We Boost Achievement An introduction to Evidence Based Practice, Action Research, and Ross Todd’s Vision

Lauren Bacall said… “Standing still is the fastest way of moving backward in a rapidly changing world.” Ross Todd said that Evidence Based Practice is “at the heart of progress for school library media specialists.”

Ross Todd also said on the cover of SLJ… “No one is coming to rescue us. We have to rescue ourselves.”

Prove that we make a difference! School libraries make a difference. How? When? Why? Who? EBP makes the invisible VISIBLE!

EBP in 2008 Shift from what SLMS DO to what students achieve EBP validates WE BOOST quality learning outcomes Action oriented, built on awareness Shift in focus from information inputs to knowledge and skills outputs Shift to mastery of complex skills

Ross Todd also says… We are wearing BLINKERS. Curriculum with outcomes and indicators is an evidence based approach. It is action and evidence that show what makes a difference in student learning. Practice that produces intended results is responsive and accountable.

We Boost Achievement Action Research has roots in medicine and healthcare in the 1990’s. Knowledge and experience come together. Evidence of what works and evidence of what doesn’t work is all around. Do what works. Don’t do what doesn’t work. RT

School libraries and Action Research in 2008 Deep and broad base of research on what works and what doesn’t work is at our fingertips. 20 state studies, extensive empirical evidence regarding best professional practice, tell us what works. Use the research to decide on performance day to day.

Self education… Self-education involves using the best possible research to inform our practice. Self-education involves inquiry to bring about change. Self-education implies action directed toward a goal

Four frameworks for action Research has provided evidence that boosting student achievement can be correlated with four key components of a SLM program: INFORMATION LITERACY COLLABORATION TECHNOLOGY READING These are integrated into EBP in We Boost Achievement

Action Planning Three central contexts are incorporated into evidence based practice in We Boost Achievement: LEARNER TEACHER ORGANIZATION

Your ACTION PLAN for EBP: Explore the status quo of your program. Document what is with evidence. Set a goal to change what doesn’t work or could work better. Research best practice in that specific area to guide your strategies. Develop informed strategy for change and implement it. Document differences with evidence. Advocate with the evidence because of slms action and new learning initiatives, learning outcomes. Expand, refine, scaffold, progress.

EVIDENCE BASED PRACTICE Tangible impacts and outcomes of sound decisions Local action Local processes Local immediate outcomes

Outcomes of EBP for SLMS Professional growth and efficacy Refined professional practice Confidence Job satisfaction Reorientation, proactive Targeted time, energy, resources Don’t do what doesn’t work Research informs day to day practice Learning centered role

Outcomes of EBP for SLMS Planning for instruction BLINKERS OFF Moving beyond advocacy Support success Impact of information literacy on students SLMS seen as tangibly connected to learning in the school Visible connections to learning Learning outcomes identified Accountability Teachers advocate for SLMS when they witness outcomes

What is EVIDENCE? Detailed questionnaires Pre and post tests Conferencing Follow up focus groups Substantive conversations Surveys One minute papers Student reflections on performance

What is EVIDENCE? Answers to—”How did the slms help you?” “What skills did you learn.” Testimony (See Ohio Study, Delaware Study and others.) Focus activities Journal writing Checklists Student products Audience Feedback

What is EVIDENCE? Not always the data bandwagon! Standards based measures Benchmarks Knowledge, skills, values, attitudes Products Rubrics Local assessments Anecdotal records Formal and informal instructional intervention

Data as evidence AASL Conference October 2008 Outcomes explicit in new AASL Standards Creation of knowledge and knowledge products Framework provided for evidence that should be generated Structure provided for evidence based claims about SLMP contribution to learning

Data as evidence Evidence collecting strategies prescribed Knowledge based outcomes in the language of curriculum standards Products that show improved ability to analyze and synthesize Evidence of drawing conclusions, understanding Evidence of evaluating multiple points of view Evidence of performance after instruction Quantity and quality of notes changed with student questions as FOCUS

Rationale … YOURS The MOUNTAIN of WHY? The MOUNTAIN of WHY NOT?

Alternatives to EVIDENCE Beating around the bush Jumping to conclusions Throwing my weight around Dragging my heals Pushing my luck Making mountains out of molehills Bending over backwards Jumping on the bandwagon Running around in circles Mouthing on Pulling out the stops Adding fuel to the fire Going over the edge Picking up the pieces

Workshop Dynamics End to isolation Soup and salad and brownies Personalized, individualized Critical supportive friends Time to reflect, consider, explore, analyze, experiment New learning Path can be indirect Coaching, mentoring, response, interest, ideas, common ground, sharing Expanded insight to best practice via the Ross Todd Highway

Next session Weigh your own program dynamics and practice Review tools to evaluate SLM programs Decide on a GOAL for your Action Plan Review We Boost Achievement in the area related to your GOAL

RESOURCES Mary Ratzer’s stuff Your brain times all workshop participants brains Your experience times all workshop participants’ experience Shared professional collections Rossography and workshop resources on the CRBSLS website WE BOOST ACHIEVEMENT Expansive and deep research base just waiting to be tapped with guidance