IMPLEMENTATION DESIGN
A student success system built around your school
True Progress works with your faculty and leadership to build the practices that help the school know every student deeply and act on that understanding. The design begins with your students, the knowledge your educators already bring, and the questions the school needs to resolve.
The first year establishes Visibility, the first driver of the Student Success System. Assessment, professional learning, and the school's ways of reviewing and responding to evidence are developed together across the year.
The first year: Visibility
True Progress ELA and math assessments provide evidence within this work. We help educators bring that evidence together with student work, classroom observations, and what students, families, and specialists can contribute. The aim is a fuller understanding of each student's strengths, difficulties, experience of learning, and response to previous support.
Initial planning establishes how the work will begin. As educators examine the evidence, further questions emerge. A student may need a closer assessment, a conversation, or a review with colleagues who know another part of her story.
We work with the school to refine these practices through the year. Educators use what they learn to respond to students throughout the implementation and return to the evidence to see whether those responses are helping.
What we design together
The questions about your students
We begin with where the school wants a deeper understanding: a student whose difficulties persist despite support, one whose strengths are obscured by an uneven learning profile, or one who needs greater challenge. Those questions shape where to look more closely and whose knowledge to bring into the conversation.
The evidence and the calendar
Together, we place assessment and review within your school year, alongside the assessments you retain and the meetings your faculty already uses. We establish when broad assessment is useful, when deeper assessment is needed, and when to revisit a student's progress. The practical setup includes rosters, access, devices, and agreed assessment procedures.
Decisions and responsibilities
We identify who brings evidence together, who participates in decisions, who carries out the agreed response, and when the team returns to it. Teachers, specialists, and leaders contribute their knowledge and judgment. Follow-up guidance is developed in the context of your school's students and curriculum, with room to investigate results that do not fit what educators know.
Faculty and family conversations
We design review meetings around understanding the student and deciding what to do next. Preparation for family conversations brings together strengths, concerns, what the school is doing, and how progress will be reviewed. Faculty learning uses the school's own questions and evidence.
Design in practice
Building on a familiar meeting
At one school, the design of data meetings drew on a literacy protocol teachers already knew and trusted. An established way of working together provided the starting point for examining new evidence.
Making responsibilities explicit
At a K–5 lower school, the curriculum coordinator developed follow-up guidance, a data-meeting agenda, and a framework for family communication during a working session. She then shared a one-page version with teachers. The session produced a concrete starting plan for the school's work.
What the school establishes
The first-year implementation develops a shared approach to knowing students and following through on what educators learn. Its written arrangements include:
- An assessment and review calendar aligned with the school year.
- Guidance for bringing assessment evidence and educators' knowledge together, including when to look further.
- Clear responsibilities for decisions, action, and follow-up.
- Meeting agendas that carry forward what has been tried and what happened next.
- A framework for discussing students' learning and support with families.
These arrangements are refined through use as the school develops comprehensive, in-depth Visibility.
The implementation engagement
The annual subscription covers the online assessment platform. The first-year implementation fee covers building and installing the Visibility system.
Once comprehensive, in-depth Visibility is established, the school and True Progress can determine the next driver to build. Focused Curriculum, Instruction, Meaningful Data, and Workflows are the other drivers of the Student Success System. Each subsequent driver build and implementation has its own agreed scope and separate fee.
Designing the work around your school
A first conversation begins with the students your school serves and how your educators work to understand and support them. We will discuss what is already working, where understanding remains incomplete, and what your school wants to strengthen.
Together, we can consider how to shape implementation around your faculty, curriculum, and calendar, and establish how educators will bring their knowledge together, decide on a response, and review whether it helps.