Measuring Student Success in the Library Information and Technology Program Information literacy and technology Basics of the 21st century 4Cs – creativity, critical thinking, collaboration and communication ICT Daniel Pink – A Whole New Mind, Drive Consistent Message Consistent Programs Colet Bartow Montana Office of Public Instruction WLMA/WALE Conference Friday, October 15, 2010

Mission: To ensure that students are effective users and producers of ideas and information. The mission of the school library program is to ensure that students are effective users and producers of ideas and information.   This mission statement is a revised version of the mission first articulated in Information Power: Guidelines for School Library Media Programs (AASL/AECT, 1988) and restated in Information Power: Building Partnerships for Learning (AASL/AECT 1998).  This is a bold mission that commits the school library program and staff to focus on student performance and achievement in terms of information and knowledge use and creation.  1. Note "Eisenberg edit" in the '90s and "Valenza edit," 2009.

Talk to Your Friends: What does this mission mean to you?

Three Essential Functions of Teacher-Librarians:   Information Literacy and Technology Instruction Reading Advocacy Information Services and Management

Talk to Your Friends: Describe your current role as teacher-librarian. Describe your desired role as teacher-librarian.

Teacher-Librarian as Teacher

What is the relationship between…? Curriculum Assessment Content Standards Instruction Draw a diagram that represents the relationship between curriculum, standards, assessment, instruction (3) Pair-Share your drawing (4) Two groups share (3) I share mine and we discuss (5)

Assessment Curriculum Instruction Putting the Pieces Together In a standards-based system, Instruction, Curriculum and Assessment are grounded in the learning expectations established in standards. Standards inform each of the 3.

Standards WA EdTech Standards and InfoLit Crosswalk Big6 MT Standards, ELE

ESSENTIAL LEARNING EXPECTATIONS Learning Targets: Identify Power Standards at each grade level.

Washington State Educational Technology Standards

Common Core State Standards for English Language Arts and Mathematics

Have to put content into process context. Common Core and 15%

Curriculum Stand alone Integrated Big6 by the Month

Not an add-on . . . Janet Murray Matrix It’s what we are already doing, but provides a framework for learning and opportunity to practice ICT Performance Rubrics – meta-rubric for information literacy.

Janet Murray, Achieving Educational Standards Using the Big6™ (Linworth, 2008). Reprinted with permission from “What is the Big6?” The "Big6™" is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: http://www.big6.com Montana Content and Performance Standards: Information Literacy/Library Media Alignment Matrix. http://www.opi.mt.gov/PDF/libmedia/ILLM_Big6_Align.pdf Montana Content Standards and Performance Descriptors. http://www.opi.mt.gov/Curriculum/Index.html?gpm=1_8#p7GPc1_8

Talk to Your Friends: At what level of development is your district’s Information Literacy Curriculum?

Assessment Complete Implementation MUST include meaningful assessment Strategies Dr. Dan Chart, examples

A process not an event

Assessment FOR Learning Formative Assessment Assessment FOR Learning Purpose: Provide ongoing feedback to improve learning Timing: During the learning segment In order to plan for assessment that is aligned to the learning expectations: Be clear about the purpose (and if we’re super-focused on the learning outcomes, the purpose becomes more clear) Determine Formal and Informal Strategies that happen during learning Informal teacher questions Conversation with student Informal observation Rough drafts of written work Learning log (in progress) Reflective journal Math problem steps Practice science experiment Rehearsal of presentation Working portfolio Practice checklist for do-overs Practice rubrics (analytical) Recognize how the assessment evidence is generated and gathered: Obtrusive Unobtrusive Student-generated (Burke, Kay. Balanced Assessment: From Formative to Summative. Bloomington, IN: Solution Tree, 2010)

LEARNING EXPECTATIONS INSTRUCTION Curriculum: Determine the learning expectations: Language of the Standards: how does your state define what students should know and be able to do? We are using MT examples: frameworks/CCSS/etc. Determine connection to standards: science, social studies, E/LA, math, Instruction: Determine how students will learn/practice: Assessment: Determine how students/teacher will measure learning Must establish measurable criteria. Must collect evidence of student learning: during and after learning Must report student learning through whatever means necessary: embedded in project grades, monthly newsletter, report cards. Big6 by the Month helps to diagnose where the information problem solving process breaks down in context. ASSESSMENT

Assessment OF Learning Summative Assessment Assessment OF Learning Purpose: Evaluate final efforts to prove learning Timing: At the end of the learning segment (Burke, Kay. Balanced Assessment: From Formative to Summative. Bloomington, IN: Solution Tree, 2010) In order to plan for assessment that is aligned to the learning expectations: Be clear about the purpose and how student progress will be reported/who will progress be reported to. www.TRAILS.org Implementation: do pre and post assessments Formal oral interview Conference with student Formal observation Final copy of written work Final learning log entry Final journal entry Mathematics final solution Final science experiment Final presentation Showcase portfolio Final checklist Final rubrics (analytical and holistic) Teacher-made tests High-stakes standardized tests

TRAILS http://www.trails-9.org/

Talk to Your Friends: How is information and technology literacy assessed in your school?

Performance Rubrics Hand-out How could you use this rubric with students to assess learning and set learning goals?

Science Grade 1 Example Grade 1 Content Standard: TD Focus: Approach MT Science Standard 1: Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations. B. Write a testable question with teacher guidance E. Identify the purpose of the investigation TD Focus: Approach Students highlight question words and punctuation: model for class, group-generated question, pair-generated questions.   Students highlight lesson- specific vocabulary Sample Task Evidence and Criteria: Evidence: Student written or dictated question(s) using appropriate question words and vocabulary. Checklist Criteria: 1. Accuracy-correct question words/punct./vocab highlighted 2. Completion-all question words/punct./vocab underlined Task Evidence and Criteria: use to assess completeness/accuracy of assigned task PAIR this will performance description to provide evidence of student skill in TD.

Novice: Nearing Proficiency: Proficient: Advanced: A. listen and retell problem or task with errors B. retell few keywords C. listen and retell the topic omitting most details D. listen to the steps needed to solve the problem or task with frequent redirection Novice: A. listen and retell problem or task with limited details B. retell some keywords C. listen and retell the topic with limited details D. listen to the steps needed to solve the problem or task with some redirection Nearing Proficiency: A. listen and retell problem or task B. retell keywords C. listen and retell the topic D. listen and retell the steps needed to solve the problem or task Proficient: A. listen and retell problem or task with insight and detail B. retell keywords with enriched vocabulary C. listen and retell the topic with elaborate detail D. listen to and anticipate the steps needed to solve the problem or task Advanced: Performance Description: use for formative assessment of students as they complete tasks

Reporting

Score/Performance Level Report Example Science Performance Criteria: Information Literacy Performance Criteria: Novice: B. Student, struggles to generate appropriate questions with teacher guidance. Nearing Proficiency: B. Student generates questions with teacher guidance that may or may not be testable. Proficient: B. Student generates a testable question with teacher guidance Advanced: Student generates a testable question without teacher guidance. Novice: A. listen and retell problem or task with errors B. retell few keywords C. listen and retell the topic omitting most details D. listen to the steps needed to solve the problem or task with frequent redirection Nearing Proficiency: A. listen and retell problem or task with limited details B. retell some keywords C. listen and retell the topic with limited details D. listen to the steps needed to solve the problem or task with some redirection Proficient: A. listen and retell problem or task B. retell keywords C. listen and retell the topic D. listen and retell the steps needed to solve the problem or task Advanced: A. listen and retell problem or task with insight and detail B. retell keywords with enriched vocabulary C. listen and retell the topic with elaborate detail D. listen to and anticipate the steps needed to solve the problem or task Student Name: MT Science Standard 1: Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations. B. Write a testable question with teacher guidance Assignment/Activity Task Criteria Score/Performance Level Oct 10 Question Words Activity 1. Accuracy-correct question words/punct./vocab highlighted 2. Completion-all question words/punct./vocab underlined 2/Nearing Proficient Oct 12 Science Vocab/Question Activity Oct 14 Science Question Activity 3/Proficient Purpose is to communicate student achievement and progress on targeted Science and Information Literacy skills. Resources to Help You Help Your Child: www.big6.com www.nsta.org Etc.

Talk to Your Friends: Are information and technology literacy standards a part of quarterly/semester reporting? How could you use standards-based performance rubrics to begin assessing and reporting student learning of information and technology literacy standards?

Checklist: Know the learner standards. Use your Advisory Team to inform/influence teachers to implement learner standards. Analyze released items from state tests to target information and technology literacy standards in content areas. Develop standards-based rubrics to assess student learning. Develop a standards-based reporting tool to communicate student learning with students and parents/guardians.

What is your plan?

Monday, the first things I’m going to do are ________________________________________________ For the rest of the school year, I’m going to work on For next year, I’m going to work on

What have we learned today? 20 words or less Around the Room: Smackdown Style

Vision of 21st Century Teachers

Mission: To ensure that students are effective users and producers of ideas and information. The mission of the school library program is to ensure that students are effective users and producers of ideas and information.   This mission statement is a revised version of the mission first articulated in Information Power: Guidelines for School Library Media Programs (AASL/AECT, 1988) and restated in Information Power: Building Partnerships for Learning (AASL/AECT 1998).  This is a bold mission that commits the school library program and staff to focus on student performance and achievement in terms of information and knowledge use and creation.  1. Note "Eisenberg edit" in the '90s and "Valenza edit," 2009.

Colet Bartow cbartow@mt.gov Library-Information Literacy Specialist cbartow@mt.gov Wiki: www.opi.mt.gov/groups/mtl