1. Welcome to Exceptional Ed. Coaching Workshop
Please sit in groups. Thanks.
October 18, 2017
Margie Johnson, Ed.D.

2. NORMS Be engaged and willing to collaborate.
Show care and respect for the voices and opinions of others.
Respect time and technology.
Speak and have intentions that are purposeful and contribute to positive growth.

3. Our purpose is to foster a culture of collaboration to support student success.
--African Proverb

4. Today’s Outcomes
Identify successful practices throughout the department.
Analyze multiple sources of data to inform action plans.
Draft action plans for assigned area.
Identify next steps.
Reflect upon our learning.
Provide feedback about the work.

5. SINCE LAST WE MET….
Margie Johnson

6. (NOTE: You leave with your partner’s card.)
Give One Get One
Take an index card and respond to the below prompts.
Since last we met,
What successes have you had?
What questions do you have about this work?
On the signal, take your card and find a partner. Introduce yourself and share your information, then exchange cards.
(NOTE: You leave with your partner’s card.)
Table groups identify themes and patterns to share with full group.
Lipton and Wellman, 2011

7. Celebrating Successes

8. Data Dive

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

10. 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

11. 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

12. 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?
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
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?
--Lipton, L. & Wellman, B. (2012). Got data? Now what? Bloomington, IN: Solution Tree, Inc.

13. Calibrating Observations

14. Data Dive
Assessment—Assessment Details by Subgroup for ACT, MAP, and FastBridge
Dashboard—Attendance Dashboard (current & past 3 years)
Dashboard—Behavior Dashboard (current and past 3 years)
Divide into grade level teams. Related arts teachers can join grade levels or look at school wide data in own group.
Sub-divide within team:
Assessment
Attendance
Behavior
Remember to pay particular attention to ED and think about what you learned from the poverty experience. Write observations on chart paper.
Indicator 5 – LRE data
Indicator 14- Postsecondary Outcomes data
MSAA-Alternative Assessment data

15. Break

16. Accomplishments So Far…..
Identified successful practices throughout the department.
Analyzed multiple sources of data to inform action plans.

17. To Finish Our Time Together….
Draft action plans for assigned area.
Identify next steps for our community of practice.
Reflect upon our learning.
Provide feedback about the work.

18. Collaborative Learning Cycle
Activating and Engaging
What assumptions do we bring?
Exploring and Discovering
Managing
Modeling
Mediating
Monitoring
Organizing and Integrating
--Lipton, L. & Wellman, B. (2012

19. Action Planning

20. Effective Goals are SMART
Specific
Measurable
Acceptable
Relevant
Timeframe
Specific
What is the desired result? (who, what, when, why, how)
Measurable
How can you quantify (numerically or descriptively) completion?
How can you measure progress?
Achievable
What skills are needed?
What resources are necessary?
How does the environment impact goal achievement?
Does the goal require the right amount of effort?
Relevant
Is the goal in alignment with the overall mission or strategy?
Time-bound
What is the deadline?
Is the deadline realistic?

21. Action Planning Template
Area Addressed:
Goal
ACTION STEPS
IMPLEMENTATION PLAN
Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.
For each of the Action Steps you list, give proposed timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)
Timeline
Person(s) Responsible
Evaluation Strategy
Performance Results / Outcomes
Action Step 1.1
Action Step 1.2
Action Step 1.3
Action Step 1.4

22. Next Steps

23. What might be some next steps for this work?

24. Wrap-Up, Reflection, and Feedback

25. Wrap-Up Identified successful practices throughout the department.
Analyzed multiple sources of data to inform action plans.
Drafted action plans for assigned area.
Identified next steps.
Now……Reflect upon our learning.
Now…Provide feedback about the work.

26. Exit Ticket Reflection
Given what we have discussed and learned today, what might be 2-3 action steps I take?

27. Feedback--- How Was Today’s Meeting
Individually
Use a post-it note to provide feedback.

28. Wrap Up

29. MNPS Collaborative Inquiry Toolkit

30. References
Hattie, J. (Fall 2015). What works in education: The politics of collaborative expertise. London, UK: Pearson. Retrieved from com/files/hattie/150526_ExpertiseWEB_V1.pdf Lipton, L. & Wellman, B. (2017). Data-driven Dialogue: A facilitator's guide to collaborative inquiry. Charlotte, VT: MiraVia, LLC. Lipton, L. & Wellman, B. (2011). Groups at work: Strategies and structures for professional learning. Sherman, CT: MiraVia, LLC. Wentworth, M. (n.d.) Chalk talk. National School Reform Faculty website. Retrieved from Wilkerson, S. (June 5, 2014). Logic models: An introduction [PowerPoint slides]. Wilkerson, S. (June 4, 2014). Metropolitan Nashville Public Schools research alliance: Day 1, fishbone process [PowerPoint slides].