M EASURING S TUDENT S UCCESS IN THE L IBRARY I NFORMATION AND T ECHNOLOGY P ROGRAM Colet Bartow...

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MEASURING STUDENT SUCCESS IN THE LIBRARY INFORMATION AND TECHNOLOGY PROGRAM

Colet BartowMontana Office of Public Instruction

WLMA/WALE ConferenceFriday, October 15, 2010

Mission: To ensure that students are effective users and producers of ideas and information.

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

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

Assessment

Curriculum

Instruction

Putting the Pieces Together

Standards

ESSENTIAL LEARNING EXPECTATIONS

Washington State Educational Technology Standards

Common Core State Standards for English Language Arts and Mathematics

Task Definition Information Seeking Strategies

Location and Access Use of Information Synthesis Evaluation

Big6™ and Common Core State Standards College and Career Ready Anchor Standards

Reading Writing Speaking & Listening

Curriculum

Not an add-on . . .

Montana Content Standards: Information

Literacy/Library Media

Benchmark (Grade 4)

Big6™ Skill Montana Content

Standards: Communication Arts

Montana Content Standards:

Social Studies, Science

Montana Content Standards:

Technology, Workplace Competencies

1. Students identify the task and determine the resources needed.

Define the problem. 1. Task Definition 1.1 Define the information problem.

5.2 select appropriate topics and generate topic sentences that indicate the writer's purpose for writing 5.10 use information problem solving process to research a topic

SS 1.1 identify and practice the steps of an inquiry process (i.e., identify question or problem, …) Sc 1 Students, through the inquiry process, demonstrate the ability to design … scientific investigations. Sc 5.3 simulate scientific collaboration by sharing and communicating ideas to identify and describe problems

T 1.1 identify and investigate a problem and generate possible solutions WC 5.2 solve problems both individually and with others

Identify the types of information needed.

1.2 Identify information needed.

5.10 use information problem solving process to research a topic

SS 1.1 identify and practice the steps of an inquiry process (i.e. … locate … potential resources, …) Sc 1 (Rationale): Students must understand the process of science—how information is gathered …

WC 5.1 identify and select information sources using technology

Choose from a range of resources.

2. Information Seeking Strategies 2.1 Determine all possible sources.

5.10 use information problem solving process to research a topic

SS 1.1 identify and practice the steps of an inquiry process (i.e. … locate and evaluate potential resources, …)

T 1.2 collect data and information using digital tools WC 3.1 identify a variety of sources that provide workplace information

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.comMontana Content and Performance Standards: Information Literacy/Library Media Alignment Matrix. http://www.opi.mt.gov/PDF/libmedia/ILLM_Big6_Align.pdfMontana Content Standards and Performance Descriptors. http://www.opi.mt.gov/Curriculum/Index.html?gpm=1_8#p7GPc1_8

At what level of development is your district’s Information Literacy Curriculum?

Assessment

A process not an event

Formative Assessment• Assessment FOR Learning

– Purpose: Provide ongoing feedback to improve learning

– Timing: During the learning segment

(Burke, Kay. Balanced Assessment: From Formative to Summative. Bloomington, IN: Solution Tree, 2010)

Science Grade Level Expectations

(http://www.opi.mt.gov/pdf/standards/09ScienceELE.pdf)

Grade 1 Grade 4 Grade 8 Grade 12

Content Standard: 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

A. Ask a testable question using observations and prior knowledge D. List a step-by-step procedure for an investigation

A. Compare testable vs. non-testable questions B. Write a testable question for an investigation E. Distinguish between a testable question and a testable hypothesis F. Write a testable hypothesis for an investigation

A. Identify the various applications of scientific investigations (explore new phenomena, check on previous results, to test how well a hypothesis predicts, and to compare hypotheses) B. Identify a testable question E. Write a testable question

TD Focus: Approach Students highlight question words and punctuation: model for class, group-generated question, pair-generated questions. Students highlight lesson- specific vocabulary

Students use Lab Report form to list possible testable questions and describe investigation procedure. Resource: Problem/Solution Graphic Organizer http://www.sdcoe.k12.ca.us/score/actbank/tprobsol.htm

Students Complete Long-term Investigation Project (Science Fair) Resource: Big6 Turbo Tools http://www.big6.com/2004/01/21/big6-10-begin-well-to-end-well-how-to-teach-task-definition-skills-with-big6-turboplanner/

Students Complete Long-term Investigation Project (Science Fair)

Sample Assessment Evidence and Criteria:

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

Lab Report Science Rubric http://www.exemplars.com/media/pdf/rubrics/science_rubric.pdf State Science Test Results

Lab Journals Summary of Findings

Science Fair Checklist: http://www.big6.com/go/wp-content/2008/02/Science_Fair_Checklist.pdf Performance Assessment Teacher Observation www.TRAILS.org for Summative Assessment

LEARNING EXPECTATIONS

INSTRUCTION

ASSESSMENT

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)

TRAILShttp://www.trails-9.org/

How is information and technology literacy assessed in your school?

Performance Rubrics

Science Grade 1 ExampleGrade 1

Content Standard: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 guidanceE. 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 highlighted2. Completion-all question words/punct./vocab underlined

• 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

redirectionNovice:

• 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 taskProficient:

• 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:

Reporting

Report Example

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

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 highlighted2. Completion-all question words/punct./vocab underlined

2/Nearing Proficient

Oct 12 Science Vocab/Question Activity

2/Nearing Proficient

Oct 14 Science Question Activity

3/Proficient

Student Name:

Resources to Help You Help Your Child:

www.big6.comwww.nsta.orgEtc.

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.

Science Performance Criteria:

Talk to Your Friends: 1. Are information and technology literacy standards a

part of quarterly/semester reporting?

2. 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

Vision of 21st

Century Teachers

Mission: To ensure that students are effective users and producers of ideas and information.

Colet BartowLibrary-Information Literacy Specialist

cbartow@mt.gov

Wiki: www.opi.mt.gov/groups/mtl

M EASURING S TUDENT S UCCESS IN THE L IBRARY I NFORMATION AND T ECHNOLOGY P ROGRAM Colet Bartow...

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