SINA COLLABORATIVE LEARNING WEBINAR FOR S PECIAL EDUCATION T EAM REPRESENTATIVES AND EDUCATIONAL S ERVICES C ONSULTANTS You should be hearing music at this time. If you are unable to hear, please make sure your sound is turned on. Feel free to call for assistance if you are having difficulty… This webinar will be recorded.

Success isn’t how far you got, but the distance you traveled from where you started. - Proverb

W EBINAR N ORMS Listen for understanding Seek clarification Engage in collaboration Inquire, ask questions

Learning GoalSuccess Criteria Understand the role of the Special Education Team Representatives and Educational Services Consultants as critical friends in the LEA SINA team meetings during the implementation phase of the SINA process. Understand and make connections with the six key attributes and the three prerequisites of collaboration within the SINA process. I can frame questions and comments as a critical friend to successfully engage the LEA SINA team as they implement their action plan. I can explain and articulate connections with the six key attributes and the three prerequisites of collaboration within the SINA process.

D OCUMENTS IN ORDER 1. SINA Implementation 2. Collaboration

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?

C OLLABORATION Concerns Barriers Discoveries Successes

SINA Implementation Action Plan Professional Development Assessment Evaluation Questions Requires ongoing Specifies Monitors Student Success Teacher Behavior Determine impact on… 4 Key Components 1)Administrators are supportive and actively involved 2)Adequate time provided 3)Teachers given frequent opportunities to collaborate 4)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 student achievement data? IPDM Monitor Student Achievement Monitor Teacher Behavior Structure for Teacher Collaboration Adjust Training and Supports What are students/teachers experiencing? Are students showing learning gains? Should we increase/decrease our use of certain strategies? What tools are needed to monitor progress? 2011 AEA 267

IMPLEMENTATION : R OLES 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 Assessment Evaluation Questions Requires ongoing Specifies Monitors Student Success Teacher Behavior Determine impact on… 4 Key Components 1)Administrators are supportive and actively involved 2)Adequate time provided 3)Teachers given frequent opportunities to collaborate 4)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 student achievement data? IPDM Monitor Student Achievement Monitor Teacher Behavior Structure for Teacher Collaboration Adjust Training and Supports What are students/teachers experiencing? Are students showing learning gains? Should we increase/decrease our use of certain strategies? What tools are needed to monitor progress? 2011 AEA 267

Iowa Professional Development Model

intera C tion skills shared gOals vaLue others voLuntary pArity contriButing cOmmunication skills Respect shared Accountability shared responsibiliTy Emergent

K EY A TTRIBUTES OF C OLLABORATION 1. 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)

PREREQUISITES FOR COLLABORATION 1. Reflecting on personal belief system (How much do you value sharing ideas?) 2. Refining interaction skills  Communication skills Listening Attending to nonverbal signals Asking questions Making statements in clear and nonthreatening ways Interaction-process skills Conducting effective meetings Responding to resistance Resolving conflict Persuading others 3. Contributing to a supportive environment Contribute to collaborative atmosphere Availability of time for collaboration Connection… 3 Types of Questions

Collaboration What it IS and IS NOT

Reflect…

Learning GoalSuccess Criteria Understand the role of the Special Education Team Representatives and Educational Services Consultants as critical friends in the LEA SINA team meetings during the implementation phase of the SINA process. Understand and make connections with the six key attributes and the three prerequisites of collaboration within the SINA process. I can frame questions and comments as a critical friend to successfully engage the LEA SINA team as they implement their action plan. I can explain and articulate connections with the six key attributes and the three prerequisites of collaboration within the SINA process.

D ATES TO REMEMBER Webinar Support Dates (9:00-10:30 am) Mar. 9 Apr. 12 LEA SINA Dates Implementation Visits in January Upcoming Face-to-Face SINA Meetings - Clear Lake- Feb. 15 and May 2 - Cedar Falls- Feb. 16 and May4 - Marshalltown- Feb. 17 and May 3

Thank You!