Founder, 6i Lens
Keiron Nigel Phillips
Keiron Phillips, MST, MS, SBL
Keiron Nigel Phillips is a New York educator, instructional leader, assessment researcher, and instructional-systems designer. His career has spanned classroom teaching, mathematics and data leadership, instructional coaching, school administration, and higher-education teaching. He is the founder of 6i Lens, where his work focuses on connecting assessment evidence, student reasoning, mathematics instruction, and school-level decision-making.
In his own words
I was born in Trinidad and Tobago. Math held my attention even then, long before I had a word for why. I started as a classroom teacher in New York City, and later Washington, DC. Somewhere in those years I got stuck on a problem I have never been able to leave alone: a kid gets content-specific instruction, aligned to the state test, and still gets the wrong answer. Nobody ever tells them exactly why, or tells the teacher exactly what to do differently in small-group instruction to move that kid from misunderstanding to mastery. I don't fit neatly in one lane, and I stopped trying to.
Before 6i Lens was software, it was how I ran a building. From August 2011 to June 2018 I worked my way from Math Intervention Teacher to Elementary Principal, leading a K-5 elementary division across two buildings. What follows is not a case study written after the fact. It is the accountability record the state and the school’s own authorizer kept while I was in the room.
His work at 6i Lens includes the Six Intelligences, a framework for moving from assessment evidence to a complete instructional response, and the 6i Visual Mathematics Lexicon. Selected research themes are listed on the research page.
For speaking, media, or partnership inquiries, write to admin@6i-lens.com. He is also on LinkedIn.
The record
Seven years running an elementary division, 2011–2018.
From Math Intervention Teacher to Elementary Principal. The figures below are the accountability record kept by the state and the school’s authorizer, not a case study written afterward.
- 82.4 / 67.9 / 50.6%NYS Math, Level 3-4 proficient, my grades 3-5, 2017-18 (3rd / 4th / 5th). Grade 4 science sat at 95% the same year.
- 95.9%Average daily attendance, grades 3-5, 2017-18. Chronic absenteeism held at 7.2%, inside the school's own target.
- EffectiveOverall rating, 2017-18 principal evaluation (Marzano School Leader model), and the NYSED student-growth rating for all students and subgroups.
Grades 3–8, school against district and state
The school’s own authorizer renewal report recorded it ahead of the surrounding district by roughly 44 points in ELA and 46 in math by 2017–18. The year-by-year record below is what produced that gap.
| Year | School | District | State |
|---|---|---|---|
| 2014 | 62% | 12% | 36% |
| 2015 | 49% | 11% | 38% |
| 2016 | 55% | 12% | 39% |
| 2017 | 52% | 18% | 40% |
| 2018 | 68% | 22% | 40% |
| 2019 | 70% | 26% | 45% |
| Year | School | District | State |
|---|---|---|---|
| 2014 | 34% | 7% | 31% |
| 2015 | 47% | 7% | 31% |
| 2016 | 48% | 11% | 38% |
| 2017 | 57% | 17% | 40% |
| 2018 | 68% | 24% | 45% |
| 2019 | 69% | 26% | 45% |
School figures are NYSED Data Site all-student grades 3–8 proficiency. District is the surrounding public school district. NYSED changed the exam in 2016, so 2016-onward rates are not strictly comparable to 2014–15. The gap held across an exam change.
Climate, satisfaction, and the evaluation on file
- 90%Parent satisfaction, 2017-18 (target met).
- 95–97%Teacher satisfaction, 2017-18: supportive environment 95%, rigorous instruction 97%, collaboration 95%, leadership and trust 95%.
- 6.1→2.8%Out-of-school suspension rate, 2016 to 2017, before landing at 3.7% in 2018 as the school kept growing.
- ≤20%Staff attrition (target ≤25%); staff attendance held at 95% or above.
Sources: a signed 2017–18 principal evaluation (Marzano School Leader model), the NYSED Data Site, and the school’s authorizer renewal report. The school is not named here. No student’s private data appears on this page.