Eugene Hilton December 4, 2013 Direct Access to Achievement Welcome!. When our efforts arent integrated and alignedhow likely is our actual progress? The likelihood of progress increases when we integrate essential elements of new initiatives using a systems approach to align our efforts. As to methods, there may be a million and then some, but principles are few. The man who grasps principles can successfully select his own methods. The man who tries methods, ignoring principles, is sure to have trouble. Ralph Waldo Emerson Training Outcomes Related to Training Components Training Outcomes Training Components Knowledge of Content Skill ImplementationClassroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002 Consider elements in the data team process Determine your teams strengths and areas of need Identify resources to support your teams Coach 6. Monitor and Evaluate Results. What is our current assessment reality? What types of data do we collect and use? Do our assessments give us the information we need? Is data collection efficient and systematic? Are the assessments sensitive to change and aligned with standards? How well do we problem-solve? Are we proficient at clearly identifying strengths and needs in student work? Can we precisely define the problem and make supported inferences? Can we determine what is most urgent? Sure we can write goals, but do we consistently set realistic goals? use incremental goals for long-term success? review goals for all and revise as needed? Is there a tight match between student needs and instruction? Are strategies research or evidence based? Is there a direct link between the prioritized need and the strategy selected? Are instructional strategies used to strengthen the core before other options? Is instruction aligned across settings? Do we always collect both cause and effect data in progress monitoring? thoughtfully plan progress monitors that are tied to instructional practices? collaboratively determine criteria for success in student work? THREE parts of indicators: What will we (adults) do? What will students do? What will we see in students work if the strategy is working? Make all descriptions explicit enough to monitor and replicate. The L 2 Matrix Understanding Antecedents of Excellence Achievement of Results Lucky Losing Ground Leading Learning Mickey Garrison, DATA Project Marianne Oakes, Lane ESD Becky Stoughton, Sisters Missi Thurman, Centennial SD Penny Grotting, Columbia Gorge ESD Carol Larson, Willamette ESD Jane Osborne, Hood River Daymond Monteith, Klamath Falls City Amy McQueen, David Douglas SD Laurie Nordahl, North Bend SD Dawn Bennett, Brookings SD Chad Putnam, Coos Bay SD Jennifer Hayes, Klamath County SD Kristin Tompeck, Wallowa SD Becky Eastland, Salem-Keizer SD