One week of evidence, gathered from the places it already lives — his work, his goals, his own words, and the conditions around him — so his team can see one student clearly.
What is Marcus learning and producing?
Assignments, assessments, and authentic work samples.
How is he performing against meaningful goals?
IEP probes, accuracy, independence, prompting.
What does school feel like to him?
Check-ins, exit slips, reflections — in his own words.
What conditions surround his performance?
Observations, supports, family input, environment.
Every record keeps its source. The meaning is not in any single point — it is in how the pieces sit next to each other.
These are observations, not determinations. Each one can be opened to the exact records behind it — and each one waits for an educator's judgment.
Each IEP goal shows the week's connected evidence — and is honest when the week didn't produce enough.
Nothing on this page is re-typed. The goal spine is compiled from the IEP document the case manager already holds — goals, benchmarks, and supports come from the IEP paperwork on the educator device, exactly as written there. The schedule comes from the same place, so electives and adult check-ins land against real periods. The evidence then attaches itself: probes, check-ins, exit slips, and work samples flow in from the instruments where they were made, each keeping its source. The case manager curates; the system never invents.
His words stay his words — never converted into a score, and never separated from what he chose to do with them.
Marcus decides what happens to what he says. Anything marked kept he chose to keep; anything shared with the team, he chose to share. Nothing on this page rates, scores, or reinterprets his words.