How we got here
Shaped by classrooms, not by a roadmap.
- First
We watched the paperwork
We sat with special education teachers through a full progress-reporting cycle and timed it. The writing was not the slow part — the reconciling was.
- Then
We fixed the goal, not the form
A goal that is genuinely measurable makes reporting almost mechanical. So the builder became strict, on purpose, at the point of writing.
- Then
We moved data entry to the table
Logging had to survive being done standing up, mid-lesson, on a phone — or it would keep being done from memory at 6pm.
- Now
We are building for the whole team
Co-teachers, paraprofessionals, school and district administrators — each with the view they need and none of the ones they don't.