Data and Measurement
You already collect more data than anyone has time to use. We build the tools that turn it into a clear answer, for programs we designed and for programs we didn't.
It's one of the hardest questions in school improvement, and it's almost never a data problem. The numbers usually exist. They're spread across three systems, nobody has had a free week to pull them together, and the parts that would matter most, what students and teachers actually experienced, were never collected in the first place because there was no way to gather them.
Districts often bring us programs we had nothing to do with designing, because they need someone to build the means of telling whether any of it changed anything.
Examples of what we have built for schools. Each one gets rebuilt for the district using it, because a tracker that fits one school's schedule and data rarely fits the next.
Is this student responding?
Weekly probe data, goal lines, and a view that shows at a glance which students are on track and which need a change. Built so a teacher can keep it current in a few minutes, because a tracker nobody updates tells you nothing.
Which students need which support?
A short series of checks rather than one cut score, built on screening data you already collect, with the thresholds written down so the decision survives a change of staff.
Are we actually ready to start?
Condition by condition checks a leadership team fills in together, marked ready, in progress or not yet, so the gaps get named before a program launches rather than found in October.
What actually happened this year?
The end of year deck that turns a year of scattered data into something a leadership team can act on, with the limits of the data named in the room rather than buried in an appendix.
Where do our pairs rate themselves lowest?
Where pairs rate themselves lowest across the indicators that define the practice. A coaching cycle that starts from how a pair sees themselves gets further than one that starts from an outside judgment.
Did the training reach the classroom?
Short instruments at the close of a session, read before the next one. Two sessions side by side show whether anything moved, which is the number worth taking to a board.
What do students say about an initiative or practice?
Question sets and a simple way to record what students tell you, so their experience sits next to the test scores instead of being guessed at. We also come out and run the empathy interviews ourselves when a district would rather not pull staff for it.
What is happening in the room?
Look-fors tied to the model you are implementing, so a walkthrough produces data you can compare across classrooms instead of impressions that cannot be added up.
What is this costing us, and what protects it?
The real cost of a co-taught section set beside the things that protect it: planning time, coaching, and the interruptions that eat into both. Written for whoever holds the budget.
Already running something you cannot measure? That is the usual starting point.
Book a free callFour steps, sized to a school year.
First
We look at the data you're already collecting, what it can answer, and what it can't. This step on its own often turns up a measure you already own and weren't using.
Then
We settle on a small number of measures and what would count as success, before the year starts if there's time to do it then.
Then
Trackers, protocols, and instruments sized to a real school year, designed with whoever has to maintain them sitting in the room.
And after
A deck that says what moved, what didn't, and what you would do differently, written so the cautions survive the retelling.
You don't need a new initiative to start. If something is already in place and you can't tell whether it's working, that's the right place to begin.
The numbers usually exist. They are spread across three systems, nobody has had a free week to pull them together, and the parts that would matter most, what students and teachers actually experienced, were never collected in the first place because there was no way to gather them.
Yes. Districts often bring us programs we had nothing to do with designing, because they need someone to build the means of telling whether any of it changed anything.
Progress monitoring trackers, placement decision sheets, readiness checklists, data story decks, practice self-assessments, session exit slips, student voice protocols, walkthrough and observation tools, and cost worksheets. Each one gets rebuilt for the district using it, because a tracker that fits one school's schedule rarely fits the next.
Yes. Student voice protocols put what students say next to the test scores, and we come out and run the empathy interviews ourselves when a district would rather not pull staff for it.
Layered Education