Our Services

A culture of ownership is key to elevating achievement.

Research by Michael Fullen suggests a culture of ownership…

  • Fosters intrinsic motivation of students and educators.
  • Engages students and educators in continuous improvement of teaching and learning.
  • Inspires team work.
  • Affects all students and educators—100 percent.

How does Elevated Achievement Group foster a culture of ownership?

We make it systemic.

We meet clients where they are in terms of learner ownership by honoring previous work, consulting together on products and services that increase growth through a flexible framework, and ensuring integration of all supports.

We make it sustainable.

We build opportunities for continuous development by providing stakeholders the authority, capacity, and responsibility to own their learning.

We make it scalable.

We offer products and services that develop learner ownership through practical solutions, clarity of implementation, and intentional models of strategic learning practices.

Learn more about our research-based support for each component in our Learning Framework.

Students are more supported to own their learning when all learning is driven by a standards-based curriculum with measurable and achievable outcomes. Therefore, our professional learning experiences for elevating curriculum are designed to flip the emphasis from what teachers need to teach today to what students need to learn today, tomorrow, and for the rest of the year.

Develop STUDENT OWNERSHIP through…
Integrated Literacy Units

This professional learning opportunity focuses on clarifying the patterns within the state standards that allow for the development of integrated units that lead to strong authentic culminating product.

Participants will:

  • Analyze the embedded patterns found in the state standards.
  • Clarify mastery of individual standards and objectives.
  • Develop integrated units, for any and all content areas, that are driven by an authentic application of literacy (reading, writing, speaking, listening, and thinking) skills.

Develop STUDENT OWNERSHIP through…
A Standards-Based Scope and Sequence

This professional learning opportunity focuses on clarifying the patterns within the state standards that allow for the development of an integrated course scope and sequence.

Participants will:

  • Analyze the embedded patterns found in the state standards.
  • Determine decision criteria for an integrated course scope and sequence.
  • Develop and finalize an integrated course Scope and Sequence.

Students are more supported to own their learning when all learning is driven by highly engaging, effective, and efficient instruction. Therefore, our professional learning experiences for elevating instruction are designed to flip the focus from the teacher needs to do to teach the skills to what students need to do to learn the skills.

Develop STUDENT OWNERSHIP through…
A Focused Learning Model

This professional learning opportunity focuses on designing lessons that allow students to take ownership of their learning on a daily basis.

Participants will:

  • Examine the phases of a skills-centered lesson plan.
  • Design lessons that increase student ownership of the learning as driven by an outcome that states what is to be learned as well as how the students will demonstrate that it was learned.
  • Share practical solutions that supportstudents in actively engaging in the learning.

Develop STUDENT OWNERSHIP through…
Teacher Collaboration

This professional learning opportunity for curricular departments is developed in consultation with teachers and will be based on identified department needs. This work will allow for differentiated support and can include instructional planning based on identified gaps, review/analysis of course scope and sequence and its alignment to benchmark blueprints, and training on specific Strategic Learning Practices™.

Develop STUDENT OWNERSHIP through…
Co-Planning/Co-Teaching Opportunities

This professional learning opportunity focuses on individualized, in-classroom, time-sensitive learning supports.

Participants will:

  • Design a lesson with an instructional coach.
  • Observe this lesson being delivered by the coach with their students.
  • Debrief the lesson and design a second lesson.
  • Deliver that lesson while being observed by the instructional coach.
  • Receive and discuss affirming and constructive feedback and next steps.

Students are more supported to own their learning when all learning is driven by regular assessment that guides instructional decision making. Therefore, our professional learning experiences for elevating assessment are designed to flip the approach from the teacher as the final judge of what students know or down know to the students as the judge of their own knowledge and skills.

Develop STUDENT OWNERSHIP through…
A Data Protocol that Answers “Why”

This professional learning opportunity focuses on how to utilize a data analysis protocol that analyses student learning results, allows teachers to clarify why students might have scored as they did, and informs instructional decision-making.

Participants will:

  • Analyze a data analysis protocol that identifies strengths and gaps of students’ assessed skills.
  • Analyze a data analysis protocol that identifies strengths and gaps of previous instruction on the assessed skills.
  • Develop alternative instructional materials, delivery methods, timing, and/or groupings to address identified gaps of students’ skills.
  • Identify additional methods to monitor student mastery.

Develop STUDENT OWNERSHIP through…
An Assessment System Aligned to Student Learning

This professional learning opportunity focuses on determining the value of assessing student learning on a consistent basis by reviewing the patterns found in the state standards and state assessment(s), creating a purpose for the assessment system, and building a standards-driven blueprint. This blueprint will support the development of aligned assessments.

Participants will:

  • Review the patterns in the state standards and state assessments.
  • Clarify the value and purpose of assessing student learning.
  • Determine blueprint decision criteria.
  • Build a blueprint for benchmark assessment development.

Develop STUDENT OWNERSHIP through…
Standards-Based Benchmark Assessments

This professional learning opportunityfocuses utilizing the course scope and sequence, the aligned assessment blueprint, the patterns in the state standards and state assessment in order to development standards-based assessments.

Participants will:

  • Review the patterns in the state standards and state assessments.
  • Review blueprint decision criteria.
  • Utilize the blueprint to develop standards-based assessments.

Students are more supported to own their learning when all learning is driven by a positive academic climate. Therefore, our professional learning experiences for elevating climate are designed to flip the focus from the actions of teacher—their rules, their management, their ability to get kids to stay quietly in their seats—to the actions of the students—their role in class.

Develop STUDENT OWNERSHIP through…
Thinking Preferences

This support for administrators will providetraining and tools to help the leadership team utilize their individual thinking preferences to develop into highly effective leaders and communicators.

Participants will:

  • Receive and review their individual Hermann Brain Dominance Instrument® (HBDI®) Profile.
  • Explore how each participant’s behavior reflects these preferences.
  • Discuss and explore the thinking preferences and how they affect behaviors in planning, working, and communicating.

Develop STUDENT OWNERSHIP through…
Reflective Conversations

This support for administrators will focus on ensuring an understanding of thinking preferences, examining their individual preferences, and how to utilize this knowledge to effectively communicate with teachers. This knowledge, along with reflective conversation strategies, will enable administrators to have meaningful and accountable conversations that push teachers’ decision-making towards increased student achievement.

Participants will:

  • Review the Whole Brain® Thinking concepts and their application to team performance.
  • Participate in an on-the-job application exercise: “Creating action plans applying the learnings.”
  • Use the Individual HBDI® profile data to explore the strengths and challenges.
  • Explore the impact that thinking preferences have on the way people communicate.
  • Learn to use the Whole Brain® Communicator to communicate with anyone, at any time, with total understanding.

Students who own their learning can state what they are learning and why, explain how they learn best, articulate when they are learning and when they are struggling, and understand their role in any academicsetting. Therefore, our professional learning experiences for elevating achievement are designed to support educators in giving all students the authority, capacity, and responsibility to own their learning.

Develop STUDENT OWNERSHIP through…
An Academic Climate Review

This professional learning opportunity focuses on the gathering of academic climate data to identify current strengths and areas for growth regarding support for student ownership specific to curriculum, instruction, assessment, and climate using the Strategic Learning Practices™.

Elevated Achievement will:

  • Conduct observational walks through all identified classrooms to gather data specific to the Strategic Learning Practices™.
  • Develop an easy-to-read report showing strengths and areas for growth.
  • Offer next steps recommendations to build on current school initiatives.

Develop STUDENT OWNERSHIP through…
Strategic Learning Practices

This professional learning opportunity focuses on ensuring that all stakeholders have a deep understanding of the strategic learning practices necessary to develop student ownership and elevate student achievement for all learners.

Participants will:

  • Review the research regarding the value of learner ownership.
  • Clarify a learning framework with the Strategic Learning Practices™ which identify the elements of effective classroom curriculum, instruction, assessment, and climate.
  • Calibrate an understanding of each of the practices and identify the practices in classroom instruction.
  • Reflect upon and analyze their current classroom practice.

Develop LEARNER OWNERSHIP through…
Strategic Learning Practices

This professional learning opportunity focuses on how to ensure that all stakeholders have a deep understanding of the strategic learning practices necessary to develop student ownership and elevate student achievement for all learners.  This work will focus on ensuring that the school administration and leadership team has the knowledge and skills necessary to effectively support and reflect on school-wide practices.  The school leadership team has the unique role of being both classroom practitioners as well as being identified school leaders. This develops internal capacity as well as a culture that is focused on professional learning outcomes that lead to student achievement with an understanding of accountability by every stakeholder.

Participants will:

  • Review the research regarding the value of learner ownership.
  • Clarify a learning framework with the Strategic Learning Practices™ which identify the most effective elements of classroom curriculum, instruction, assessment, and climate.
  • Develop a shared understanding of the components that will have the greatest impact on student achievement.
  • Participate in self-analysis of their individual and school-wide instructional practices.
  • Determine next steps for school-wide support.

Develop At-Home Support that Fosters Your Child’s Ownership of Learning

These sessions for parents and caregivers will provide practical strategies to use in building their child’s understanding of their role in the learning process—both at home and at school.

Participants will:

  • Develop tips for discussing academic growth with their children—their day at school, what they learned, when they felt success, and when they are struggling.
  • Receive a variety of questioning techniques to help lead these conversations, offer support, and share their own academic stories.
  • Support their children in their learning in curriculum, instruction, assessment, and their role in an academic classroom.

Interested? Contact us by email or phone for a free consultation.