Continuous Measurement × Coe Learning
from Continuous Measurement

The diagnostic layer
between curriculum
and intervention.

Resolve makes instructional intent legible, measurement valid, and intervention precisely targeted — one pipeline, every lesson.

The Structural Gap

The instructional system has three gaps.
Curriculum quality doesn't close them.

Cohen & Ball (1999), Remillard (2005), Sleep (2012) — the research is consistent. The distance between curriculum design and student learning is structural. It operates at three points. Resolve addresses all three.

01
Intended → Enacted
Teachers interpret curriculum. They don't implement it.

The distance between what designers intended and what lands in classrooms is structural — a function of mathematical knowledge, not effort or fidelity. Coaches can't identify drift without lesson-by-lesson observation.

Resolve: Cognitive Clarification surfaces the lesson's own intent
02
Enacted → Assessed
Exit tickets were written to close lessons. Not to produce interpretable data.

The standard exit ticket is a lesson component, appended. It was never specified as a measurement instrument. A student who adds when they should multiply looks identical to one who confuses part-to-whole with part-to-part. Both are marked wrong. No differential signal is produced.

Resolve: Diagnostic Alignment — a specified instrument, derived from the lesson's cognitive architecture
03
Assessed → Responded
Without a why, remediation is reteaching.

Research on conceptual change is unambiguous: reteaching a concept to a student whose existing model is coherent and internally consistent is largely ineffective.

Resolve: Targeted Remediation — matched to the specific cognitive failure
How Resolve Works

Three phases.
One coherent system.

Resolve takes a raw HQIM lesson as input and produces a complete, diagnostically-aligned instructional package as output — while simultaneously generating labeled training data against a psychometrician-defined measurement model.

Phase 01
Cognitive Clarification
Addresses Gap 1

The lesson is analyzed against a research-driven protocol anchored to the standard's cognitive architecture. Every activity is classified by its relationship to the standard's cognitive demands — not surface alignment, but whether its removal leaves a learning objective without support. Critical moments are flagged. Instructional intent is made explicit and legible.

"A teacher working from a Resolve-clarified lesson is not interpreting the curriculum — they are executing an artifact that has surfaced the curriculum's own intent."
Phase 02
Diagnostic Alignment
Addresses Gap 2

The original exit ticket — written as a lesson component, not specified as a measurement instrument — is replaced with a psychometrician-designed instrument built construct-first from the standard's cognitive architecture. Every distractor maps to a specific misconception code. No filler options. No invented wrong answers. Every option is a documented, theoretically-grounded hypothesis about student thinking.

"The original exit ticket closes a lesson. The Resolve instrument opens a diagnostic loop — the first time this has been true at scale in HQIM."
Phase 03
Targeted Remediation
Addresses Gap 3

Each misconception is classified into one of five instructional types. Each type has a distinct, evidence-based activity template. 20-minute modules are generated, matched to the specific cognitive failure, ordered by severity, in teacher and student versions. Each module concludes with a 2-item mini diagnostic instrument: Resolved, Partially Resolved, or Persists.

"Not 'reteach ratios.' Specific: this student confuses part-to-whole with part-to-part. Here is the 20-minute module that addresses exactly that."
Next Step

See what Resolve produces
from a real lesson.

The most direct path to understanding fit is reviewing the output. We can provide a complete lesson package — cognitive clarification, diagnostic exit ticket, and full remediation module suite — for a Grades 3–8 mathematics standard.