SORO Learning Studio
Working with me

The learner is
the starting point.

Before I design an activity, resource, or professional learning experience, I want to understand who it needs to serve. What is already working? Where is access breaking down? What would help learners and the people supporting them?

Choose your starting point

Already working together? Share school data · Record a practice check-in

Two starting points

Who are we designing with?

Caregivers & families

An individual learner

Share your child’s strengths, interests, learning evidence, and support needs. We begin with consultation and a remote first-mission walkthrough.

Caregiver intake →Districts, schools & education leaders

A team or learning community

Share a priority, who it affects, and what your team needs. We explore learning resources, professional learning, and consultation together.

Partner intake →
For individual learner consultations

From consultation to ongoing revision.

01

Caregiver intake

Share strengths, interests, goals, helpful supports, and any benchmark results or work examples you have.

Complete the intake →
02

Learner consultation

I talk with your child in a way that works for them. We explore what feels familiar, confusing, interesting, or frustrating.

03

Activity design

I use those insights to design an activity around a clear learning goal, with choices and supports your child can use.

04

Remote first-mission walkthrough

We walk through the first mission together on a remote call. I ask learner questions, observe the experience, and update the activity immediately as needed.

What we look for together

Can your child tell what to do? Can they show what they know? Can they find help when needed? What would they like me to change?

05

Practice and observation

We agree on manageable practice and useful support. Independent use is a goal when appropriate; asking for help is part of learning.

Record a practice check-in →
06

Check-ins and revisions

After the first few uses, we review understanding, confidence, and ease of use separately. Learner and caregiver feedback, plus available school intervention or tiered-support progress data, guide the next changes.

Add school progress data →
A score describes performance. It does not define the learner.

I look at what the learner understands alongside what the materials ask of them. The goal is to identify the next learning step and take responsibility for making that step more accessible.

Before our conversation

Caregiver intake

About 10–15 minutes

Tell me what you know about your child’s learning. Short answers are welcome, and you can skip questions. I’ll use your responses to prepare for our conversation—not to make assumptions about your child.

This version keeps answers in this open browser tab. At the end, you can review and copy them for your consultation. Nothing is sent automatically. Keep reports for an agreed private transfer method.
1 of 5

Already started? Add a school support update for your next check-in ↓

Need to talk it through instead? Ask about a consultation.

Districts, schools & education leadership

Partner intake

Tell me about the work you are trying to move forward. This helps us enter a consultation with a clear picture of your learners, your team, and the conditions the design needs to account for.

How a partnership takes shape
  1. Understand the context. Review priorities, existing work, learner perspectives, and available evidence with the people involved.
  2. Agree on the scope. Identify the goal, audience, deliverables, responsibilities, timeline, and what useful progress would look like.
  3. Design and try it. Develop an initial resource or learning experience and arrange a walkthrough or pilot suited to the project.
  4. Review and revise. Gather learner and educator feedback alongside available implementation and learning data. Agree on what to change and when to review again.

Use aggregate information or anonymized examples. Please do not enter student names, identifiable records, or confidential personnel details. Your notes stay in this tab until you copy them for our agreed private channel.

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Prefer to start with a conversation? Contact me about a partnership.

Between check-ins

School support updates

At each check-in, please share the latest available data from school-based intervention or tiered support. Include the date and the measure, not just a score. We review this alongside activity use, understanding, and your child’s feedback.

Come back to this section when new school data is available. Updates are not automatically collected or sent. Copy your notes for your agreed private channel, or bring them to the consultation. No reports yet? “Not available” is fine.

Tier or intervention type, goal, frequency, minutes, and dates covered, if known.

For each result: assessment date, measure name, skill, score and score type, goal or comparison, and supports or conditions. Add previous dated results if available.

Describe understanding, confidence, help needed, or barriers. Keep observations separate from assumptions.

Sharing school data does not authorize contact with school staff. Any direct school coordination will be discussed and agreed separately.

After trying the activity

Practice check-in

Use this after the first mission or a later practice session. Invite your child’s own response where possible. Their feedback helps me decide what to keep, explain differently, or change.

Give an example. Include accuracy if available and the support used.

Learner response: “Could you tell what to do?”
Learner response: “When you got stuck, could you find help?”
Learner response: “How sure do you feel you can try this kind of problem?”

Use their own words, selections, or communication method. If this is your observation, say so.

Examples: school instruction, fatigue, reading demands, device issues, extra practice, or adult support.

Notes stay in this open tab until you copy them. Nothing is sent automatically; leaving or reloading clears answers. Share through the private channel agreed with Bintu.