SINA COLLABORATIVE LEARNING WEBINAR: SPECIAL EDUCATION TEAM REPRESENTATIVES AND EDUCATIONAL SERVICES CONSULTANTS

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- This webinar will be recorded.

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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!