1. Raising Student Achievement through Texas School Libraries

2. Case Study It was the first meeting of the year for the department chairs at XYZ School in Someplace, Texas. Everyone nervously awaited the TAKS scores. So many times, they had come close to achieving “Recognized Status.” Would they make it this time? Cat Green, school library media specialist, waited anxiously with the rest. Mr. Hasley, Principal, handed out the results with a frown. “We almost made it.” he said. “We just missed it again.” Clearing his throat, he continued. “This year is really going to be different. We are going to apply new strategies and everyone sitting here is going to be a part of the plan. I want to hear from each one of you how your department is going to help us reach ‘Recognized’ this year.” Cat shifted uncomfortably in her seat. She was in her third year as a school librarian. The library had in place many programs that she felt contributed to the students’ success. She ran through a list of strategies from recent conferences and wondered what could she do that would specifically enable the school to reach “Recognized.” If you could whisper in Cat’s ear. What would you tell her?

3. Evidence-Based Practice “Professional work is directed toward demonstrating the tangible impact and outcomes of sound decision making and the implementation of organizational goals and objectives.” Loertscher, D., and Todd, R.J (2003). We Boost Achievment! Evidence-based practice for school library media specialists. Salt Lake City, UT, Hi Willow Research and Publishing.

4. Core Beliefs DifferenceInterventionTransformation Loertscher, D., and Todd, R.J (2003). We Boost Achievement! Evidence-based practice for school library media specialists. Salt Lake City, UT, Hi Willow Research and Publishing.

5. Difference Provision of information and information services makes a difference in the lives of people Engagement with information has some effect – their existing knowledge is changed in some way Shifts our responsibility from simple transmittal to understanding how information enables people to build new understandings Loertscher, D., and Todd, R.J (2003). We Boost Achievement! Evidence-based practice for school library media specialists. Salt Lake City, UT, Hi Willow Research and Publishing.

6. Intervention Teaching is a form of intervention. Key role of school library media specialist centers on teaching that directly impacts on and shapes quality of student learning through engagement with information. Information literacy is the centerpiece of the instructional role of the school library media specialist. Loertscher, D., and Todd, R.J (2003). We Boost Achievement! Evidence-based practice for school library media specialists. Salt Lake City, UT, Hi Willow Research and Publishing.

7. Transformations Learning takes place and the lives of our students are transformed Knowledge, skills attitudes and values of learners are shaped through their engagement with the school library Evidence based practice programs make a concerted effort to carefully document and study how the library media program makes a difference in learning Loertscher, D., and Todd, R.J (2003). We Boost Achievment! Evidence-based practice for school library media specialists. Salt Lake City, UT, Hi Willow Research and Publishing.

8. How does it apply to school libraries? Most educators don't recognize a direct link between the daily activities of school librarians and improved student achievement. Shift from simply advocating the value of school libraries and to documenting tangible outcomes. Taking concrete action will help you gain the respect you deserve and eventually play a huge role in budgetary decisions that affect your media center. Todd, R.J. (2003). Irrefutable Evidence. School Library Journal 49(4) 52-4.

9. What does the research say? 1960s –Students who attend schools with centralized libraries and certified librarians demonstrate superior gains between the fourth and sixth grades in general educational gain, reading achievement and reference skills, as measured by the Iowa Test of Basic Skills Haycock, K. (2003). The crisis in Canada's school libraries: the case for reform and reinvestment. Association of Canadian Publishers. Available at: http://www.peopleforeducation.com/librarycoalition/report03.pdf

10. What does the research say 1970s –The presence of a library and the functions of a teacher-librarian exert significant influence on information- gathering skills and reading charts and graphs (Becker, 1970). –Students at all levels of ability who have professional library services perform at a higher level of academic achievement than those students who have not received this service (McConnahan, 1972). –There is a positive relationship between the level of library service and student scholastic achievement; the number of volumes in the school library is a predictor of success (Greve, 1974). Haycock, K. (2003). The crisis in Canada's school libraries: the case for reform and reinvestment. Association of Canadian Publishers. Available at: http://www.peopleforeducation.com/librarycoalition/report03.pdf

11. What does the research say? 1980s –School Match, an executive placement service, found that “of all expenditures that influence a school’s effectiveness —including those for facilities, teachers, guidance services and others—the level of expenditures for the library and media services has the highest correlation with student achievement” (Baldridge & Broadway, 1987). Haycock, K. (2003). The crisis in Canada's school libraries: the case for reform and reinvestment. Association of Canadian Publishers. Available at: http://www.peopleforeducation.com/librarycoalition/report03.pdf

12. What does the research say? 1990 - 2000 –State studies of Keith Curry Lance et al. Found that academic achievement is higher where libraries are better funded, whether their schools and communities are rich or poor and whether adults in the community are well or poorly educated. –States included Colorado, Alaska, Pennsylvania, New Mexico, Oregon and Texas Haycock, K. (2003). The crisis in Canada's school libraries: the case for reform and reinvestment. Association of Canadian Publishers. Available at: http://www.peopleforeducation.com/librarycoalition/report03.pdf

13. Why implement Evidence-Based Practice in your library? Previous research provides an association between libraries and student achievement Need to move beyond simply providing an association to establishing a link Evidenced-Based Measures are used to assess the success of the library program in the new state standards for school library programs.

14. How do we influence student achievement? Through teaching lessons Activities Programs Providing resources to students Providing resources to teachers Collection development Staff development Providing leadership Providing information

15. What are the issues in implementing evidence-based practice? Issues Accountability fears Competency requirements Time Pressures Contrary to lifelong learning Lack of knowledge and skills

16. What are the benefits of evidence-based practice? Benefits Visibility of school library’s contribution to learning Funding Accountability Job satisfaction School librarian’s role is learner- centered Moving beyond advocacy Planning for instruction

17. How do we get started with evidence- based practice? The TAKS Support Plan

18. Creating a TAKS Support Plan What is a TAKS support plan? Where do you begin? What does it include? What resources are available to create the plan?

19. What is a TAKS Support Plan? A plan created by the school library media specialist in collaboration with his/her faculty for library interventions for 2 or 3 identified TAKS weaknesses at his/her school.

20. To Begin: Obtain Summary Report – Student Performance from School Principal. Identify sections where students performed weakly.

22. What does the TAKS Support Plan include? Background of school; strengths & weaknesses TEKS selected Plan for student achievement Evaluating resources Plan for collaboration Communication Plan

23. How long is a TAKS Support Plan? About a half page per section

24. Background of School Level (Elementary, Middle, High) Size Socioeconomic Status Strengths Weaknesses Condition of the Library –Staffing –# of Books –Relative age of the collection –How open is the faculty to collaboration

25. Collaboration Plan Which teachers and administrators are involved? What roles will each person serve? Will you meet as a team or will you get input from each person individually

26. TEKS Selected What 2-3 TEKS were selected? Why those TEKS? What input did your colleagues at your school give you regarding selecting these TEKS?

27. Planning for Student Achievement  What strategies were chosen?  What evidence do you have of their likelihood for promoting student achievement?  How did your colleagues at your school help you in determining this plan?

28. Evaluating Resources Physical Resources –Books –Databases –Computers –Software Human Resources What do you have? What do you need? How will needed items be obtained?

29. Communication Plan How will the plan be shared with all the stakeholders in the school community? Faculty? Parents? Central Office? Others?

30. What resources are available to help create plan? Strategies at the school or district level adapted to the school library. Periodical databases accessing research- based journals TAKS & TEKS Student Expectations that are Influenced within the Library ProgramTAKS & TEKS Student Expectations that are Influenced within the Library Program Eric Documents / Eric Digests & AbstractsEric Documents Eric Digests & Abstracts

31. Brain storm Talk things over with your “other half” and come up with a rough idea of what you’re going to do when you get back to campus. Yes, you will share with the whole group!

32. Texas A&M Offering a free online course to help you complete your TAKS Support Plan as part of a doctoral study. This study is investigating different environments for online professional development. The course will be offered online through TAMU using WebCT Vista. The course will last 6 weeks and will begin September 1. Participation will require an average of one hour per week Each week, you will complete and upload a part of the plan.

33. What’s in it for me? If you choose to participate in the course and complete the plan: –8 hours of Continuing Ed credit from Texas State Library and Archives Commission –Letter to your principal from Dean of College of Education at TAMU recognizing your participation

34. Why should you participate? Online professional development is an emerging format for professional development. Your participation can help shape future online professional development for school librarians. You can participate anytime or anywhere that you have access to the Internet. You can access the WebCT Vista at school or at home. You can even participate in your bunny slippers.

35. TAKS & TEKS Student Expectations that are Influenced within the Library Program

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