Two Rivers Collaborative Inquiry Data Meeting Please sit with your grade level team. October 10, 2016 Margie Johnson, Ed.D. Business Intelligence Coordinator

Meeting Feedback IC Map Feedback + ∆ agenda, norms, expectations for measurement established a better understanding of what we need to do student data focused started/continues important discussion material was covered thoroughly good presentation and kind presenter stayed on task informative analyzing group data and setting goals awareness of data stayed on topic helpful info data observations enjoyed working together to come up with SIP goals team collaboration kept time frame good agenda & communication thanks for the purpose and how to utilize data when we gather creating smart goals leading the process continue with consistency more time (2) more data more time to reflect and write smart goals (less hurried) more time to present concerns not meet twice in same day could be beneficial to have an evening to think of more meaningful goals more time to meet with teams need more time to work with data we lack time paper handouts of more data to look at longer too many assessments bring data prior to meeting environment more data to look through better able to see where we are and need to go multiple sources of data IC Map Feedback Component Self-Reflected Rating   a b c d e A = Focus 7 16 B = Collective Responsibility 3 11 10 C = Trust 4 D = Data Informed Decisions 8 6

Purpose and Outcome Our purpose is to continue to build our capacity to use the collaborative inquiry to foster a culture of collaboration at Two Rivers Middle. Our outcome is to use the collaborative inquiry process to review the district benchmark data and generate theories of causation to test.

The district benchmark assessment is like….. Because…….. Groups at Work – 2011 MiraVia LLC – All rights reserved

Data have no meaning. Meaning is imposed through interpretation (Wellman & Lipton, 2004, pp. ix-xi).

Collaborative Inquiry How do we bridge the gap between data and results, so all students have educational success? What is the bridge made of? Collaborative Inquiry Data Results Love, 2009

MNPS Collaborative Inquiry Collaborative Inquiry is a data-based team process that consciously uses the collaborative learning cycle (activating and engaging, exploring and discovering, and organizing and integrating) and the qualities of effective groups (fostering a culture of trust, maintaining a clear focus, taking collective responsibility and data-informed decision-making). MNPS Collaborative Inquiry Community of Practice

Collaborative Learning Cycle Activating and Engaging What assumptions do we bring? What are some predictions we are making? What questions are we asking? What are some possibilities for learning? Exploring and Discovering What important points seem to pop out? What patterns, categories, or trends are emerging? What seems to be surprising or unexpected? What are some ways we have not yet explored these data? Organizing and Integrating What inferences, explanations, or conclusions might we draw? What additional data sources might verify our explanations? What solutions might we explore? What data will we need to guide implementation? Managing Modeling Mediating Monitoring --Lipton, L. & Wellman, B. (2012). Got data? Now what? Bloomington, IN: Solution Tree, Inc.

Observations

Because Observations What important points seem to pop out? What patterns, categories, or trends are emerging? What seems to be surprising or unexpected? What are some questions this data generates? Because

Causal Categories Now that we have activated, engaged, explored, and discovered observations about the data, let’s begin organizing and integrating the data to generate theory. During this phase, we move from problem finding to problem solving. When looking at causation, theories fall into these five causal categories---- Let’s take few minutes to work in your small groups to complete the Theories of Causation worksheets. --Lipton, L. & Wellman, B. (2012). Got data? Now what? Bloomington, IN: Solution Tree, Inc.

Individually generate a couple of theories of causation. Teachers lack the knowledge and skills to build community within their classrooms. Teachers’ instructional methods are not engaging to students. Students lack social emotional and self-regulatory skills.

Reflection Given what we have discussed and learned today, what are some next steps?

Feedback--- How Was Today’s Meeting Individually Use 2 post-it notes to provide feedback. IC Map A B C D

Wrap-Up….

MNPS Collaborative Inquiry Toolkit www.mnpscollaboration.org

References Lipton, L. & Wellman, B. (2012). Got data? Now what? Bloomington, IN: Solution Tree. Lipton, L. & Wellman, B. (2011). Groups at work: Strategies and structures for professional learning. Sherman, CT: MiraVia, LLC. Love, N. (2009). Using data to improve learning for all: A collaborative inquiry approach. Thousand Oaks, CA: Corwin. Love, N., Stiles, K.E., Mundy, S., & DiRanna, K. (2009). The data coach’s guide to improving learning for all students: Unleashing the power of collaborative inquiry. Thousand Oaks, CA: Corwin.

Thanks for all you do for our students! Hope you have a wonderful day!