1. SINA COLLABORATIVE LEARNING WEBINAR : 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. - This webinar will be recorded. Feel free to call for assistance if you are having difficulty… 641-231-2231.

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

3. The more the student becomes the teacher and the more the teacher becomes the learner, then the more successful are the outcomes. -John Hattie

4. 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?

5. 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) 56% 44% 33%

6. Learning GoalSuccess 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.

7. D OCUMENTS IN ORDER Impacts on Student Learning Table Visible Learning Top 30 Ranked Strategies Calculating Effect Size Template (Excel) Sample Calculating Effect Size (Excel)

8. C OLLABORATION Address Concerns Address Barriers Add Discoveries Add Successes

9. 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

10. 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

11. Iowa Professional Development Model

12. 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

13. “Know thy impact.”

14. 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. EFFECT SIZE

15. EFFECT SIZE greater than 0.40 is seen as above the norm and leading towards a more-than- expected growth over a year.

16. Variable InfluenceHighMediumLow 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

17. Variable InfluenceHighMediumLow 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)

18. Variable InfluenceHighMediumLow 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

19. Variable InfluenceHighMediumLow 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)

20. Visible Learning Top 30 Ranked Strategies

21. 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)

22. How do I determine an EFFECT SIZE for individual students? Classroom Formula Effect 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 Formula Effect size = Individual Score (post-test) – Individual Score (pre-test) Spread (standard deviation, or sd)

23. Example of a possible classroom’s individual effect sizes… StudentFeb. TestJune TestEffect Size David4035-0.28 Anne2530 0.28 Eeofa4550 0.28 Barry3040 0.56 Corrin3545 0.56 Hemi6070 0.56 Juliet6575 0.56 Karmo7080 0.56 Fred5075 1.39 Ginnie5585 1.67 Classroom Effect Size: 0.60

24. So, really, what is the big deal about EFFECT SIZE?

25. Reflection Collaboration Conversation Questioning

26. The more the student becomes the teacher and the more the teacher becomes the learner, then the more successful are the outcomes. -John Hattie

27. Learning GoalSuccess 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.

28. D ATES 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

29. Thank you for… springing into action with your school!