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A PLAN FOR EMPOWERING LEARNERS Using the AASL Planning Guide with “School Libraries Count!”: Personalized Results to Advocate for your School Library Program Sabrina Carnesi Crittenden Middle School Newport News, Virginia 23606

Aasl 2011 vema presentation

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Page 1: Aasl   2011 vema presentation

A PLAN FOR EMPOWERING LEARNERSUsing the AASL Planning Guide with “School Libraries Count!”: Personalized Results to Advocate for your School Library Program

Sabrina CarnesiCrittenden Middle SchoolNewport News, Virginia 23606

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TODAY’S OBJECTIVES:• Draw connections between

Planning Guide module’s data results Personalized reports from “School

Libraries Count!” survey

Discuss Sharing Information from Program Assessment with Stakeholders

A Planning Guide for Empowering Learners

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OBJECTIVE 1:• Drawing connections between

Planning Guide module’s data results

Personalized reports from “School Libraries Count!” survey

A Planning Guide for Empowering Learners

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THE ASSESSMENT RUBRIC Aligned with the national guidelines presented in

Empowering Learners: Guidelines for School Library Programs

A Planning Guide for Empowering Learners

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THE ASSESSMENT RUBRIC

• 1. Developing Visions for Learning

2. Teaching for Learning 3. Reading 4. Multiple Literacies 5. Inquiries 6. Assessment for Learning 7. Building the Learning

Environment 8. Staffing

9. The Learning Space 10. Budgeting 11. Policies 12. Collection and

Information Access 13. Outreach 14. Professional

Development 15. Empowering Learning 16. Leadership

• Aligned with the national guidelines presented in Empowering Learners: Guidelines for School Library Programs

• Assesses the program using 16 sets of criteria

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ASSESSMENT RUBRIC

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Hours per Week meeting w/Teachers to Plan Instructional Units

Hours per Week Delivering Instruction

A Closer Look: Staffing Raw Data and the Assessment Rubric

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Teaching for Learning Sectionpages 2&3

The raw data from “School Libraries Count” as well as additional personalized data from Hines MS is used to develop a profile for the school’s library program.

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The raw data shows that Hines MS spends an average of 3 hours per week planning instruction with teachers in comparison to the rest of the state’s 3.5 hours and nation’s 3.01 hours.

Exemplary - Proficient - Basic

Teaching for Learning Sectionpages 2&3

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Exemplary - Proficient - Basic

Teaching for Learning Sectionpages 2&3

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Exemplary - Proficient - Basic

Teaching for Learning Sectionpages 2&3

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A Closer Look: Library Expenditures and the Assessment Rubric

Average Spend on Information Resources: print, nonprint, licensed

databases, and other electronic access to information

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Building the Learning Environment:

Budget-pages 10 & 11

Library budget for Hines MS is slightly higher than the national and state averages.

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Building the Learning Environment:

Budget-pages 10 & 11

Exemplary - Proficient - Basic

The raw data shows that Hines MS spends $15,000 on information resources in comparison to the average for rest of the state at $8,000 and the nation’s $14,000.

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DRAWING CONNECTIONS WITH DATA Snapshot of library program as it now

exists.Bold and Clear AreasFuzzy Areas

Clarifying the pictureMove from what is to what should be Identify activities or steps needed to develop

picture Brainstorm suggestions Responsibilities carried out by various stakeholders

A Planning Guide for Empowering Learners

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THE ASSESSMENT GUIDE’S PROGRAM SNAPSHOT FOR HINES MIDDLE SCHOOL

A Planning Guide for Empowering Learners

Exemplary 50

Basic 8

Proficient 42

Exemplary - Proficient - Basic

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THE ASSESSMENT RUBRIC School Libraries Count! 2010 Report

http://www.ala.org/ala/mgrps/divs/aasl/researchandstatistics/slcsurvey/slcsurvey.cfm

2011 School Libraries Count survey will be available in January 2011.

A Planning Guide for Empowering Learners

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A Planning Guide for Empowering Learners

Objective 2: Use Your Data to Advocate for Your Program!

Share Your Plan with the

Stakeholders in Your School Community!

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ADVOCACY

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Common Beliefs

Lay a strong foundation

Give us language to reach out and connect to colleagues

Start the conversation on common ground

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COMMON BELIEFS Reading is a window to the world. Inquiry provides a framework for learning. Ethical behavior in the use of information must be

taught. Technology skills are crucial for future employment

needs. Equitable access is a key component for education. The definition of information literacy has become

more complex as resources and technologies have changed.

The continuing expansion of information demands that all individuals acquire the thinking skills to learn on their own.

Learning has a social context. School libraries are essential to the development of

learning skills.

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START BY THINKING Who can we Dance with? Our Stakeholders

Classroom TeachersParentsOther School LibrariansAdministrators

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What are Elevator Speeches?

Definition•30 to 40 second speech created by advertisement executives to promote a promote a particular product.

•50 – 100 words in length

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What to Consider …

…when creating an elevator speech

•Who you’re addressing

•What library event you’re promoting

•An invitation to attend event or visit library media center

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Sample STANDARD 4 ~ AUDIENCE: PARENTS

Based on Common Belief #1 – Reading is a window to the

world.

I know you want your child to have a successful life. And so do I. We both believe that reading is the key to learning for life and developing new understandings. I invite your support for our afterschool book club by allowing your child to participate. (46 words)

N. Silcox – Arlington City Schools November 2009

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SAMPLE (REVISED VERSION)STANDARD 1 ~ AUDIENCE: CLASSROOM TEACHERS

BASED ON COMMON BELIEF #3 – ETHICAL BEHAVIOR IN THE USE OF

INFORMATION MUST BE TAUGHT.

As (school) librarians, it is important for us to collaborate with the classroom teacher in teaching our students the ethical use of information. It is our job to show students how to seek diverse perspectives gather and use information ethically and to safely and responsibly use social tools. Will you allow me to schedule your classes in our computer lab to go over proper Internet safety skills? After the session, I can register them on my Internet Safety blog and they will be able to ask me to help them with any questions that may arise when they start their research project. (47 changed to 101 words)

An. McLean – Roanoke City Schools K. Harris – Petersburg School District November 2009

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I know we both want our students to be independent learners and to take responsibility to generate and answer their own questions. I would love to work with you in your next unit to engage students in their own learning experience by sharing skills to help them gain critical thinking knowledge using the library’s many resources. I can also teach them several tools of self-assessment to ensure that they can thrive in a complex information environment. (76 words)

H. Overstreet – Brunswick County Schools K. Lively – Brunswick County Schools November 2009

SampleSTANDARD 2 ~ AUDIENCE: CLASSROOM TEACHERS

Based on Common Belief #3 – Ethical behavior in the use of information

must be taught.

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TASK #2 - 15 MINUTES

1. Please generate your own personal elevator speech to advocate an activity or program in your library that you think would need broader support.

2. Write a rough draft on the loose-leaf paper at your table with your name and email address to turn in.

3. Recopy your elevator speech on poster paper and display on wall in elementary, middle, or high school section.

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GALLERY WALK

Please feel free to walk around and view various elevator speeches when time allows

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Any Questions?

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Thank You So Much!

Sabrina CarnesiVirginia Learning4Life State

CoordinatorCrittenden Middle School

6158 Jefferson AvenueNewport News, VA 23606

[email protected]