How to read this portfolio
This dashboard summarizes a child's learning across one term of one-to-one instruction. The headline numbers are starting points, not verdicts. Use the Lens tab to see how the child's motivation, interest, and engagement have moved over time, and the Skills tab to see where each skill is positioned along the Region of Proximal Learning. Every percentage on this page is hoverable to reveal what it is measuring and how many items it draws from.
Sample portfolio. All data fictional and illustrative.Subject snapshot
Score distribution
Mathematics: position across skills
Reading and writing skills
Document completion across the term
Teacher and parent feedback received
Where she is in each subject
Every subject is broken into three clusters: skills she already holds steadily, skills she is currently working through, and skills at her current edge. The percentage in the header reflects the proportion of evidence items handled with sense-making, not just procedural correctness. Click any skill in the Skills tab to see the underlying assignments.
The frameworks behind the practice
Three lenses inform what we do in session and what we report here. Self-Determination Theory (Deci and Ryan) treats autonomy, competence, and relatedness as the conditions for motivation. The four-phase interest model (Hidi and Renninger) tracks how a topic moves from a fleeting spark to a stable individual interest. The four-state engagement taxonomy is what we observe in real time during sessions and use to time our scaffolding choices.
Self-Determination: the conditions for motivation
Where her interests sit right now
Hidi and Renninger's four-phase model of interest development. Topics begin as triggered situational interest (a spark caused by a stimulus), can stabilize into maintained situational interest (sustained attention with external support), then move into emerging individual interest (the child seeks the topic out), and finally well-developed individual interest (the topic becomes a stable part of self-concept). Hover any chip for the triggers and sustainers we have observed.
Engagement state across sessions
Each column is one session, divided into the sequence of states observed across that session's activities. Stacked from top: distracted, attending, engaged, and flow. Hover for the date and a one-line note from session observation.
Cognitive load on key activities
Sweller's three-component model. Intrinsic load is the difficulty of the material itself. Extraneous load is added by how the material is presented. Germane load is the productive cognitive work the child is investing. We design sessions to keep extraneous load low so germane load can rise.
Scaffolding log
A record of what supports were offered, how she used them, and when they were faded. Effective scaffolding is by design temporary. We track fading because permanent scaffolding becomes a crutch.
Skills positioned along the Region of Proximal Learning
Each skill is plotted along three zones: Consolidated (already known and applied independently), Working (currently being practiced with support), and Edge (where her current understanding meets unfamiliar material). The Region of Proximal Learning is the band where she is most likely to grow. Click any row to see the underlying evidence.
What we have noticed, in her words and ours
The patterns below come from session observation, not pattern matching against scores. Each is the kind of insight that requires being in the room. The vignettes are short narratives from individual sessions. The assignments table holds the underlying evidence.
Surprising patterns
From sessions
All assignments
All documents reviewed
| Date | Document | Subject | Score | Qualitative note |
|---|
Where we are heading next
The recommendations below order the next phase of work by what will move the most for her, not by what is most measurable. Each entry frames the work the way we would frame it for her: as territory to explore, not as a deficit to fix. Estimated session counts are planning targets, not contracts. Real pacing comes from her, in session.