Know what to do.
Keep what matters.

01 / First session

Start with one class and one task

Use a small pilot before relying on this as your main assessment record.

1. Open the app at your usual address. Choose your course in the course selector. Keep using the same browser profile and address; another port, browser or computer has a different set of records.
2. Protect existing work. In Resource Library, select Download full app backup. Keep the downloaded JSON somewhere private and durable.
3. Import your roster in Courses. Use the course’s import action and preview. Include a stable Student ID, first name, last name and grade. Reuse the same IDs when updating a class. Demonstration names are for practice.
4. Check the curriculum. Open Curriculum Design. Inspect the official wording, I-can statement and look-fors for the outcome you plan to assess. Resolve any pending source wording before using it for reporting.
5. Choose one teachable lesson. Open Course Plan, expand the lesson and check prerequisites, date and materials. A lesson listed in the plan is not proof that its workbook and production files are finished.
6. Try one evidence cycle. Collect a product, observe an action and ask an individual explanation. Record only what you inspected. Check that the record survives a reload, then download another full backup.

Open Evidence Map Follow a daily routine →

02 / Daily teaching

A manageable classroom routine

Plan one observation focus and one short individual check. You do not need to score every student on every skill in every class.

A useful note is “On PS-A, restored the missing edge through the layer mask and explained why the source pixels remained intact; no instructional hints.” “Worked well” does not identify what the learner demonstrated.

03 / Assessment

Outcomes, I-can statements, rubrics and evidence stay central

The evidence map answers: what does this learner’s body of evidence show about the course expectations?

Product, Observation and Conversation are evidence sources. Three entries about the same performance are not automatically three independent demonstrations. Choose the combination that makes the criterion visible; do not manufacture a conversation to fill a box.

Reporting: a diagnostic total, readiness band or skill level does not determine a percentage or IB grade. PowerSchool exports currently require school review and configured marks; blank score fields are intentional. Confirm the reporting rules before using an export.

04 / Learner evidence

Record a skill use and review a student claim

A claim begins a conversation. Teacher verification establishes what was actually observed.

1. In Skills & Evidence, open a skill to inspect its descriptors and proposed outcome links. Select Record evidence, or open Student OS and its Record a skill use form.
2. Confirm the learner, skill, observed date and method. Add the task/attempt ID, artifact reference, observed action or explanation, what the learner learned, conditions and a useful next step. To support an outcome, select it and make a separate teacher judgment only when warranted.
3. Choose a level only when the evidence supports it. Tick Teacher verified this observation only after reviewing the evidence. Save and check the learner’s history.
4. For a learner’s own log, use the separate student skill passport. Supply the exact course and student ID. The learner exports their JSON and submits it through your existing private classroom channel.
5. In Skills & Evidence → Import student claims, inspect the preview before applying. Imported self-ratings do not become teacher scores. Open the learner profile, review the claim and record your own observation.
6. Use Class evidence map for the latest verified observation per skill. A blank means no verified evidence. Open the history when recency, assistance or conflicting performances matter.

Open the student distribution kit. Share the student folder through your normal classroom system. It has no login; people sharing a browser profile can see its local entries. Keep teacher keys, rosters and backups in teacher-controlled storage.

05 / Readiness

Use the 1–4 band to plan the next teaching move

Kagan is the intended reference. Our diagnostic is a local, Kagan-informed teaching aid; it is not a published or validated Kagan test.

1. Use the Photoshop task for the relevant MM12/COM11 skills. Use the Digital Society reasoning task for DS. Photoshop proficiency does not establish Digital Society understanding.
2. Explain the task and access supports. Preserve the student’s individual attempt, a teacher observation and an individual explanation. Record instructional hints honestly.
3. Open Readiness Diagnostic. Enter four criterion ratings and the evidence references. The total is out of 16. The current suggested band uses the lowest criterion, with a ceiling of 2 when instructional hints or joint modelling were required.
4. Review the suggestion, enter your private teacher band and rationale, and verify the attempt. Access supports alone do not lower the band. Leave incomplete evidence ungraded.
5. Teach the next step. Use a changed brief on a later date, keeping the original attempt. Two independent dates can change the status from Provisional to Reviewed. Reviewed means the local evidence rule was met; it does not mean the diagnostic has been scientifically validated.
6. Revisit after a changed context or when the review is due. The current default is 42 days, or an earlier review date you set. A review-due learner keeps their history and has no current grouping band.

The band describes readiness for a particular task. Keep the four criterion results and skill history visible. A student can be strong at visual communication and need support with masking. Record useful supports and preferences without assigning fixed learning-style labels.

Research background: Kagan’s positive interdependence and individual accountability; the existing teacher guide and research notes.

06 / Classroom organisation

Draft teams, review the seats and rotate the roles

Treat grouping as a teacher-reviewed plan for the task, with an individual accountability check.

1. Open Teams & Seating for the selected course. Generate a draft using the available current readiness evidence. Learners without evidence still receive places.
2. Review the draft using what you know about the task, access needs, peer relationships and opportunities to contribute. Use the swap controls where needed.
3. Record a short private rationale and save the reviewed plan. A generated arrangement does not establish that a team will work well.
4. Download the student seating version to share. It excludes private readiness bands, internal IDs and teacher notes. Check the exported file before sharing.
5. Explain the participation routine. Rotate roles and turns. End with a short individual explanation or changed task to see what each learner can do.

Three different numbers: a seat number identifies a turn; a criterion level describes a performance; a readiness band helps plan support. Do not use seat numbers as a public ranking of students.

07 / Production

Give the fabrication agent a small, explicit source pack

A textbook helps with subject knowledge and technique. The course outcome, task and evidence requirements define what the agent must build.

Download fabrication agent starter kit Read the job prompt

1. Create a private fabrication project outside this website’s folder. A suitable layout is shown in the starter kit. The app now publishes an explicit dist folder. Keep textbooks and student records in a private project or the excluded private folder; never add them to the public output directories.
2. Copy the chosen lesson data and the relevant prompt from Fabrication_Prompts.md. Add the starter kit’s course-specific brief. The app’s Copy fabrication brief now chooses the course-appropriate tool requirements. For media projects, use the creative Photoshop library and its source-specific brief.
3. Add the verified outcome wording, your I-can statement, the assessment criterion and a small set of source chapters or links. Fill in edition, page range and actual software version. Mark missing sources as missing.
4. Supply authorised starter assets and output requirements. Keep teacher answers and student deliverables in separate folders. Do not include student identities in the fabrication brief.
5. Require actual HTML, workbook and asset files, an evidence map, and a QA report. The agent must distinguish source facts, its instructional suggestions and unresolved questions.
6. Rehearse the package. Check file properties, reopen the production file, test the changed brief, inspect screenshots and estimate timing from use. A polished PDF is not enough to declare a lesson ready.

You do not need to purchase a stack of books. For the Photoshop pilot, the existing brief, original assets, verified outcomes and Adobe’s current layer-mask documentation can support fabrication. The textbook makes sequencing and troubleshooting easier; actual software rehearsal remains necessary.

The previous Book Resource Audit names additional Photoshop books. That historical note does not demonstrate that their files are available to the next agent. The kit includes a manifest to make availability explicit.

08 / Records and recovery

Download Excel, and back up the browser records separately

The workbooks are accessible files. They do not automatically synchronise with the application.

Explore the complete demo and try a practice copy →

The redesigned pair has a Home dashboard, a class overview, an individual evidence story and a seating view. Follow Alex from band 1 to band 2, then enter three linked evidence items in the practice copy. All demonstration learners and performances are fictional.

Working routine: choose where the authoritative working record lives. Download a full backup before imports and at the end of a teaching session; keep dated copies. Verify a few recently entered records after reload. Practise restoring into a separate test browser before relying on recovery.

Recovery: failed writes now show a failure and preserve the previous durable state. A recovery banner can download raw stored data and an unsaved candidate. Damaged storage is write-blocked. Use a valid full backup to recover. A second tab with an old revision must reload before saving.

09 / Quick answers

Find the right place to resolve a problem

Start with the stored record and its context before changing a student judgment.

10 / Product direction

Two connected workspaces, one body of evidence

Evidence Map handles teacher assessment; Student OS handles teacher-managed skill profiles, goals and evidence. A shared record connects the two. Student accounts are deferred at your request.

Keep the initial implementation in one maintained codebase with distinct teacher and learner interfaces. Do not split into independent databases and recreate today’s duplication. A real student portal needs authenticated identities, course membership and enforced access controls before students use it for private records.

Kagan’s role: inform participation, interdependence and individual accountability. Build Student OS around growth and evidence, with private, revisable readiness information for teachers. Avoid one permanent number that follows a learner across unrelated subjects.

Read the detailed product audit Read the system design and implementation status

11 / Audit repairs

Reliability repairs delivered; classroom pilot remains

The original outcome workspace remains, now connected to skill evidence. Student accounts are deferred.

1. Atomic persistence: one application snapshot stores outcomes, Studio records and settings. Failed writes preserve the previous durable state and expose recovery data.
2. Nested validation: malformed records, dates, levels and broken shared references are rejected before restore.
3. Curriculum: five active published Sound outcomes, retained historical records and clearly labelled local IB targets.
4. Shared evidence: stable evidence IDs connect artifacts to skill and outcome judgments. The two judgments remain explicit and separate.
5. Planning and fabrication: older untaught lessons stay visible, date changes require a dependency check, and fabrication briefs use the selected course.
6. Publishing: only the generated dist directory is eligible for deployment. The open AI proxy is disabled. No accounts were created.
7. Photoshop: creative source catalogue, twelve project proposals and a private selected English companion are supplied. The rehearsal and human moderation limits are documented.

Read completed repairs and remaining checks · Read the original audit · Photoshop pilot and moderation

12 / Connected assignments

From a dated lesson to a rubric and evidence

Use Assignments & Rubrics as the current dated assessment workspace. Earlier catalogues are retained separately.

1. Choose your course, then open Assignments & Rubrics. Filter by sprint or preparation status. The summary distinguishes planned entries, linked rubrics and verified packages.
2. Open an assignment. Check its actual title, outcome and I-can statements, linked lessons and task rubric. The page identifies unresolved targets, missing rubrics and conflicting earlier display titles.
3. Read the teaching-package checklist. An existing filename or a lesson marked taught does not verify classroom readiness. The current plans still require substantial fabrication and rehearsal.
4. Choose Record evidence for this assignment. The task ID is filled in and the saved record retains assignment, catalogue and rubric references. Select the learner, skill, observation/conversation/product method, artifact, conditions and next step.
5. If the task rubric is missing, collect descriptive evidence. This capture route leaves outcome levels disabled until a task rubric is linked. A skill observation and course judgment remain separate decisions.
6. Return to the assignment to see its evidence history. Explicit assignment IDs take priority over free-text attempt labels. Only matching records in the current course are displayed.
7. Download the fabrication brief for a complete package request with lesson details and required repairs, or export the preparation register as CSV for Excel. These exports contain planning data, not learner evidence.
8. Use Sprint Overview to compare the newer architecture with dated lesson titles and linked assignments. The earlier planner remains available under its clearly labelled earlier-plan menu.

Missing content remains missing: this update does not manufacture official IB markschemes, certify Photoshop rehearsals, create accounts or synchronize Excel automatically. Read the implementation and verification record.