SINA COLLABORATIVE LEARNING WEBINAR:
SPECIAL EDUCATION TEAM REPRESENTATIVES AND
EDUCATIONAL SERVICES CONSULTANTS
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- This webinar will be recorded.
WEBINAR NORMS
 Listen
 Seek
for understanding
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
Where are we in the SINA process?
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
KEY ATTRIBUTES OF COLLABORATION
1. Collaboration is voluntary
44%
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)
33%
56%
33%
Learning Goal
• 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.
Success Criteria
• 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
•
•
•
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
Educational Service Consultants
•
• Identify and support the use of
research and/or best practices in improving the
•
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
•
•
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
Monitors
Requires ongoing
Specifies
Action Plan
Assessment
Evaluation
Questions
Professional
Development
1)
2)
3)
4)
4 Key Components
Administrators are supportive and
actively involved
Adequate time provided
Teachers given frequent opportunities
to collaborate
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?
Determine impact on…
IPDM
Monitor Student Achievement
Monitor Teacher Behavior
Structure for Teacher Collaboration
Adjust Training and Supports
Student
Success
Teacher
Behavior
What are students/teachers experiencing?
Are students showing learning gains?
Should we increase/decrease our use of certain
strategies?
2011 AEA 267
What tools are needed to
monitor progress?
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.”
EFFECT SIZE
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
greater than 0.40
is seen as above the
norm and leading
towards a more-thanexpected growth
over a year.
Variable Influence
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
High
Medium
Low
Variable Influence
High
Medium
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
Meta-cognitive strategy programs
Low
X (0.17)
X (0.69)
Phonics instruction
X (0.54)
Professional development on student
achievement
X (0.51)
Variable Influence
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
High
Medium
Low
Variable Influence
Providing formative evaluation to teachers
High
Low
X (0.90)
Providing worked examples
Reciprocal teaching
Medium
X (0.57)
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
Teacher-student relationships
X (0.09)
X (0.72)
Using simulations and gaming
Vocabulary programs
X (0.33)
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 Formula
Effect size = Average (post-test) – Average (pre-test)
Spread (standard deviation, or sd)
Individual Student Formula
Effect size = Individual Score (post-test) – Individual Score (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)
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 is
the big deal about
EFFECT SIZE?
Reflection
Questioning
Conversation
Collaboration
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
• 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.
Success Criteria
• 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
Upcoming LEA
Face-to-Face
SINA Meeting Dates
- Clear Lake- May 2
- Cedar Falls- May4
- Marshalltown- May 3
Webinar Support Dates
(9:00-10:30 am)
Apr. 12
Thank you for…
springing into action
with your school!