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

2. 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

3. 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.

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

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

6. 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

7. 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

8. 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.

9. Observations

10. 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

11. 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.

12. 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.

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

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

15. Wrap-Up….

16. MNPS Collaborative Inquiry Toolkit

17. 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.

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