Student portrait against Evalent dark blue.
The memory your school already holds

Redefine your understandings Evalent Intelligence

A teacher meets each child already seen, with their successes, hopes, and challenges in view. The needs of the class are clear before the lesson starts. What the school learns is not lost, so teachers, leaders, and the Board can act from one picture.

90 second video

Explore the Product

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What is Evalent Intelligence?

Everyday evidence becomes a living institutional memory.

People create the intelligence. Evalent organises a careful record and synthesises a clear, trustworthy current picture, so the right people can make informed decisions, from classroom to board. Staff decide. Understanding deepens instead of resetting every September.

Intelligence journey from human evidence to informed decisions and board assurance GATHER Five human lenses Evidence the school already holds V Voice T Teacher A Assess S Specialist F Family Hear what already exists Student voice anchors; adults add what they know. LINK Identity · ledger Provenance kept · humans resolve doubt Doc · PDF Note · staff Student stable ID Attributed · reviewable Keep the trail intact Link carefully to people; supersede, never erase. SYNTHESISE Quality synthesis Trusted current picture Gaps · contradiction · voice held Fact separated from interpretation BUILT FROM ATTRIBUTABLE EVIDENCE deepens over time Ready to decide from Form a picture you can trust Quality synthesis turns evidence into clarity, not another report. DECIDE Right people · informed Synthesis empowers judgement, humans decide T Teacher Prepare for tomorrow’s class Y Year lead Act on what keeps recurring H Head Lead with a clear school picture Each sees what they need to decide well The right people decide Clear synthesis supports informed judgement, people keep the call. BOARD Assure & challenge NO NAMED STUDENTS QUESTIONS FOR THE HEAD Where is continuity weakest? Which section needs protection? What should finance plan for? EXCEPTIONS 3 SIGNALS 12 Govern with a living picture Sharper questions for the Head, without collapsing into classrooms.

Transitions without amnesia

Trapped in inboxes. Lost at transitions. Reset when a teacher leaves.

Schools already hold deep intelligence about students, in classrooms, conversations, assessments, specialist notes, family context, and student reflection. Then it fragments. Invisible to the next adult who needs it. Paid for again every September.

Teacher preparing for a class with student work nearby. Adults handing over context at a classroom doorway. School leaders reviewing the institutional picture. Governors confronting continuity when school leadership changes.
Reset when a teacher leaves

Classroom judgement does not outlast the person who held it. The next adult cannot see what the school already knew.

From school leaders

The school already knows. The hard part is keeping that knowing alive.

Ahmed E., Head of School Claire N., Head of School Grace O., Deputy Head Tomas V., Director of Studies Camila R., Board Chair Arjun K., Section Principal
“A child should not have to be known all over again every time a teacher changes.”
Ahmed E.
Head of School
KSA

How the record forms

Start with the evidence your school already produces.

Documents, notes, student voice, and authorised family context become dated observations, matched to the right person. Nothing is guessed into permanence.

Evidence already held in classroom practice. Leaders resolving identity with human care. A student’s story accumulating over time. Leaders reading a current institutional picture. Handover so the next adult does not start from silence.

Gather

The intelligence already lives in the building.

Notes, voice, specialist files, family context, fragmented until the school holds them as memory.

One student, year by year

What you know on day one.

On arrival there is almost nothing on file. What staff write now is what the next teacher can actually use.

Illustrative demo · ephemeral audio, not evidence

Class lens

Walk into the room already briefed.

The class lens turns the same student evidence into one reading of the room: headline, priorities, evidence, teaching moves, and who to notice.

Evalent Intelligence · Class · Homeroom
ListenPresentSharePrint PDFRefresh Briefing

Class · Homeroom

A class with real academic strengths in Humanities and Arts sitting alongside a consistent independence and confidence gap that cuts across several students and subjects.

Get a recorded voice for François Dubois, Meera Khan, and Ada Nair.
Give Elena Hassan a structured chance to show high-quality output, her written work is stronger than the grade suggests.
In Mathematics, build independence into investigations rather than scaffolding every step.
1

The class

What the evidence shows

A small class of seven with a mean of 5.2 / 7. Humanities and Arts are genuine strengths. Mathematics and Physical & Health Education sit lower, and independence / confidence runs as a class-wide pattern across several subjects.

5.2 / 7Class mean
5Students carrying a low grade
7Students graded
2

Teaching

What the patterns suggest is worth attention

1

Build independence into investigations

Several students need practice starting without every step scaffolded, especially in Mathematics.

2

Let Elena Hassan show her best work on purpose

High-quality output sits next to lower grades, give a structured chance for that strength to count.

3

Protect Individuals & Societies as a class strength

Mean 6.2, keep the stretch and the talk-rich habits that are working here.

4

Watch the Math and P&HE concern cluster

Low grades concentrate there, treat it as a provision pattern, not one-off incidents.

By subject

Ind. & SocietiesGenuine class strength, confident discussion and secure attainment.
Lang. & LiteratureStrong written work overall; oral confidence still uneven.
ArtsHigh engagement and secure outcomes, energy to build on.
MathematicsIndependence gap shows most clearly; concern grades cluster here.
P&HEConfidence and risk-taking sit lower than the rest of the timetable.
3

Individuals

Students the data flags

Ada NairProfile →

What the evidence shows

Stronger in Humanities than Mathematics; voice coverage still thin.

Worth considering

Get a recorded voice in, partner talk first before whole-class ask.

Elena HassanProfile →

What the evidence shows

High-quality output alongside lower reported grades in places.

Worth considering

Give a structured chance for that strength to show, do not let the grade tell the whole story.

François DuboisProfile →

What the evidence shows

No recent recorded voice; independence flagged across investigations.

Worth considering

Invite a check-in. Look for barriers before assuming disengagement.

Meera KhanProfile →

What the evidence shows

Carrying concern grades; confidence gap shows in Math and P&HE.

Worth considering

Reduce cold-call pressure; build short wins into practical tasks.

Section lens · Secondary

What leadership needs to know.

The section lens lifts class evidence into a secondary-school read: performance, institutional health, and where to invest, review, or protect.

Evalent Intelligence · Section · Principal
ListenPresentSharePrint PDFRefresh Briefing

What leadership needs to know

Grades 9–10 do not have enough learning support capacity. That is the main bottleneck for the secondary school.

612Students
5.1Average grade
14%With a concern
3Priorities

Strategic priorities

Invest

Increase learning support for Grades 9–10

Learning support · this also goes up to the Head and the Board

Review

Check Mathematics concern concentration across year groups

Subject risk held above any single classroom

Protect

Protect Humanities and Arts strength in the mid years

Keep what is already working while capacity is rebuilt

1

Performance

How the secondary school is performing

Section mean sits at 5.1. Attainment holds in Humanities and Arts; Mathematics and learning-support demand concentrate in Grades 9–10. Fourteen percent of students carry a concern grade.

G9–10Support bottleneck
5.1Section mean
35%Maths concern (sample)
5 YGsIn the secondary
2

Institutional health

What is working, and what is failing

Working, protect this

Humanities and Arts outcomes stay strong through the mid years.
Homeroom briefings are naming teaching moves with a clear why.

Failing, leadership risk

Learning support capacity in Grades 9–10 cannot meet demand.
Mathematics concern grades recur across year groups.
5

Recommendation

What leadership should prioritise

1 · Invest in learning support capacity for Grades 9–10, own the plan, owner, and timeline.
2 · Review Mathematics provision as a section pattern, not isolated classroom incidents.
3 · Protect mid-year Humanities/Arts strength while capacity is rebuilt.
4 · Feed Head and Board with the same priorities: Spend · Check · Protect.

Who needs to see what

Know the student before you teach them.

Same notes and assessments. Different screens for different jobs: from one student, to a class, to the year group, up to the Head, Board, and Finance.

Evalent Intelligence · Student

Student profile

Maya Chen

Year 10 · Teacher · Pastoral · SENCO · Leadership

VoiceTeacher ObsAssessmentSpecialistFamily
SharePrintPresent

Maya’s Journey

“I want to lead discussion without feeling on show.”

What matters most right now

She writes well. Speaking up is harder unless she has time to prepare.
Her own check-in and teacher notes say the same thing, so you can trust it.
Try tomorrow
Let her talk with a partner first. Avoid putting her on the spot in front of the whole class.
Support on file
Learning support is recorded. Only staff who need it should see the detail.

No slideshow of a named student. You can listen, share the link, or print a handover.

Class · Homeroom

Grade 10 Form A

Homeroom · Ms Okonkwo · 2025–26

SEN 3EAL 2voice 18support 4
ListenPresentSharePrint

What matters most for this class

Lively in practical work. The strongest students need harder stretch. Writing is where energy drops.

What the notes show

Lots of energy in practical subjects. Quieter when the task is extended writing.

What to try in teaching

1 · Plan a stretch task every two weeks for the top group
They stop improving mid-term when the work stays too easy
2 · Let them talk through a draft before they write
Student check-ins keep mentioning worry about writing

Students to notice

Maya Chen
What we know: Strong on paper; quieter when speaking in class.
Worth trying: Partner talk first; give her time before asking her to speak to everyone.

Year group · Head of Year

Grade 10

Cohort briefing · Students / Teachers / Strategy

ListenPresentSharePrint
124
Students
18
With SEN
11
Flagged
67%
Have voice

What matters most for the year

Pastoral pressure spikes around exams, and two tutor groups are saying the same thing.
This is a staffing issue, not one teacher’s bad week.
Students
This week
Six students need a joined-up adult check-in before midterms.
Whole-year pattern
Mathematics, needs attention
Too many students in concern. Ask the department to review support, not just one class.

Section · Principal

Secondary School

Where to put money, what to check, what to protect

ListenPresentSharePrint
612
Students
5.1
Average grade
14%
With a concern
3
Priorities

What the principal needs to know

Grades 9–10 do not have enough learning support capacity. That is the main bottleneck.

Priorities for the section

Spend Check Protect
Increase learning support for Grades 9–10
Learning support · this also goes up to the Head and the Board

Executive · Head of School

Make sure it actually happens

Whole-school picture · follow up with section principals

ListenPresentSharePrint
612
Students
14%
Concern
61%
Have voice
4
On agenda

Head priority

Follow up
Make sure the section delivers on learning support
Came up from the section priority: Learning support
Ask the section principalWhat is the plan for learning support, who owns it, and when will we see progress?

School-wide patterns only. No named students. This is not a prediction about who will leave.

Governance · Board

Check and challenge

Questions for the Head, not running the school day to day

ListenPresentSharePrint
612
Students
35%
Maths concern
3
On agenda
0
Named pupils

Board priority

Challenge Spend
Increase learning support capacity
From the section · ask the Head to answer for it
Ask the HeadWhat will learning support cost, what should improve, and how will the Board see that it worked?

Subject concern

SubjectMeanConcern%
Mathematics4.214 of 4035%

Governance · Finance committee

What needs money planning

School priorities turned into budget questions, not guesses about who will leave

ListenPresentSharePrint
3
On agenda
2
Spend
1
Protect
0
Leaving guess

Needs a budget conversation

Spend
Increase learning support for Grades 9–10
What this means for finance: Likely more learning-support or specialist capacity.
Likely cost type: Staffing, specialist provision, or programme spend, not a vague wish list.

This is the committee agenda. It is not a forecast of who will leave the school.

Everyone in the story

Students, teachers, and leadership, not an admin-only dashboard.

Student
My contribution has somewhere to land.

Voice and reflection connect to adult consideration, not a black hole. The story continues when the adults change.

Continuity of understanding
Presence before the first lesson
Patterns before crisis
Leadership with a living picture
The question that earns the hour
Signal for stewardship

How it compares

Uniquely Powerful

What other school systems do not do.

Feature Evalent IntelligenceEvidence memory ManageBac+Curriculum LMS ToddleCurriculum LMS iSAMSSchool MIS ISA (ACER)External assessment CAT4 (GL)Cognitive test
What sets Intelligence apart
1Evidence-backed decision briefingsA role-right briefing when you need to act: multi-source evidence with a trail. The system proposes; you decide.YesYesNoNoNoNoNoNoNoNoNoNo
2Compounding reliabilityUnderstanding gets more grounded as real school evidence and human responses accumulate. Not a longer archive, and not a model that trains itself.YesYesNoNoNoNoNoNoNoNoNoNo
3Five-lens whole-student pictureOne living picture: student voice, teachers, assessments, specialists, and family, kept distinct and read together.YesYesNoNoNoNoNoNoNoNoNoNo
4Same evidence, right altitudeThe same evidence spine for class teacher, Head of Year, Head, and Board. Each gets a different question, not one dashboard with filters.YesYesNoNoNoNoNoNoNoNoNoNo
5One picture from many sourcesDocuments, doorway products, student voice, temperature checks, and benchmark sits feed one Understanding picture, not separate tools side by side.YesYesNoNoNoNoNoNoNoNoNoNo
6Continuity across transitionsHandovers, journey marks, and reviewable history so the next teacher does not rebuild the file from scratch.YesYesNoNoNoNoNoNoNoNoNoNo
Understand people at the right level
7Student pictureCurrent view of one student, with the evidence behind material claims.YesYesPartialPartialPartialPartialYesYesPartialPartialYesYes
8Class briefingPrep for this class tomorrow: who needs attention, and why.YesYesPartialPartialPartialPartialPartialPartialPartialPartialYesYes
9Year & section viewsPatterns for Heads of Year and section principals, not a classroom dump.YesYesPartialPartialPartialPartialYesYesYesYesYesYes
10Subject viewsDepartment picture across years for a Head of Subject.YesYesYesYesYesYesPartialPartialPartialPartialNoNo
11Handover packA usable brief for the next teacher at transition, not an export of everything.YesYesPartialPartialPartialPartialPartialPartialNoNoPartialPartial
12Meeting toolsListen, Present, Share, or Print the briefing you are already in.YesYesPartialPartialPartialPartialPartialPartialPartialPartialPartialPartial
Annual Benchmarking
13Class sittingTimed in-room class sit with a join code on the board: unlock, sit, end.YesYesNoNoNoNoNoNoYesYesYesYes
14In-room joinStudents join from the class roll (code → name → sit). No account chase.YesYesNoNoNoNoNoNoDifferentDifferentDifferentDifferent
15Independent papersPurpose-built papers for the sit, not the Admissions assessment bank.YesYesNoNoNoNoNoNoYesYesYesYes
16Feeds the year pictureResults land in student, class, and year Understanding beside other evidence.YesYesn/an/an/an/aPartialPartialDifferentDifferentDifferentDifferent
17No league tableBuilt for your school’s year picture, not a public school-vs-school rank order.YesYesn/an/an/an/an/an/aDifferentDifferentDifferentDifferent
Bring evidence in
18Document dropDrop ordinary school files without pre-labelling: PDF, Word, Excel/CSV, text, and photos (JPG, PNG, WebP, HEIC) including handwritten scans. Bulk upload is supported.YesYesPartialPartialPartialPartialPartialPartialNoNoNoNo
1990 languagesA report can arrive in 90 languages. Your school can use it the day it arrives.YesYesPartialPartialPartialPartialUnverifiedUnverifiedNoNoNoNo
20Any curriculumWorks across IB, British, US, national, or mixed programmes. Grade/Year names are school labels, not a curriculum publisher.YesYesYesYesYesYesYesYesYesYesDifferentDifferent
21Upload checklistShows the next useful upload (foundation lists → report packs → teacher contribution), not “upload everything”.YesYesNoNoNoNoNoNoNoNoNoNo
22Teacher asksAsks form tutors, via short contribute links, for the few missing files that close real gaps.YesYesPartialPartialPartialPartialNoNoNoNoNoNo
Hear the school community
23Student voiceStudents speak on a simple link and get an adult acknowledgement, not a survey black hole.YesYesPartialPartialPartialPartialPartialPartialNoNoNoNo
24Temperature checksShort pulse campaigns from students, teachers, and parents: separate waves, one picture by audience.YesYesNoNoPartialPartialUnverifiedUnverifiedNoNoNoNo
25Warning pathCertain learner answers raise a named-staff signal, not the school’s official safeguarding case system.YesYesNoNoDifferentDifferentDifferentDifferentNoNoNoNo
Brief leaders
26Head viewWhole-school executive briefing for delivery and Board prep, not a classroom dump.YesYesPartialPartialPartialPartialYesYesYesYesYesYes
27Board viewAssurance questions for the Head without ordinary named-student detail.YesYesUnverifiedUnverifiedUnverifiedUnverifiedPartialPartialPartialPartialPartialPartial
28Finance viewInvestment questions from educational priorities, not leavers-as-revenue forecasts.YesYesNoNoNoNoPartialPartialNoNoNoNo
Keep evidence trustworthy
29Five evidence typesStudent voice, teachers, assessments, specialists, and family, kept distinct (operational detail of the five-lens picture).YesYesPartialPartialPartialPartialPartialPartialNoNoNoNo
30Evidence historyCorrections update the current picture without deleting the attributable past.YesYesPartialPartialPartialPartialPartialPartialPartialPartialPartialPartial
31Careful identityUncertain matches need a person; conflicts block instead of guessing.YesYesPartialPartialPartialPartialYesYesPartialPartialPartialPartial
32Enrolment matchMatches enrolment spreadsheets on exact ID, email, or confirmed unique name. Ambiguous cases go to human review.YesYesPartialPartialPartialPartialYesYesPartialPartialPartialPartial
Connect and control
33From Admissions & Course SelectorWhen entitled, key doorway evidence (recommendation, scores, decisions, selected CS signals) can carry forward.YesYesNoNoNoNoPartialPartialNoNoNoNo
34Role-based accessStaff see their job: class, year, subject, documents, or whole school. Unassigned is not all-access.YesYesYesYesYesYesYesYesPartialPartialPartialPartial
35School settingsNaming, leads, campaigns, digests, and billing controls in one place.YesYesYesYesYesYesYesYesPartialPartialPartialPartial
Time limited offer
Case study program

Help us tell your story.

Run Evalent Intelligence with full access. Share what you learn. We turn it into a case study that shows how your school kept student understanding alive across years.

What your school gets

  • Full, unlimited access to every Intelligence feature for the first year
  • The same product path as a full commercial school
  • Support from Evalent while you build the living record
  • A professional case study that builds your school’s reputation

What you commit to

  • Provide the materials we need to write an honest case study
  • Give permission for Evalent to publish and share it
  • On renewal, continue at standard pricing

Pricing

Flat annual plans for institutional memory.

Choose the plan that fits your school, every tier includes full Evalent Intelligence.

Case study path

Case Study

$4,950/yr
$395 first year

US$4,555 less than Essentials in year one. Then standard renewal.

For schools ready to run a guided Intelligence cycle and share materials for a published case study.

Unlimited access · year one

  • Full Evalent Intelligence
  • Living student & class records
  • Role-right altitudes & briefings
  • Listen, Present, Share, Print
  • Human identity review
  • Case study support included
Join the program

Essentials

$4,950 /yr

Billed annually · USD · 400 documents

Single campus · growing record

For a school building longitudinal memory with a clear owner and one main campus.

Core Intelligence

  • Full Evalent Intelligence
  • Living student & class records
  • Role-right altitudes & briefings
  • Listen, Present, Share, Print
  • Human identity review
  • Support included
  • Multi-campus rollout
Most popular

Professional

$9,450 /yr

Billed annually · USD · 800 documents

Mid-size · multi-section

Best fit for international schools running Intelligence across sections with richer evidence volume.

Expanded Intelligence

  • Full Evalent Intelligence
  • Living student & class records
  • Role-right altitudes & briefings
  • Listen, Present, Share, Print
  • Human identity review
  • Support included
  • Higher evidence capacity

Enterprise

$14,950 /yr

Billed annually · USD · 1,800 documents

Larger & multi-campus

For larger schools and groups that need coordinated rollout and higher volume capacity.

Group / multi-campus

  • Full Evalent Intelligence
  • Living student & class records
  • Role-right altitudes & briefings
  • Listen, Present, Share, Print
  • Human identity review
  • Support included
  • Multi-campus rollout

Custom quote · volume discounts available.

Subject to terms and conditions

Optional · separate product

When you want owned improvement from this evidence.

Core Intelligence is longitudinal memory and role-right briefings. Owned school-improvement Actions live in Evalent Transform (off by default, never required to use Intelligence).

Questions schools ask

Straight answers.

What makes this different from another dashboard?

Dashboards usually show a slice of now. Intelligence is longitudinal memory: evidence accumulates, stays attributable, and is re-read at the right altitude as the school’s story continues.

Do students use it, or only administrators?

Students contribute through voice and reflection; teachers contribute classroom evidence; middle leaders, principals, Heads, Board, and Finance each have role-appropriate views. It is a whole-community evidence loop.

Does the AI get smarter over time?

Sophistication grows because your authorised evidence and human responses grow. Model assistance remains bounded; people stay accountable. We do not claim autonomous self-improving AI.

Does Evalent make decisions about students?

Never. Evalent structures evidence and recommendations. School professionals decide.

Are owned Actions part of Intelligence?

No. Owned school-improvement Actions are Evalent Transform, a separate optional product, off by default.

Is this a MIS or safeguarding system?

No. It sits above systems of record as a derived intelligence layer.

How does pricing work?

Essentials $4,950 / yr (400 documents), Professional $9,450 / yr (800), Enterprise $14,950 / yr (1,800), plus a US$395 case-study path for year one. Subscribe from Pricing, request an invoice, or join the case study program.

What is the case study program?

A proposed path for schools that want full Intelligence access while helping Evalent tell a truthful story. In return for running a cycle and sharing materials with permission to publish, the first year is offered at US$395 on this page, then standard renewal. See the case study module.

When can we start?

You can join the case study or subscribe from Pricing on this page. If you would rather talk first, email hello@evalent.io.

Get started

Start the record while the evidence still lives in the building.

People create the intelligence. Evalent organises it. Staff decide. Join the case study or subscribe, then feed the record from what your school already holds.

Book a demo