|Services and Capabilities|
|Research & Standards|
|Partner With Us|
Principal, Columbine High School
On: Peer Observation
|Time-In-Learning provided our teachers with the insight and expertise needed to transform our instructional practices in order to meet the changing needs of all our students.|
Diagnostic Review Evidence
Rose Hill Elementary
UIP Development Workshops
We Tailor The Process To School Circumstances
Implementing The Ideas of Teachers
Student Performance Monitoring
We specialize in school performance diagnostics and improvement planning. Our Diagnostic Reviews are performed in relation to "Colorado's Standards & Indicators for Continuous School Improvement." Our best-in-class tool allows our team to gather between 450 and 600 indicators of performance in just 2 days, ensures inter-rater-reliability, facilitates analysis of findings, and illuminates potential root causes. Our Findings inform the school's performance improvement planning process. At the end of the year, we revisit our schools to conduct a Progress Monitoring Review to help school leaders determine if they are on the path of continuous performance improvement.
MSLA: Diagnostic Evidence
Cesar Chavez Academy: Diagnostic Evidence
Rose Hill Elementary: Diagnostic Evidence
Cesar Chavez Academy: Intervention
Laurel Elementary: Diagnostic Evidence
Our technology platform allows us to quickly create functioning prototypes needed to support and validate teacher-inspired improvement initiatives. We have helped move a number of pilot projects conceived by teachers beyond the confines of their school. One idea was to "make classroom observations truly developmental, rather than evaluative." Another was to "use data to help teachers become authentic standards-based assessors of student progress." The latter was particularly successful and triggered the launch of Precision Prep . Results of our work with teachers were presented at the 2013 National Learning Forward Conference. The unique perspectives of those who work directly with students every day hold the keys to unlocking sustainable improvement in our schools. If you're an educator with a dream for your students, we want to help make it real. If you're an education leader who would like to learn more about these innovative methods, please contact us.
Because the classroom is where student academic growth is impacted the most, we believe that authentic continuous improvement disciplines must be embedded in every classroom.
Properly designed classroom observation practices yield data that teachers embrace as valid professional development indicators. The data are objective, research/standards based, organized for analysis, and immediately actionable by the teacher.
Precision's observation approach focuses on how time is utilized in the classroom. Our methods quantify, and paint a picture of, the teacher's use of research-based strategies, and organizes the data in a way to support both teacher-level and school-level improvement planning. We work with each school to implement a sustainable observation process that teachers embrace. Our innovative approach to classroom observation was presented at the 2013 National Learning Forward Conference and recognized by the Colorado Education Association because it was devised with and for teachers.
Few structures effect the learning time of every student more than their school's schedule. Yet, too often, these are dictated by needs of adults, rather than a student-centered performance improvement plan. Scheduling is an area of focus for Precision because every school's capacity to achieve its student performance goals is determined, in great part, by how school time is allocated in relation to those goals.
A Priority-driven School Schedule
Performance improvement goals almost always present new challenges. And sometimes these challenges lie in areas unfamiliar to the educational team responsible for achieving the goals. Sometimes the team understands "what" their destination is, but needs help developing the roadmap that will get them there. Precision is a network of experienced educators and facilitators who can help develop the plans, or facilitate workshops, in areas such as Shared Leadership, Cultural Responsiveness, Tiered Intervention, SPED, UIP development and others.