sina collaborative learning webinar : s pecial education t eam representatives and educational s...
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SINA COLLABORATIVE LEARNING WEBINAR: SPECIAL EDUCATION TEAM REPRESENTATIVES AND EDUCATIONAL SERVICES CONSULTANTS
You should be hearing music at this time. If you are unable to hear, please make sure your sound is turned on.
- This webinar will be recorded.
Feel free to call for assistance if you are having difficulty… 641-231-2231.
WEBINAR NORMS
Listen for understanding
Seek clarification
Engage in collaboration
Inquire, ask questions
The more the student becomes the teacher and
the more the teacher becomes the learner,
then the more successful are the outcomes.
-John Hattie
Audit: Collect and analyze data to determine current reality
Diagnosis: Complete gap analysis, determine root cause, brainstorm possible solutions/actions, and create KASAB
Design: Develop an action plan
Implementation: Monitor fidelity of implementation of actions and activities
Evaluation: Evaluate the effectiveness of the intervention
Where are we in the SINA process?
KEY ATTRIBUTES OF COLLABORATION1. Collaboration is voluntary
2. Collaboration is based on parity (must believe all individuals’ contributions are valued equally)
3. Collaboration requires a shared goal
4. Collaboration includes shared responsibility for key decisions (divide work and share decision making about the activities they are undertaking)
5. Collaboration includes shared accountability for outcomes (share accountability for the results of the decisions)
6. Collaboration is based on shared resources (individuals make an effort to contribute some type of resource)
7. Collaboration is emergent (emerges as individuals are more experienced at collaboration)
56%
44%
33%
33%
Learning Goal Success Criteria
•Understand the role of the Special Education Team Representatives and Educational Service Consultants as critical friends in the LEA SINA team meetings.
•Understand the basic purpose and the use of effect size.
•I can frame questions, make comments and encourage collaboration when working with the LEA SINA team.
•I can explain and articulate the basic purpose and use of effect size.
DOCUMENTS IN ORDER
• Impacts on Student Learning Table
• Visible Learning Top 30 Ranked Strategies
• Calculating Effect Size Template (Excel)
• Sample Calculating Effect Size (Excel)
COLLABORATION
Address Concerns
Address Barriers
Add Discoveries
Add Successes
IMPLEMENTATION: ROLES AND RESPONSIBILITIES
Special Education Team Representatives
Educational Service Consultants
• Actively participate in designated Implementation SINA dates with LEA SINA Team
• Coach and assist LEA SINA Team in building capacity in conducting a successful collaborative learning team within their building when monitoring implementation
• Assist LEA SINA Team in examining classroom data and district-wide assessment data as it relates to student achievement, supplemental instruction, and enrichment
• Serve as critical friend throughout process by asking probing and clarifying questions
• Support LEA SINA Team to ensure that services are in compliance with federal/state regulations and AEA procedures.
• Promote collaboration and shared responsibility among SINA Team members
• Work collaboratively and provide feedback regarding the degree of implementation during “On-Site Assistance” with LEA SINA Teams
• Identify and support the use of research and/or best practices in improving the educational program
• Support LEA SINA Team to ensure that services are in compliance with federal/state regulations and AEA procedures
• Assist LEA SINA team by matching needs with AEA services
• Promote collaboration and shared responsibility among SINA Team members
SINA Implementation
Action Plan
Professional Development
AssessmentEvaluation Questions
Requires ongoingSpecifies
Monitors
Student Success
Teacher Behavior
Determine impact on…4 Key Components1) Administrators are supportive and
actively involved2) Adequate time provided3) Teachers given frequent opportunities
to collaborate4) Adequate resources allocated
How will data be collected?
Who will collect these data and when?
How will data be shared and with whom?
How will the data be analyzed?
How often and how will implementation data be compared with formative studentachievement data?
IPDMMonitor Student AchievementMonitor Teacher BehaviorStructure for Teacher CollaborationAdjust Training and Supports
What are students/teachers experiencing?
Are students showing learning gains?
Should we increase/decrease our use of certainstrategies?
What tools are needed to monitor progress?
2011 AEA 267
Goal Setting andStudent Learning
Selecting Contentand Providers
Designing Processfor Professional
Development
ProgramEvaluation
(Summative)
Collecting/AnalyzingStudent Data
Ongoing Data Collection(Formative Evaluation)
Collaboration/Implementation
Training/LearningOpportunities
Goal Setting andStudent Learning
Selecting Contentand Providers
Designing Processfor Professional
Development
ProgramEvaluation
(Summative)
Collecting/AnalyzingStudent Data
Ongoing Data Collection(Formative Evaluation)
Collaboration/Implementation
Training/LearningOpportunities
Iowa Professional Development Model
Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement by John Hattie•represents evidence-based research into what actually works in schools to improve learning
Visible Learning for Teachers: Maximizing Impact on Learning by John Hattie•explains how to implement the principles of Visible Learning into the classroom
“Know thy impact.”
A measure to how effective a treatment or intervention has been.
John Hattie recommends to use the effect size to focus on progress.
The effect size helps to UNDERSTAND THE IMPACT of teaching over a period in time.
EF
FE
CT
SIZ
E
EFFECT SIZE greater than 0.40
is seen as above the norm and leading towards a more-than-expected
growth over a year.
Variable Influence High Medium Low
Ability grouping/tracking/steaming
Acceleration (for example, skipping a year)
Comprehension programs
Concept mapping
Cooperative vs. individualistic learning
Direct instruction
Feedback
Gender (male compared with female)
Home environment
Individualizing instruction
Influence of peers
Matching teaching with student learning styles
Meta-cognitive strategy programs
Phonics instruction
Professional development on student achievement
Variable Influence High Medium Low
Ability grouping/tracking/steaming X (0.12)
Acceleration (for example, skipping a year) X (0.68)
Comprehension programs X (0.60)
Concept mapping X (0.60)
Cooperative vs. individualistic learning X (0.59)
Direct instruction X (0.59)
Feedback X (0.75)
Gender (male compared with female) X (0.12)
Home environment X (0.52)
Individualizing instruction X (0.22)
Influence of peers X (0.53)
Matching teaching with student learning styles
X (0.17)
Meta-cognitive strategy programs X (0.69)
Phonics instruction X (0.54)
Professional development on student achievement
X (0.51)
Variable Influence High Medium Low
Providing formative evaluation to teachers
Providing worked examples
Reciprocal teaching
Reducing class size
Retention (holding back a year)
Student control over learning
Student expectations
Teacher credibility in eyes of the students
Teacher expectations
Teacher subject matter knowledge
Teacher-student relationships
Using simulations and gaming
Vocabulary programs
Whole language programs
Within-class grouping
Variable Influence High Medium Low
Providing formative evaluation to teachers X (0.90)
Providing worked examples X (0.57)
Reciprocal teaching X (0.74)
Reducing class size X (0.21)
Retention (holding back a year) X (-0.13)
Student control over learning X (0.04)
Student expectations X (1.44)
Teacher credibility in eyes of the students X (0.90)
Teacher expectations X (0.43)
Teacher subject matter knowledge X (0.09)
Teacher-student relationships X (0.72)
Using simulations and gaming X (0.33)
Vocabulary programs X (0.67)
Whole language programs X (0.06)
Within-class grouping X (0.18)
Visible Learning Top 30 Ranked Strategies
How do I determine an EFFECT SIZE for the classroom?
EFFECT SIZE = Average (post-test) – Average (pre-test) Spread (standard deviation, or sd)
Visible Learning for Teachers: Maximizing Impact on Learning by John Hattie (page 257-260)
How do I determine an EFFECT SIZE for individual students?
Classroom FormulaEffect size = Average (post-test) – Average (pre-test) Spread (standard deviation, or sd)
The easier method of calculating effect size is to use Excel with the above formulas.
Visible Learning for Teachers: Maximizing Impact on Learning by John Hattie (page 257-260)
Individual Student FormulaEffect size = Individual Score (post-test) – Individual Score (pre-test) Spread (standard deviation, or sd)
Example of a possible classroom’s individual effect sizes…
Student Feb. Test June Test Effect Size
David 40 35 -0.28
Anne 25 30 0.28
Eeofa 45 50 0.28
Barry 30 40 0.56
Corrin 35 45 0.56
Hemi 60 70 0.56
Juliet 65 75 0.56
Karmo 70 80 0.56
Fred 50 75 1.39
Ginnie 55 85 1.67
Classroom Effect Size: 0.60
So, really, what isthe big deal about
EFFECT SIZE?
Ref
lect
ion
Collaboration
Conversation
Questioning
The more the student becomes the teacher and
the more the teacher becomes
the learner, then the more successful
are the outcomes.
-John Hattie
Learning Goal Success Criteria
•Understand the role of the Special Education Team Representatives and Educational Service Consultants as critical friends in the LEA SINA team meetings.
•Understand the basic purpose and the use of effect size.
•I can frame questions, make comments and encourage collaboration when working with the LEA SINA team.
•I can explain and articulate the basic purpose and use of effect size.
DATES TO REMEMBER
Webinar Support Dates(9:00-10:30 am)
Apr. 12
Upcoming LEA Face-to-Face
SINA Meeting Dates
- Clear Lake- May 2 - Cedar Falls- May4
- Marshalltown- May 3
Thank you for… springing into action
with your school!
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