1. Collaborative Inquiry for Data Use in Adolescent Literacy Instruction July 15, 2014 Martin Center for Professional Development Nashville, TN

2. Welcome and Introduction Margie Johnson Coordinator of Business Intelligence, MNPS

3. MNPS Data Use Research Alliance goals Identify and implement best practices in data use that improve adolescent literacy instruction. Identify and apply the tools, processes, and skills necessary to implement a collaborative inquiry approach for data use in adolescent literacy instruction. 3

4. MNPS Data Use Research Alliance activities in 2014 Collaborative inquiry workshops with Dr. Laura Lipton. Fishbone session to identify root causes of barriers to effective data use. Logic modeling session to develop outcomes for effective data-use practices. Innovation configuration session to develop a collaborative inquiry blueprint. Survey of collaborative inquiry and data-use practices.* Bridge event for Five Steps for Structuring Data-Informed Conversations and Action in Education (Kekahio & Baker, 2013).* *Under review by the Institute of Education Sciences 4

5. Collaborative Inquiry for Data Use in Adolescent Literacy Instruction Laura Lipton, Ph.D. Co-Director, MiraVia LLC

6. Got Data? Now What? 6

7. Workshop Goals and Objectives

8. Goals and objectives Increase knowledge about the seven qualities of high-performing collaborative inquiry groups. Develop and enhance frameworks for facilitating productive group learning, planning, and problem solving. Learn verbal and nonverbal tools for inviting and sustaining the thinking of group members during collaborative inquiry. Learn about facilitating difficult data-use conversations to promote professional interactions about tough-to-talk-about topics. 8

9. Collaborative Learning Cycle: Reflecting on Use

10. Reflecting on use: Stem completion strategy On an index card, complete the stems. Topic is leading collaborative data-driven inquiry: – “One thing that feels solid to me is …” – “One thing that has not yet jelled is …” Table groups round-robin share. (Use handout page 3.) 10

11. The third point 11

12. Seven Qualities of High-Performing Groups

13. Coordination We plan time and place, organize schedules, and identify resources – Who is doing what, when, where, with whom? Avoids duplication of effort; makes the best use of available resources 13

14. Collaboration 14

15. Collaboration definition Join two other pairs and create a definition of collaboration. 15

16. To collaborate From Latin: – collabōrāre, together – labōrāre, to work jointly with others, to co-labor A mutually beneficial relationship between two or more parties who work toward common goals by sharing responsibility, authority, and accountability for achieving results. – Chrislip & Larson, 1994 A process through which parties who see different aspects of a problem can constructively explore their differences and search for solutions that go beyond their own limited vision of what is possible. – Gray, 1989 16

17. Seven qualities of high-performing groups 17

18. Seven qualities of high-performing groups Choose a partner. Refer to pages 11-14 in the got data? now what? book Read silently to the designated stopping point. When each partner is ready, stop and say something. – Example, connection, question. Continue the process until you have completed the selection. 18

19. Processing the process What are some of the ways that the “process” influenced you? What are some ways that paired interaction influenced you? Share a new idea, emerging understanding, or next step connected to your own work. 19

20. Group assessment inventories Tools for thoughtful feedback on group performance. Use to modify, control, or change performance. Two inventories: – Scaled group inventory – Self-assessment inventory (Refer to pages 15-17 in the got data? now what? book.) 20

21. Break

22. Team Exercise: Applying the Collaborative Learning Cycle

23. What goes wrong in groups? What are some interpersonal dynamics that influence group work? – Record one idea per sticky note – Example: A group member who isn’t willing to share ideas. Tip: Think about a “typical” group – use your recollections to generate your ideas. 23

24. Three constraints to productive discourse Affiliative constraints – Need to navigate task/relationship tensions. Egocentric constraints – Need for control, or low regard for collective thought processes. Cognitive constraints – Limited and limiting information and expertise. 24

25. Three constraints to productive discourse Classify your items by dynamic Affiliative Need to navigate task/relationship tensions. Cognitive Limited and limiting information and expertise. Egocentric Need for control or low regard for collective though processes. 25

26. Three models of discourse 26

27. Three models of discourse Dialogue – Promotes a spirit of shared inquiry. Discussion – Breaks issues and problems into components and parts. Decision-making – Making a choice from among clear alternatives. 27

28. Three models of discourse: first turn/last turn Refer to pages 100-104 in the got data? now what? book. Read the selection and highlight two to three items. The first turn. – In turn, share one of your items – do not comment on it.  Group members comment in round robin order (no cross-talk). The last turn. – Initiator now shares thinking. 28

29. Three models of discourse DialogueDiscussionDecision-making Purpose Talking to understand and connect. Understanding the underlying nature of an issue and how group members perceive it. Talking to persuade and influence. Generating options. Clarifying outcomes. Talking to choose. Determining the best option from those the group generated. Process (How) Speculating Connecting Theorizing Visualizing Reasoning Comparing Contrasting Analyzing Weighing Choosing Evaluating Agreeing Outcome (What) Understanding Weighing options Choosing Committing (Refer to page 101 in the got data? now what? book.) 29

30. Three models of discourse: first turn/last turn 1.How is first turn/last turn a scaffold for dialogue? 2.How might this strategy contribute to your group work? 30

31. Three models of discourse (Refer to page 101 in the got data? now what? book.) DialogueDiscussionDecision Self-talk What is the deeper meaning? What assumptions are operating here (for me and others)? What are some connections between these ideas? What’s not being said? Are we all feeling safe enough to share? How can I increase the invitation to share? What are the most important factors here? How can I influence this interaction? Are these data persuasive enough for me to let go of my ideas? How are these ideas different from each other and from my own ideas? What are the implications of this idea? What are the weightiest items or criteria? Which criteria are most important? How do the options stack up against our criteria? What are the pros and cons for each option? What are the implications? Who will be most affected? 31

32. Organizing and Integrating the Morning

33. Partner’s report: Most important point Think of a significant point or personal connection you are making, based on your experiences in the workshop thus far. – Join a partner. – Share your thinking. – Be ready to share your partner’s thinking with the group. (Refer to page 6 of the handout.) 33

34. Lunch Provided by MNPS

35. Team Exercise: Applying the Collaborative Learning Cycle (continued)

36. Collaborative learning cycle (Refer to page 26 of the got data? now what? book.) 36

37. Collaborative learning cycle 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? 37

38. Organizing and integrating Tips for success: – Study success. – Generate multiple theories of causation. – Allow for multiple causal theories. – Seek calibrating data that are in existing archives. – Generate multiple theories of solution. – Make sure goals are clear and measurable (SMART goals). (Refer to pages 35-36 of the got data? now what? book.) 38

39. Simulated data-based observations The population of English language learner students increased from 12 percent last year to 30 percent this year. Twenty percent of grade 7 students were proficient in reading compared with 35 percent of grade 8 students. The median score for grade 6 boys in reading is 40 percent at or above standards. Thirty-two percent of grade 8 students performed “below level” and 40 percent performed “on level” on the DIBELS oral reading fluency test. 39

40. Theories of causation Observation: Record three possible theories of causation related to your observation: 1. 2. 3. Circle one theory to test. Record at least three sources of data that you could use to confirm this theory: 1. 2. 3. Achievement/Outcome Data Demographic Data Process Data Perception Data 40

41. Five causal categories Five Causal Categories Instruction Methods, materials, and resources Teachers Knowledge, skills, and dispositions Students Knowledge, skills, and dispositions Infrastructure Schedules, programming, and resources Curriculum Design and implementation Generate a causal theory for three different causal categories based on your chosen observation. 41

42. From causation to action TheoryImplicationsOutcomes/Actions The grade 3-8 data has “flat lined” because there has been no adjustment in curriculum and instruction to support students who are struggling. Teachers need to be able to drill down into their data to identify specific problem areas and which students need support in those areas. Teachers need easy access to targeted instructional materials to support effective differentiation. Teachers will have access to fine-grained data and fluency in data interpretation. Schools will have resource banks of leveled instructional materials linked to content standards. Refer to page 5 in the handout.) 42

43. Looking ahead “As I anticipate my team leadership, a quality or skill that is important to me is …” – What might be some priorities? – What are some goals for me? 43

44. Designer’s Mind: Framing and Structuring Decisions

45. The group leader’s design mind (Refer to page 7 of the handout.) 45

46. Design frame: The purpose Task: – Revise the middle school language arts curriculum. Purpose: – Establish aligned concepts and sequenced skills that ensure literacy success for all middle school learners. 46

47. Design frame: The purpose Task: – Develop school-wide common assessments. – Generate a list of 21 st century skills. Purpose: – Create a purpose statement for each task example. Word bank: – Ensure – Promote – Assure – Maximize – Optimize – Empower – Guarantee – Sustain – Establish – Enrich 47

48. Applying the purpose Craft a purpose statement for an upcoming task you anticipate working on with a group or team. 48

49. The frame The purpose The outcomes The boundaries The intentions The benefits The logistics (Refer to pages 9-10 of the handout.) 49

50. Applying the frame Starting with the purpose statement, craft the frame for an upcoming session. 50

51. Structuring decisions Starting the conversation. Structuring the conversation. Sustaining thinking in the conversation. Group size and composition Length of time Degree of structure (Refer to page 8 of the handout.) 51

52. Organizing and integrating One-word summary: – The what. – Why you chose it. – Who will share it. 52

53. Key point Count-off and join the table that corresponds to your number. When you get to your table, share a key point from the day. 53

54. Wrap-up and Next Steps Margie Johnson Metropolitan Nashville Public Schools

55. Stakeholder Feedback Survey Stephanie Wilkerson REL Appalachia, Magnolia Consulting

56. References Chrislip, D. D., & Larson, C. E. (1994). Collaborative leadership: How citizens and civic leaders can make a difference. San Francisco: Jossey- Bass. Gray, B. (1989). Collaborating: Finding common ground for multiparty problems. San Francisco: Jossey-Bass. Lipton, L., & Wellman, B. (2012). Got data? Now what? Bloomington, IN: Solution Tree Press. 56