Clients & Projects

District-wide, two-lens student and teacher voice study for Bristol Public Schools, funded by Partners for Educational Leadership, designed to set the district's professional learning direction on writing and communication for the coming year. Four differentiated Warren conversational surveys share one driving question about how writing is experienced and taught across the district. Three form the primary wave (Grades 3 to 5, Grades 6 to 12, and Teachers, launching the week of 9/14); Grade 2 follows as a facilitated, video-prompted, audio-response wave on the Calvin Leete model once the primary model is validated. Kindergarten and Grade 1 are out of scope this cycle. All responses are coded against Bristol's own five Functions of Writing, using deterministic parallel codebooks in English and Spanish with multi-label tagging and required human review. No student response is sent to a generative model at any point. The district's trait matrix is carried through as a transparent per-function feedback-emphasis layer, kept distinct from the coding categories. Analysis produces archetypes of student experience, a per-function teacher needs-assessment view, and the headline deliverable: a cross-instrument priority map placing each of the five functions on a student-experience axis and a teacher-capability axis, differentiated by grade band and content area. That map yields the recommended PD focus and the inquiry questions schools will choose from next year. Delivery is a presentation deck plus strategy memo in early November, with a mid-November post-delivery consultation and an ongoing Year 2 licensing conversation running alongside the work.

District-wide, two-lens student and teacher voice study for Bristol Public Schools, funded by Partners for Educational Leadership, designed to set the district's professional learning direction on writing and communication for the coming year. Four differentiated Warren conversational surveys share one driving question about how writing is experienced and taught across the district. Three form the primary wave (Grades 3 to 5, Grades 6 to 12, and Teachers, launching the week of 9/14); Grade 2 follows as a facilitated, video-prompted, audio-response wave on the Calvin Leete model once the primary model is validated. Kindergarten and Grade 1 are out of scope this cycle. All responses are coded against Bristol's own five Functions of Writing, using deterministic parallel codebooks in English and Spanish with multi-label tagging and required human review. No student response is sent to a generative model at any point. The district's trait matrix is carried through as a transparent per-function feedback-emphasis layer, kept distinct from the coding categories. Analysis produces archetypes of student experience, a per-function teacher needs-assessment view, and the headline deliverable: a cross-instrument priority map placing each of the five functions on a student-experience axis and a teacher-capability axis, differentiated by grade band and content area. That map yields the recommended PD focus and the inquiry questions schools will choose from next year. Delivery is a presentation deck plus strategy memo in early November, with a mid-November post-delivery consultation and an ongoing Year 2 licensing conversation running alongside the work.

District-wide, two-lens student and teacher voice study for Bristol Public Schools, funded by Partners for Educational Leadership, designed to set the district's professional learning direction on writing and communication for the coming year. Four differentiated Warren conversational surveys share one driving question about how writing is experienced and taught across the district. Three form the primary wave (Grades 3 to 5, Grades 6 to 12, and Teachers, launching the week of 9/14); Grade 2 follows as a facilitated, video-prompted, audio-response wave on the Calvin Leete model once the primary model is validated. Kindergarten and Grade 1 are out of scope this cycle. All responses are coded against Bristol's own five Functions of Writing, using deterministic parallel codebooks in English and Spanish with multi-label tagging and required human review. No student response is sent to a generative model at any point. The district's trait matrix is carried through as a transparent per-function feedback-emphasis layer, kept distinct from the coding categories. Analysis produces archetypes of student experience, a per-function teacher needs-assessment view, and the headline deliverable: a cross-instrument priority map placing each of the five functions on a student-experience axis and a teacher-capability axis, differentiated by grade band and content area. That map yields the recommended PD focus and the inquiry questions schools will choose from next year. Delivery is a presentation deck plus strategy memo in early November, with a mid-November post-delivery consultation and an ongoing Year 2 licensing conversation running alongside the work.

District-wide, two-lens student and teacher voice study for Bristol Public Schools, funded by Partners for Educational Leadership, designed to set the district's professional learning direction on writing and communication for the coming year. Four differentiated Warren conversational surveys share one driving question about how writing is experienced and taught across the district. Three form the primary wave (Grades 3 to 5, Grades 6 to 12, and Teachers, launching the week of 9/14); Grade 2 follows as a facilitated, video-prompted, audio-response wave on the Calvin Leete model once the primary model is validated. Kindergarten and Grade 1 are out of scope this cycle. All responses are coded against Bristol's own five Functions of Writing, using deterministic parallel codebooks in English and Spanish with multi-label tagging and required human review. No student response is sent to a generative model at any point. The district's trait matrix is carried through as a transparent per-function feedback-emphasis layer, kept distinct from the coding categories. Analysis produces archetypes of student experience, a per-function teacher needs-assessment view, and the headline deliverable: a cross-instrument priority map placing each of the five functions on a student-experience axis and a teacher-capability axis, differentiated by grade band and content area. That map yields the recommended PD focus and the inquiry questions schools will choose from next year. Delivery is a presentation deck plus strategy memo in early November, with a mid-November post-delivery consultation and an ongoing Year 2 licensing conversation running alongside the work.

District-wide, two-lens student and teacher voice study for Bristol Public Schools, funded by Partners for Educational Leadership, designed to set the district's professional learning direction on writing and communication for the coming year. Four differentiated Warren conversational surveys share one driving question about how writing is experienced and taught across the district. Three form the primary wave (Grades 3 to 5, Grades 6 to 12, and Teachers, launching the week of 9/14); Grade 2 follows as a facilitated, video-prompted, audio-response wave on the Calvin Leete model once the primary model is validated. Kindergarten and Grade 1 are out of scope this cycle. All responses are coded against Bristol's own five Functions of Writing, using deterministic parallel codebooks in English and Spanish with multi-label tagging and required human review. No student response is sent to a generative model at any point. The district's trait matrix is carried through as a transparent per-function feedback-emphasis layer, kept distinct from the coding categories. Analysis produces archetypes of student experience, a per-function teacher needs-assessment view, and the headline deliverable: a cross-instrument priority map placing each of the five functions on a student-experience axis and a teacher-capability axis, differentiated by grade band and content area. That map yields the recommended PD focus and the inquiry questions schools will choose from next year. Delivery is a presentation deck plus strategy memo in early November, with a mid-November post-delivery consultation and an ongoing Year 2 licensing conversation running alongside the work.

Discovery for the next cycle of NEA's Minority Leadership Training and Women's Leadership Training seminars, the December WEST and January EAST editions. Scopes a conversational listening deployment modeled on our approach to the Conference on Racial and Social Justice: a single journal-style landing page housing a pre-seminar entry, in-seminar reflection blocks, and a post-seminar entry, measured against an awareness, capacity, and action theory of change with an affective and community layer. The output of this workshop is a roadmap and the inputs needed to scope a separate follow-on contract.

Conference on Racial and Social Justice (Denver, June 2026). First real-time Warren Suite deployment. Pre/during/post conference instruments, dashboards, and member engagement infrastructure. Part of larger HCR embedded data partnership.

Executive Summary: SMPAC Engagement Client: Simsbury Meadows Performing Arts Center Two-Part Scope: Website Refresh — A phased Squarespace redesign focused on reducing friction in the ticket-buying journey. The current site has too many clicks/layers to reach events, and the calendar widget is a pain point. Phase 1 is a quick template upgrade and UX cleanup by end of January; Phase 2 will be deeper refinements. Audience Intelligence — Deploying Warren's conversational surveys to understand who is buying tickets, what motivates them, and how they experience the venue. This will inform 2027 season programming so they can move from "building blindly on assumptions" to data-driven curation. Strategic Goal: Help SMPAC attract A-list talent by better understanding their audience across three stakeholder groups: ticket buyers, sponsors, and donors. Connection: Came through Jack (board relationship). Allie Young is the primary contact.

Discovery workshop for DEIB student survey campaign