A Structured, 4-Step Process
The same four steps for every student. What we work on inside each step depends on what the diagnostic reveals.
The process
The steps are the same every time. The content of each session is based on the individual student.
Diagnostic & Skill Mapping
Establish an academic baseline and identify gaps in learning.Assessments to establish a real baseline and understand how the student learns before any instruction starts.
- Skill assessment to determine baseline
- Interest inventory to understand what motivates your student
- Parent intake survey
- Student self-perception survey
- Academic progress audit: grades, IEP/504 review (optional)
Targeted Skill Building
Close gaps in learning and academic performance by targeting specific skills.Direct instruction targeting the gaps identified in the diagnostic. The approach adapts based on how the student responds.
- Direct instruction targeting identified skill gaps
- Memorization strategies tailored to the student's learning style
- Structured application and practice
- Experimentation: finding what actually works for this learner
Progress Review
Evaluate student growth against the original baseline.Same assessments as Step 1, compared side-by-side. Growth is measured, not estimated.
- Repeated assessments matched to Step 1
- Side-by-side comparison to original baseline
- Parent survey recheck
- Student confidence recheck
Reset, Revamp, or Restructure
Determine the effectiveness of instruction and define the student's next steps.The Step 3 results determine what happens next. Three possible outcomes based on what the data shows.
- Reset to Step 2: if the student still has progress to make in the same area
- Revamp instruction: if we're clearly not making headway and need a different approach
- Restructure to a new focus: if the student has reached an independent level and is ready to work on a new area
Why it's structured this way
Learners of the 21st century learn through non-typical social interaction, through technology, and through experimentation. The process is built around that, not around replicating what’s already not working for them at school.