raising student achievement through texas school libraries

Raising Student Achievement through

Texas School Libraries

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.

Core Beliefs

Core Beliefs

Difference Intervention Transformation

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.

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.

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

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

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

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

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.

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

What are the issues in implementing evidence-based practice?

Issues

Accountability fears

Competency requirementsTime Pressures

Contrary to lifelong learning

Lack of knowledge and

skills

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

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.

To Begin:

• Obtain Summary Report – Student Performance from School Principal.

• Identify sections where students performed weakly.

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

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?

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?

Communication Plan

• How will the plan be shared with all the stakeholders in the school community? Faculty? Parents? Central Office? Others?

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 Program

• Eric Documents / Eric Digests & Abstracts

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!