Start with Who You Are — Quick Context

• Which role best describes you right now? Options: Chief Academic Officer, Assessment Director, Building Principal, Curriculum Coordinator, Director of Technology, Other
• Which grades and student populations are you most focused on improving this year? Options: K–2, 3–5, 6–8, 9–12, All grades, Specific subgroup (ELL, SPED, FRL)
• How many students and schools are in your district (approx.)? Options: <1,000 students, 1,000–5,000, 5,001–20,000, >20,000, Prefer not to say
• What state or states do you operate in (list or type N/A)?
• Who else on your team typically influences assessment or adoption decisions? (list titles)
• What would you most like us to understand about your district before we go deeper?

Are You Comfortable Waiting Until Summer for Answers?

• If your state test is the only definitive measure you have, what part of instruction is being left to chance?
• Right now, which of these best describes your primary interim assessment approach? Options: No district-wide interim program, School-by-school ad hoc assessments, Commercial interim assessments used inconsistently, A consistent district interim program
• How long after administration does assessment data typically reach teachers? Options: Same day, 1–3 days, 1–2 weeks, More than 2 weeks, We don’t get item-level data
• Tell us about a recent moment when late or missing data cost a student an intervention opportunity—what happened?
• How much confidence do you have that current assessments actually identify which standards individual students have not mastered? Options: High confidence, Some confidence, Low confidence, No confidence
• Which assessment outcomes do leaders most ask you for after each administration? Options: Proficiency by standard, Growth measures, Item-level misconceptions, Roster-level intervention lists, Equity-disaggregated outcomes

Where Students Slip Through the Cracks — Tell Us the Stories

• When gaps appear in your data, whose students are most often missing timely support? Options: Early grades (K–3), Middle grades, High school, EL/MLL students, Students with IEPs, Students from low-income families
• How visible are intervention histories, accommodations, and demographics when you view assessment results today? Options: Fully visible and linked, Partially visible, Mostly disconnected, Not visible at all
• Can you share an example of an equity gap that surprised you when it finally surfaced? What did you wish you had known earlier?
• Which student groups do you need to disaggregate by as a non-negotiable for decision-making? Options: Race/ethnicity, ELL/MLL status, IEP/504, FRL, Gender, Other
• How often do equity-disaggregated reports inform resource allocation (interventions, coaching, materials) in your district? Options: After every assessment, Monthly, Quarterly, Rarely, Never
• What emotional reactions do you see from teachers or families when gaps finally appear in year-end results?

If You Could See Tomorrow, What Would You Fix?

• Imagine having clear, next-day signals on who’s falling behind—what would you do differently this week?
• Which of these signals would most change classroom practice for you? Options: Standards mastery by student, Item-level misconceptions, Predictive proficiency for state tests, Recent growth velocity, Intervention response history
• What measurable success criteria would make you feel confident to scale a new interim assessment approach? Options: Reduction in students below grade level, Higher teacher use of data for next-day planning, Faster turnaround to actionable analytics, Improved subgroup proficiency, Clear pilot go/no-go metrics
• What threshold or trigger would you need to see to start an intervention (e.g., percent wrong on a standard, consecutive low scores)? Options: 1 assessment below threshold, Consecutive 2 assessments below threshold, Percent incorrect on a standard (specify), Teacher referral required, Other (please describe)
• Who in the building or district would need to feel the impact first for you to commit (e.g., teachers, principals, curriculum team)? Options: Teachers, Principals, Assessment Team, Curriculum Coordinators, Superintendent/CAO, School Board

Assumptions That Could Be Costing You Months of Impact

• What current assumption about assessments keeps you from changing your approach (for example, 'teachers won't use it' or 'we can't integrate data')?
• How do teachers currently perceive district assessments—compliance, helpful, mixed, or something else? Options: Compliance-focused, Instructional tool, Mixed feelings, Undetermined
• Where do teachers tend to get stuck when using assessment data? And how long has that held back instructional change?
• Which of these obstacles have you already tried to solve (select all that apply)? Options: Lack of teacher time, Insufficient PD, Data disconnected across systems, Slow scoring/turnaround, Poor item-quality/alignment
• How quickly do you realistically expect teachers to change practice after receiving better analytics? Options: Within days, Within weeks, One term, By next year, Unsure
• Which internal decisions or approvals usually slow adoption the most (budget, procurement, union, IT, PD)? Options: Budget, Procurement, Union/Policy, IT/security, Professional Development, Other

What Would Make Teachers Use Data Before It’s Too Late?

• If teacher dashboards were actually used every day, how would instruction look different in your schools?
• Which teacher-facing features matter most to you for daily use? Options: Clear next-step resources, Item-level misconceptions, Rostered intervention lists, Easy grouping suggestions, Printable small-group plans
• What format of professional learning has shown the best behavior change in your district (coaching, whole-staff training, microlearning, PLCs)? Options: Instructional Coaching, Whole-staff PD, Microlearning modules, PLC-driven coaching, Peer-led workshops
• Describe a moment when teachers changed instruction because of data. What enabled that shift?
• What ongoing supports would make teachers more likely to keep using assessment-driven guidance (choose top 2)? Options: On-demand helpdesk, Embedded lesson resources, Weekly coaching check-ins, Auto-generated small-group plans, Administrator progress dashboards
• How would you know teacher adoption was healthy—what signals would you watch? Options: Daily dashboard logins, Number of interventions started, Improved short-term mastery, Teacher-reported usefulness, Reduced time to intervention

Data + Systems — Is Everything Actually Connected?

• If your data systems were a single pane of glass, what questions could you answer in 5 minutes that you currently cannot?
• Which integrations are essential for any assessment platform you consider? Options: SIS rostering (SFTP/CSV/API), Single Sign-On (SAML/SSO), LMS grade passback, Assessment content import/export, Data privacy/compliance documentation
• Do you have any existing data-sharing or security constraints we should know about (e.g., vendor approvals, FERPA addenda)?
• Can you provide sample data or a test roster during a pilot? If not, what would block that? Options: Yes, available, Yes but anonymized only, No, cannot share sample data, Depends on legal approval
• Which student-level fields must travel with assessment results for your use cases? Options: Student ID, Grade, Demographic tags (race/ELL/IEP), Intervention history, Teacher of record
• How do you prefer to validate integrations—sandbox, pilot with real classrooms, or technical self-test? Options: Sandbox environment, Small pilot in classrooms, Technical self-test by IT, Hybrid approach

Deciding Together — What Would Make This a 'Yes'?

• What would you view as non-negotiable success criteria for a pilot to be considered successful? Options: Teachers using dashboards daily, Actionable item-level reports within 24 hours, Measurable improvement in targeted standards, Seamless SIS integration, Clear ROI evidence
• Who needs to be at the table to sign off on a pilot outcome (roles and decision authority)?
• What pilot length feels realistic to demonstrate impact without overcommitting (weeks/months)? Options: 2–4 weeks, 6–8 weeks, One semester, Full academic year
• What data-sharing responsibilities would your district need from us during a pilot? Options: Anonymized data only, Full student-level data with agreements, Aggregate reports only, Other (please specify)
• How will you decide go/no-go—what evidence or dashboard will you review? Options: Teacher engagement metrics, Pre/post student mastery, Administrator feedback, Parent/community signals, Combination
• If the pilot met acceptance criteria, what would a reasonable timeline for district-wide rollout look like? Options: Immediate next term, Next school year, Phase over 1–2 years, Unsure — need to discuss

Practical Next Steps — What Would You Like Us to Do First?

• Which of these do you want from us next to move forward? Options: Standards alignment audit, Technical integration scoping, Pilot proposal with timelines, Teacher experience demo, Cost estimate and contract terms
• If we delivered a 4–8 week pilot proposal today, what constraints would you need us to address to make it viable?
• Who should we include on the kickoff meeting from your side (names/titles and their decision role)?
• What concerns would you want addressed in a short pilot agreement (e.g., data privacy, teacher time, cancellation terms)? Options: Data privacy & FERPA, Teacher time commitment, Clear acceptance metrics, Exit/cancellation terms, Cost & invoicing
• Finally, what would make you feel confident to put a small pilot on the calendar today? Options: Clear low-cost pilot, Executive buy-in confirmed, IT signoff on integrations, Teacher volunteers identified, All of the above

• Solution Experience Kickoff — Current State, Consequence & Future State
• Scenario Build & Data Mapping
• Live Scenario Walkthrough — Detection to Next-Day Instruction (Proof)
• Equity Disaggregation & Reporting Validation
• Teacher Workflow Pilot Planning & Go/No-Go Criteria

• Define clear acceptance criteria for equity reporting and export workflows.
• One-sentence Recap of Preconditions
• Prove the platform delivers actionable item-level analytics within the agreed turnaround time.
• Validate that each analytic output directly addresses a named problem from the current state.
• Obtain explicit customer confirmation that outputs enable next-day instructional actions.
• Identify and document any configuration changes required before pilot.
• Seller to produce a short 'proof packet' showing screenshots/exports from each scenario and the mapping to customer problems.
• Customer to respond with validation answers and any additional acceptance criteria within 3 business days.
• Seller to implement agreed adjustments to thresholds or report layouts in the sandbox.
• Restate Equity Questions to Answer
• Prove that disaggregated views reveal subgroup gaps within the tested scenarios.
• Confirm that report formats are usable by teachers and leaders for prioritizing interventions.
• Introductions & Objectives
• Seller to deliver sample exported reports (PDF/CSV) for each agreed subgroup and scenario.
• Customer to identify a short list of interventions that would be triggered by each report type.
• Seller to configure automated report schedules and share technical steps for export/ETL if required.
• Review Lessons from Walkthroughs
• Finalize a pilot plan that operationalizes next-day instruction using the platform.
• Obtain commitments on teacher training, pilot dates, and monitoring cadence.
• Define measurable go/no-go criteria for pilot acceptance and wider rollout.
• Customer to confirm pilot teacher roster and schedule and to distribute pre-work to pilot teachers.
• Seller to prepare teacher-facing quick-start, create pilot assessments in the sandbox, and schedule training sessions.
• Both parties to agree on a monitoring dashboard and cadence for daily/weekly check-ins during the pilot.
• Achieve a single, agreed one-sentence current state that all participants recognize.
• Surface explicit consequences of the current state in operational terms.
• Define a one-sentence future state (outcome-focused) that the experience must prove.
• Agree on scenarios, data deliverables, and attendees for the hands-on sessions.
• Customer to deliver representative roster, one interim export, and one-paragraph current-state by X date.
• Seller to prepare facilitator one-sentence restatement and a consequences summary slide.
• Schedule the Scenario Build & Live Walkthrough sessions and confirm attendee list.
• Review Selected District Scenarios
• Ensure each scenario is expressed in platform-ready data and covers realistic cohorts.
• Verify standards alignment for items used in the scenarios.
• Agree on analytic thresholds and 'struggling' definitions that will be proven in walkthroughs.
• Capture teacher workflow constraints to validate feasibility of next-day instruction adjustments.
• Customer to correct or supply missing data fields identified in mapping.
• Seller to load cleaned data into a sandbox and create scenario-specific assessments and item-tagging.
• Both parties to finalize the two to three scenarios to be used in the Live Scenario Walkthrough meeting.
• Run Scenario A: Admin -> Score -> Analytics (Proof)
• Define Pilot Classroom/School Roster & Timeline
• One-sentence Current State
• Live Generation of Disaggregated Reports
• Data Mapping Walkthrough
• Teacher-Facing Materials & Training Plan
• Consequence: Operational & Instructional Impact
• Tie Outputs Back to Problems
• Standards & Item Alignment Check
• Interpretation Workshop — From Report to Instruction
• Force Validation: Confirm with Attendees
• Define Detection Rules & Analytics Thresholds
• One-sentence Future State
• Success Metrics & Data Collection Plan
• Export, Automation & Turnaround Check
• Run Scenario B (Different Cohort/Subgroup)
• Confirm Teacher Workflow Friction Points
• Confirm Scenarios, Data & Roles for Workshop
• Roles, Responsibilities & Go/No-Go Criteria
• Agree Acceptance Criteria for Equity Reporting
• Pre-work Review & Logistics for Next Meetings
• Capture Required Adjustments & Acceptance Gaps

• Provision Platform Licenses and User Accounts
• Configure Role-Based Permissions and Access
• Integrate Student Information System (SIS) Rostering
• Enable Single Sign-On (SSO) Authentication
• Import Item Bank and Apply Standards Tagging
• Activate Online Delivery Engine
• Deploy Paper Scanning and OMR Processing
• Enable Automated Scoring for Constructed Responses
• Deploy Teacher Dashboards with Item-Level Views
• Activate Standards Mastery and Growth Reporting
• Enable Equity-Disaggregated Reporting Filters
• Configure Data Exports and LMS/API Integrations
• Deliver On-Platform Teacher Training Sessions

Provision Platform Licenses and User Accounts

• How many total user accounts will you need provisioned for the initial rollout? Options: Less than 100, 100-500, 501-2,000, 2,001-10,000, More than 10,000
• Which user types need licenses? (select all that apply) Options: Teachers, School Administrators/Principals, District Administrators/Assessment Directors, Instructional Coaches, Students, IT Staff, Other
• Do you require seat-based licenses, district/site licenses, or a hybrid model? Options: Seat-based (per user), Site/district license (unlimited at site), Hybrid (mix of seat and site), Unsure — need recommendation
• What is your desired license activation date or window? Options: Within 2 weeks, 2-6 weeks, 6-12 weeks, Quarterly/Custom start date
• Will you need bulk account provisioning from a roster file or SIS feed, or manual provisioning? Options: Bulk from SIS/roster, Upload CSV/Spreadsheet, Manual creation only, Combination
• Are there procurement or PO requirements (e.g., PO number, purchase order timeline) that affect provisioning? Options: Yes, No

Configure Role-Based Permissions and Access

• Do you require custom roles beyond standard templates (e.g., differentiated observer, test proctor)? Options: Yes, No, Not sure — need guidance
• How many distinct permission roles do you expect to implement initially? Options: 1-2, 3-5, 6-10, 10+
• Which data types should be restricted to specific roles (select all that apply)? Options: Student PII, Item-level responses, Disaggregated subgroup data, Assessment blueprints/keys, None
• Do you need time-limited or pilot-specific role assignments (e.g., pilot teachers vs. full rollout)? Options: Yes, No
• Should role mappings align to existing SIS groups or be managed independently? Options: Map to SIS groups, Managed in-platform, Combination
• Do you require audit logging of role changes and data access for compliance? Options: Yes, No

Integrate Student Information System (SIS) Rostering

• Which SIS vendor(s) or rostering format(s) do you use? Options: PowerSchool, Infinite Campus, Skyward, JMC, Aeries, Other, OneRoster/Custom CSV
• What is your preferred rostering cadence for syncs (frequency)? Options: Daily, Weekly, On-demand/manual, One-time import, Other
• Which student and class fields must be synchronized (e.g., demographics, IEP/504 flags, program codes)?
• Do you have special rostering needs (e.g., cross-campus teachers, shared classes, summer programs)? Options: Yes, No
• Will rostering be handled via vendor-guided setup or does your IT team prefer to configure the integration? Options: Vendor-led, District IT-led, Hybrid
• If SIS integration is not possible for some users, do you need manual/CSV upload fallback workflows? Options: Yes, No

Enable Single Sign-On (SSO) Authentication

• Which SSO method(s) do you plan to use? Options: Google Workspace (OAuth), Microsoft Azure/AD, SAML 2.0, CAS, Other/Proprietary
• Do all user groups require SSO from day one or will SSO be phased? Options: All users from day one, Phase by role/site, Pilot group only, Unsure
• Do you require automated user provisioning/deprovisioning via SCIM or group sync? Options: Yes (SCIM/group sync), No — local provisioning only, Unsure
• Will multi-factor authentication (MFA) or conditional access policies be enforced via your IdP? Options: Yes, No, IdP decides
• Do you require a test/staging SSO environment before production enablement? Options: Yes, No
• Are there certificate exchange or security contact requirements we should schedule now? Options: Yes, No

Import Item Bank and Apply Standards Tagging

• What is the estimated size and format of your item bank for import (number of items and file types)? Options: Less than 1,000 items, 1,000-5,000, 5,001-20,000, More than 20,000, File formats vary (CSV, QTI, XML)
• Which standards shall items be tagged to (select all that apply)? Options: State standards (please specify state), Common Core, Custom district standards, NGSS/Other content standards
• Are items fully tagged today, partially tagged, or untagged? Options: Fully tagged, Partially tagged, Untagged
• Do you require vendor assistance mapping items to standards or should we ingest your existing tagging? Options: Vendor-assisted mapping, Use existing tagging, Combination
• Do items include multimedia, stimulus sets, or technology-enhanced item types that need special mapping? Options: Yes — multimedia/TI items, No — text/items only, Unsure
• Do you need a review workflow for item quality assurance and psychometric flags as part of import? Options: Yes — include QA review, No — import as-is, Prefer recommendation

Activate Online Delivery Engine

• Which delivery modes do you plan to use for online administration? Options: Browser-based on managed devices, Chromebook/Tablet optimized, Offline/locked down apps, Bring Your Own Device (BYOD)
• Do you require a secure lockdown browser or proctoring features? Options: Lockdown browser required, Proctoring tools required, No special security needed, Unsure — need guidance
• What is your expected concurrent test-taker peak during administration? Options: Less than 250, 250-1,000, 1,001-5,000, 5,001-20,000, More than 20,000
• Do you need accommodations supported online (text-to-speech, enlarged font, translated interfaces)? Options: Yes — multiple accommodations, Limited accommodations, No
• Is offline or low-bandwidth delivery required for some sites? Options: Yes — offline needed, No — reliable bandwidth everywhere, Partial — some sites
• Are there browser or device restrictions we should enforce (list required/unsupported platforms)?

Deploy Paper Scanning and OMR Processing

• Do you plan to administer paper-based forms in the pilot or rollout? Options: Yes — significant paper use, Yes — limited paper use, No — fully online
• What is the estimated monthly volume of pages/OMR sheets to be processed? Options: Less than 1,000 pages, 1,000-5,000, 5,001-20,000, More than 20,000
• Do you have onsite scanning hardware or prefer a vendor-managed scanning service? Options: District has scanners — local processing, Use vendor scanning service, Hybrid
• Are barcode or unique form ID requirements already in place on your forms? Options: Yes — barcodes present, No — need template changes, Unsure
• What is the acceptable turnaround time from receipt of paper to item-level analytics? Options: <24 hours, 24-48 hours, 48-72 hours, More than 72 hours
• Do you need double-key scoring or manual verification for any scanned responses? Options: Yes — for constructed responses, Yes — for all forms, No

Enable Automated Scoring for Constructed Responses

• Which constructed-response item types do you want auto-scored (e.g., short answer, extended response, rubric-based tasks)? Options: Short answer, Extended response/essays, Rubric-scored tasks, None — manual only
• Do you already have rubrics and training sets of scored responses to train/validate automated scoring models? Options: Yes — large labeled set available, Limited samples available, No — need to create samples
• What is your acceptable confidence/accuracy threshold for automated scoring before human review is reduced? Options: >95%, 90-95%, 80-90%, Prefer human-in-the-loop
• Do you require support for multiple languages or bilingual scoring models? Options: Yes — multiple languages, English only, Limited languages
• Do you want an initial human calibration period where vendor and district scorers align? Options: Yes — required, Optional, No
• Are there security/compliance constraints around storing student responses for model training? Options: Yes — restrict storage, No

Deploy Teacher Dashboards with Item-Level Views

• Which user groups should have access to teacher dashboards (select all that apply)? Options: Classroom Teachers, Principals/Instructional Leaders, District Assessment Staff, Coaches, Parents (limited view)
• What data aggregation levels do you need visible on dashboards? Options: Student-level, Class-level, Grade-level, School/district-level
• How frequently should dashboard data refresh (real-time, nightly, weekly)? Options: Near real-time, Nightly, Weekly, Manual refresh
• Which item-level views are required (e.g., item response, standard alignment, distractor analysis)? Options: Item response by student, Standard alignment, Distractor analysis, Item difficulty/p-value
• Do teachers need exportable reports (CSV/PDF) or integration into gradebooks/LMS from dashboards? Options: Export CSV/PDF, Push to LMS/gradebook, Both, No exports required
• Do you require role-based visibility controls on which teachers can view disaggregated or sensitive subgroup data? Options: Yes, No

Activate Standards Mastery and Growth Reporting

• How do you define mastery for standards (percent correct threshold, scale score, proficiency level)? Options: Percent correct threshold, Scale score/proficiency band, Custom rubric, Unsure — need recommendation
• Which growth model do you want to use or evaluate (e.g., value-added, student growth percentiles, raw change)? Options: Student Growth Percentiles (SGP), Value-added model, Simple pre/post growth, Not sure — need guidance
• What baseline and comparison periods should reports use (e.g., start-of-year, previous year)? Options: Start-of-year baseline, Previous assessment cycle, Custom date range, Multiple baselines
• Do you need cohort definitions applied (e.g., feeder patterns, intervention groups)? Options: Yes — multiple cohorts, No — single cohort, Unsure
• What reporting cadence is required (immediate after admin, weekly summaries, monthly analytics)? Options: Immediate/real-time, Nightly, Weekly, Monthly
• Are visualizations or downloadable scorecards required for principals and district leaders? Options: Yes — scorecards and visualizations, No — raw data only, Both

• Non-Disclosure Agreement (NDA)
• Master Services Agreement (MSA)
• Statement of Work (SOW)
• Commercial Terms & Pricing
• Pilot Agreement & Go/No-Go Criteria
• Data Sharing & Student Privacy Agreement (FERPA/DPA)
• Integration & API Access Agreement
• Implementation Timeline & Milestones
• Roles & Responsibilities Matrix
• Acceptance & Validation Checklist
• Training & Support Agreement
• Service Level Agreement (SLA)
• Security Assessment & Compliance Attestation
• Change Order & Scope Management
• Termination & Renewal Terms
• Data Return & Deletion Procedure
• Execution & Signature Record

• Success Metrics & Adoption Review
• Intervention Impact Deep Dive
• Adoption Barriers & Teacher Enablement Workshop
• Enhancement & Issue Triage (Shared Channel Management)
• Executive Impact & Renewal Steering

• Product to create spec tickets with acceptance criteria for top 5 backlog items.
• Add any required analytics changes (e.g., new disaggregation or threshold) to the enhancement backlog.
• Problem Framing: One-Sentence Future State
• Produce a prioritized, actionable enablement plan that addresses highest-impact adoption barriers.
• Secure teacher and coach commitments to pilot proposed enablement items.
• Create measurable success criteria for each enablement intervention.
• Develop 30-minute micro-PD module and schedule pilot sessions in two schools.
• Implement in-dashboard contextual tips for top three teacher tasks and measure clicks.
• Track pilot results and report back at next monthly Success Metrics Review.
• Backlog Summary & Severity Triage
• Prioritize the backlog so the district sees clear timelines for high-impact fixes and enhancements.
• Ensure every prioritized item has explicit acceptance criteria and an assigned owner.
• Reduce time-to-resolution by clarifying required sample data and test cases up front.
• Opening & One-Sentence Current State
• District to deliver requested sample data sets and test accounts within 5 business days.
• CSM to post weekly status updates in the shared channel and tag stakeholders.
• One-Sentence Future State & Consequence
• Secure an executive decision on renewal or scale with clear conditions and timelines.
• Align on resource commitments (PD, staffing, funding) required to hit the defined future state.
• Ensure executive sponsors understand major risks and mitigation plans.
• Prepare executive one-pager and circulate 48 hours before the meeting.
• If renewal approved, schedule contract and scoping next steps with Procurement within two weeks.
• Assign executive sponsor to unblock any district-level dependencies identified.
• Confirm whether adoption and outcome metrics meet the success criteria defined in the Mutual Commit stage.
• Identify 2–4 specific barriers preventing teachers from turning analytics into instruction.
• Assign owners and timelines for corrective actions to be tracked in the shared channel.
• Owner to investigate top two schools or grades with lowest dashboard engagement and report root causes.
• Create a targeted PD plan for identified teacher cohorts and schedule sessions.
• Update the shared issue channel with metrics and owners for each action.
• One-Sentence Consequence Statement
• Validate which interventions produce measurable improvement and which require changes.
• Clarify whether lack of impact is due to fidelity, assessment design, or other factors.
• Document next-step decisions with acceptance criteria and owners for each intervention.
• Revise intervention scripts or materials for any cohort marked 'modify' and schedule a 30-day recheck.
• Assign a coach to three lowest-performing classrooms for focused support and report weekly.
• Adoption KPI Dashboard Review
• Teacher Storyboard Reviews
• Cohort Outcome Comparison
• Topline Outcome Metrics
• Customer Impact & Consequence
• Define Acceptance Criteria & Data Requirements
• Root-Cause Mapping
• Adoption & Operational Health Snapshot
• Fidelity & Implementation Review
• Outcome Metrics Review
• Equity Disaggregation
• Teacher & Coach Feedback
• Prioritization & Timeline Commitment
• Intervention ROI Highlights
• Co-design Solutions
• Owner Commitments & Timeline
• Communication Plan
• Signals-to-Action Gap Analysis
• Decide: Continue/Modify/Scale
• Renewal / Scale Recommendation & Decision Points
• Decisions & Next Steps
• Risks, Dependencies, and Ask