The deeper I got into this project, the more I understood that the data problem was downstream of a design problem. The original system asked one teacher and instructional assistants to collect data on every student, every goal, every day. That is not a sustainable system. The moment that made this undeniable was spending hours inputting hard copy data into the district's existing tracking tool, only to discover through that process that the data itself lacked consistency in scoring, in collection, and even in how goals were written on the paper trackers. The problem wasn't that data hadn't been entered. The foundation underneath it needed to be rebuilt. The biggest challenge we then faced before a single line of code for this system was written, was figuring out how to create something that was both comprehensive and simple enough to actually use. Simplicity wasn't a compromise. It was essential to allow data to be consistent and reliable. The teachers has been so relieved to have a thought partner through this process and loved the idea of switching from a 1–4 rubric to a yes/no outcome. Adding an independence level to that yes/no outcome also meant we were trading false precision for real consistency. Rotating data collection by goal type across the week, rather than attempting everything daily, meant treating data collection as a structured practice rather than a reactive one.

What made this project feel like an onion was that every layer we solved revealed another layer underneath. As mentioned previously, she had originally reached out asking for help with academic data tracking. As we worked together, she asked if I would mentor her more broadly because she wanted to have confidence around data and systems, the kind that would serve well in IEP meetings and conversations with parents. She was so willing and eager to try something new to bring more structure and stability to her program, and that thought process is admirable because it comes down to doing what’s best for kids. Throughout this journey, I have watched her and her assistance become owners of their data, coming up with even more ideas on how to enhance their program’s capacity. We have continued making necessary changes as the program staff began to use it, and now we are several iterations past where we started.

This process taught me something I will carry forward. The most well-designed plans fail if the person using it doesn't see themselves in it, and the more collaborative a project is, the more ownership and investment that follows.