2. Identify multiple sources of data on outcome attainment.

Whereas some academic outcomes might be measured validly and reliably with a single measurement (e.g., the addition of three-digit numbers), goals centered on significant academic gains in relation to standards (e.g., fluent reading of grade-level material) are best assessed through multiple assessment tools (triangulated data collection).

3. Articulate the theories and assumptions that are held about how connectedness will be enhanced.

Unless we want to plead guilty to the charge of perpetuating superstitions, we need to be able to justify our choices of instructional strategies with reasoned theories on their value. Failure to do so can result in our perpetuating practices that add no value while at the same time causing us to neglect approaches with potentially significant impact.