Bristol Public Schools

BRISTOL PUBLIC SCHOOLS / STUDENT VOICE INITIATIVE: WRITING AND COMMUNICATION Call transcripts, chronological. Three calls, 2026-04-01 through 2026-07-29. Reader notes: 1. Speaker labels are machine diarized and are unreliable. Attribution frequently splits mid-sentence and single sentences are often broken across two or three speaker labels. Nothing has been corrected, because guessing at attribution would alter the record. Read whole timestamp ranges rather than single labels. 2. Text is verbatim, including punctuation. Blank lines between turns were removed. 3. Related source not included here: Rydell Harrison, 2026-03-11, suggestions on practical measures (Bryk, Gomez, Grunow, LeMahieu), which predates call one. ============================================================================== CALL 1 OF 3 | 2026-04-01 | Intro call and platform demo Participants: Aaron Lyles (Nesolagus), Carly Fortin, Debra Vitale, Leszek Ward ============================================================================== (00:00:04.633) Aaron Lyles: Um, yeah. So I think you guys caught the background of the name. (00:00:08.633) Carly Fortin: Yeah. (00:00:10.233) Aaron Lyles: No longer serious (00:00:11.533) Carly Fortin: And you got to meet Debra and you know her role then. Okay, (00:00:15.033) Aaron Lyles: great (00:00:15.333) Carly Fortin: Great. Unless you met before. (00:00:17.233) Leszek Ward: Yep. I'm here for real this time, not (00:00:19.833) Debra Vitale: I'm like (00:00:20.333) Leszek Ward: A combination of my phone and computer (00:00:22.133) Carly Fortin: And (00:00:22.533) Leszek Ward: wherever (00:00:23.033) Carly Fortin: I was (00:00:23.233) Debra Vitale: thinking (00:00:25.333) Aaron Lyles: It (00:00:25.633) Leszek Ward: It worked out. (00:00:28.933) Carly Fortin: And so after our last meeting, I had some thoughts about... I did have some questions about how we can make this work to capture student voice in the process that we built. One of my primary concerns was really around discouraging teachers from taking a more informal approach in the future as part of their regular continuous improvement work because of a reliance on a tool that they might find very useful. But as I was thinking about that, where I do think we have a need is for us as a district to gather a district-wide perspective that leads off some of the focus work that we are doing and the questions that we're asking. So last year, just to give you some things and some context, this year we've been focusing on student discourse and we want teachers to explore the student experience and discourse by observing, by doing some reading and research, and by talking with students. They started the year with three focused questions and discourse and concerns that came from teachers themselves. So an example might be what grouping structures or scaffolds best support students who might be uncomfortable in discourse or who might require accommodations or modifications. That was a combination of the idea that we want to improve discourse and concerns from teachers about, "I don't really know what I could do to better support all of our students." That concern from teachers came from a district-wide survey. I don't know how really representative it was; I think we only had about 100 teachers respond out of about our 600. They're using writing to share their ideas. There's a qualitative nature to the teachers' perspective in addition to student experience that might help us formulate questions that would be relevant for primary grades K through two, intermediate, and middle. I thought that, and then it's again like helping us as a district really set the direction. Part of it, honestly, is the fact that it's working in partnership with an outside agency. It will help our... (00:03:26.935) Aaron Lyles: teachers (00:03:27.135) Carly Fortin: believe that this is not just Carly's manipulation (00:03:29.235) Aaron Lyles: to get (00:03:29.635) Carly Fortin: them to answer the question. We want them to answer, I think for a lot of reasons, it makes sense. I think about it from a district perspective, but those are some of my initial thoughts that (00:03:38.735) Debra Vitale: I was sharing it with you right now. (00:03:39.635) Aaron Lyles: He said, just send it out to you. Love it. Yeah. (00:03:43.735) Leszek Ward: And (00:03:44.435) Aaron Lyles: What are the age groups you know you're talking about? What comes to (00:03:46.635) Carly Fortin: Students, is it just 9 through 12 or is it? So we have a K through 12 system, and so I'd be looking for that. One of the challenges that we have encountered is trying to get more information about the student experience from K through 2. You mentioned in the last time some kind of video chatting app, and that was really appealing to me to think about how we can use that to really capture the students' experience. Is there a way that we could feedback to teachers in a way that might be unique and meaningful and motivating? (00:04:16.635) Aaron Lyles: For them to think about their practice, yeah. Um, (00:04:21.335) Leszek Ward: I'm gonna try (00:04:22.535) Aaron Lyles: To pull that out too. I think I still have that to show. Um, yeah, we worked with second grade (00:04:28.435) Carly Fortin: class (00:04:28.935) Aaron Lyles: In Guildford and did video-prompted questions with audio responses back with no PII. And then the audio responses were obviously gated and (00:04:39.335) Carly Fortin: in (00:04:39.835) Aaron Lyles: A credential kind viewing basically for the principal, the three teachers involved. So they had access to hear the audio, they couldn't download it, they couldn't keep it. It stayed and we get to see who logs where, so (00:04:55.935) Carly Fortin: like very (00:04:56.635) Aaron Lyles: Like protocols, when it's that type of media. Everything's HIPAA compliant so there's no concern. It's (00:05:03.135) Carly Fortin: more about (00:05:04.535) Aaron Lyles: Just the logistics of how that works. So, you know, that was a fun one to kind of go in and I was the facilitator, so it wasn't the teacher, you know, so the kids felt comfortable and then they literally started interacting with the tools. (00:05:19.635) Carly Fortin: if it was (00:05:20.035) Aaron Lyles: a (00:05:20.135) Carly Fortin: person (00:05:20.635) Aaron Lyles: and it was my (00:05:21.135) Debra Vitale: daughter. So (00:05:21.635) Aaron Lyles: It was like a really cool experience. Um, so yeah, that's something we can do. It's a bigger lift with the younger ages, so the sooner the better as far as really diving in and figuring out its components. For the older demo, it's much easier. The writing component tends to be what most people click, but as you guys saw, I think in that last demo, you can answer with video, audio, or text. So if you're more comfortable just audio noting, or if you want to get on camera and do selfie style, whatever kind of caters to your preference. (00:05:53.935) Carly Fortin: Caters to the participant's preference. So, great, (00:05:57.935) Aaron Lyles: Our high school age students, that's how—yeah, that's great. Okay, so while I pull this up, I'll pull a few things to share, but any other questions or comments that you have? (00:06:12.035) Carly Fortin: Had, and thank you for the content. It's super important. I think one of the things that we're anticipating—and I don't mean to do all the talking, so let's check in. Debbie, you could jump on that. It's useful because the humanities and the STEM person here—writing is so broad as a topic. So I'm anticipating a lot of struggle in trying to narrow down what we're curious about regarding student experience with that. Are we really thinking about writing in terms of how students are formulating their thinking, or how they're sharing the polish of their thinking? (00:06:44.335) Debra Vitale: in the (00:06:44.535) Carly Fortin: end and, and our some area? So that is more about modeling and being able to communicate your ideas through what you're writing or drawing. And so that's where I'm like, there could potentially be a ton of information that we're going to need to try to figure out how to make it in a more usable, targeted way for (00:07:07.235) Aaron Lyles: what we're looking (00:07:08.835) Leszek Ward: to do for next year. Yeah. And I wonder, I'm wondering out loud, Carly, once you start describing some of those, to what extent—and the answer might be none at all—we want to at least pre-name some of those buckets, right? So that either the tool or the questions can start to feed into areas that we've already thought about, right? So, even like ready to communicate versus writing to learn. Like, do we want somehow to fork and guide responses into those, not into those two areas (00:07:42.335) Carly Fortin: like collect both or something. (00:07:44.735) Leszek Ward: Um, (00:07:45.635) Carly Fortin: And I was thinking that that's part of the (00:07:47.335) Leszek Ward: the (00:07:47.535) Carly Fortin: Initial setup, just given what we heard (00:07:49.635) Leszek Ward: about (00:07:49.835) Carly Fortin: The form in the past, like, I think that that kind of work with us could help some of that initial framing because we'd have to put it (00:07:57.935) Debra Vitale: Out in a way for people to gather that information. Yeah, I feel like writing in mathematics, in particular especially in the younger grades, might be an equation or an expression or manipulatives with something near it to communicate their thinking. It's not what it's going to look like in (00:08:18.235) Leszek Ward: Language arts. Let's say (00:08:19.535) Carly Fortin: Look very different and now there's parts of me that are just maybe focused on the communication of ideas in production, right? Something like something along those lines because it is (00:08:32.335) Debra Vitale: When I'm (00:08:33.435) Carly Fortin: using the framing of modeling, that's (00:08:35.435) Leszek Ward: what I'm (00:08:35.735) Carly Fortin: Thinking about it as a visual representation of the way in which you're trying to communicate your (00:08:40.435) Leszek Ward: radius. So (00:08:41.135) Aaron Lyles: I Yeah, and the tool and this is where, you know, the discovery will basically shape that path like full confidence that those things get ironed out and Discovery in the tools fully capable and I might be using you but it sounds very similar to what we do with archetype typing. So there's the two ways that the tool kind of approaches that and one is you go in saying, you know, we have these archetypes of our audience that we at least know where we think and then all The tool goes in and it on Earth's archetypes either (00:09:17.335) Carly Fortin: dispels or (00:09:19.035) Aaron Lyles: Confirms the ones you already had and then unearths new ones. So it's a good way to at least really figure out the cohorts of your students and your audience. (00:09:27.535) Carly Fortin: And (00:09:28.335) Aaron Lyles: Then as far as frameworks are concerned, I actually just did one yesterday. I'm working with Nesolagus, and we're doing some work there and there's a specific framework around racial and social justice. So, the tool knows that framework and what those four buckets are, so when it goes (00:09:47.835) Carly Fortin: to (00:09:48.135) Aaron Lyles: The analysis, it's actually using that framework. (00:09:50.635) Carly Fortin: So (00:09:51.635) Aaron Lyles: It's super customizable. However, you know, we need to do that, so, (00:09:55.135) Leszek Ward: um, (00:09:56.135) Aaron Lyles: Yeah, I think, you know, once everything looks like it's good, it's a (00:09:59.435) Carly Fortin: Goal. Like we can (00:10:00.035) Debra Vitale: Dive in and (00:10:00.835) Aaron Lyles: The tool (00:10:01.435) Debra Vitale: Do a lot of that work. Oh, sorry. No, go ahead. I was just thinking about, like, I don't know how this fits in, but kids that are in classrooms that are using, like, building thinking classrooms. (00:10:14.835) Carly Fortin: Their (00:10:15.535) Debra Vitale: Communication is based on collaborative nature. So how do we pick that part out? If, like, their framework around how it is compared to being in isolation and looks really different and kind of discriminating among classrooms, are you utilizing that structure in multiple subject areas so that communication could feel different to kids? But I don't know that. (00:10:44.735) Leszek Ward: I think some of it too is I don't know if it's going to come before or after the data collection that we're talking about with Aaron. Some of it is for us to also decide what we mean, like where we're drawing lines around it, right? So, like, we could take two paths and we say, like, we want it to mean, (00:11:06.535) Carly Fortin: like, (00:11:06.635) Leszek Ward: Writing, like written words with letters to the greatest extent possible, maybe bottoming out like K12 because that's where that bottoms out. But we really want to focus on a writing-intensive focus, to the greatest extent possible in all content areas outside that, or we could define it more broadly and say we don't think that makes sense. We mean physically visible representation (00:11:30.535) Carly Fortin: of ideas (00:11:31.035) Leszek Ward: and that much broader. (00:11:32.835) Carly Fortin: Exactly, so clear. (00:11:34.235) Leszek Ward: All right. That's not what I'm struggling with, because I feel like that gets way too fast if writing means anything from my essay to my whiteboard and building in classrooms. (00:11:47.335) Carly Fortin: I wonder if it loses any meaning. Like, I think there are two things. I do think that writing to learn and the modeling piece of it do strengthen (00:11:56.435) Leszek Ward: the way (00:11:56.935) Carly Fortin: That students are seeing connections between ideas and helps them see new possibilities. So, I think that is an area where I do want to pursue that. So maybe it's like framing those two kinds of categories and buckets, and then even the questions that schools can choose to do or teachers can choose to pursue. (00:12:16.135) Leszek Ward: Could be targeted under each one of those paths. And I think like one in either case, I guess I'm not quite (00:12:24.335) Carly Fortin: sure how (00:12:24.635) Leszek Ward: Much defining we want to do up front, how much we want to do after the fact. I'm cognizant of whatever we do before will then also shape the responses we get. That's what I'm struggling with, but I'm also just thinking about things like what people are not limited. (00:12:41.535) Carly Fortin: I did (00:12:42.135) Leszek Ward: not limit like the overall (00:12:42.835) Aaron Lyles: information. (00:12:45.335) Leszek Ward: Right. Based on what people don't know, they don't know, right? So like if, in (00:12:52.235) Carly Fortin: either (00:12:52.535) Leszek Ward: direction, in the hypothetical is always talking about. If I'm like third grade teacher and, or fourth grade, fifth (00:12:58.435) Carly Fortin: grade, teacher (00:12:58.735) Leszek Ward: Departmentalize the math. I'm like, writing, I got nothing, right? That doesn't apply to me and we think there might be some universe in which it does. I don't know at what point that matters or vice versa, like if I'm high school English and I'm only thinking about writing. (00:13:14.535) Debra Vitale: in terms of (00:13:14.935) Leszek Ward: like the essay and in revision, and that's my only filter for how I'm (00:13:21.135) Carly Fortin: gonna respond (00:13:21.435) Leszek Ward: to this. Maybe that's what this helps us unearth, right? Is it, just is that fourth grade math season 0, use case for writing, as we define it (00:13:30.035) Carly Fortin: and (00:13:30.235) Leszek Ward: high school English only sees this narrow use case, maybe that tells us something about what we want to do with that. But that's what I'm thinking about, like that. How to not let people's current getting out, like what change are in the future in we building? Some way (00:13:45.951) Carly Fortin: limit. Um, okay, so I'll share the screen information. That's and then I'll, like, one of the things that I think could be appealing about the go through way this. It's which the system is working. Because I a from lot. So what I (00:13:55.451) Aaron Lyles: again, (00:13:55.551) Debra Vitale: recall (00:13:56.151) Aaron Lyles: on, (00:13:56.351) Leszek Ward: just Debra (00:13:56.651) Carly Fortin: hasn't (00:13:56.651) Leszek Ward: say (00:13:56.751) Carly Fortin: She hasn't seen it yet. (00:13:57.251) Leszek Ward: Up, so (00:13:57.451) Debra Vitale: She's at (00:13:57.951) Carly Fortin: Like, (00:13:57.951) Debra Vitale: Any (00:13:57.951) Carly Fortin: Point, I don't (00:13:58.251) Leszek Ward: and (00:13:58.251) Debra Vitale: I (00:13:58.451) Carly Fortin: Promise. (00:14:01.151) Debra Vitale: Like, and let me, (00:14:01.951) Carly Fortin: I (00:14:01.951) Debra Vitale: I will (00:14:02.151) Aaron Lyles: take (00:14:02.351) Carly Fortin: No offense, imagine to it. It will (00:14:03.351) Aaron Lyles: take, (00:14:03.551) Carly Fortin: We'll fix it, okay? All right, so the response all back, right, so when could I help create people dig surveys a little bit deeper within the tool? And so my initial reaction is like, no, that doesn't apply to me, but we're like, no, a discovery tool. (00:14:15.151) Leszek Ward: Actually, so when we (00:14:15.751) Carly Fortin: Sit in a room, you could get these questions ahead of time based on conversations. I think that maybe this is some of the back and forth that goes deeper into the objectives and better and (00:14:23.551) Aaron Lyles: pain (00:14:23.751) Carly Fortin: than (00:14:23.851) Aaron Lyles: The points survey of the project, kind of, and data that audience we typically and what collect. We're, yeah, working on. And then I'll say, if when we you think meet things for on that, the workshop, I think what you're doing right now, like this noodling through, this is like, that's the good stuff and this is depending on how you want to structure it. What I love about and why I built this was to not do that. Well, we gotta get it all done in this one survey. The point here is we can effectively do this through multiple touch points that are more digestible, that have kind of their own mission. And if we do that route, the first one is kind of this, right? Like it's a conversation that we have to figure those things out, like how is the math department showing up and the English department, what does that look like to then? Okay, now we know collectively how people are comfortable, where they're going to show up, what that's gonna look like now. We launched a little bit more substantial survey, which gets to the core. (00:15:18.551) Leszek Ward: mission of (00:15:18.951) Aaron Lyles: The, our objective that we got out of discovery, right? So that's probably what I would think would make the most sense to kind of figure some of those things out. Also, the way to your point, Carly, about the, you know, when people answer, there is kind of a crafted response of like, oh, that's interesting, can you tell me why you said that? So there's also those branching mechanisms built in that. (00:15:42.651) Carly Fortin: allow (00:15:43.451) Aaron Lyles: the user to offer something to you. And unless I think (00:15:47.751) Leszek Ward: you said (00:15:48.051) Aaron Lyles: like to the blind spot, like we don't know, we don't know. And we don't want to force people into a box, and really just the way the questions are structured gets around a lot of that. Anyways, so the methodology is very dense as far as how to shape questions in a way that really yields exactly what you're pointing out. So I think there's a little comfort in the fact that the (00:16:14.451) Debra Vitale: tool does (00:16:14.951) Aaron Lyles: that by nature anyways, and Debra, I'll show you. So it makes it (00:16:19.451) Debra Vitale: I'll probably feels very (00:16:21.951) Aaron Lyles: Obscure, right? Yeah. So, and it's funny because again, not to keep mentioning any, but it's in this education world, so I think it's relevant. But there's a transition of leadership at the top, and that's kind of getting announced today. So for the people that are in the room hearing that, we created one of these conversational surveys with just five questions that do branch to say, how are you feeling right now? Like, when this person, when this transition happens, what's that going to mean for you and your department and this and that? They really get a true pulse and temperature to help ease this transition, which is going to be very big within the organization. That will then help us because we need to work with all these leaders in the work we're carrying on to do with the conferences and not the workshops. And one more quick example that we did with the Westover (00:17:13.551) Leszek Ward: school. (00:17:13.851) Aaron Lyles: Was we used this survey tool to get the sentiment from the student body. So then my DIB consultants could go into a workshop with, we'll go through all those questions together, and the discovery tool is kind of taking all that information, builds a technical brief that then gets uploaded into the survey tool that uses the methodology and all the context of discovery to create a really thoughtful question set. So, imagine all that already happened. Then we land in here, and this is the back end of what these surveys look like. And the question branching I was mentioning to you is here. So this is the note I think I showed you guys before, but this is, you know, multiple choice questions. So, nice to meet you. Name for students, we use names, but you know, typically it would be trying to have a personal conversation with somebody. Let's start simple. When you think about surveys, what's the first word that comes to mind? Based on every single answer option, there is a branch that speaks directly to that. So you feel like your response was listened to, and then you can continue in the path. It's all sorts of ways to archetype that. So what that looks like on the user side is, and we can kind of test this in tab, tablet, desktop, or mobile, it's set up so it looks like a text. So you're asking questions in a way that feels very familiar for the participants. So everything here is customizable down to the look and feel and to how we are using language, and each client has their own vernacular on what that tone needs to sound like. So this is another thing that comes out of discovery. We figure out who is the host, what does it sound like? (00:20:10.851) Carly Fortin: And, (00:20:12.251) Aaron Lyles: Sometimes in schools, it's not you guys. It is like us, who is on the outside, so that way there is that feeling of comfort while you're taking this. Everything's consent-based, so there's always an off-ramp, and then depending on what we ask and when, sometimes there's additional consent that just clearly states, like, hey, do we have your permission to do XYZ if there's something else. So I'm going to show you some question types in here, just to give you an idea. So this is what you saw on the background that looked like a chaotic mess of rabbit holes. This is what it looks like on the user side. So, nice to meet you. Aaron, let's start simple. When you think about surveys, what's the first word that comes to mind? If I choose boring, it gives you your little thought bubble for a second, and then it pulls up, I hear you, let's see if we can change that, and there's a meme. All these GIFs are interchangeable, (00:21:07.851) Leszek Ward: you (00:21:08.251) Aaron Lyles: can get them out, but it just makes it a little (00:21:10.451) Carly Fortin: bit more. (00:21:10.851) Aaron Lyles: fun, especially with your audience. And this demo one is just to kind of show you question types, but there are scaled ones that have emojis and, you know, there's a numbered one, so it really is the limit on what type of questions. The methodology is specific, though, as far as you're kind of easing into the heavier open-ended. So these lighter touch points are taking temperature and building trust. (00:21:37.251) Carly Fortin: and then (00:21:38.051) Aaron Lyles: Also, like reciprocating conversation to get to the more substantive questions. This is a multi-select here. What frustrates you most about the way feedback is collected? I just have to imagine this is your content and not survey-related stuff, but I hear you, Aaron. Now, let's narrow it down. So those kinds of little, you know, acknowledgment messages are deliberate, and they're in here, so it does feel natural. This is a ring choice question, so you can drag or (00:22:11.951) Carly Fortin: click (00:22:13.351) Aaron Lyles: This is a really good application, a lot of different ways to kind of see the (00:22:17.451) Leszek Ward: hierarchy (00:22:17.851) Aaron Lyles: Of thought. And then great, that helps me understand where you're coming from. Let's keep going. It's going to go through a few more question types. You can see the video component, show you what the data looks like on the back end, and then I'll quickly kind of show you what we did in Guildford with the little ones. (00:22:37.451) Leszek Ward: and then, (00:22:39.151) Aaron Lyles: Seconds. Any questions while I get to the video? Okay. All right. Now for the part that most surveys get wrong: open-ended questions. So this is kind of like a little blurb, and I think to what you guys are saying too, there's an element of storytelling. So, it's important that you guys tell your story as well of what are you trying to do? What do you (00:23:09.051) Carly Fortin: stand (00:23:09.351) Aaron Lyles: for? Like what you know, all that kind of like (00:23:11.451) Carly Fortin: Mission (00:23:11.851) Aaron Lyles: Vision comes through and it helps because it's kind of like you're giving vulnerability when asking for vulnerability, and it really helps with the engagement. This is why I love the conversational format here. So this is our multimedia question type. So obviously, you know, (00:23:35.951) Carly Fortin: I don't think you (00:23:36.451) Aaron Lyles: can hear that. I'm sharing the full (00:23:37.851) Carly Fortin: window but (00:23:38.451) Aaron Lyles: I'm saying things and (00:23:40.551) Leszek Ward: Nothing interesting. Clearly. (00:23:44.651) Aaron Lyles: Tells us our times. (00:23:46.951) Debra Vitale: Is incredibly valuable. (00:23:47.451) Aaron Lyles: We got. Thank you, you could read it. Um, so everything's captioned, and then the participant has the option to respond either by video, audio, or text to what we were saying earlier. So, if they do choose video, it will get set up here. You can write down what you're going to say here, so there's that feature if people aren't comfortable just doing it off the cuff. Once they're ready, they hit record. There are some permissions on your device that you'd have to agree to before this, of course. Then you would go ahead and record. You'd see that countdown based on how much time we've allowed. (00:24:26.951) Carly Fortin: Allowed. (00:24:27.351) Aaron Lyles: participants (00:24:27.751) Carly Fortin: to do, (00:24:28.151) Aaron Lyles: That's a great shot. If I hit yes, it sends. If I hit no, you have the option to rerecord, you could play it back, and then once you say I've finished recording, that gets logged into the table. Then you're going to see a consent piece here. One more thing about your recording regarding your response: I'd love to share your story. Would you be okay with using your response publicly? This won't be applicable for students, of course, but just (00:24:57.051) Carly Fortin: showing you (00:24:57.551) Aaron Lyles: Kind of, we always have consent in mind when we build. So now I'll go out and show you the data. Any questions on the way? (00:25:04.051) Leszek Ward: This survey tool kind of builds surveys, and basically, what you were, (00:25:08.951) Debra Vitale: then (00:25:09.351) Leszek Ward: Suggesting for the younger grade is that we can live almost entirely (00:25:13.551) Aaron Lyles: in that video response world, right? And just yeah. So what I can do actually is I'll just jump out now. (00:25:20.151) Carly Fortin: Um, (00:25:20.751) Aaron Lyles: so this is (00:25:21.251) Debra Vitale: what we (00:25:21.551) Carly Fortin: do for (00:25:21.851) Aaron Lyles: Gilford. (00:25:22.351) Debra Vitale: So (00:25:22.651) Aaron Lyles: There was this, like, you know, into your unique number. So what we did, there was no PII, every student was given, and we didn't link up with Google schools or anything. We just gave a random number, and I had a physical copy of that. So I would go in and I would know. (00:25:43.551) Carly Fortin: that (00:25:44.451) Aaron Lyles: Student blah blah was this person, um, and then. (00:25:48.251) Carly Fortin: as soon as that entered we started (00:25:52.651) Aaron Lyles: Um, so again, you're not going to hear this, but that's my daughter. (00:25:56.251) Carly Fortin: and (00:25:56.651) Aaron Lyles: She's asking questions and then the students would start engaging in the space. So we did a quant call where the student would say, yes, let's get started. Chromebook. Um, and then, you know, (00:26:12.251) Debra Vitale: once they've touched that they start (00:26:17.451) Aaron Lyles: How are you feeling about being at school today? Pick the emoji that best fits how you're feeling, so they would click it and then because this isn't open, like it's not an open LLM. This is all predetermined, so we would have generic responses back but still thoughtful. So it's like, oh, tell me why you feel that way. So this is where the student clicks record your answer, and they have the only option now is audio. So video is gone, text is gone, and then they would just click this and they tell their (00:26:48.951) Carly Fortin: story (00:26:49.351) Aaron Lyles: And it was fascinating to hear what somebody—it was really amazing just to hear the clarity and the honesty in the responses. It surfaced a lot of really interesting information. So that's what it would look like for the (00:27:03.351) Leszek Ward: youngers who are just the video. (00:27:05.151) Aaron Lyles: Audio, Bali. Um, and then on the back end, this is kind of what the data starts looking like when it comes in. The dashboards are designed so anybody, regardless of experience with data, could come in here and make sense of things. We have our basics on the project overview page, which is the summary of the project, the purpose to our hosts, or this is (00:27:29.651) Leszek Ward: kind of. (00:27:29.951) Aaron Lyles: for another day, but this is the scoring. So we score every survey we build and then we look to see if it hit all the objectives of our methodology, but also your objectives as the client. Are we making sure these things are considered? We use a really specific framework on this one, as you can see, and we missed a couple of (00:27:52.251) Carly Fortin: them. Right. So that (00:27:53.051) Aaron Lyles: was important to call out and, you know, I (00:27:56.551) Debra Vitale: would love (00:27:57.051) Aaron Lyles: everything and be 100%, not always. So we want to see where we can do better on that kind of stuff. So everything is in here, or for anyone who needs (00:28:04.751) Debra Vitale: to go (00:28:04.951) Aaron Lyles: down that specific rabbit hole and then we go into the student experience. So, for this one, this is a boarding school in Connecticut that is going through a transition. So they have given a lot of student aid, which now, they are kind of in a (00:28:21.951) Leszek Ward: conundrum. (00:28:22.551) Aaron Lyles: where they're having financial issues at the school and they've also had a much more diverse ninth grade class come in, and they have an all white staff. So there is this divide culturally and they want to get it right, and they really want to understand their student body. But also, like, how do we do this? And the tool, in this one, we didn't give it archetype hypothesis, and it actually went in and found these archetypes of thriving and connected, seeking voice, peer anchored, residential, challenge at risk, culturally navigating, and for each one of (00:29:00.551) Leszek Ward: them, it shows (00:29:01.551) Aaron Lyles: you your key indicators here. Like code switching was an issue that came up, they adjust their (00:29:07.651) Leszek Ward: ton of (00:29:08.151) Aaron Lyles: behavior. There were mixed rules of (00:29:09.651) Carly Fortin: perception. (00:29:10.351) Aaron Lyles: It'll give you a simple quote insight, so a lot of really (00:29:15.751) Leszek Ward: interesting qualitative feedback that comes (00:29:18.051) Aaron Lyles: through (00:29:18.451) Leszek Ward: Here. I'm stopping for a second. Yeah. So you said if you scroll up a little bit, you said those archetypes were discovered by the system, right? So it created driving (00:29:29.851) Aaron Lyles: connected and (00:29:30.551) Leszek Ward: Peer anchored as categories of students. Mmm, cool. And then those are the indicators that it used to do that. So under cultural navigating as code switching, yes. Was there a preloaded question specifically for code switching like (00:29:44.551) Aaron Lyles: was that (00:29:44.951) Leszek Ward: something that (00:29:45.351) Aaron Lyles: was (00:29:45.651) Leszek Ward: there? I'm (00:29:46.651) Carly Fortin: trying to understand like yeah, what (00:29:48.251) Aaron Lyles: was pre-built and what was not framework right there. Yeah, it's a framework. and in (00:29:53.151) Leszek Ward: each (00:29:53.651) Aaron Lyles: project is there is bespoke, like each project has its own? Yeah, when we worked with the Arts Council, there was a scoring system we created where if someone was a donor in the past or a current donor, they'd give an XML and they'd gone to one event. Like, you know, there were things that, depending on how they answered, it would (00:30:12.951) Leszek Ward: create our (00:30:13.451) Aaron Lyles: types based on that, right? So there was more of a scoring for this, the objectives of Discovery. And the framework that the tools learning on is how it developed this. Because it knew those, the things (00:30:26.751) Leszek Ward: I (00:30:26.851) Aaron Lyles: Just laid out right, like that divide, culturally different, all that, and then it used the framework that we gave it, the Muhammad framework, and then our methodology to come up with these. (00:30:39.351) Debra Vitale: Indicators. (00:30:39.851) Aaron Lyles: So it's super intelligent in the way that it—good question. And then all the transparency around how we're doing a lot of stuff is here as well. So I have an application out for the actual transparency initiatives to make it official, but we do it anyway. So this is kind of showing you all the data compliance pieces. This is the logic of how the tool is actually using logic to create that. And then you can always download the framework here and get the full, the full 60-page methodology. So you can always look at that. And then, for the insights, we have your key insights. Every question is broken down in really easy-to-read graphs that you can also change if you want to go deeper. There are cross-table capabilities in here as well, and that is somewhat built differently for each client. For the narrative data, each question that asks an open-ended question gives you the opportunity to see every single response given. Some people wrote a lot and others didn't, but everything is there. For the reports, I think the last piece of show and tell here is depending on what you guys need for the outcomes and reporting for this. We had a case study, a listening tour report, and then the facilitator guide because this is helping Surrey and Eric go and actually run that workshop. So it actually created a facilitator guide out of it. For the listening tour, this was kind of the overview of what was collected. The thematic analysis is in here. There's a pull quote here about how a girl really felt alone and how a teacher became like a motherly figure—just really awesome insight there. These are just examples of when adults didn't help. Here, (00:32:45.951) Leszek Ward: Here are some (00:32:46.251) Aaron Lyles: key things that came out of that. Pull insights, curriculum, real-world connections. This was just physical spaces as well, like how these physical spaces provided opportunities for kids to see themselves, and that came out of the data. (00:33:04.351) Leszek Ward: as well, (00:33:04.551) Aaron Lyles: which isn't something that we kind of predetermined. How people self-describe. So this is an interesting one; people were able to kind of click but also write in, and how nuanced they got on how they identify themselves was really interesting. So people didn't get put in a box that they didn't belong to. So anyways, guys, a limit on this is what the rank choice responses look like. It's just endless. And obviously, we will focus this for what your needs specifically are. But the tools (00:33:37.251) Leszek Ward: capable (00:33:37.851) Debra Vitale: of doing (00:33:38.151) Leszek Ward: a lot of stuff, (00:33:43.751) Aaron Lyles: Yeah, so that's my little spiel and show and tell if that's (00:33:48.551) Carly Fortin: Helpful and happy to answer any questions. (00:33:56.151) Debra Vitale: I don't (00:33:56.451) Leszek Ward: Have any more questions. Yeah, me neither. Seeing that (00:34:01.651) Carly Fortin: Seemed (00:34:02.251) Leszek Ward: Like seeing the video and the options. That is really interesting though. It does definitely change the feel of the data collection. (00:34:10.251) Carly Fortin: being (00:34:10.751) Leszek Ward: Able to like put a human on there, talking to you. And it's different, right? It's just, neither one's better or worse. It's just way different to have your daughter asking versus their principal asking. (00:34:21.251) Carly Fortin: versus (00:34:21.651) Aaron Lyles: me (00:34:22.651) Leszek Ward: Asking. Those are three very, very different things. (00:34:25.251) Debra Vitale: Yeah. (00:34:28.951) Aaron Lyles: Yeah, we had a couple kids who were like, you know, I really don't want to (00:34:32.151) Leszek Ward: feel (00:34:32.551) Aaron Lyles: Bad, but, and then they would say it. Yep. You know, they aren't gonna say that (00:34:36.951) Carly Fortin: without (00:34:37.451) Aaron Lyles: that outlet and that's the kind of stuff for me, like to see students open up in a way that they were harboring otherwise. So that's, to me, some of my biggest metrics that I look for: are we unlocking people to be themselves and feel okay saying these things? So yeah, it's designed for that and I think it's been effective so far. Yeah. So I think, you know, that component, like I said, has a couple different things, so obviously it can be my daughter. It depends on age groups, it depends on, you know, that kind of thing. And that came out naturally—she's close enough in age, she felt like a mentor-ish. But here, um, you know, and like they've seen Ruby (00:35:23.451) Carly Fortin: for (00:35:23.751) Aaron Lyles: so like the personality works. So make sense. Obviously not going to put crew in every project so we'd have to figure that out like who is the person asking? So some of the logistical things we adapt to figure out. But other than that, It's, you know, they would be very (00:35:41.051) Leszek Ward: similar (00:35:41.451) Aaron Lyles: There. We'd probably like to set it up the same way, and then, like I said, the older grades are much more just how (00:35:47.351) Debra Vitale: the (00:35:47.651) Carly Fortin: tool (00:35:47.751) Aaron Lyles: Naturally, the tool works. So I think what I can do is compile notes and lay out what this could potentially look like. I think what I would need is, excuse me, a timeline, budget constraints, all the details of the actual, not as fun things to figure out, to actually just go and start working, and I (00:36:12.251) Carly Fortin: just (00:36:12.651) Aaron Lyles: I'm a little blind there. (00:36:13.851) Leszek Ward: So (00:36:14.151) Carly Fortin: You gotta just. (00:36:15.651) Aaron Lyles: Well, we (00:36:17.651) Carly Fortin: might be, we might be a little blind too because (00:36:19.751) Aaron Lyles: I'm gonna write out he needs to pay. (00:36:21.251) Debra Vitale: To pay. (00:36:21.551) Carly Fortin: For it. (00:36:21.851) Debra Vitale: All right. (00:36:22.151) Carly Fortin: I agree. (00:36:25.051) Aaron Lyles: won't be (00:36:25.451) Debra Vitale: on that (00:36:25.851) Aaron Lyles: call. Great. (00:36:30.751) Carly Fortin: Yeah. Yeah, and our timeline. I know I kept saying for next year, really we're aiming for, like, I would say by November to have a complete picture of the information, the kind of questions we want schools to be going after. So having all of this information, like September or October, would be helpful. (00:36:51.851) Debra Vitale: The kind of (00:36:52.351) Carly Fortin: data (00:36:52.651) Aaron Lyles: that you're just sharing with us. Sorry, in our, you know, video aside, our timelines are very short. So, you know, we can turn around a full project in a matter of weeks. So I'm on your timeline, but calling that out because there's something (00:37:09.551) Carly Fortin: that (00:37:10.551) Aaron Lyles: before graduation that needs to go to trial (00:37:13.651) Carly Fortin: balloon (00:37:14.051) Aaron Lyles: or, you know, you need to set up for next year with the current student body. Like that's in the cards of my hand completely, it's not on yours, but I just want to call that out. Like it is. (00:37:23.851) Carly Fortin: Possibly need to start things sooner. (00:37:26.151) Debra Vitale: But... (00:37:26.451) Carly Fortin: Yeah, great. So the next step is that you're going to be sending more information. (00:37:32.251) Debra Vitale: And then... (00:37:32.851) Carly Fortin: I'm forwarding (00:37:33.251) Aaron Lyles: it (00:37:33.451) Carly Fortin: to right now. (00:37:33.851) Aaron Lyles: I think it's really (00:37:35.051) Carly Fortin: what I heard? (00:37:35.451) Aaron Lyles: Yeah. Oh, what I'm gonna do is. (00:37:40.151) Carly Fortin: Thank God. (00:37:41.251) Aaron Lyles: There's no Notetaker here. I'm gonna compile all my notes and I will kind of just put up a sample of ours. (00:37:46.251) Carly Fortin: If I (00:37:46.751) Aaron Lyles: heard you correctly. This is kind of (00:37:47.951) Leszek Ward: what the (00:37:48.351) Aaron Lyles: Project looks like. And this is how that would kind of roll out and just put the main components that we could start scoping around, and I'll, yes. (00:37:57.851) Carly Fortin: And then (00:37:58.251) Aaron Lyles: Right out, and you guys can hear what that (00:38:00.551) Carly Fortin: looks (00:38:01.151) Aaron Lyles: Like from a business perspective. But I think just, if you have an insight now it sounds like you guys have some ideas. Like, is this five surveys? Is this one survey that goes to four different cohorts? Any idea around that that helps me scope? (00:38:19.551) Carly Fortin: Without having more conversations, yeah, I think I would be looking probably for four to five different audiences because I think there would be, and I don't know. We'd have to, I would want to talk a little bit more about that. I think a 6-12 could work, grade 6 through 12 and intermediate, 3-5, K-2, and a teacher voice group I think would be important. So I don't know without really, like, I think our team needs to do some more work around framing out some of the more critical ideas and what we want to explore, and then figuring out how different the information will likely be from those different audiences, right? So I think we'd have a better sense after we have more of a conversation on, do we want it super broad, more discovery, or (00:39:09.851) Leszek Ward: do (00:39:10.151) Aaron Lyles: Do we want to try to tailor it to one direction? Okay, and these are four different surveys, because your K through 2 is not going to do what your 6 to 12 is, and your teachers will be different. So these are (00:39:23.251) Carly Fortin: Four audiences, four surveys. Same topics, same driving question that we're going to go after, so potentially same content. Probably (00:39:37.451) Aaron Lyles: Formatted in different ways. Yep. And it's not like I've built this (00:39:42.551) Debra Vitale: to (00:39:43.051) Aaron Lyles: Not spike costs (00:39:44.751) Carly Fortin: if we (00:39:45.151) Aaron Lyles: Need to make it that diverse, like that's by design. There will be some, but it's not crazy, so that is helpful for me to understand. Like, are we looking at data of one thing across (00:39:59.651) Carly Fortin: Four different (00:40:00.251) Aaron Lyles: Groups. (00:40:00.551) Carly Fortin: There's four things, four groups, you know, (00:40:02.151) Aaron Lyles: Is there four groups now, okay? And is there any parent play in here? Is there anything that you (00:40:09.951) Carly Fortin: Need parent feedback? (00:40:12.851) Aaron Lyles: The right answer. (00:40:13.351) Leszek Ward: Right answer. (00:40:13.851) Aaron Lyles: Should be yes or no. I'm sick of hearing compared. Let me do my job. (00:40:19.151) Carly Fortin: Compared. Let me do my job. (00:40:27.751) Leszek Ward: I mean, I think the answer is yes in that it's always globally good, but I just don't know how much insight a parent really has. (00:40:36.351) Carly Fortin: has into what we're talking about right now? (00:40:37.651) Debra Vitale: we're (00:40:37.751) Aaron Lyles: talking (00:40:38.251) Debra Vitale: about (00:40:38.551) Aaron Lyles: right now? (00:40:39.151) Debra Vitale: Yeah. I have to get an observation at 12:30, so I'm going to excuse myself so I can make it there in time but happy to continue the conversation. (00:40:50.451) Aaron Lyles: So thanks. (00:40:51.651) Debra Vitale: It was nice. (00:40:52.251) Aaron Lyles: Meeting you. (00:40:52.651) Debra Vitale: Aaron (00:40:53.051) Aaron Lyles: Nice being you as well, thank you. Bye. Take care. Um, yeah. No, (00:40:59.051) Leszek Ward: no problem. (00:40:59.451) Aaron Lyles: I'm not. I'm pushing (00:41:01.251) Carly Fortin: that. (00:41:01.351) Aaron Lyles: I'm just one of them and on, like, I mean, if you want to play with it on the Nesolagus website, there's an estimate thing at the top. You could actually go on and say, I want four surveys, I want this many people, and like (00:41:16.451) Carly Fortin: it'll (00:41:16.751) Aaron Lyles: kind of give you a ballpark estimate. These are, you know, I get more custom and nuance when it comes to pricing, but it's pretty close to that. So I mean, just to get you guys in a world where, okay, this is what we're (00:41:28.751) Carly Fortin: looking at. (00:41:29.251) Aaron Lyles: This is what they asked might be just you A (00:41:32.951) Carly Fortin: Runway (00:41:33.151) Aaron Lyles: of what those conversations need to look like, it could be helpful at any point, (00:41:39.751) Leszek Ward: you can also (00:41:40.351) Aaron Lyles: be like, hey dude, we are not close. Call me. All right. Let's figure it out. Like I'm not that is not my concern. Like I need (00:41:48.751) Carly Fortin: to (00:41:49.151) Aaron Lyles: feed my child. Sure, but I want to make your projects. I want them in the world. I want them doing things. That's my ultimate goal, so I'm just calling that out. So if you do play with it (00:41:59.351) Carly Fortin: And something doesn't look right. (00:42:00.251) Aaron Lyles: Right. Just reach out. Great, but cool. So that's my homework. I will get you something that's shareable that gives at least a broad scope of what this can be, and then we'll go from there. I think the next step would just be to figure out budget and green lights, and you need to approve. (00:42:18.951) Carly Fortin: And that's for next year. Sounds good. Sounds good. And I know we have a meeting as part of the Real Impact, which is the grant that I believe is going to fund a portion of this, next Thursday. So if we had that (00:42:30.751) Aaron Lyles: kind of (00:42:30.951) Carly Fortin: Information before going into next Thursday, it would give (00:42:34.051) Aaron Lyles: a chance to be able to talk with others about it. Awesome. What would be best for you to share? (00:42:40.851) Carly Fortin: Because I'm happy to put a deck together for this. I don't think I need to be. I think so. Right, Aaron, I'm familiar with your work. So I think it would be more of us just talking about (00:42:51.251) Aaron Lyles: what (00:42:51.551) Carly Fortin: we're intending to be the scope of the project and then the information (00:42:55.351) Aaron Lyles: will be able to gather from that. So I don't think you have to go (00:42:57.551) Carly Fortin: Through. Crazy. Okay, (00:42:58.851) Aaron Lyles: cool. (00:43:00.251) Carly Fortin: Awesome. All right. I will have something to you before that. (00:43:02.851) Aaron Lyles: sounds good. Sounds (00:43:04.351) Carly Fortin: good. (00:43:04.451) Aaron Lyles: Thanks for the time. (00:43:05.451) Leszek Ward: Yeah. Thank you. Take care. Take care. And thank you. ============================================================================== CALL 2 OF 3 | 2026-06-18 | Scope walkthrough against the Functions of Writing framework Participants: Aaron Lyles (Nesolagus), Carly Fortin ============================================================================== (00:00:01.156) Carly Fortin: English. So how do students actually experience writing across content? That's correct, and that's what we're really trying to see. I think ultimately what we want to boil down to is identifying maybe one or two problems of practice that we're trying to solve for every grade level in the way that we design our professional learning. We want to walk away with a focus question: how can we better improve the student experience when they are writing to develop their thinking? Because we see that happening very much, or students didn't recognize that in their experience—something along those lines. Or another question might be something like, we want to see the opportunity to have our students really recognize their writing in a more formal, published way to an authentic audience. How can we do more of that? So that's what we ultimately want to get to—questions that we can give back to schools, given what our students are sharing about their experience in writing, not necessarily across each of the functions that we've mapped out, but in that continuum of writing to develop thinking versus writing to polishing. (00:01:10.256) Aaron Lyles: Okay, that makes sense. Um, and I just love this approach too. Am I right to say that this is kind of that (00:01:22.856) Carly Fortin: first. (00:01:24.556) Aaron Lyles: Smoke signal as far as really understanding how to operationalize from it. Like, this is the data that's going to help (00:01:30.556) Carly Fortin: you really. (00:01:31.156) Aaron Lyles: Right? That's great. That's helpful context. Just for like (00:01:36.056) Carly Fortin: how everything. Yeah, we're not checking in anything that's already occurred. We're using this to set the stage for why we need to take action or start to plan for improvement. I think that was your question, (00:01:46.956) Aaron Lyles: right? Yeah, no, exactly. Just, I want to make sure because a lot of times these projects are no. This is the thing. And you know and we all do projects like this. That this is all the information you need to actually inform what comes next. So that's I just want to make sure (00:02:02.056) Carly Fortin: that I (00:02:02.456) Aaron Lyles: did correctly. Okay. So just go through my notes really quickly here. As far as how this is done too. I don't know, and I'll send you a whole (00:02:16.356) Carly Fortin: document (00:02:17.356) Aaron Lyles: on, like, you know, the scope of the project and all that. But there's a lot of information in here about how we abide by COPPA and APR transparency, and that AI never touches student data. So that is all documented. You'll see that and how the tool actually works. It's tremendous. It does not run it through any kind of LLM. So we do have AI in our stack and how we've built the tools and things like (00:02:45.356) Carly Fortin: that. (00:02:45.556) Aaron Lyles: Yeah, to the data coming in. That's, that's all clear. So I think let me share my screen real quick. (00:02:53.156) Carly Fortin: Just (00:02:55.056) Aaron Lyles: To show. Oh my God, I have too many screens. Don't know where I am half the time. (00:03:05.256) Carly Fortin: I know. Same for me. (00:03:06.556) Aaron Lyles: I think I'm in a PDF. Does that sound right? (00:03:10.956) Carly Fortin: It looks like a survey. What? I see it's a survey, grace through to five. (00:03:14.756) Aaron Lyles: Okay, awesome. So I've started to kind of break these out. Again, this is a rough draft. I just want to kind of temp check it with you. (00:03:22.656) Carly Fortin: But (00:03:22.956) Aaron Lyles: Um, so first I mean, K through one. I think what we do is follow up just because of what we talked about in the last fall. A lot of complications. Second grade we can do, but I think we try to focus on three and (00:03:38.556) Carly Fortin: up (00:03:38.956) Aaron Lyles: 30 to really understand and get used to the tool, how it works, what some of those areas of concern might be for the younger grades, but still have second grade as part of the scope, but have it kind of after. Yeah, makes sense. (00:03:53.056) Carly Fortin: Okay, makes sense. (00:03:54.156) Aaron Lyles: All right, so that's why we're starting here (00:03:55.956) Carly Fortin: with three (00:03:56.356) Aaron Lyles: Two to five, approximately 15 questions: emoji scale questions, single or multi-select, bring choice open into prompts, so relatively easy to go through as a student and be able to provide really a quality balance. Their open-ended prompts can be video, audio, or text. (00:04:17.156) Carly Fortin: so that's (00:04:17.656) Aaron Lyles: So I suggest it's audio or text, just to keep video out of that environment. And when audio comes through, that is handled in a certain way as well for the younger grades. I think you're going to want it for the older grades. You might want to just have them write in, and this is writing-focused, conversational format, mobile-optimized, voice, search, text. (00:04:40.456) Carly Fortin: response. (00:04:42.856) Aaron Lyles: The numbers I'm going off of are what we had, but if these are wrong, then obviously that's something we can correct. It doesn't really change the scope or anything. It's more about just understanding volume, who we're (00:04:55.956) Carly Fortin: serving and (00:04:56.256) Aaron Lyles: what we want to see coming back 8 to 12 minutes, usually depending on how much people want to invest some kids, like really want to tell you their (00:05:06.856) Carly Fortin: story, (00:05:07.156) Aaron Lyles: but it doesn't feel longer because they're the ones telling that story. So this is like a typical range, sometimes you'll see it done in five and others spend 20, but I think the comfort level based on what I got back from your grid is the (00:05:22.956) Carly Fortin: 12 minutes. Yeah, I think that makes sense. (00:05:24.856) Aaron Lyles: Okay, objective here is to capture how intermediate students experience riding (00:05:29.756) Carly Fortin: to (00:05:30.056) Aaron Lyles: develop present thinking in age-appropriate language, okay? And this is what I was talking about before. So the code books, we will be able to take in. We will present in English, in Spanish, and analyze in English and Spanish. So it's not dueling languages coming (00:05:46.656) Carly Fortin: in with (00:05:46.956) Aaron Lyles: analysis. So that is actually, we're able to do that, and I believe that was a prerequisite, (00:05:54.056) Carly Fortin: right? (00:05:54.656) Aaron Lyles: For (00:05:54.756) Carly Fortin: wanted to do, yeah. (00:05:56.156) Aaron Lyles: And are we okay with English and Spanish being the two languages? (00:05:59.056) Carly Fortin: languages. Yes. (00:06:01.356) Aaron Lyles: Awesome. Grades 6 to 12, middle and high school. Approximately 20 questions with branching logic by content area and grade band, full open-ended narrative prompts, scaled and ranked items. So this gets a little more complicated in the back end. Still, same smooth experience on the front end. Conversational survey: text, audio, video response options. Again, because the student—I think that would probably be omitted. You have the capability with that feature of the tool. So (00:06:30.256) Carly Fortin: yeah, (00:06:30.656) Aaron Lyles: It's there. I would always recommend, and student data (00:06:33.556) Carly Fortin: just, (00:06:33.856) Aaron Lyles: Yeah, um, we could do video prompting, so like, if, you know, like you saw with my daughter's, (00:06:41.856) Carly Fortin: if you (00:06:42.156) Aaron Lyles: want, you know, questions, but then you block off video responses back, that we can absolutely do. Um, so just let me know. And that's something we (00:06:50.156) Carly Fortin: can (00:06:50.356) Aaron Lyles: Figure out. We get closer. 700 invited. Approximately 280 complete, set 40% rate. That is kind of an estimate. (00:06:58.156) Carly Fortin: out of (00:06:58.756) Aaron Lyles: We typically see sometimes it's actually when it's like a school administrative thing, you will get all participation. (00:07:06.456) Carly Fortin: And (00:07:06.756) Aaron Lyles: So hopefully we see 700. Ten to fifteen minutes here surface how older students experience writing across the full continuum, where they see writing differently by subject and where the framework does and does not match their (00:07:20.456) Carly Fortin: Lived experience. Perfect. Perfectly framed too because I do think it's important to figure out when they're experiencing each type. It was a conversation I had with our high school administrators this morning because they're trying to determine what kind of approach to support writing in the content areas, and so that kind of information would help. (00:07:39.356) Aaron Lyles: Awesome. Okay, good. Good. I always like it when I can interpret what you give me, and what you gave me was great. Thank you. And then we have the teachers across all grade bands and content areas. I don't know why it's just 22; it should be approximately 20 questions, but it's approximate. Maybe it is. (00:08:00.056) Carly Fortin: 22 (00:08:00.256) Aaron Lyles: to confirm in design including capability and (00:08:05.156) Carly Fortin: confident (00:08:05.856) Aaron Lyles: Items mapped to each function, branching by content area and grade level. (00:08:10.356) Carly Fortin: open-ended projects (00:08:11.456) Aaron Lyles: Perfect. Perfect, come out of two other calls where there was some concern around, you know what, a math (00:08:16.356) Carly Fortin: educator (00:08:16.956) Aaron Lyles: With their experience with writing as opposed to others, conversational format text optional, audio and video again. That's easier because adult data now, so whatever you feel is comfortable. (00:08:27.856) Carly Fortin: Yeah, (00:08:28.556) Aaron Lyles: We can do 500 invited, approximately 200. Same scenario there if I'm wildly off. (00:08:36.456) Carly Fortin: off (00:08:36.756) Aaron Lyles: We can adjust otherwise. You know, a couple hundred here and there is not. (00:08:41.156) Carly Fortin: is not (00:08:41.456) Aaron Lyles: going to (00:08:41.656) Carly Fortin: Make. I do think it's probably going to be fewer teachers responding, to be honest, but we'll see. We'll see. (00:08:47.656) Aaron Lyles: Well, there's adult agency, so maybe the 200 out of (00:08:54.156) Carly Fortin: 500. (00:08:56.256) Aaron Lyles: Closer, that's fine. 12 to 18 minutes, map teacher knowledge and skill across the five functions, servicing or confidence is high where it is low, and where teachers may not yet recognize a function. For example, disciplinary writing in math and science as writing at (00:09:14.256) Carly Fortin: all. Yes, correct. (00:09:15.456) Aaron Lyles: Yeah, same thing here on the analysis, and then this is what I was saying before: we still want to consider grade two part of the scope, but use it as the follow-up wave, because we might get to the end of this and be like, okay, we're not ready. (00:09:29.056) Carly Fortin: for second. (00:09:29.656) Aaron Lyles: What third did them, and that's, you know, we'll still obviously honor this and come through on this, but it may not be immediate. (00:09:37.756) Carly Fortin: follow-up. (00:09:38.256) Aaron Lyles: It may be starting, we need to do a little work before we can do it. Approximately 12 video prompted questions. This is as close to the one that you saw with my daughter, I'd be very similar, peer age video, host Audio Only responses, no text required. That would be kind of (00:09:53.856) Carly Fortin: Chromebook (00:09:54.556) Aaron Lyles: Push button for the Quan storytelling for the responses back. Again, we'll kind of overlook this, but the 350, am I still like, this is the most important number for me. Do I have the number of students roughly close? (00:10:12.256) Carly Fortin: It would take me a minute to find that for you. So you're going to share this with me, right? Then I could send you some updates. (00:10:17.256) Aaron Lyles: Yep. Absolutely. I just want to make sure like this part's the most (00:10:20.756) Carly Fortin: important to me (00:10:21.256) Aaron Lyles: Because when everything is built off of, (00:10:22.956) Carly Fortin: so (00:10:23.356) Aaron Lyles: I just... okay. (00:10:25.356) Carly Fortin: cool (00:10:25.856) Aaron Lyles: to date minute facilitated session. So this again has a little bit more white glove hand-holding. (00:10:32.356) Carly Fortin: Where? (00:10:32.656) Aaron Lyles: One of us would be in the room. You know, teachers would likely not be in the room. We want to make sure we're not swaying anything. There is some on-the-ground work there, so that's just something to consider. Reach Crystal's youngest in scope writers, whose experience is hardest to capture by formal observation, and bring their voice into the district picture. (00:10:53.456) Carly Fortin: Picture. (00:10:53.856) Aaron Lyles: Great, um, cool. So excuse me. So this is kind of just how a phased-out plan would work if we want to hit the dates that you were talking about. The design and codebook authoring would be really next month into August. We need to confirm functions as coding categories, author the five function codebooks in English, draft questions for audience, set host voice per audience, and finalize the technical brief. That tends to be the heaviest lift right there. (00:11:29.156) Carly Fortin: then it's (00:11:29.456) Aaron Lyles: It's a lot quicker. So understanding for each one of those surveys who is the front-facing person that is asking the question, and then we start designing around that. What's the tone to look, the feel? So all that kind of comes out of there. The code books is a back-end thing. That's more of like we have our framework. It's actually gotten a lot more in-depth since we even spoke, but then there's also code books on top of that that will go in and make sure that it's analyzing in the correct way within the context. So that's all being built with some of my practitioners as well, and we can work in unison with you guys. (00:12:07.856) Carly Fortin: to make sure that (00:12:08.356) Aaron Lyles: All of course, what you need it to be: August bilingual translation and reviewer setup author. Parallel, Spanish code books, translated instruments, Spanish fluent reviewer, validate the inside and youth data. So the tool does do translation, but we always make sure that we have human touch on (00:12:26.656) Carly Fortin: that. So (00:12:27.256) Aaron Lyles: Culturally in convers. Really correct since this is a conversational survey and ideally all that stuff worked out great. You guys will have a whole approval process with that and then deployment. Aiming for early September, launch the primary wave: grades three to five, grades six to twelve, and teachers. You will have a live dashboard to be able to see (00:12:50.156) Carly Fortin: things (00:12:50.356) Aaron Lyles: as they and reporting comes when we close. But you will be able to see most data in real time come through collections. So September primary wave collection, grade to follow-up wave runs as facilitated in school session once the primary model is validated. So there's a bit of a (00:13:08.756) Carly Fortin: TVA like (00:13:09.256) Aaron Lyles: I said, and then analysis is happening late September to October, so that way we could hit your board-ready reporting by November (00:13:20.456) Carly Fortin: so Perfect (00:13:22.156) Aaron Lyles: Timing. Okay, awesome. So in this document as well, there's a few things that I've got to do before I send it to you, but all the analysis methodology is in here. You're going to see lots of things. Some of this will be on others, just there. There's a lot to it. So (00:13:43.456) Carly Fortin: yeah. (00:13:44.156) Aaron Lyles: Um, I will stop sharing that for now and share a different screen. First of all, I'm gonna stop sharing and get your thoughts before I do. (00:13:54.656) Carly Fortin: That looks great. It looks great and I'm pretty excited about really taking the time to invest in what our students are currently saying, because I think that will be really motivating to our staff and get them thinking about what they might need to do differently. It'll be nice to be able to see both of those together. I think one of the things that I was looking at, and I'm sure it's listed in that document too, is the way in which it is reported, that we'll be able to see by the variables against the functions of writing too. I think that'll be interesting. (00:14:27.556) Aaron Lyles: Yeah, I think once we get locked in and everything's going, we'll make sure that we have delivered sessions with you. (00:14:34.356) Carly Fortin: on (00:14:34.656) Aaron Lyles: that. Like what does the reporting need to look (00:14:37.556) Carly Fortin: like (00:14:37.756) Aaron Lyles: Ideal success from that? We can custom build the reports around that and make sure, because everything communicates. The discovery sessions that we'll have will obviously inform how the question sets are built, and those question sets will then lead into the dashboard. So those objectives that you point out will be how it's billed. I'm confident we'll be able to hit that. (00:15:01.056) Carly Fortin: just (00:15:01.156) Aaron Lyles: obviously we need to know what we don't know (00:15:03.456) Carly Fortin: yet, (00:15:03.856) Aaron Lyles: Right? Awesome. Okay. So I'm just gonna flash a project right now for Anya that we're working on, which obviously this is still in production. So this is kind of, let's just look at it (00:15:16.256) Carly Fortin: together here. (00:15:16.556) Aaron Lyles: So this is for the Racial Social Justice Conference for Anya that's happening in Denver at the end of the month. So the idea here was to create a journaling experience for all the members who are going out to the event. It was a pre-event survey that's (00:15:33.156) Carly Fortin: basically, (00:15:33.656) Aaron Lyles: Are you feeling heading in with your intention? And then as for there, all right, first morning, like what's showing up for you? And then after, like, how was the day? So there are these short touch points that people will come in and engage with. The reason I'm showing it to you is because we can build out where these surveys are housed in a similar, very custom way that feels cool for students to engage with. (00:15:57.856) Carly Fortin: So (00:15:58.156) Aaron Lyles: On this one, as you scroll, there is a video that Rizio is going to record, which will be here, which is basically saying, this is what we're doing. I think it's always helpful, and that's to whatever level you guys are comfortable, but someone would be saying, hey, here's what you guys are going to engage in, here's why we're doing it, making sure that they feel a part and have agency in the whole project. (00:16:23.956) Carly Fortin: rather. (00:16:24.256) Aaron Lyles: We're going to extract information, (00:16:25.556) Carly Fortin: information, (00:16:26.056) Aaron Lyles: right, (00:16:26.356) Carly Fortin: right. (00:16:26.856) Aaron Lyles: That's designed in that way. And then we come down there will be several holes in this one. So, I just need to get their images and design that. (00:16:35.256) Carly Fortin: But (00:16:35.456) Aaron Lyles: Really, this is where you see the host. It talks about what is a conversational survey. That's all there. So there's intention too, and then the pathways. So as you come down, there's actually a nine survey journey and that journey kind of continues like this. So as these days go, each survey would unlock. These are all going to be time-based, and then when you click in, and this is obviously built for them, whatever consent that we're going to need to do happens (00:17:08.156) Carly Fortin: first. (00:17:08.656) Aaron Lyles: before you engage with any survey. (00:17:10.856) Carly Fortin: So (00:17:11.056) Aaron Lyles: What student data, we're obviously going to have to get parental consent. (00:17:14.656) Carly Fortin: ahead of time (00:17:15.456) Aaron Lyles: That has to be in place before it even gets distributed or the student-facing pieces. They wouldn't necessarily see this because of that. We need to make sure that there is a trail, that everyone is okay to participate. So keep that in mind. But once they say yes, what you will see—this is the reason I want to show you. This is the practitioner version, so this is like a walkthrough. Once the surveys are ready, you'll get a link like this and it will come in. And this obviously holds your video. You'll be able to come in here and click these little bubbles here, and then you'll be able to screenshot an area and say, 'Change this,' blah blah. So this is what the editing process will be: you send it. You can also adjust whether it's urgent, high, medium, or low, so we can start prioritizing, and then that gets logged. I get those tickets and then we (00:18:14.656) Carly Fortin: started. (00:18:14.956) Aaron Lyles: Yeah. That's what you're seeing it as your students would see. (00:18:18.256) Carly Fortin: see. Yeah, that's great. (00:18:19.356) Aaron Lyles: It's not like a PDF. It's hard to kind of follow. (00:18:21.956) Carly Fortin: Yeah. Yeah, (00:18:23.056) Aaron Lyles: That's what that would look like. So, yeah, and then this also has read or watch capability in this one, so if someone can't watch the video, you know, we can... (00:18:35.056) Carly Fortin: do (00:18:35.156) Aaron Lyles: it that way. So anyways, I do want to share this because I think the more I think about your project, the more I'm thinking like this is probably gonna be like a really cool, you know, experience. (00:18:46.056) Carly Fortin: experience for this (00:18:47.056) Aaron Lyles: participate in something that's unique and that gets them excited. Yeah, and comfortable. So I think it's important that we build something similar if you know, if that works for you. (00:18:56.956) Carly Fortin: Yeah, I think it's exciting. I think it'll feel very different from what they're used to. Right? When you're used to answering Google form surveys, right? It's gonna feel much better. (00:19:12.556) Aaron Lyles: Great. Um, cool. So yeah, I'll send you the more involved (00:19:18.156) Carly Fortin: document (00:19:18.656) Aaron Lyles: Obviously, ideally, you know, I don't know who the decision makers are, who the funders are. (00:19:24.156) Carly Fortin: any (00:19:24.456) Aaron Lyles: That stuff, but July 14th I think is around where we would need kind of a yes or no. Yeah, and then, you know, the funding, we could get creative. Usually it's 25, 15, 25 as far as payments are concerned. There's a deposit, there's (00:19:43.056) Carly Fortin: a (00:19:43.156) Aaron Lyles: name and then a final on delivery. I am completely happy to be flexible on how the payment structure works. I think I've already shared (00:19:51.356) Carly Fortin: with the (00:19:51.756) Aaron Lyles: price, you know, (00:19:52.756) Carly Fortin: kind (00:19:53.156) Aaron Lyles: of looks like there is an education discount and there's a multi survey discount on their each of those are 50%. So I think we are at like 57 and we got it down to 44. So Again, if the price is the problem, like let's talk through it. (00:20:09.756) Carly Fortin: I don't have money. Yeah, I am not, we're not the funders. (00:20:13.056) Aaron Lyles: right? (00:20:13.256) Carly Fortin: Because public, but let me talk back to Carrie and write out as a part of our work with them through partners. They shared that they'd be willing to put in the funding, so I just will have to share the package that you send back to them. Then I'll get that answer for you by July 14th. I know they themselves have a pretty big conference coming up in the next couple of weeks, so I would anticipate probably around the 10th. Maybe we might be right at that 14th mark, if that's all right (00:20:44.656) Aaron Lyles: with you. Yeah, yeah. Again and like, if that gets pushed a few days, either direction like we can roll with it. The thing is, there's a lot involved. I want to (00:20:52.656) Carly Fortin: make sure (00:20:52.956) Aaron Lyles: that we have the (00:20:54.256) Carly Fortin: ramp. (00:20:54.556) Aaron Lyles: Yeah. So, um, yeah, and I'm easy and flexible. We can move fast once we do have decisions. And yeah, so I will get that (00:21:02.656) Carly Fortin: off to you. (00:21:03.156) Aaron Lyles: Do you want me to copy them or just send it to you and then you take it from (00:21:07.056) Carly Fortin: There? I could take it from there. Yeah, I could hear. (00:21:09.256) Aaron Lyles: ya. So, I will do that. All right. Anything comes up along the way or if you have any additional questions, or anything else you want me to kind of clean in there? Just let me know. (00:21:19.556) Carly Fortin: All right. I'll get back to you about the enrollment numbers. You said that was the most important detail that you would need. So if there's any corrections that we need to make there, I'll send that to you. And then, I'll also open up the door if Carrie Wright or Richard Lemons, as part of Partners, wants to get in touch with you. I'm assuming that would (00:21:36.056) Aaron Lyles: be (00:21:36.256) Carly Fortin: okay. (00:21:36.456) Aaron Lyles: Yeah, yeah. We're close with right now as well, so like, you know, absolutely. And if there's other pathways that they need to explore, like, you know, whatever happened, I'm fine with that. And if it becomes like, hey, we only have 30 we can rescue and (00:21:51.356) Carly Fortin: see (00:21:51.556) Aaron Lyles: what we do for 30 and like, let's figure it out. I'm not—I know I've mentioned that to you, but the price is not factored when I think about these projects. I get really excited about making it, so let's do that. But yeah, open to whatever you need and whoever I need to talk to. (00:22:09.556) Carly Fortin: Great. Great, awesome. All right, I look forward to that then. (00:22:13.156) Aaron Lyles: Yeah, definitely. Just give me probably until tomorrow and today, (00:22:17.156) Carly Fortin: tomorrow (00:22:17.356) Aaron Lyles: and I will have that to you. (00:22:19.756) Carly Fortin: Sounds good. (00:22:20.756) Aaron Lyles: Thank you. (00:22:23.156) Carly Fortin: You. Yes. Thank you. Have a good afternoon. (00:22:25.156) Aaron Lyles: You too. (00:22:26.156) Carly Fortin: Take care. ============================================================================== CALL 3 OF 3 | 2026-07-29 | Contracting, revised dates, Year 2 licensing Participants: Aaron Lyles (Nesolagus), Carly Fortin, Rydell Harrison (Partners) ============================================================================== (00:00:04.881) Aaron Lyles: Hey (00:00:05.181) Rydell Harrison: Bud. Hey, what's going (00:00:06.381) Aaron Lyles: on? How you doing? (00:00:07.481) Rydell Harrison: Good, how are you? (00:00:08.781) Aaron Lyles: Good, good. (00:00:11.381) Rydell Harrison: How's your mom? Everything okay? (00:00:13.281) Aaron Lyles: Yeah, trying to find out, figure it out. It's a bit of a mystery, just trying to run some tests and see what's going on here. But I'm at her place right now. Yeah. She local? (00:00:33.281) Rydell Harrison: Yeah. (00:00:33.481) Aaron Lyles: She's in (00:00:34.281) Rydell Harrison: Simsbury (00:00:34.581) Aaron Lyles: That helps. Yeah. And me. (00:00:42.181) Carly Fortin: What are you doing? (00:00:43.881) Rydell Harrison: Not too bad, um, been writing. (00:00:46.381) Carly Fortin: writing. (00:00:46.781) Rydell Harrison: So, (00:00:48.581) Aaron Lyles: I was gonna ask if you ever did. Hey, hard. That is (00:00:52.681) Rydell Harrison: he finished the chapter (00:00:54.181) Carly Fortin: yesterday? (00:00:54.681) Aaron Lyles: Good. Nice. (00:00:56.481) Rydell Harrison: Man. Yeah. But now I have to reread it, and I hate reading. (00:00:59.581) Carly Fortin: What I (00:00:59.781) Rydell Harrison: wrote. (00:01:00.181) Aaron Lyles: It's not as hard as writing it though. So yeah, thanks for jumping on, guys. I appreciate it, and I'm excited that we are much closer (00:01:13.181) Carly Fortin: to (00:01:13.481) Aaron Lyles: doing the work. (00:01:14.581) Carly Fortin: Same, same. So the last time we talked, Aaron, you were sure this could work with me and I thought it looked, um, like something that could be really useful for the district as we're thinking about how do we use student voice to launch our whole inquiry process, designing some focus questions that our schools can explore. I can't really, since I'm not paying for it, have any conversations about any adjustments that might need to be made to the scope of work to make it fit, which is why I wanted Rydell to join here so that he can get a—although I sent him the printed work that you sent—maybe we can have a conversation about that and (00:01:59.081) Aaron Lyles: talk about (00:01:59.381) Carly Fortin: what potential adjustments might need to be made or Rydell can kind of take care of where some tweaks may need to be considered. (00:02:08.381) Aaron Lyles: Sure. Right (00:02:10.981) Rydell Harrison: now. I mean. (00:02:11.581) Aaron Lyles: Yeah. (00:02:12.081) Rydell Harrison: So, um, so Carly, I appreciate that and, you know, some of my thinking is, you know, we're thinking about cost year one, right? So, like, what kind of the, almost like the down payment on the (00:02:26.081) Carly Fortin: data, (00:02:26.481) Rydell Harrison: right? And what does this sustainability look like? And so it'd be great if we could just kind of talk about the scope, and Carly, I'm curious from you, like, what, like, do you see the same scope of work happening every year? Do you see it kind of like this being (00:02:43.781) Carly Fortin: a (00:02:44.181) Rydell Harrison: Baseline and then (00:02:44.681) Aaron Lyles: then (00:02:44.981) Rydell Harrison: Creates subsequent years looking differently? Because, and the reason why I say that is that the. (00:02:54.981) Carly Fortin: I think (00:02:55.581) Rydell Harrison: From the standpoint of partners paying for it, we don't have sticker shock, right? So we're okay with the amount where it is. The question, just (00:03:05.981) Aaron Lyles: Is (00:03:06.281) Rydell Harrison: Then going for what's that (00:03:08.381) Carly Fortin: Sustainability? (00:03:08.781) Rydell Harrison: Look right. (00:03:13.081) Aaron Lyles: I can speak a little bit about that and Rydell and we kind of talked about that loosely as well. I've been doing a lot of work (00:03:19.581) Carly Fortin: of. (00:03:19.981) Aaron Lyles: We are actually transitioning the platform into more of an enterprise-level SaaS licensing type of (00:03:26.481) Carly Fortin: model, (00:03:26.981) Aaron Lyles: which I think is great timing for where we want to continue, (00:03:30.381) Carly Fortin: this type. (00:03:30.981) Aaron Lyles: of work because it's not sustainable to do. (00:03:32.781) Carly Fortin: do. (00:03:32.881) Aaron Lyles: In 24,000 dollars standalone project, what I (00:03:35.781) Carly Fortin: think will be great is that this will create the infrastructure that is basically the foundation moving forward, and (00:03:37.881) Aaron Lyles: think will be great is that this will create the infrastructure that is basically the foundation moving forward, and (00:03:44.681) Carly Fortin: then we (00:03:45.081) Aaron Lyles: could repeat more often and add new ones and really get creative with how we do it. And because you will never need to get into any specific box, we could kind of co-create what that looks like afterwards. And I've been trying to run some numbers to make sure that it just makes sense and not something, you know, if you want to talk about that now, we can if that's something that we kind of like. Just make sure we know that the goal is that throughout this project we're going to continue that conversation and get to a point that's comfortable. But what I would like to do is kind of create three different possibilities where, all right, this one has five surveys a year, this one is 12, this one has unlimited participants, this one, you know, like whatever that looks like. And really, we have a lot of flexibility within that without making any kind of crazy pricing spikes. The only thing that could trigger changes is the audio and the video processing, just because that's the one that I can't control the fees that come along with heavier media response files. But even then, there's nothing here at the numbers I'm looking at from, like, you know, student body numbers that are alarming, right? So right now, and I don't know that this will stick, that's why I want to be careful not to get you guys to like, oh great, you know, either way, but we're from like 24 to 36,000 for the school year would be what we're probably looking at, but that's ongoing evaluation work, right? Like every month we're doing something as you kind of, not as frequently as you want, but pretty much right. So I think we're probably in that range as far as that would be with the (00:05:33.681) Carly Fortin: district. (00:05:34.381) Aaron Lyles: And I looked at District numbers, too. I mean, (00:05:36.881) Carly Fortin: it's like (00:05:37.281) Aaron Lyles: A percentage of a percentage of like overall budgets. Like I'm trying to make it so it's just like a no-brainer for districts to be able to do that and get a better tool, but I think it's a little premature to really have any kind of hard numbers right now with the licensing. These would look like, but I'm, (00:05:53.681) Carly Fortin: you know. (00:05:54.481) Aaron Lyles: So that's where I am right now and I'm happy to talk to any of that. (00:05:58.781) Rydell Harrison: So Carly, just a question for you. I mean, I can imagine, just we're thinking about focus and the process, many places where this tool (00:06:11.581) Carly Fortin: could (00:06:11.981) Rydell Harrison: be really useful, right? And so, I think initially, you know, part of my thinking was like, oh, this helps with the capturing student voice part, right? So, if the topic is discourse, right, here's a way to kind of survey and get (00:06:29.081) Carly Fortin: students. (00:06:29.581) Rydell Harrison: And what's happening, what their thoughts are with discourse? And then I also see it as, you know, as you guys were having the conversations about the practical measures, (00:06:43.281) Carly Fortin: right? (00:06:43.481) Rydell Harrison: That that's another way to kind of get that student input. And so, are you thinking about it from both perspectives, from one or the other? Kind of what (00:06:51.981) Carly Fortin: Your vision? I think when we had talked, when we talked earlier, one of my I am thinking right now, I'm thinking primarily in driving the inquiry for the district. One of the challenges that we have from our seeds in the district is that getting a global perspective of where students' experiences are can be challenging, right? We're coming in from a central office position to try to form focus groups with students and get information about what is it that we need to think about in terms of shaping that student experience and teacher experience. So, even as I'm thinking about it, it's not just gearing towards students but also thinking about the teacher experience and (00:07:35.381) Aaron Lyles: a way that (00:07:36.981) Carly Fortin: Does allow them to interact about their experience in a deeper way rather than like a I can do this well or not (00:07:43.681) Rydell Harrison: so well, (00:07:43.981) Carly Fortin: Right? And like, her scale I think the detail that the teachers could provide too as they're thinking in response to some of the questions could be helpful. So my initial thinking was that this would be a useful tool and us capturing the potential guiding questions that schools can explore as they're beginning their focus work. One of the reasons why I went to that is because I was thinking about, well could we use this for practical measures as a tool where teachers could build the questions for students? But the challenge in that for me, I saw two. One is, I do want our teachers listening more to students directly and hearing their voices, and there is something about making sure that they're getting into a room and hearing from their own students. While the platform does allow that and an electronic medium, I think it shifts a little when I'm trying to facilitate that conversation myself. Students see me differently, students get just as right out you and patients experience, right? Just by being asked, it shifts my experience so that's a piece of it. I didn't want people just to go to a method of communication that might feel it puts a level, puts a screen in between them, to make it a little bit easier to ask those questions. I was number one. Number two, I was concerned about the cost in the future. I don't want anybody thinking that continuous improvement, or using student voice, is dependent upon a tool, because then (00:09:11.881) Aaron Lyles: they, (00:09:11.981) Carly Fortin: Then that does eliminate it. As we've potentially face bigger budget constraints. (00:09:16.181) Rydell Harrison: Yeah, (00:09:19.481) Aaron Lyles: And sorry, (00:09:21.181) Rydell Harrison: Go ahead right now. I was just gonna say that makes a lot of sense. That makes a lot of sense. And so then, partly this. To be the district pushing (00:09:33.281) Carly Fortin: it out. (00:09:33.781) Rydell Harrison: It wouldn't be like me, the principal at this school. Here's a question that I (00:09:37.981) Carly Fortin: have, not in the way that we had first started talking about it with Aaron, but we could. We could shift it to that too, as getting a broader view that could help the school kind of center on which of these questions is really the one that we want to focus in on and trying to capture our broad picture of student voice and some of our larger schools. I could see that in addition to the student voice groups that we have with teachers who are actually having those (00:10:07.681) Rydell Harrison: conversations, (00:10:08.381) Carly Fortin: I think it could function at both of those levels. (00:10:14.881) Rydell Harrison: I think it's really smart. I mean, I think that the benefit that you have with the district-wide approach is that you get to learn as the district at scale, right, versus all that you would learn at the individual school. (00:10:29.681) Aaron Lyles: level (00:10:29.881) Rydell Harrison: And then hope that somehow that would translate across schools and be more about district learning. So that makes a lot of sense to me. I think that it also makes a lot of sense to bring teacher voice in right alongside student (00:10:43.481) Carly Fortin: voice (00:10:43.881) Rydell Harrison: because it's really about Learning about how people are experiencing (00:10:49.481) Aaron Lyles: classrooms (00:10:50.281) Rydell Harrison: on. Yeah (00:10:54.581) Carly Fortin: languages with their current (00:10:56.381) Rydell Harrison: understanding (00:10:56.981) Carly Fortin: Yeah, I think what is maybe the most appealing to me is that I think the tool allows for more language to be shared as you're gathering information. So I'm thinking back, it was actually Isabel's coaching letter this week where it was like, how shared is your understanding of a particular (00:11:13.981) Rydell Harrison: concept? (00:11:14.481) Carly Fortin: It's high quality instruction, and how do we know that? How do we work with that same language as we're thinking about the supports that we provide and professional learning? We've experienced that we just kind of told people, when you say this, we want you to say that, or (00:11:28.081) Aaron Lyles: understand (00:11:28.481) Carly Fortin: that we really want it to be driven more from an understanding of what people are already thinking. (00:11:37.781) Rydell Harrison: Talk. Yeah. (00:11:39.481) Aaron Lyles: Yeah, and I think the application is very broad sweeping in a good way where I think I like that. This is really focused, like what we want to launch in the fall is super focused. We can learn a lot. To your point right now, I think, you know, we're not having one class kind of hopefully tell the story of everything else. Like it's just not how the tool works. Anyways, I think a broader sample to understand the nuance of sixth grade over here at this school versus twelfth grade over here, that's cool but wildly different. (00:12:10.081) Rydell Harrison: and (00:12:10.381) Aaron Lyles: They shouldn't be, you know, one should not be speaking for the other. So I think it's good that we have kind of one is on the writing and communication within that, and I think that will tell us a lot about, all right, now to branch out, how do we (00:12:23.581) Carly Fortin: ask (00:12:23.981) Aaron Lyles: Questions in different is with that same model, set up for that pretty well. And you know, when we go through discovery on this too, that will also kind of set that roadmap. So I love that. I think we already have the teachers and students element here as well, which is great. And to your point too, Carly, I think there is something to (00:12:54.030) Carly Fortin: When you get (00:12:54.530) Aaron Lyles: In a room or when it's a principal or focus, it does, it just, like people perform for the questions. And I think this does create a level of insulation, but the other thing that comes in this package is we do have practitioners that will be a part of it. There's a human element. There is an understanding of the data, and the data I think is done in a thoughtful way that it's (00:13:18.030) Carly Fortin: not a (00:13:18.330) Aaron Lyles: tool replacing that other necessary work, and I think that when we work together, we'll figure out what that right balance is to make sure where you guys come in, right, where we come in. (00:13:30.530) Carly Fortin: and (00:13:30.730) Aaron Lyles: Tool come in, so it just feels cohesive and that's part of what I think. We (00:13:35.830) Carly Fortin: really need (00:13:36.330) Aaron Lyles: to get out of discovery is just (00:13:38.030) Carly Fortin: learning what those boundaries look like, go through it. Rydell probably could speak to this about my nature, as if I have an idea and then I get to learn a little bit more, then I will try to figure out another way to make it even more useful or practical or take it in a different direction. So I think some of it is like I'm just working off my ideas of what could be possible based on what you've already shared, but as we're getting into it and we're seeing some information come back in, I'm sure we'll be able to find other ways to either (00:14:11.030) Rydell Harrison: enhance (00:14:11.430) Aaron Lyles: Or to use the program and other directions. Yeah. And look, I mean, like, I don't make any calls about it. We're still early stage enough or like, we're going to be a learning partner in that too. And I like that, right? I think I want to learn from this experience to understand, like, well, how do we shape the tool better? We're going to see if there are gaps and what they are, like what can we actually have done. (00:14:34.730) Carly Fortin: better? (00:14:35.030) Aaron Lyles: Like I think we're going to be side by side throughout that. That's going to be beneficial for how we then make this repeatable moving forward. As far as the number, that's something I just need to learn from you guys. What is the threshold for the district? What's your mark for what? So we can be like, all right, now I know what we need to live within to make this something you can just use across the board. It doesn't serve me, you know, to (00:15:04.430) Carly Fortin: like (00:15:04.630) Aaron Lyles: Have numbers that just aren't going to work, right? So I think just what goes into them to get the max value is where I want to be. (00:15:13.530) Carly Fortin: So (00:15:13.830) Aaron Lyles: I think it's just going to be another ongoing commitment to each other throughout the process. (00:15:18.330) Carly Fortin: is really understanding how to make the (00:15:20.630) Rydell Harrison: license makes (00:15:21.430) Aaron Lyles: sense. Yeah, um, okay. Any other thoughts? Most of what I have for (00:15:29.630) Carly Fortin: today is (00:15:30.230) Aaron Lyles: Really just boring logistical stuff, like timing payments. Who's getting billed? What's this with, like, all (00:15:37.430) Carly Fortin: that? (00:15:38.030) Aaron Lyles: Um, but is there anything with the project itself that would be (00:15:41.930) Rydell Harrison: good (00:15:42.230) Carly Fortin: for us to (00:15:42.730) Aaron Lyles: go (00:15:42.830) Rydell Harrison: through. Is there? I just want to throw one thing out there. So, Carly, I mentioned to Aaron that we are presenting at Learning Forward in December and how cool it would be to (00:15:57.930) Carly Fortin: have some some (00:15:59.030) Rydell Harrison: data that we could talk about, right? So, um, you know, I mean, that's obviously an artificial timeline. Of course, the timeline is more about when the data is useful for you guys to have, but I think that (00:16:11.730) Carly Fortin: That's something that we just could be thinking about. I think that's a great idea, and I'm hopeful by around that time. My goal is that we would be able to share some of the broader focus questions that we'd want schools to be able to choose from and explore, grounded in what we've heard from (00:16:26.830) Rydell Harrison: students (00:16:27.130) Carly Fortin: and teachers and their (00:16:28.130) Aaron Lyles: buildings, (00:16:28.630) Carly Fortin: by that point. So that works with the timing that I think we have. (00:16:32.630) Rydell Harrison: as a district for (00:16:33.330) Carly Fortin: supporting the professional learning (00:16:35.130) Aaron Lyles: for teachers. Yeah. I'm excited about that. I want to (00:16:40.830) Carly Fortin: Like, (00:16:42.230) Aaron Lyles: I want to fly out the NBA finals. Yeah, and I think timeline wise, I think, you know, we're gonna have to move a little quicker for this first piece. Having essentially August to kind of build this out, but I think everything else is still kind of on track and I think the delivery is still on track, so I'm not, I don't worry really about roadmap changes from last conversation to now. We're just gonna probably have to be really (00:17:13.030) Carly Fortin: tight (00:17:13.430) Aaron Lyles: On what we do within this timeline. And just, you know, that's all and we'll have help on that piece as well. But I'm just going to share screen quick and just go (00:17:25.930) Rydell Harrison: through (00:17:26.230) Carly Fortin: kind of (00:17:26.530) Rydell Harrison: the notes (00:17:26.930) Aaron Lyles: that I have, if that works. (00:17:28.730) Carly Fortin: okay? (00:17:34.530) Aaron Lyles: Of course, (00:17:34.830) Rydell Harrison: finding (00:17:35.330) Aaron Lyles: a table is always. On piece here. And yeah, hey, I did it first try. Okay. So basically I want to just make sure that we kind of do. I know I've talked about the individually sounds like things good to go. I just want to make sure we get signatures and like understand the purchase order, path, revised date for fall collection of them are delivery. The only really revisions will see that is most. Most of the work done in August is supposed to July and August secure, the design inputs needed, to begin phase one. Most of that's going to come out of Discovery, so I don't think we need to do any of that and this call. And parking the year to licensing with (00:18:25.830) Carly Fortin: The data attaches. (00:18:26.130) Aaron Lyles: data attaches. (00:18:26.730) Rydell Harrison: Essentially, what we (00:18:27.730) Aaron Lyles: just went over so also not to (00:18:30.030) Carly Fortin: worry about (00:18:30.930) Aaron Lyles: Okay, so my question is, is Bristol, first of all, the schools and partners the countersign, the scope of work? (00:18:43.530) Carly Fortin: Or (00:18:44.130) Aaron Lyles: Is it just one of the entities? I just wasn't clear on, is Partners funding Bristol and Bristol's? I'm invoicing them or (00:18:51.230) Rydell Harrison: Are we just doing directly Partners to Nesolagus? I think it's (00:18:54.930) Carly Fortin: easiest to directly (00:18:56.530) Rydell Harrison: build Partners. (00:18:57.330) Aaron Lyles: Don't you think, Carly? Yes. Okay. Great. Um, purchase order issuance, he generates it. What is the internal path? How long is this all built thinking? I'm working with the school system, but now knowing it's a direct, I think this is just invoicing on this. (00:19:17.030) Rydell Harrison: Time of that (00:19:17.830) Aaron Lyles: Works for you guys right now, so that's good for most of this, the vendor onboarding requirements. Anything in (00:19:29.930) Carly Fortin: there (00:19:30.230) Aaron Lyles: Again, if we're working through partners, maybe not, but I have everything. So, if you need, like sorts of insurance, all that kind of stuff, you just (00:19:39.530) Rydell Harrison: need to (00:19:39.830) Aaron Lyles: tell (00:19:40.130) Rydell Harrison: me and I'll get it to you. I don't, I don't think that we do. I mean, honestly, I think that you (00:19:46.930) Aaron Lyles: could (00:19:47.330) Rydell Harrison: generate an (00:19:48.230) Aaron Lyles: invoice and go from there. Okay. (00:19:50.630) Carly Fortin: Yep. (00:19:51.130) Aaron Lyles: Cool. All right, so the way that the contract is structured, it's 25 at kickoff, 50 on date of primary collection wave, and then 25 (00:20:04.030) Carly Fortin: on Final delivery, (00:20:06.030) Rydell Harrison: Does that (00:20:06.730) Aaron Lyles: All work? Mm-hmm. Okay. And then revised dates. (00:20:13.630) Rydell Harrison: So, (00:20:14.830) Aaron Lyles: By next week, I'll just send an updated contract for signature. I'll attach the invoice with that, and we'll just start from there. I think I wrote somewhere in here, but I'm not gonna wait for that to do any work. Just so we have the (00:20:29.630) Carly Fortin: paper trail (00:20:30.130) Aaron Lyles: And in order, that's all. So, month of August, the code book (00:20:35.330) Carly Fortin: authoring against (00:20:36.230) Aaron Lyles: Five functions that were in that breakdown of the surveys: question drafting per audience, the host voice for audience, the technical brief. All that's gonna happen this month. I am traveling a bit in August as well with family, so I might have to have heavy ramp days or weeks and then go dark for a few, but it will get done in the timeline. The code book is basically, we have our extensive framework that is heavily resourced that you can go through at any time. On top of that, we have the ability to add a codebook, so anything that pertains to specific objectives or audience, or what have you, is another authored layer. Rydell, you and I should probably have a conversation about that too, because I think there's a lot of student voice work that I would just love to have your authorship on, to go over this. That's an overlay that the tool will have as a part of its analytics, so that's happening as well. Since we decided on bilingual, we also have Spanish code books, instrument translation. We'll confirm who our Spanish-fluent reviewer will be. (00:21:49.530) Carly Fortin: in (00:21:49.830) Aaron Lyles: If there's anyone already that you guys have identified with them. (00:21:53.430) Carly Fortin: We just want (00:21:54.130) Aaron Lyles: to make sure that there is like a human body, like going through that consent in the youth data protocols because the two theater you guys know (00:22:04.130) Carly Fortin: this. (00:22:04.530) Aaron Lyles: Probably too, but parent's signature on everything. Of course, we could figure out the best way to do that, who is the owner of that? We can handle that in discovery, but that's definitely something we want to make (00:22:15.930) Carly Fortin: sure (00:22:16.030) Aaron Lyles: We're doing just to remain compliant. And then before (00:22:22.530) Carly Fortin: School opens, what is opening day by the (00:22:24.830) Rydell Harrison: way? (00:22:28.030) Aaron Lyles: You would think I would know that after (00:22:29.230) Carly Fortin: My head, but it's always just keep going. You just keep showing up (00:22:35.130) Aaron Lyles: The (00:22:36.130) Carly Fortin: 27th for students. (00:22:38.330) Aaron Lyles: Okay. Teachers are back on the 24th. Yeah, it's like right here. Okay. Concerning which finalized and distribution path. Agreed. That's the highest risk item on the list and that's really just going to those. Just making sure that, you know, we have consent from families and the ones that don't, we still don't even before. But we want to just make sure that we identify. We're not asking for PII, so that's obvious too. And still hopeful that the week of September 14th is our primary wave launch for grade three to five to twelve. And (00:23:18.830) Rydell Harrison: Then (00:23:19.030) Aaron Lyles: The teachers will know along this (00:23:23.230) Carly Fortin: path that (00:23:23.830) Aaron Lyles: There's something we need to take more time on, or be ahead of the curve, or whatever. But that is tentatively still our target date, and the dashboard will go live on day one. So you'll see what I see, and then we can also identify who has access and what level of access. That's something we'll need to identify as well, just because of sensitive data. We want to make sure only those who are properly authorized have access to everything. And if that's just three, great. If there's more people, we just need to know about it and set it up for that. September 14th, October 2nd, it's a primary way of collection. So we would like—I mean, sometimes I know what we did in Calendly was, like, we did it day one, we wrapped day one, and then we were analyzing. (00:24:11.230) Rydell Harrison: like (00:24:11.730) Aaron Lyles: If you guys need to roll this out and you needed three weeks to get everyone to complete it and take time (00:24:17.330) Carly Fortin: with it. (00:24:17.630) Aaron Lyles: Like that's something we'll have to define and then that will kind of (00:24:21.630) Carly Fortin: shape what that window looks like. Um, right amount of time to be on us and yeah (00:24:27.330) Rydell Harrison: too (00:24:28.230) Carly Fortin: long and people are (00:24:28.830) Aaron Lyles: forgetting. Too short, we can't. Yeah, and I think that's where we want to be really strategic, and we can help you with this on just (00:24:36.130) Carly Fortin: like, (00:24:36.330) Aaron Lyles: what the communication cadence looks like and reminders and nudges, and all that kind of stuff where it still feels (00:24:42.730) Carly Fortin: not (00:24:43.630) Rydell Harrison: pushy, but like top of mind throughout that timeline. And Carly, I'm sure you thought about this already, but when are we meeting with second grade teachers, (00:24:53.130) Carly Fortin: be (00:24:53.530) Rydell Harrison: Done with, like, beginning of the year. (00:24:55.930) Carly Fortin: Assessments, but it will be a while. Well, they should definitely be done by September 14th. (00:25:04.330) Rydell Harrison: We don't like (00:25:06.230) Carly Fortin: Spending (00:25:06.530) Aaron Lyles: A crazy amount of time on that. Sorry. Yeah. And I have to go back to the scope of work just to make sure, because I know that we've kind of talked about if we want to do the grade two follow-up after. Just because that one is more complicated. It is audio, it is video, all the other, more. That'll take more time too. So this might just be something that is still part of this scope, but we just do it after this first wave. And I think that's still (00:25:38.530) Carly Fortin: probably our (00:25:39.330) Aaron Lyles: like the case, but I just want to call that out. Um, October function, coding human review archetype surfacing, teacher needs assessment view, and then cross instrument priority maps. So that's really looking at all of these surveys now and seeing the analysis done across the board. And then we can, November 2nd, the board-ready deck. I'm calling it a board-ready (00:26:04.730) Carly Fortin: deck but (00:26:05.130) Rydell Harrison: whoever (00:26:05.530) Aaron Lyles: needs some sort of presentation, that is. And then a strategy memo, which in this case, you know, I think this is again, for part of me, for as much as you want co-creation, I think everything to me starts to go creation, right? So, um, and it's really more capacity than anything, but like, creating that strategy together is where we'll be here, but we are also equipped to provide the strategy memo. And then mid-November, post-delivery consultation. So we'll meet back up and we'll have a really robust conversation. We'll go through all the data and the findings, and then, like I said, along the way, we'll kind of be having that license-in conversation. We'll figure out what happens post-November. And, yeah, (00:26:53.930) Rydell Harrison: That's kind of any questions on that timeline. I have a question, not so much on the timeline but just, Carly. I know it says board-ready deck. (00:27:03.430) Carly Fortin: And do you anticipate presenting to the board? I think it would be great. I do think yes. (00:27:12.730) Aaron Lyles: It (00:27:13.030) Rydell Harrison: doesn't (00:27:13.230) Carly Fortin: have to necessarily (00:27:14.130) Rydell Harrison: be (00:27:14.430) Aaron Lyles: that first (00:27:14.830) Rydell Harrison: week of (00:27:15.130) Aaron Lyles: November, I mean. Yeah, yeah, that's something you want. Instead of board-ready deck, we can do like the Dallas conference presentation or, you know, like whatever that ends (00:27:26.130) Carly Fortin: up being (00:27:26.530) Aaron Lyles: whatever is the most valuable for you guys. Like, that's what you want to build towards. So (00:27:30.730) Rydell Harrison: Don't feel like you need to fit into a board or any job. And Carly, I'm just curious, I mean, I know you always work closely with your team. Are they sort of up to speed on this? And I guess my (00:27:45.030) Carly Fortin: question is, (00:27:45.530) Rydell Harrison: you know, (00:27:45.830) Carly Fortin: if (00:27:46.130) Rydell Harrison: you (00:27:46.330) Carly Fortin: hit the (00:27:46.630) Rydell Harrison: lottery tomorrow, right? And we're not (00:27:50.830) Aaron Lyles: working (00:27:51.330) Carly Fortin: with Carly on this, who are working with the team, you know, you know the way that I (00:27:58.630) Rydell Harrison: like (00:27:58.930) Carly Fortin: to work. So our team is pretty tight. I'd say right now unless you count Laura because they've been part of (00:28:05.430) Rydell Harrison: real (00:28:05.730) Carly Fortin: impact over the long haul, they would have (00:28:08.430) Rydell Harrison: the greatest sense on bringing this forward, but great. (00:28:12.230) Carly Fortin: That's what I was. (00:28:12.830) Rydell Harrison: That's what I was (00:28:13.530) Carly Fortin: Thinking. I just wanted to confirm in my head. It's a good question. (00:28:18.330) Aaron Lyles: Though, I don't let go of things. (00:28:19.130) Rydell Harrison: of things (00:28:19.530) Carly Fortin: easily. (00:28:19.730) Rydell Harrison: He's (00:28:24.330) Carly Fortin: The lottery, that (00:28:24.930) Rydell Harrison: that (00:28:25.230) Aaron Lyles: might give you (00:28:25.630) Carly Fortin: enough (00:28:26.030) Aaron Lyles: Incentive. (00:28:26.630) Carly Fortin: Yeah, (00:28:29.030) Aaron Lyles: take us (00:28:29.430) Carly Fortin: with you (00:28:29.830) Aaron Lyles: Too. Yeah. If you want any, less like Laura, anybody for discovery as well, just let me know on that so we can account for that just to make sure that (00:28:42.330) Carly Fortin: All the right (00:28:42.730) Aaron Lyles: people (00:28:43.030) Carly Fortin: are in the room when we do the discovery (00:28:44.930) Aaron Lyles: piece (00:28:45.330) Carly Fortin: that if we were going to have that just (00:28:48.030) Aaron Lyles: the (00:28:48.230) Carly Fortin: Discovery conversations, having it as a full team is perfect with our team here. So we have four supervisors for core that would be primarily involved, and at times there are potentially two more encore supervisors who join us. One of the reasons why I'm interested in their voices is they are supervisors of PE and health and fine arts, and so that is also just a perspective that you want to make sure is on the table as we're thinking about when we're asking students about their rating experience. (00:29:19.930) Aaron Lyles: meet (00:29:20.130) Carly Fortin: On Fridays. I don't know if that helps, but for scheduling purposes we meet on Fridays and can find time. (00:29:26.030) Aaron Lyles: when we're all together where we'd be able to join in (00:29:28.930) Carly Fortin: And do you meet on Friday in the summer? (00:29:31.130) Aaron Lyles: or (00:29:31.530) Carly Fortin: Summer is a little tricky for us. Yes, and we almost never have a full team here in the summer, so we'll make it work. Yeah, I work. I'm working. I'm not taking any vacation from now until (00:29:46.730) Aaron Lyles: August. (00:29:47.930) Carly Fortin: 18th, my daughter's moving into college. So I'll be off a few days around there, but I'll be kind of the constant throughout August, and then can fill people (00:29:55.030) Aaron Lyles: in as they're coming and going from any kind of meeting we have. Okay. Yeah. The discovery session is the most important because that is what's just gonna kick the project off. That is gonna lay the groundwork for everything and this (00:30:07.330) Carly Fortin: student (00:30:07.830) Aaron Lyles: of the (00:30:08.130) Carly Fortin: better because we (00:30:08.430) Aaron Lyles: Can't really get ahead of that. So what I'll do is I'm recording this too, but Justine (00:30:15.530) Carly Fortin: My ops (00:30:16.530) Aaron Lyles: Manager will follow up and get dates that make sense for you guys. But yeah, I just want to stress like (00:30:23.630) Carly Fortin: As soon as (00:30:24.230) Aaron Lyles: We get through discovery, we're pretty much (00:30:26.430) Rydell Harrison: okay (00:30:27.230) Carly Fortin: on the (00:30:27.630) Rydell Harrison: road self-sufficient radio, okay. I would just say on behalf of Carly and I, I think that we both love to be a part of the discovery just to be able to listen and hear, right? But also, I wouldn't want our schedules to hold the process up, so (00:30:44.630) Carly Fortin: I (00:30:45.430) Rydell Harrison: say that. Like, (00:30:46.030) Carly Fortin: once you guys (00:30:46.730) Rydell Harrison: have a few dates that really work, We'll try to make the (00:30:50.930) Carly Fortin: one or (00:30:51.630) Rydell Harrison: both of us will make that work (00:30:52.930) Aaron Lyles: And if we can't, keep it moving forward. Yep. And what comes out of that too? The section is recorded. I will share that. It also, like, I have a discovery tool. It'll go through it. It'll pump out a 'Did we hear you correctly?' document just to make sure you guys will sign off on that. So everyone will have access to it. For whatever reason you do miss it, you would basically be like you were there. (00:31:18.830) Carly Fortin: So (00:31:19.130) Aaron Lyles: yeah. (00:31:22.430) Carly Fortin: That's (00:31:22.730) Aaron Lyles: just discovery. (00:31:23.930) Carly Fortin: Okay. And then you do have a meeting scheduled next? I don't know. This is helpful but you (00:31:30.630) Aaron Lyles: sound (00:31:31.130) Carly Fortin: Like you would like to get a date on the calendar, so if this helped. (00:31:33.930) Rydell Harrison: August 3rd, (00:31:35.930) Aaron Lyles: We're all together, 1:30. Okay. (00:31:40.330) Carly Fortin: Let's (00:31:41.430) Aaron Lyles: see here. (00:31:41.630) Carly Fortin: That is that Monday, right? Yeah, another of (00:31:45.330) Aaron Lyles: course I say (00:31:45.630) Rydell Harrison: every Friday (00:31:46.130) Aaron Lyles: But first, August 3rd just (00:31:54.130) Carly Fortin: option or discovering, and he said, 130, yes. Otherwise, once we get to (00:32:00.530) Aaron Lyles: that Friday, (00:32:01.030) Carly Fortin: then we're gonna (00:32:01.530) Aaron Lyles: have some (00:32:01.830) Carly Fortin: people (00:32:02.130) Aaron Lyles: Out. So okay. And this discovery is usually like a two-hour block, and there's always, like, if we need more time, we can schedule another block, or that's where we can go. Kind of one (00:32:13.030) Carly Fortin: From there, do you think you'll have a two-hour window? (00:32:15.930) Aaron Lyles: Where (00:32:17.030) Carly Fortin: blacked out (00:32:17.530) Aaron Lyles: on our (00:32:17.730) Carly Fortin: Calendly? 1:30 to 4. So, (00:32:19.230) Aaron Lyles: okay, awesome. Question of that. Yeah. Great. Okay, great. (00:32:28.930) Rydell Harrison: And it looks like it looks (00:32:31.830) Carly Fortin: like both Carly and I (00:32:33.130) Aaron Lyles: are available (00:32:33.930) Carly Fortin: during (00:32:34.330) Aaron Lyles: That time. Oh, great. Great, awesome. Okay. Recording this. Any blackout windows, testing periods, conference week, professional learning days, anything kind of in that window, and you don't need to give this to me now either, but just, (00:32:58.130) Rydell Harrison: let's have (00:32:59.330) Aaron Lyles: Those in mind, so if there's any kind of, you know, we can (00:33:03.230) Rydell Harrison: work (00:33:03.430) Aaron Lyles: around it, we can make sure we're scheduled. Um, yeah, (00:33:06.530) Rydell Harrison: let's (00:33:06.830) Aaron Lyles: Actually, let's curb that for discovery. I would say come to discovery with those things in mind. We already talked about the grade two wave. I think we just play that one by ear, if that's okay. We talked about the (00:33:20.330) Rydell Harrison: compressions (00:33:21.830) Aaron Lyles: and nature. English learner enrollment data, the Spanish language share in the estimate is currently a placeholder. So just understanding what that looks like from a population perspective (00:33:37.230) Carly Fortin: will help (00:33:39.130) Aaron Lyles: us understand what we need to do for the tool that can come out of discovery as well. Just want to put on your radar. I think (00:33:47.330) Carly Fortin: you've (00:33:47.830) Aaron Lyles: already said we're in the ballpark on (00:33:49.730) Carly Fortin: our (00:33:49.830) Aaron Lyles: sampling plan, Carly, but if (00:33:52.130) Carly Fortin: anything (00:33:52.330) Aaron Lyles: needs adjustment there, just let me know. Um, and then the host voice or audience, I think this one obviously, my daughter did the Guilford one for the second grade class. If you guys have ideas of what you think is going to perform best for us, for like who is asking these questions, we definitely don't want to be a boss and we don't want to be someone like, oh, not answering that. So (00:34:18.230) Carly Fortin: whatever (00:34:19.230) Aaron Lyles: that is. Um, and we just did the one we did for Anya had four different hosts. So like there's also (00:34:27.830) Carly Fortin: that (00:34:28.130) Aaron Lyles: where it's like almost a team approach of, you know, we can do it differently. That will come out of discovery too, but the host voice is really important to make sure we nail that and make sure (00:34:38.330) Rydell Harrison: that (00:34:38.630) Aaron Lyles: everyone kind of feels comfortable. I know that's not always going to be an exact hit. (00:34:46.430) Carly Fortin: But it's something I think we got to really be sensitive to, what kind of (00:34:49.830) Aaron Lyles: descriptors (00:34:50.430) Carly Fortin: would you be looking for with that? (00:34:51.730) Aaron Lyles: Like how we communicate? Yeah, no, good call. I think there's a lot of different things that go into that, and I can break that down further as far as what the tool can do. But, you know, we have things from a motive, speaking from warm to serious, so that's not like characters like that. Obviously, age, gender, and those kinds of things, like who we want to do, and then culturally, what other character aspects should we be thinking about? We want to make sure people are represented. I think you being the biggest in the student voice work, is there anything in there that we should be incorporating into how the host looks, feels, and sounds? I think that's important. There's not really a clear answer to it. That's why I think it's something (00:35:47.230) Carly Fortin: that we (00:35:47.530) Aaron Lyles: all have to really like think through. And that's a (00:35:53.130) Rydell Harrison: test in itself, (00:35:53.630) Aaron Lyles: too, right? Like we may have it where there's two hosts and we give it a try and we give it our best shot as far as what we think the makeup of those hosts looks like and run with that. I think with the video ones, they're actual people, right? So that is like, what do we do and what does that look like? So yeah, there's a bit of nuance in that, and I can also kind of cheat out what that looks like, but I think just look at that more holistically. You guys (00:36:25.230) Carly Fortin: know the student (00:36:25.830) Aaron Lyles: body and the teacher is better than I do. So who would they respond to best? (00:36:33.330) Carly Fortin: Yeah, any thoughts on that for me, or you guys? It's funny. As I'm talking with the team about these, these are some of the things that you should be thinking about. I wanted to help with (00:36:42.430) Aaron Lyles: These are the ways in which we're going to be. (00:36:44.130) Carly Fortin: Thinking about that. That's all. (00:36:46.030) Aaron Lyles: Yeah. Um, okay, trimming session just fine. That's discovery. Sorry, like I kind of wrote this as like discovery light. And there are things that just are going to need to go into discovery. And this is kind of one of them once we get into really the objectives of discovery that turned into the question about (00:37:15.930) Carly Fortin: That. (00:37:16.430) Aaron Lyles: Some of the stuff is chicken and the egg and then other things will come in discovery. As far as how narrow do we need to get these questions, I will curb that one for discovery as well. And then deliverable audience, we just talked about this with the conference of the board, but this is just the other piece there. We just want to make sure that whoever does need to see this, we are thinking about that as we build. And grade 2 back here in one. I think, you know, grade reinforced going to be the only ones that are probably going to have a level of, like, similar to what we did in second, that will have different sensitivities of the build. And then outside of that, I think we're. (00:38:02.130) Rydell Harrison: kind of (00:38:02.430) Aaron Lyles: like, digital as usual. (00:38:03.830) Carly Fortin: usual. (00:38:07.830) Aaron Lyles: So I think that's it. We covered everything in here. So any questions, anything you guys want further clarity on? I'm happy to answer anything. (00:38:19.430) Carly Fortin: I can't. I'm thinking about how to be best prepared for that discovery session. So I'm assuming your system is going to have the office manager reach out to confirm the dates. I'm getting you all the blackout dates, conferences, basically our school calendar around that time, and the percent of learners. (00:38:39.930) Aaron Lyles: and (00:38:40.630) Carly Fortin: Probably by grades, you have that picture and language, and we're talking about Spanish speakers primarily, and then maybe some descriptors for the host. Is there anything else (00:38:51.730) Rydell Harrison: that you think we (00:38:53.730) Aaron Lyles: should come prepared with to make (00:38:55.430) Carly Fortin: the most (00:38:55.530) Aaron Lyles: of our time? Not really, so because it's Monday that changes things a little bit. Because what I essentially do with the tool is I will take this transcript on top of the transcripts we've already had, kind of defining the work. And a couple of those calls are really focused on the content of the work. (00:39:13.830) Carly Fortin: that we're trying to (00:39:14.330) Aaron Lyles: get out of it. All that comes together and goes into my discovery (00:39:19.230) Carly Fortin: tool (00:39:19.530) Aaron Lyles: which then provides a list of questions that I go through first, of course. And then I will give you that ahead of time, so you guys will have basically, and it's all categorized into buckets of (00:39:30.330) Carly Fortin: like (00:39:30.630) Aaron Lyles: What would discovery consist of? (00:39:34.030) Carly Fortin: Me building that to Monday. (00:39:36.330) Aaron Lyles: It's like another day. I want to put that on the board, and if we have to miss it because discovery is better by changing the date, then we will, but I want to shoot (00:39:51.130) Carly Fortin: for Monday. (00:39:51.730) Aaron Lyles: I think that's great because this is more time to (00:39:53.530) Carly Fortin: be building. (00:39:53.930) Aaron Lyles: So I will have a set time on the board for Monday. I will try my hardest to get the discovery session to you ahead of (00:40:02.930) Carly Fortin: time. (00:40:03.230) Aaron Lyles: And in that you can start (00:40:05.030) Carly Fortin: answering (00:40:05.530) Aaron Lyles: Or you could just book them over. Either way, we're going to go over them anyways on the call. I think I always love to be in person, but if it's easier to be remote, whatever, (00:40:16.030) Carly Fortin: remote, whatever, (00:40:16.830) Aaron Lyles: You just let me know and we'll shape it around that. But yeah, I don't, other than that, I wouldn't overthink it. I'd like discovery to kind of be raw and to come into it and have those conversations openly. So I think outside of what you are already (00:40:31.930) Carly Fortin: correctly, laid out, I (00:40:33.630) Rydell Harrison: Don't think you need to prepare anything. All right, on your agenda you have one section. (00:40:41.330) Aaron Lyles: at the (00:40:41.630) Rydell Harrison: At the bottom, I just want to—so I'm also recording a transcript so that I can pass off notes to Carly, and so I just want, like, I read it well. (00:40:51.730) Aaron Lyles: well (00:40:52.030) Rydell Harrison: it was on the (00:40:52.430) Aaron Lyles: screen. I just want to make sure that I capture for Carly. Pull it back up here. (00:40:59.530) Rydell Harrison: And make me (00:41:00.130) Aaron Lyles: Perform miracles. Again, try that. Now, you gotta find the taboo. (00:41:04.530) Carly Fortin: twice. (00:41:04.930) Aaron Lyles: Oh, maybe he can. All right, um, okay. (00:41:13.130) Rydell Harrison: So, you talk about the action items or something else? Um, no, it was at the bottom of the document. Oh, go up. Maybe. (00:41:22.630) Aaron Lyles: up a (00:41:22.930) Carly Fortin: little (00:41:23.030) Aaron Lyles: Value recap. Sure. Okay. The two lens designs with separate this from a survey: student experience of writing sits on one axis and teacher capability on the other, the cross-instrument priority map then tells the district three things for each of the five writing functions. Which functions warrant professional learning investment: low teacher capability, low student experience; which functions teachers (00:41:49.230) Carly Fortin: can (00:41:49.430) Aaron Lyles: already teach, but students are not encountering an implementation gap, and which functions are already happening but are not recognized as writing a (00:41:58.030) Carly Fortin: Opportunity (00:41:58.730) Rydell Harrison: That (00:41:59.030) Aaron Lyles: came directly (00:41:59.630) Carly Fortin: out of (00:42:00.030) Aaron Lyles: our (00:42:00.130) Carly Fortin: previous meeting (00:42:01.230) Aaron Lyles: and the mark, um, not great. But yeah, differentiated by grade band and content area. That map is the direction-setting deliverable (00:42:14.830) Rydell Harrison: and it is what the November (00:42:16.330) Aaron Lyles: board decided. And then this actually, as of this morning, might have some changes and I will fill you in on all that. I'll read this and then I'll talk to that real quickly. No student response has ever been sent to generate by AI model. Classification is reproducible and traceable to explainable rule and a human reviewer validates. Adults, parallel English and Spanish code, books with the Spanish fluent reviewer mean no response is lost to a language mismatch. So, all of that is still correct. What we are doing for Anya, I don't think it (00:42:51.930) Carly Fortin: will (00:42:52.130) Aaron Lyles: apply because student data is just its own animal. But what we're actually starting to build now is our own piece because right now, that analytics tool works on deterministic, lexicon rules. It does not use AI in the participant data and that's on purpose. What we are trying to do is use these authored code books to layer on top of the framework to kind of build our own insulated LLM, just sits inside our ecosystem. That still goes out to open AI or anything like that, but it is smart enough based on what we've provided through the framework in the code books, to then run analysis and then, that gets a human check with a practitioner overlay, which is audited, logged, named. So whoever that practitioner is who is actually doing analysis, which could also be you guys, right? Like you can all come into the practitioner and do your own analysis within that deliverable and that's something that we are building out. (00:43:51.130) Carly Fortin: because (00:43:51.530) Aaron Lyles: we think there's a lot of value to that and it makes it more scalable so we can expand the scope of all these projects. So I'm super excited about that. Whether that can apply in this case with student data or not is something I (00:44:07.330) Rydell Harrison: have (00:44:07.530) Aaron Lyles: to run a bunch of checks on just to make sure, um, but nothing ever goes out to like AI. So (00:44:13.030) Rydell Harrison: I just (00:44:13.330) Aaron Lyles: want to call that out on a recorded call, that that's kind of where we are in that world. (00:44:19.330) Rydell Harrison: Anything else you want me to point out? (00:44:20.630) Aaron Lyles: No, I think that was it. I appreciate it. Yeah, of course. Awesome. Okay. So we (00:44:29.830) Carly Fortin: have a (00:44:30.230) Aaron Lyles: lot to do and a short amount of time, but I will pull in people more capable than I. So Justine will be reaching out to schedule Monday. I'll get working on this discovery and get you guys a version of that before then, and then we'll just start creating the roadmap and shoring all that up right now. I'll get you an updated version of the contract invoice and anything like that. And if you do learn that you need to search, I can pull us or otherwise everything we have, cyber, the whole deal. So we have any (00:45:12.930) Rydell Harrison: you need, but if you need it actually pulled, okay. And when you send (00:45:17.630) Aaron Lyles: that, will you send it to both Carly and I? I'll send to anyone you would like. Yes, I (00:45:25.730) Carly Fortin: will. (00:45:27.630) Aaron Lyles: Great. Thank you, guys. Really, really excited. I'm glad. I'm actually glad I took the time it needed because I feel like (00:45:35.130) Carly Fortin: We (00:45:35.330) Aaron Lyles: all know are (00:45:36.230) Carly Fortin: coming into (00:45:36.630) Aaron Lyles: this feeling really good about what we are going to build. So (00:45:39.230) Carly Fortin: I love when that stuff takes shape. (00:45:40.630) Rydell Harrison: Take shape. (00:45:42.430) Carly Fortin: Same, same. I'm looking forward to Monday or whenever. (00:45:44.730) Aaron Lyles: looking forward to Monday or whenever (00:45:46.530) Carly Fortin: Monday (00:45:49.830) Aaron Lyles: after. (00:45:50.430) Carly Fortin: Yeah, (00:45:50.830) Rydell Harrison: all right, (00:45:53.130) Carly Fortin: Have a great rest of the day. You got partners too for (00:45:57.430) Rydell Harrison: allowing us to (00:45:58.330) Carly Fortin: explore, how this could work for (00:46:00.130) Rydell Harrison: students. (00:46:00.330) Aaron Lyles: We appreciate it, we really do. (00:46:01.230) Carly Fortin: Yeah. (00:46:03.130) Aaron Lyles: yeah, (00:46:03.130) Carly Fortin: Same. (00:46:04.530) Rydell Harrison: All right, take.