…evidence, statistics, proof, documentation, numbers, facts, results, scores…

1. “The most powerful way to improve education is to collect the right data and to keep them in front of the right people.” Lynn Fielding (Annual Growth, Catch-up Growth; 2007)

2. …evidence, statistics, proof, documentation, numbers, facts, results, scores… podata, podahta… …“know thy impact”

3. Q1 - Where would you place your understanding of a problem-solving model? A – What’s that? B – Awareness Level C – I get it in theory and practice. D – I live it and lead it!

5. Q2 – How often would you say teams you work on follow a problem-solving model? A – Never (Not when I’ve been there!) B – Occasionally (We’ve tried that once or twice.) C – Usually (Most meetings include this cycle.) D – Always (We could teach folks how to use evidence well.)

6. Q3 – In which team environments do you experience evidence-based problem solving most effectively? A – Student-Level Support Meetings B – Grade-Level/Department Meetings C – Building Leadership Team Meetings D – Cross-District Meetings

7. Applying Evidence-Based Problem Solving • Data inventories • Perceptual • Demographic • Academic • Process/Implementation • Routine use (language and expectations)

8. Q4 – Could you access all of these data sources to assist in problem-solving for your students? A – Not beyond my gradebook! B – I can access at least 2 of these. C – I can access at least 3 of these. D – I can and do access all of these sources!

9. Applying Evidence-Based Problem Solving • The Third Point • Pronouns • Protocols

10. Q5 – Which of these strategies could your building leadership team strengthen? A – Routine Use of Evidence B – The Third Point C – Depersonalized Pronouns D – Use of Protocols

11. Q6 – Which of these strategies could your grade-level/department team strengthen? A – Routine Use of Evidence B – The Third Point C – Depersonalized Pronouns D – Use of Protocols

12. Final Thoughts?