From finding to change
Do not start with the solution. Start with the evidence.
SchoolScan™ helps leadership move from identifying a pattern to changing the conditions behind it, and then checking whether those conditions actually changed.
- Diagnose
- Decide
- Implement
- Verify
- Adjust
Adjusting returns leadership to a new diagnosis.
- 01
Diagnose
Connect evidence across student outcomes, instruction, implementation, leadership systems, and other available school evidence to identify the conditions deserving attention.
- 02
Decide
Determine what the evidence supports changing, and what it does not yet support changing.
- 03
Implement
Turn findings into a focused action plan. Schools may use SchoolScan™ Implementation Support, their own internal capacity, existing partners, or another appropriate response.
- 04
Verify
Review new evidence to see whether implementation and the conditions identified in the original review are actually changing.
- 05
Adjust
Use what the new evidence shows to continue, modify, expand, or reconsider the strategy.
Implementation pathways
Different problems require different responses.
SchoolScan™ does not begin with a predetermined solution. It identifies the conditions most strongly supported by the evidence and helps leadership determine the appropriate response.
Leadership & Systems
For findings involving leadership practices, expectations, monitoring, communication, decision-making, or organizational conditions.
Implementation
For findings involving inconsistent execution of an existing initiative, curriculum, strategy, or schoolwide practice.
Instructional Practice
For findings involving what students experience during instruction, including cognitive engagement, discourse, evidence use, questioning, investigation, and student thinking.
Professional Learning & Coaching
When evidence demonstrates a knowledge, skill, or practice gap requiring additional adult learning or support.
Operations & Structures
When schedules, staffing, time, resources, systems, or other organizational structures are contributing to the problem.
These are examples, not automatic diagnoses. The evidence in each review determines which response, if any, it supports.
Diagnostic neutrality
Sometimes the most important recommendation is what not to do yet.
SchoolScan™ distinguishes between what the evidence shows, what it suggests, and what it does not yet support. That helps leaders avoid spending time and resources on solutions before establishing that they address the actual problem.
From the sample report
Professional learning: Not recommended yet.
The evidence pointed first to ownership and reinforcement, not a confirmed skill gap.
One optional pathway
When the evidence points to instruction
When SchoolScan™ identifies instructional practice as a priority, schools may choose the ACTIVE™ Instructional Framework as an implementation pathway. ACTIVE helps teachers strengthen how students experience instruction while preserving the school's existing curriculum and academic expectations.
ACTIVE changes how students experience instruction, not the curriculum teachers are expected to teach.
AActivate Curiosity
Students encounter a question, phenomenon, challenge, contradiction, or experience that gives them a reason to want to know more.
CCollaborate & Communicate
Students share ideas, listen, question, respond, and build understanding with others.
TThink Through Evidence
Students use observations, information, data, text, models, or other evidence to develop and revise ideas.
IInvestigate & Interact
Students actively explore ideas, phenomena, models, materials, information, and problems.
VVoice & Defend an Idea
Students make claims, explain positions, challenge ideas respectfully, and defend thinking with evidence.
EExplain Thinking
Students make their reasoning visible through speaking, writing, modeling, creating, or another meaningful product.
ACTIVE is never an automatic recommendation. It is considered only when the evidence in a review identifies instructional practice as the condition to address.