A course that becomes the client’s own system
The coach in this story spent 18 months writing a business course: how to set up and run a coaching or service business, from the first assessment to retaining clients. The first version moved into a single xTiles project. On a later call with us, the plan had grown.
The course is now being broken into about 20 modules, and each one is meant to be filled in, not just read. A module on CRM teaches the idea behind tracking clients and hands the student a working CRM. A module on client retention comes with the tracker for it. Modules on DISC profiles and VIA character strengths come with places to record and use the results.
By the end, the student hasn't only learned how to run a business. They've built the operating system they'll run it on, inside xTiles, in the same place they took the course.
Why one safe place matters for ADHD clients
The design starts from a belief the coach applies with every client who has ADHD: there is too much in their head, and the first job is to get it out and into one place they trust. Only then can the planning and the learning start.
That is why the modules live in xTiles rather than across a course platform, a spreadsheet and a notes app. Everything a module asks for — answers, lists, tasks — goes into one workspace. And because a task with a due date in any project shows up in the student's own planner, the homework from module seven sits next to the rest of their week instead of in a separate tool they'll forget to open.
Claude as the working memory between sessions
xTiles becomes our working memory, between Claude and xTiles. The coach, on how the two work together
The coach builds with Claude connected to xTiles, and uses it in two ways. First, as a builder: describing a module and having Claude create the pages in xTiles instead of laying out each one by hand. Second, as a note-taker for the course itself: as each module is set up, Claude records the steps taken and what to do differently next time, so the build process turns into the class plan — open this page today, work on this one next.
For students, the same pairing means Claude can work from what's already written in their xTiles workspace instead of starting each conversation from scratch. If you're new to it, connecting Claude takes three clicks.
Delivering modules: a copy per student, or a shared project
A course that becomes each student's own system needs a way to hand it over. The options the coach is weighing:
- One project per module. Students can buy modules one at a time, so each module lives in its own project and is shared only with the people who have it. Access is set per project, not per workspace.
- A copy each student owns. Publish a module as a template with duplication on and editing of the original off. Each student gets a clean copy to fill in however they like, and the master stays untouched.
- A shared copy for ongoing coaching. For one-to-one clients, create a copy for that client and invite them into it. When the coach updates it, the client sees the change.
To keep an eye on a client's progress, ask the client to share their copy with you as view-only. You can see their tasks and notes, and since those tasks aren't assigned to you, they don't land in your own planner.
Where every student starts: the assessment
Every cohort begins with the same step: an assessment of where the business is today, rated by knowledge and priority, then repeated at the end to show progress. That assessment already lives in xTiles as a collection, imported from the original Excel file, so it can be filtered by priority and viewed as a board. The modules then pick up from whatever the assessment says matters most.