings by pasting \`chrome://settings/content\` in your address bar and hitting Enter, and pressing the Camera and Microphone items. 2. On Firefox, you can check these settings by pasting \`about:preferences#privacy\` in your address bar and hitting Enter, scrolling until you see \*Permissions\*, and pressing the Settings... button next to the Camera and Microphone permissions. 7. For good measure, actually test your audio and video 1. \[Make sure your video is working]\(#testing-your-video) 2. \[Make sure your mic is working]\(#testing-your-mic) #### Testing Your Video Testing your video is easy. 1. Before your call, click your video call link to enter the call. 2. If you are asked to allow access to your camera, make sure you hit "Allow" 3. Make sure your camera is on in the video call. The camera icon should **not** have a line through it. 4. Can you see yourself? Congrats, it's working! #### Testing Your Mic Dialpad is a web-based audio-conferencing platform Sidekick sometimes uses for audio-only sessions. It also has a great Call Diagnostics tool. To test your mic, visit and press "Begin Test." # Leading your Video Call ## Get ready before the call ### Technology 1. Shut down any apps or sites that may also use your camera or mic 2. (If allowed) Connect your headphones with a mic 3. If you have time, run through the setup steps [detailed here](/more/product-guides/video-calls/set-up-your-device) 4. If you don't, at the very least take these steps: 1. Open your Sound settings to see if the mic is getting sound 1. On a Mac, you should see blue bars moving 2. Open your browser settings to see if you have allowed the platform to use mic. For example, **meet.jit.si** should be listed as Allowed. 5. Quit your browser completely and then restart it 1. On a Mac, use Cmd + Q or Quit from the app menu to quit completely ### Environment Try to find a quieter place with fewer people on the wifi. ### Preparation 1. Make sure you have the most updated location of the call. It will either be a link or a phone number. 2. Review your agenda once more and how much time you plan to spend on each item. {% hint style="info" %} Don't have agenda? Check out the how-to article. {% endhint %} ### Sample Call Timeline | 24 hours before start | Send a confirmation email with the agenda | | ---------------------- | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | 5 minutes before start | Make sure your camera and mic are working | | 1 minute before start | Review your agenda--what are your objectives for the call, and what will you cover? | | At start | Join the session | | Minute 1 | Small talk. Ask how your participant is doing. | | Minute 2 | Verbally go over the agenda so everyone knows what they will be talking about and ask if there should be other items covered | | Minute 5 | Discuss what's on the agenda. "Open" an agenda item by referring to the previously-sent agenda and mentioning which item you are focusing the discussion on. Lead off the discussion with your first question or update. Discuss. Before you "close out" an agenda item, summarize the key decision or action items and then ask if there is anything else to discuss for that agenda item. Then move on to the next agenda item. | | 5 minutes before end | Mention that time is almost up and ask if there is any last item that can be covered in 2 to 3 minutes. If so, discuss it briefly. | | 2 minutes before end | Say that you'd like to be respectful of everyone's time and that the scheduled time is up. Verbally list all action items. | | 1 minute before end | Say that you know how busy everyone is, thank them for their time, and say you're looking forward to the next time they talk. | | At end | Close the session | # Troubleshooting Calls ## Troubleshooting Checklist If you're running into issues, any of the following could be the reasons why. We've attempted to order these by frequency, with the most common issues at the top of each list. ### Someone's screen is frozen * [ ] Bandwidth (the video data coming through is choppy) ### I'm in the call multiple times * [ ] Bandwidth * [ ] You've joined from multiple devices, browsers, or tabs ### I'm in the call alone * [ ] You have the wrong link * [ ] Your other attendees may not have shown up yet. Sometimes emergencies pop up! Give it 3-5 minutes past the start time. Then get help. ### My video isn't working > the other caller can't see you * [ ] Bandwidth (the platform solved this by turning off video) * [ ] You're using a browser other than Chrome or Firefox * [ ] Video is off in the platform * [ ] The platform can't access your camera because it doesn't have permission * [ ] You denied access * [ ] Your administrator blocked access * [ ] Video is turned off on your computer in your video settings * [ ] You disabled video * [ ] Your administrator disabled video * [ ] You are on the miniature version of the site meant for mobile, which doesn't support all features * [ ] Your browser is out of date and needs to be updated to fix bugs or add features * [ ] The platform can't access your camera because a different app is using it * [ ] The camera hardware is disabled on your computer in your computer's hardware device settings * [ ] You disabled the camera * [ ] Your administrator disabled the camera * [ ] You've blocked your camera with a piece of tape * [ ] Your camera is defective * [ ] Your computer doesn't have a camera ### My mic isn't working > the other caller can't hear you * [ ] Bandwidth (the audio data coming through is choppy, usually accompanied by video issues) * [ ] Your voice is muted * [ ] Browser settings * [ ] The platform can't access your mic through the browser because it doesn't have permission * [ ] You denied access * [ ] Your administrator blocked access * [ ] The platform has permission to access your mic, but the wrong audio input device is selected * [ ] The audio input volume for your browser application is muted or too low * [ ] Sound settings on your computer * [ ] Your audio is on the wrong input * [ ] Your audio input volume is turned down * [ ] Audio input is turned off on your computer * [ ] You disabled audio input * [ ] Your administrator disabled audio input * [ ] You are on a miniature version of the site meant for mobile, which doesn't support all features * [ ] The platform can't access your mic because a different app is using it * [ ] Hardware device settings on your computer * [ ] Your mic is disabled on your computer * [ ] You disabled the mic * [ ] Your administrator disabled the mic * [ ] Your mic is defective * [ ] Your computer doesn't have a mic ### My sound isn't working > you can't hear the other caller * [ ] Your computer volume is muted or too low * [ ] The other caller's mic isn't working; the other caller should try to troubleshoot the issues in [Your mic isn't working](/more/product-guides/video-calls/troubleshoot-your-call#troubleshooting-checklist) * [ ] Sound settings * [ ] Your audio is on the wrong output * [ ] Your audio output volume is turned down * [ ] Audio output is turned off on your computer * [ ] You disabled audio output * [ ] Your administrator disabled audio output * [ ] The application volume set for your browser application is muted or too low * [ ] Hardware device settings * [ ] Your speakers are disabled on your computer * [ ] You disabled your speakers * [ ] Your administrator disabled your speakers * [ ] You are on miniature version of the site meant for mobile, which doesn't support all features * [ ] Your speakers are defective * [ ] Your computer doesn't have speakers ### My video, audio, and sound aren't working > the other caller can't see or hear you and you can't hear see or hear them\* * [ ] You have the wrong link * [ ] You are on a miniature version of the site meant for mobile, which doesn't support all features ### App-Specific and Other Resources * Jitsi: *n/a* * YouTube Live: * Hangouts * * * UberConference: * A good article on troubleshooting call quality: # Templates and resources # Email template for students to recruit experts for projects ## Requesting an Interview {% hint style="info" %} Use this template to help you get an interview with an expert. Also check out [this guide on the Muse](https://www.themuse.com/advice/how-to-ask-for-an-informational-interview-and-get-a-yes), [this guide from 75 to Go](http://www.75togo.com/contribute/interview-email-template/), and [this guide on the Huffington Post](https://www.huffingtonpost.com/susan-p-joyce/get-that-interview-with-a_b_4996669.html) for some additional tips and templates. These guides suggest how to get interviews for a variety of purposes, but their points are still useful regardless of your goal. {% endhint %} ### Subject ``` High School Student Seeking Your Expertise for {{Project_Field}} Project ``` ### Body ``` Dear {{Recipient}}, I'd love your help with a project we're working on for a project at my high school. For our project, we are {{One-line Description of Your Project}}. I'm reaching out to you because {{One-line Explanation for Specific Reason You're Contacting This Person}}. I'd deeply appreciate your input on {{1 or 2 Specific Topics or Questions This Expert Can Help With}}. Would you be available for a 15-20 minute video chat or phone call? {{Meeting Option 1 (e.g., Monday, June 1st at 10am)}} or {{Meeting Option 2}} could be ideal, but please let me flex to your schedule. Thank you in advance, {{Your Name}} {{Freshman/Sophomore/Junior/Senior}} {{Your School}} ``` # Outline for partners to make an inquiry-based presentation If you'd like to use slides to go along with your presentation, [make a copy of the Google Slide template](https://docs.google.com/presentation/d/1bk8sdatawFbuy-im-9ipKTqvk_KThnHptTIrVhYmF2I/copy) that goes along with this outline. ## Introductory Notes Use this outline as a tool to help you structure your presentation. This outline clocks in at roughly **8 minutes**, if you stick to the recommended times. You should think of this outline more as a storyboard than a template. You could use any number of presentation styles and mediums and still have a great presentation! What’s more important is the “story arc” as well as the timings and content. You’re free to go off script, of course! Just a couple things to keep in mind, given your audience: ### Share Your Story If you have a personal story that relates to your topic (and is appropriate for teen audiences), share it. Personal stories are highly engaging, and they give the students a chance to get to know you better {% hint style="warning" %} Some notes on sharing your story: there are some topics that are controversial or inappropriate for a classroom. While we acknowledge your personal experiences are important to who you are, please use discretion when sharing them and err on the side of caution. {% endhint %} ### Use an Inquiry-based Approach When you can, introduce your content with a problem situation or a question. Inquiry elicits responses. Note, this isn't you asking a question and expecting an answer. It's establishing something for your and the students to think about, together. It's about sparking curiosity. {% hint style="warning" %} Some notes on appropriate content: there are some topics that are controversial or inappropriate for a classroom. While we acknowledge your personal beliefs are entirely legitimate, please remember that you are there to make a connection, not a point. Our goal (which is often aligned to yours!) is to get students engaged in what they’re learning and excited about what you do. To do that, inspire curiosity and show relevance. The fastest way to shut someone down, however, is to proselytize. {% endhint %} {% hint style="warning" %} Some notes on taking questions: believe it or not, teenager brains are highly in-tune with social cues--they can read you. And they’re wiley, so they may try to “bait” you into an embarrassing or inappropriate response. Recognize that they’re doing it all in good fun, but keep your wits about you! If there’s a question you don’t think you should answer, just smile and say so, and move on. {% endhint %} ### Chunk your content No one, teen or otherwise, wants to listen to a presenter speak for 60 minutes straight. Break up your story into “chapters” that all last within the appropriate attention span. Which is a good segue to… ### Attention spans are very, very short Some studies put the teenage attention span at 5 minutes. But a good rule of thumb is 1 minute per grade level. So most presentations should be 7-12 minutes. (TED Talks caps it at 18 minutes. And that’s for adults who paid to be there!) ### Change up what students do with every chunk Spend one chunk presenting, another answering questions, another facilitating a miniature case study or another activity, and so on. Allow the students to engage with your content in multiple ways, and make sure what they’re doing changes with every chunk. ## Outline ### 1. Introduce yourself (30 seconds) Greet the audience and introduce your self. Don't be afraid of personality! ### 2. Introduce your organization (30 seconds) Tell us what you do. The goal is to make it clear how your organization is connected to the topic you’re covering. ### 3. Lay out the goals (30 seconds) Often, the initial request that you responded to laid out a few goals for the presentation. Here is where to include them, so students understand what they should be looking for. If not, however, this is a good opportunity to define the goals with the students. ### 4. Lead with the punchline: a question or problem (30 seconds) Introduce the focus of the big idea of the presentation. What is the key problem or question to resolve? Why does it matter? Spend time raising the stakes. Don’t worry if you feel like you need to provide more context first. Just focus on concepts, and avoid jargon. Let students listen to you, the expert intimate with this mysterious topic. We’ll develop the background next. (Don’t seek answers just yet: you need to provide some helpful information before you can get any good answers.) ### 5. Share relevant background info (2 minutes) Include some engaging content that should help set the stage for your problem, so that your audience feels informed when you ask something of them later. Think of this section as answering “how we got to this question in the first place.” This might be what you or your organization has done in the past. It might be important nuggets on the industry. It might be a “how it works” for an important process. Then include some engaging content that should help your audience form opinions and predictions related to your question or problem. If you have an answer in mind from your question, these are your “hints.” If not, these are the anchors for the discussion. Pick the “smoking guns” that should connect the dots for students. Spend no more than 60-90 seconds laying out the details and then spend another 1 to 2 minutes fielding questions. Ask if they understand the relevant information you’ve presented. Let them make predictions or suggest solutions. You’re solving this problem together. If you have them, visuals are great. ### 6. Return to the punchline with “the answer” (2 minutes) Focus concisely on the big idea again, but this time with the answer. Unexpected answers are best! Show, don’t tell, the answer. Start with the “what.” Then illuminate the "how." Then illuminate the "why." {% hint style="info" %} * the “what” (attributes of the solution, what it does, the details it focuses on) * the “how” (the underlying process of how the solution actually works) * the “why” (the reason this solution works, its specific benefits, its tradeoffs) {% endhint %} ### 7. Make the class connection (1 minute) Describe how your topic fits in with the class’s current academic focus. It should connect to either the what, how, or why. ### 8. Summarize (30 seconds) Mention the second most important thing you want students to take away. Then mention the third most important thing you want students to take away. Then mention the first most important thing you want students to take away Ideally, your summary incorporates how your topic connects to the classroom content. ### 9. Thank them for their attention and take questions! # Optional online mentorship training for partners Throughout your project, Sidekick will provide you bite-sized, task-based advice to help ensure you have a positive and productive experience as a project partner. If you can spare an hour, however, we strongly recommend you check out PERT's [Mindset Toolkit for Mentors](https://www.mindsetkit.org/growth-mindset-mentors) developed by [PERTS](https://www.perts.net/) in partnership with [MENTOR](http://www.mentoring.org/). Originally used by Americorp Civic Year, it provides a succinct, interactive online course that trains skills useful for anyone in a mentorship position. You'll learn more about important learning mindsets, especially the Growth Mindset, and how to interact with young adults in developmentally-appropriate ways that support these mindsets. Sidekick had nothing to do in the creation of this material. We just think it does a fantastic job homing in on the big things that matter what matters [Click here to go to the course.](https://www.mindsetkit.org/growth-mindset-mentors)