A quick snapshot of your intervention world

• Tell me briefly about the student groups you currently target for reading or math intervention. Options: Grades K–2, Grades 3–5, Grades 6–8, High school, Multi-grade mixed groups, Districtwide across grades
• How many minutes per day does a typical student receive targeted intervention in your buildings? Options: Less than 10 minutes, 10–19 minutes, 20–29 minutes, 30–45 minutes, More than 45 minutes
• Walk me through a recent week of intervention scheduling—who runs groups, where they meet, and how rigid the schedule felt in practice.
• On a typical day, which staff deliver intervention in your buildings? Options: Classroom teachers, Dedicated interventionists, Paraprofessionals, Special education teachers, Shared/rotating staff
• Who currently owns progress monitoring and RTI documentation in your district? Options: Building principal, Director of curriculum, Intervention coordinator, Special education lead, Shared ownership
• Walk me through the single change that, if made this year, would either make you keep your current approach or commit to a new districtwide program.

Where current practice is leaking learning

• If you had to name the one scheduling or instructional gap that costs students the most learning time, what would it be?
• Describe a recent example when an intervention group felt like a mismatch for students' needs—what happened and how long did it take you to notice the mismatch?
• How often do you find students working on skills they have already mastered during intervention? Options: Almost every session, Often, Sometimes, Rarely, Never
• When interventions fail to move students, what consequences show up for teachers, schedule reliability, or Title I compliance?
• If nothing changes this year, which student cohorts or state indicators are most likely to miss targets and trigger funding or compliance questions?

Scheduling and the clock you're working with

• Imagine adding 10–15 focused minutes for small-group instruction—what would have to change in daily schedules to make that real?
• Which buildings or grades are most constrained by special schedules—pull-outs, electives, or transportation—that block consistent intervention time? Options: Elementary schools, Middle schools, High schools, Specific magnet programs, All buildings roughly the same
• Estimate the typical size and number of intervention groups a teacher manages each week. Options: 1–2 groups of 3–5 students, 3–4 groups of 4–8 students, 5+ groups or mixed-size groupings, Varies widely by teacher
• Who would need to approve schedule changes, and what would stop them from signing off quickly?
• Which scheduling model do you use now for intervention? Options: Dedicated intervention period, Pull-out groups, Push-in support, Double-dosing, After-school or extended day, Rotating stations

Roles, training, and the human capacity to deliver

• Tell me where teacher preparation for intervention regularly breaks down and who bears the consequences when it does.
• List the roles that run progress-monitoring and who interprets the dashboards for instructional adjustment. Options: Classroom teachers, Interventionists, School RTI team, Curriculum office staff, External coaches
• When teachers get inconsistent coaching, how long before fidelity drops and instruction diverges across classrooms? Options: Within weeks, Within a grading period, After one semester, After a full year, Not sure
• What ongoing support or coaching frequency would realistically change teachers' day-to-day decisions in intervention? Options: Weekly coaching, Biweekly coaching, Monthly coaching plus classroom visits, Quarterly refreshers only, On-demand support
• Would limited coaching during a single rollout week be enough to reach fidelity targets in your buildings? Options: Yes, No, Only with follow-up coaching, Unsure

How you will measure success and who signs off

• What district-level measure, if improved this year, would make you support expanding the program? Options: State assessment proficiency, Percent meeting growth targets, Benchmarks showing skill mastery, Reduced chronic absence, IEP progress targets
• Name the interim assessments or benchmark reports you rely on most for progress monitoring. Options: District formative benchmark, Grade-level screeners, Universal screener results, Curriculum-embedded checks, Other
• Describe the reporting cadence and the audience for each report—who needs weekly versus monthly updates?
• Within what window would you need to see measurable growth from a pilot to consider expanding—4 weeks, 9 weeks, or one semester? Options: 4 weeks, 6–9 weeks, One semester, By end of school year, Unsure
• Identify any final approvals—budget, board, or union—that would block a full purchase even after a strong pilot. Options: Board approval, Budget cycle timing, Collective bargaining constraints, Procurement bid requirements, None of the above

The alternatives you're weighing

• Name the incumbent solution, internal process, or expectation people point to when the conversation is about staying with what you have.
• List the external vendors, district consortia, or internal teams you are still considering as alternatives.
• Would a successful internal pilot to build this yourself change your decision to buy? Options: Yes, we would build internally, No, we need an external partner, Maybe, depending on cost and timeline, Undecided
• Estimate the switching costs that keep you with the incumbent—contract penalties, integration work, retraining, or political capital. Options: Minimal, Manageable with one-time effort, High due to contracts or integrations, Unknown
• Identify the single condition under which you would definitively choose the incumbent over a new solution.

Operational readiness and constraints we must clear

• Do you have roster feeds and SIS access available for vendor integration, and who owns those feeds? Options: Yes, nightly feeds available, Yes, daily manual exports, Partial access, needs work, No, feeds not available yet
• Provide the team headcount you can assign to implementation, including IT, data, and program leads.
• Rate the quality of your student data for automated placement: transcripts, benchmark scores, and roster identifiers in a single export. Options: Excellent, Adequate with minor cleanup, Needs significant cleanup, Missing key pieces
• Are there district policies, board approvals, or union agreements that could delay a pilot or data sharing? Options: Yes, board approval required, Yes, legal/privacy review required, Yes, union review required, None expected
• Can your team deliver nightly roster syncs and assessment exports within 30 days if required for a pilot? Options: Yes, No, Maybe with support, Need to confirm

Pilot design and the decision path

• Imagine a 6–8 week pilot that focuses on 2–3 buildings—what outcomes would make you sign within two weeks after results are shared?
• Select the student cohorts that would provide the clearest signal for a pilot. Options: Lowest-performing 10%, Students near grade level (on the bubble), Targeted IEP groups, Mixed heterogeneous groups, Teacher-selected groups
• Choose the primary success metric for the pilot. Options: Percent meeting growth targets, Mean student gain on benchmark, Effect size equivalent, Skill mastery by standard, Teacher-observed fidelity and engagement
• Provide the list of approvers whose signatures or written approvals will greenlight district rollout after a successful pilot.
• Could purchasing and data agreements be finalized within 60 days after a successful pilot? Options: Yes, No, Only with a pre-approved budget, Would require board timing

Final concerns and immediate next steps

• Are there any non-negotiable deal points that will stop this from closing even if the pilot succeeds?
• Outline the procurement steps your district follows from vendor selection to board approval, including typical durations.
• Do you expect legal review or privacy conditions beyond standard agreements for vendor-hosted student data? Options: Yes, extensive review likely, Yes, light review expected, No, standard agreements suffice, Unsure
• Point to the person or role who will serve as the internal champion and describe their authority to secure teacher time and data access.
• Can you commit to a go/no-go decision date after the pilot that your team and district leadership will honor? Options: Yes, we can commit, No, cannot commit now, We can commit conditionally, Need to confirm

• Instructional Experience Session

• Quick orientation of the end-to-end process
• You confirm the restated current state and the specific cost to intervention outcomes and funding reporting.
• Provide a de-identified sample roster and recent interim assessment results for one pilot grade or cohort.
• You confirm the diagnostic-to-placement flow preserves instructional minutes and reduces off-target instruction in your typical intervention window.
• Confirm the current state and its cost
• Confirm pilot school(s), target grade(s), number of students, and a 6-8 week pilot window.
• Proof, step 1: Diagnostic to placement walk-through using your scenario
• Build and deliver a sample diagnostic-to-placement report and a one-week projected growth report for the provided pilot cohort before the follow-up session.
• You confirm the teacher workflow fits within your teachers' existing schedules and reduces the need for advanced intervention pedagogy training.
• Schedule the pilot kickoff and teacher orientation session and confirm attendees.
• Proof, step 2: Adaptive lesson in a 20-minute intervention block
• You agree on concrete measures and reports that will satisfy your evidence needs for federal funding and RTI documentation.
• Proof, step 3: Teacher workflow and dashboard actions
• Evidence: Reporting for growth, standards alignment, and IEP tracking
• Validate: Does this match what you meant by needing targeted instruction in limited time?
• Agree on next steps for a pilot and success criteria

• Instructional Experience Session
• Instructional Experience Deck
• Instructional Experience Brief

• meeting
• slides
• document

• Provision Student Accounts and Rosters
• Launch Adaptive Diagnostic Assessment
• Configure Skill Mastery Thresholds by Standard
• Deliver Personalized Reading Lessons
• Deliver Personalized Math Lessons
• Calibrate Practice Exercises to Student Performance
• Enable Teacher Dashboards and Role Permissions
• Configure RTI and IEP Progress Monitoring Reports
• Align Curriculum Content to District Standards
• Integrate with Student Information System (SIS)
• Integrate with District Assessment Platform
• Train Teachers on Program Use and Data Interpretation
• Export Progress Data for State and Federal Reporting
• Migrate Historical Intervention Records

Provision Student Accounts and Rosters

• Which SIS (Student Information System) feed method will you provide for rostering (OneRoster CSV/API, direct SIS API, SFTP roster CSV, manual CSV)? Options: OneRoster (CSV/API), SIS REST API, SFTP roster CSV, Manual CSV upload, Other
• For which grade bands and school buildings must initial roster provisioning include students (list grade ranges and school IDs or names)?
• How often must rosters sync to match your district calendar (nightly, weekly, on demand, at term boundaries)? Options: Daily (nightly), Weekly, On demand/manual, At grading period boundaries
• Who is the roster owner responsible for providing SIS credentials, SFTP endpoint details, and verifying student id mapping?
• What defines successful roster provisioning for each school (for example, 100% of active students matched to SIS IDs, zero unresolved enrollments)? Options: 100% of active students matched, 95-99% of active students matched, 80-94% matched, Other

Launch Adaptive Diagnostic Assessment

• Which diagnostic battery do you require and for which grades (screening, placement diagnostic, full diagnostic — specify grade ranges)? Options: Screening (K-2), Placement (3-8), Full diagnostic (K-12), Custom selection
• What assessment window dates and daily testing blocks must align with your district calendar and testing staff availability?
• Which student groups will require documented accommodations during the diagnostic (English learners, Special Education with IEP accommodations) and what features are needed? Options: Extended time, Text-to-speech, Translated interface, Disable timers, Other
• How should diagnostic results be validated against your local benchmark or state assessment data (required sample size for correlation, acceptable correlation coefficient)?
• What acceptance criteria will confirm the diagnostic assessment launch is successful (examples: completion rate target, score export accuracy, required correlation sample)? Options: >90% eligible students complete within window, Score exports match benchmark feeds with >99% accuracy, District-defined correlation threshold met, Other

Configure Skill Mastery Thresholds by Standard

• Which standards set will you use for mapping thresholds (your state standards list, Common Core State Standards, or a custom district standard set)? Options: State standards (provide code list), Common Core State Standards (CCSS), Custom district standards
• What mastery rule do you require per standard and grade (for example 80% correct across items, 3 consecutive passing lessons, or custom rubric)? Options: 80% correct, 75% correct, 70% correct, Mastery after N consecutive passes (specify)
• Which reporting buckets should appear on teacher dashboards and what numeric cutoffs map to labels like At-risk, Approaching, Proficient?
• Who will own review and approval of the standard-to-mastery mappings (curriculum director, assessment coordinator, or building-level lead)? Options: Curriculum director, Assessment coordinator, Building principal, Other
• Do you require different mastery thresholds by grade band (for example K-2 thresholds separate from 3-5)? Options: Yes, No

Deliver Personalized Reading Lessons

• Provide the reading curricula or scope-and-sequence documents that lessons must map to (upload method or link to district scope and sequence). Options: Upload file (CSV/PDF), Provide link to curriculum doc, Manual mapping
• Which student cohorts should receive targeted reading lanes (examples: K-2 phonics, 3-5 fluency, 6-8 comprehension)? Options: K-2 Phonics, 3-5 Fluency, 6-8 Comprehension, 9-12 Remediation
• What is the target lesson length that must fit into your intervention blocks (choose typical minute ranges)? Options: 10-15 minutes, 20-30 minutes, 30-45 minutes
• Which lesson multimedia elements are required for reading instruction in your district (audio narration, decodable text, leveled readers, built-in formative checks)? Options: Audio narration, Decodable text, Leveled readers, Interactive practice, Other
• How will you measure reading lesson effectiveness during pilot (expected benchmark gain, teacher rubric, engagement metrics such as time-on-task)?

Deliver Personalized Math Lessons

• Name the math domains by grade that must be covered (for example number sense K-2, operations 3-5, fractions 4-6, algebraic thinking 6-8).
• Which item types must be supported in math lessons and practice (selected response, constructed response, equation entry, manipulatives)? Options: Selected response, Constructed response, Equation entry, Drag-and-drop
• Specify typical pacing constraints within your intervention blocks (example: number of problems or concepts targeted per 20-minute session). Options: 5-10 problems, 11-20 problems, 20+ problems
• Which virtual manipulatives or visual models must be available in lessons (virtual number lines, fraction bars, base-ten blocks)? Options: Virtual number line, Fraction bars, Base-ten blocks, Other
• What teacher-facing cues should lessons surface when a student struggles on a standard (hint text, reteach mini-lesson, suggested small-group list)? Options: Hint text, Reteach mini-lesson, Suggested small-group list, Assign prerequisite skill

Calibrate Practice Exercises to Student Performance

• Which calibration rules should drive adaptive difficulty (correctness streaks, time-on-task thresholds, specific error patterns)? Options: Correctness streaks, Time-on-task, Error pattern detection, Teacher override
• What item bank size per standard do you require to reduce item repetition (for example 50 items per standard, 100 items per standard)? Options: 20-49 items, 50-99 items, 100+ items, Custom
• Which psychometric properties must items meet and what minimum thresholds do you require (example: minimum point-biserial, acceptable difficulty range)?
• How should practice adapt when a student has an Individualized Education Program (IEP) goal that conflicts with standard pacing (reduced options, scaffolded prompts, alternate items)? Options: Reduced options, Scaffolded prompts, Extended time, Alternate item types
• Which logging and telemetry on item-level interactions must be exported for district analysis (response time, hint usage, scaffold triggers)? Options: Response time, Hint usage, Scaffold triggers, All raw item logs

Enable Teacher Dashboards and Role Permissions

• Which educator roles require dashboards and differing views (classroom teacher, intervention specialist, building coach, district admin)? Options: Classroom teacher, Intervention specialist, Building coach, District admin
• Which specific data tiles are essential on teacher dashboards (individual skill mastery, upcoming lesson plans, group progress by standard)? Options: Skill mastery by student, Upcoming lesson plans, Group progress by standard, Intervention schedule
• What permission granularity do you require for roles (view-only, edit assignments, export student data)? Options: View-only, Edit assignments, Export data, Manage rostering
• Who in your district will be the administrator authorized to approve role assignments and renew access to teacher dashboards?
• Do you require single sign-on integration with your identity provider and which protocol is preferred (SAML or OpenID Connect)? Options: Yes - SAML, Yes - OpenID Connect (OIDC), No - platform credentials, Need to discuss

Configure RTI and IEP Progress Monitoring Reports

• Which RTI tiers and corresponding progress-monitoring measures must appear on exported reports (Tier 1 universal, Tier 2 small group, Tier 3 individualized)? Options: Tier 1, Tier 2, Tier 3
• Which IEP goal templates or specific measurable annual goal language does your district use that should be included on student progress reports?
• What reporting cadence and export formats do you need for RTI/IEP monitoring (weekly CSV, monthly PDF, direct SIS upload via API)? Options: Weekly CSV, Monthly PDF, Direct SIS API upload, Other
• Who will be authorized to receive IEP-progress exports and which privacy controls are required (FERPA-compliant role access, SFTP encryption)? Options: FERPA-compliant role-based access, Encrypted exports via SFTP, Limited to school-level admins, Other
• Do you require prebuilt report templates that align progress monitoring rows to IEP measurable annual goals? Options: Yes, No

Align Curriculum Content to District Standards

• Provide the upload method for your district's standards mapping document or scope-and-sequence (CSV with codes, PDF curriculum guide, or link). Options: Upload file (CSV/PDF), Provide link to curriculum doc, Manual entry
• For which grades and subjects must alignment be completed in phase one (for example grades 3-5 ELA, grades 6-8 Math)?
• How should content items that do not map exactly to a standard be handled (flag for review by curriculum team, auto-map to closest standard, leave unaligned)? Options: Flag for review, Auto-map to closest standard, Leave unaligned
• Who in your team will validate and sign off the lesson-to-standard mappings (curriculum director, instructional coach, or building lead)? Options: Curriculum director, Instructional coach, Building principal, Other
• Do you require that mappings include your state's assessment reporting IDs so lessons crosswalk to state reports? Options: Yes - include state IDs, No - use local codes, Need to discuss

Integrate with Student Information System (SIS)

• Which SIS integration method will your IT team provide access to (OneRoster CSV export, SIS REST API, SFTP extracts, or manual CSV)? Options: OneRoster CSV, SIS REST API, SFTP extracts, Manual CSV upload
• Which SIS fields must be mapped into the platform (student id, school id, grade, section, special program flags such as free/reduced lunch or English learner)? Options: Student ID, School ID, Grade, Section, Special program flags, Other
• What authentication and credential method will you supply for SIS access (API key, SFTP account, service account with OAuth)? Options: API key, SFTP account, Service account with OAuth, Other
• Do you require daily automated syncing from the SIS or will on-demand manual syncs suffice for roster updates? Options: Daily automated sync, On-demand manual sync, Both
• Are there district privacy or network constraints we must accommodate (IP allowlist, VPN-only access, no external endpoints)? Options: IP allowlist, VPN, No external endpoints allowed, Other

Integrate with District Assessment Platform

• Which assessment platforms or benchmark systems must we exchange data with and how will you describe them (local benchmark vendor, state feed, third-party CSV)? Options: Local benchmark system, State assessment data feed, Third-party benchmark CSV, None
• Which assessment artifacts must sync between systems (student scores, item-level responses, standard crosswalks, raw item logs)? Options: Student scores, Item-level responses, Standard crosswalks, Raw item logs
• What export format and frequency does the assessment platform accept for imports (daily API, nightly CSV drop, monthly batch)? Options: CSV nightly, API daily, Monthly batch CSV, Other
• Who in the district will own the mapping between our diagnostic scales and your benchmark or grade-level scales (assessment coordinator, curriculum director)? Options: District assessment coordinator, Curriculum director, Third-party vendor, Other
• Do you require automated score reconciliation rules to generate educator alerts when assessment discrepancies exceed a district threshold? Options: Yes - alert at >5% discrepancy, Yes - alert at >10% discrepancy, No

Train Teachers on Program Use and Data Interpretation

• Which staff roles require initial and ongoing training (classroom teachers, interventionists, paraprofessionals, instructional coaches)? Options: Classroom teachers, Interventionists, Paraprofessionals, Instructional coaches
• Which delivery modes for training do you prefer for rollout (on-site workshops, live virtual sessions, self-paced online modules, or blended)? Options: On-site workshop, Live virtual, Self-paced online modules, Blended
• How many teachers and support staff will need initial training during the pilot phase (provide headcount ranges)? Options: Less than 25, 25-100, 100-500, 500+
• What measurable training success criteria do you require (percent of teachers completing modules, coach-assessed proficiency rubric, demonstrated ability to interpret RTI reports)? Options: % teachers complete modules, Proficiency rubric assessed by coach, Ability to interpret RTI reports
• Do you require train-the-trainer sessions so district coaches can lead ongoing professional development after go-live? Options: Yes, No

• Master Services Agreement (MSA)
• Statement of Work (SOW)
• Order Form / Subscription Agreement
• Data Processing Agreement (DPA) — Student Data Addendum
• Service Level Agreement (SLA)
• Support & Training Addendum
• Pilot & Implementation Acceptance Criteria
• Project Governance & Responsibility Matrix
• Change Order Agreement
• Public Sector Procurement & Security Addendum (conditional)

• Go-live Health Check
• First Measurement Review
• Acceptance Gate Decision
• Quarterly Success Review

• Data engineer to address any outstanding data-quality items and confirm fixes before the next review.
• Training coordinator to schedule targeted coaching sessions for teachers with low weekly active use.
• Technical lead to resolve any identified rostering or assessment alignment issues and report status ahead of the acceptance gate.
• Restate acceptance criteria and numeric targets
• Produce a documented acceptance decision against each numeric target recorded in Program Scope & Alignment.
• For any unmet criteria, agree a remediation plan with owners and a final closure date.
• Confirm the post-acceptance ongoing review cadence and shared channel for issues and enhancements.
• Record and publish the acceptance decision and supporting evidence to the shared workspace with named signatory captured.
• Create a remediation tracker for any failed criteria listing owners, actions, and due dates.
• Set up the shared issues and enhancement request channel and invite all stakeholders.
• Review outcome and adoption trends
• Confirm whether quarterly outcomes continue to track toward the targets recorded in Program Scope & Alignment.
• Ensure remediation items are progressing and close any completed issues.
• Prioritize enhancement requests and assign owners for execution in the next quarter.
• Operations lead to publish the quarter trend dashboard and a short summary of progress against each target.
• Product owner to schedule or roster the top-priority enhancement and provide an estimated delivery window.
• Re-confirm success criteria and owners
• Confirm deployment components (feeds, integrations, mappings) are functioning or have remediation plans.
• Establish an adoption baseline for logins and teacher activity to be used at the first measurement meeting.
• Assign owners and due dates for all open blockers and remediation tasks.
• Publish a short deployment status note listing completed validations and remaining blockers with owners and due dates.
• Technical owner to confirm roster and assessment feed health and provide sample records for verification.
• Implementation lead to share the adoption baseline dashboard link for the first measurement meeting.
• Present first-period outcome data
• Determine whether early outcome metrics are trending toward the targets recorded in Program Scope & Alignment.
• Identify the top 2 root causes for any performance gaps and assign corrective actions with dates.
• Confirm the data and presenter for the acceptance gate meeting.
• Owner to deliver a clean data extract showing student-level benchmark growth and weekly usage by student for the acceptance gate.
• Present outcome evidence per criterion
• Open issues and remediation status
• Deployment and integration validation
• Adoption and fidelity review
• Document pass or fail per criterion and collect decision
• Early adoption signals and usage baseline
• Enhancement requests and prioritization
• Root-cause diagnosis for metric gaps
• Data quality and integration health check
• Agree remediation plan for unmet criteria
• Blockers and open issues triage
• Agree corrective actions and owners
• Confirm timeline to acceptance gate
• Confirm transition to ongoing success cadence
• Confirm next quarter focus and owners
• Agree immediate remediation actions