Pilot Program Guide

Before You Start

The pilot works best when you have a clear picture of what you want to learn. Before the first session, it's worth spending 20 minutes with the following questions:

• Which unit or topic do you most want misconception data on? (If your department has been discussing why students struggle at a particular point in the curriculum, that's usually the right starting point.)
• Which teacher will be the primary pilot user? That teacher should understand that they'll be looking at weekly reports and using those reports to decide what to re-teach or route students through.
• What grade level and subject? The misconception taxonomy needs to be pre-configured for your section. Send us your subject, grade level, and the approximate unit sequence in your curriculum so we can set up the right concept nodes before week 1.

Brainpathio will schedule a 30-minute setup call with the pilot teacher before the first student session. We use that call to configure the taxonomy, set up dashboard access, and walk through what formative reports look like.

Week 1: Setup

Week 1 is logistics and calibration. Students complete an initial diagnostic — a short problem set (12–18 items) designed to surface baseline misconceptions at the concept nodes most relevant to your unit. Students complete this individually, on their own devices, and it typically takes 25–35 minutes.

After the baseline, you'll see an initial report in the teacher dashboard: which misconception patterns appeared, which students are clustered in each pattern, and which concept nodes are highest priority for intervention. The baseline is also used to configure the initial adaptive paths each student receives in subsequent sessions.

Typical week 1 cadence:

• Tuesday: students complete the baseline diagnostic (25–35 min)
• Wednesday: teacher reviews initial report with Brainpathio team (30 min video call)
• Thursday: teacher plans which misconceptions to address in week 2 instruction

Weeks 2–9: Running Sessions

Each week, students complete one adaptive problem set (15–20 min). The platform routes students to problem types based on the misconception cluster they're in. After each session, the teacher dashboard updates with new misconception data.

You don't need to run Brainpathio sessions every day. Most teachers run one session per week during a regular class period. Some use it as a bell-ringer activity. The main requirement is consistency — a session every 7–10 days gives the adaptive path enough data to route effectively.

Teacher tasks in each week:

• Review the weekly misconception report (typically takes 5–10 min)
• Identify which misconception cluster is largest this week — that's the one to address explicitly in direct instruction
• Note which students shifted clusters (positive movement = the adaptive path is working; no movement = note it for the week 10 review discussion)

Reading Reports

The misconception report has three views: the class view, the cluster view, and the student view.

The class view shows the distribution of misconception clusters across your section — which clusters are most common this week and how they've changed over time. This is the view you'll use most often for instructional planning.

The cluster view shows the specific misconception pattern in a given cluster and the problem-type evidence that supports the classification. If you want to understand why students are being classified into a particular cluster, this is where to look.

The student view shows individual student misconception history. It's most useful at two points: when a student is moving unexpectedly between clusters, and when you want to prepare for a one-on-one conversation with a student about where they're getting stuck.

Week 10: Review

At the end of week 10, Brainpathio schedules a 45-minute review session with the pilot teacher and any department leaders who participated. The review covers:

• What misconception clusters were most prevalent and what they tell you about gaps in your curriculum sequence
• Which students moved through misconception clusters over the 10 weeks, and which didn't — and what that suggests about adaptive path effectiveness in your subject area
• Specific feedback on the misconception taxonomy — places where the classifications felt accurate and places where they didn't match what you observed in class
• Discussion of whether and how to continue with a licensed plan

After the Pilot

After the review, you'll receive a written pilot summary — a document that packages the 10 weeks of data in a form that's readable by a department head or curriculum coordinator who wasn't directly involved in the pilot. Teachers have used this document to present evidence for continued licensing to department heads, school administrators, and curriculum directors.

There's no obligation to continue after the pilot. If you decide not to continue, we'll export all student data in a portable format and delete it from our systems within 30 days, per our data retention policy.

If you want to continue, we'll work with you on a section count, discuss pricing, and schedule onboarding for any additional teachers joining the department.