Start with Visibility.
See your students more clearly than you ever have.
Ninety days, inside a single term. One conversation to scope it. Bring your support team or your leadership team so everyone can be heard.
Everything in the Student Success System begins with visibility. You cannot challenge a student you haven’t noticed is coasting. You cannot help one whose struggle hasn’t surfaced yet. And you cannot know whether your support is working if you cannot see the progress.
The pilot is where your school experiences that first driver directly — with your own students, in your own building, in ninety days.
The structure is simple. A 25-minute assessment at the beginning shows you where every student is and what each one needs. A second 25-minute assessment at the end shows you something no single test can: movement. Comparing the two produces a progress rate for every student — and a clear answer to the question underneath everything: is what we’re doing working?
WHAT IT IS
What the pilot is
It’s the real thing, at real scale. Your students, your classrooms, your data — the full platform, running the way it would run if you adopted it tomorrow.
It’s ninety days, inside a single term. Start in September and know by December. Start in January and know by spring. You learn what you need to know within the school year you’re already in.
It fits your calendar. Each assessment takes about 25 minutes and fits inside a normal class period. Two windows across the pilot — one at the start, one at the end. Your schedule stays intact.
You choose the scale. Some schools pilot a single grade level. Some pilot a division. Some pilot one classroom. Some pilot the whole school. We’ll tell you honestly what each choice will reveal and what it won’t — a small group shows you the platform, but a full cohort shows you the range, and the range is usually the finding that matters.
It runs alongside what you already have. Most schools keep their ERBs, their DIBELS, their curriculum assessments running right through the pilot. You’ll know exactly what the platform adds before you decide what it replaces.
And you control the communication. Your school decides what is shared, with whom, and when — including what goes to families and on what timeline. We’ll advise you based on how a hundred peer schools have handled it, and we’ll help your faculty build the language for those conversations. But the plan is yours.
WHAT IT REVEALS
What the pilot reveals
The pilot has one job: to make your students visible. Here is what that means concretely.
Every student’s level, in the first week. A percentile, a scale score, and a grade-level equivalent for every child — the same day they test. Your teachers can see where their class stands and start planning immediately.
The range inside each classroom. This is what most schools have never been able to see. In a single room, you have students working well above your curriculum and students working well below it, and the distance between them is often larger than anyone has quantified. The pilot makes that spread visible for the first time.
Who is slipping. Nearly every pilot surfaces at least one student the school didn’t know to worry about — and just as often, it confirms a concern a teacher has carried for months without evidence to bring to anyone.
Who has outgrown the work. Most schools come to us thinking about students who struggle. The pilot reveals the other end: capable students who are no longer being reached, whose scores will slide if no one notices. For schools under family pressure about intellectual challenge, this is often the finding that matters most.
What’s actually behind a score. Click into any student’s assessment and you can see all thirty questions — how far the test adapted, where the student was successful, how long they spent, what they skipped. A percentile becomes something a teacher can act on.
How your students engage with assessment. You’ll see the child who finishes in eight minutes and skips every reading passage. That’s a finding — and one your team can respond to.
A progress rate for every student. The second window is where the pilot pays off. Comparing each student’s two assessments shows you who moved, who held steady, and who lost ground — across a classroom, a grade, or the whole cohort. Where you acted on the first window’s findings, the progress rates show you whether it worked. This is the measure most schools have never had: not where students stand, but whether they are moving.
THE SEQUENCE
How the Pilot Works
- 01
Designing your workflow
Before any student takes an assessment, we meet with your leadership team for one or two working sessions. This is the step that determines whether the pilot succeeds.
We begin by helping you decide how the data will be used in your school. When a student scores in the red, is that the classroom teacher’s responsibility, or does it go to student support? Who gives a diagnostic, and when? What should a teacher do about the students who are thriving? These are your decisions — but we’ve helped over a hundred independent schools make them, and we’ll show you how peer schools have answered.
What comes out of these sessions is your workflow: if this, then that. That’s what makes the faculty training simple, and it’s what prevents the anxiety that comes from ambiguity.
We also calibrate your color bands together — deciding what thriving, on level, watch, and concern mean at your school, against a peer group that resembles you rather than a national average that doesn’t.
- 02
A 45-minute faculty session
A short Zoom with every teacher who will administer the assessment. How to help students sign in, how to proctor, how to support a student who needs it, and how to see their own results. That’s all it needs to be, because the hard thinking was already done with your leadership.
We frame this to faculty as what it is: we’re evaluating something, and we need your input on whether it’s useful. Teachers respond to being asked rather than told.
- 03
The first window: where every student is
Students test in a normal class period — about 25 minutes. Results are immediate. You can meet at the end of the day and see where an entire grade stands.
This first window answers the first question: where is each student, and what does each one need? It’s the baseline everything else builds on.
We keep this round deliberately low-stakes. For your youngest students especially, the first administration is partly practice, and we’ll tell you plainly which data to trust and which to hold loosely.
- 04
Reading the data together
Once everyone has tested, we run a second 45-minute session with your faculty — this time looking at your students. We show teachers what to look at, what to ignore, and how to think about what they’re seeing. We set the tone for how your school will talk about this data: language that helps you see who needs something different, never language that labels a child.
Most teachers leave this session with the same realization: the vast majority of their students are thriving, and the assessment’s real job was finding the two or three who need a closer look.
- 05
Going deeper where it matters
With the first window’s data in hand, you use the diagnostic where you want to know what a student specifically needs, and the inventory for the students whose profiles don’t fit a single grade level. You use as much or as little as is useful. Most students need nothing beyond the screener — that’s the point.
Then your school does what it does: teaches, supports, adjusts. The pilot gives that work a target.
- 06
The second window: whether students are moving
Ninety days after the first assessment, students take the second — another 25 minutes inside a normal class period.
This is the window that changes the conversation. Comparing the two assessments produces a progress rate for every student. Now you’re looking at movement — who advanced, who held, who slipped. Where your team acted on what the first window revealed, the progress rates tell you whether it worked.
That is the question every school asks and almost none can answer with evidence: is what we’re doing working? The pilot ends with your answer, in your data, for your students.
At the end of ninety days, you have your own students in your own data, a faculty who understands what they’re looking at, progress rates that show whether the term’s work produced movement, and a leadership team that has seen the range in its classrooms. From there you’ll know what you want — the right scale, the right rhythm, and when your community is ready to hear about it. You’ll know because you’ll have lived it, not because we told you.
SCHEDULE YOUR PILOT
Begin with a conversation
We’ll talk about your students, what you’re using now, what you wish you could see, and what a pilot would look like at your school — which grades, what scale, what rhythm. Most schools go from first conversation to first assessment within a few weeks.
