WELCOME! January 9, 2019 CCAR PROTOCOLS The Agreements Stay - - PowerPoint PPT Presentation

DAC/PASS JOINT MEETING WELCOME!

January 9, 2019

CCAR PROTOCOLS

The Agreements Stay Engaged Experience Discomfort Speak Your Truth Expect/Accept Non-Closure

• DR. SIEGFRIED’S MESSAGE

OCTOBER 2018

Data Highlights:

• Course Enrollment
• Disproportionality
• Continuously Enrolled in CCSD K-12th

Grade 11 - ACT Reading benchmark

American Indian Asian Black Hispanic / Latino Two or more races White

Grade 7 - ACT Aspire Reading Benchmark

American Indian Asian Black White Two or more races Pacific Islander Hispanic / Latino

Grade 3 - CMAS ELA Benchmark

American Indian Asian Black White Two or more races Pacific Islander Hispanic / Latino

C O N T I N U O U S D A T A P I C T U R E

MINDFUL INQUIRY PROTOCOL

What’s on your heart and mind when you consider:

• My child is missing from the data set . . .
• 3rd, 7th, 11th grade data picture
• Racial disaggregation
• Disproportionality
• My child is represented and getting what he/she needs . . .

With a dyad partner, use the Mindful Inquiry Protocol to process your thoughts.

MINDFUL INQUIRY PROTOCOL

• 1. Share (2 min.)

Considering what’s on your heart and your mind . . .

• What’s dialing up for you? Where are you on the Compass?

My child is missing from these data? My child is represented and getting what he/she needs.

• II. Paraphrase & Clarify (2 min.)
• What I heard you say . . .
• What I meant was . . .
• III. Reverse Roles & Repeat the Process (4 min.)

Process: Identify Partner A & Partner B Share Your Thoughts Paraphrase and Clarify Reverse Roles

M I N D F U L I N Q U I RY P RO M P T S

FROM DYAD TO QUAD

Share the ideas resonating from your dyad discussion Identify your questions/thoughts as a quad

DATA PRESENTATION

All Students Course Enrollment Disaggregated Data

DATA DISCUSSION

How will we have a conversation about our data?

The Agreements Stay Engaged Experience Discomfort Speak Your Truth Expect/Accept Non-Closure

Table Discussion -

• Generate a list of questions that surface as you examine the data
• Note: Produce as many questions as you can connected to the

answers you desire Rules for Producing Questions: 1. Ask as many questions as you can 2. Do not stop to answer, judge or discuss the questions 3. Write down every question exactly as it is stated 4. Change any statement into a question 5. Aim for open v. closed questions

~ The Right Question Institute, http://rightquestion.org/education/

• QUESTION

FORMATION TECHNIQUE

CLOSED V. OPEN- ENDED QUESTIONS

Open-ended questions require more explanation when answering. They will usually have multiple answers and can cause rich discussion because there is more than one correct answer.

TYPES OF QUESTIONS: CLOSED/OPEN-ENDED

A closed-ended question contrasts with an

• pen-ended question, which cannot be answered

with a simple "yes" or "no”, or with a specific piece

• f fact-based information, and which gives the

person answering the question scope to share

• pinions and give the information that seems to

them to be appropriate.

• Can be answered with either a "yes" or "no” –
• r there is one answer
• Has a correct fact-based answer, and it really isn't
• pen to interpretation.
• Note: Closed-ended questions don't usually

cause rich discussion.

TAKING ACTION

Review the questions generated.

• Choose three questions from your list. Which three questions are:
• Most important
• Want/Need to be answered first
• If answered, would promote excellence for all students in CCSD

1

NEXT STEPS

Identify trends and recommendations Inform strategic plan Develop action plan