…evidence, statistics, proof,
documentation, numbers, facts,
results, scores…
podata, podahta…
…“know thy impact”
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!
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.)
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

Data inventories
› Perceptual
› Demographic
› Academic
› Process/Implementation

Routine use (language and expectations)
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!
The Third Point
 Pronouns
 Protocols

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
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
Final Thoughts?