1. 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

2. 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.

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

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

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

6. Teacher-Librarian as Teacher

7. 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)

8. 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.

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

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

11. Washington State Educational Technology Standards

12. Common Core State Standards for English Language Arts and Mathematics

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

14. Curriculum
Stand alone
Integrated
Big6 by the Month

15. 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.

16. 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:
Montana Content and Performance Standards: Information Literacy/Library Media Alignment Matrix.
Montana Content Standards and Performance Descriptors.

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

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

19. A process not an event

20. 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)

21. 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

22. 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.
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

23. TRAILS

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

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

27. 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.

28. 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

29. Reporting

32. 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:
Etc.

33. 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?

34. 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.

35. What is your plan?

36. 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

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

39. Vision of 21st Century Teachers

40. 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.

41. Colet Bartow cbartow@mt.gov
Library-Information Literacy Specialist
Wiki: